Collegiate Sport Participation and Student-Athlete Development through the Lens of Emotional Intelligence

A continued debate persists over the place of sport within institutions of higher education. Proponents of sport champion its ability to contribute to a holistic notion of education and develop an array of competencies touted in institutional missions. There is however a dearth of empirical data examining the educational impact of athletic participation at the college level. This paper assessed the educational ability of collegiate sport participation in a unique manner, through the lens of Emotional Intelligence (EI). Student-athletes and students at five NCAA Division III institutions completed online assessments prior to and after the completion of the winter sports seasons. Evidence was produced that participation in a single season of collegiate sport does not develop interpersonal, intrapersonal, and leadership capacities significantly differently from the collegiate experience of students not participating in athletics. Institutions are advised to explore EI interventions as way to maximize the educative potential of sport

Broken Promises: The Effect of Psychological Contract Violation on Student-Athlete Trust and Intentions to Leave Their Team

The purpose of this study was to examine the impact that increased perceptions psychological contract breach between student-athletes and their coaches have on student-athletes’ affective trust in their coaches, cognitive trust in their coaches, and intentions to leave their team. Based on a sample of 248 NCAA Division I and Division II student-athletes, the results reveal that increased perceptions of psychological contract breach significantly lower student-athletes’ cognitive trust in their coaches and significantly increases their intentions to leave their team. Higher levels of psychological contract violation acted as a partial mediator on the relationship between psychological contract breach and cognitive trust. Psychological contract violation also acted as a partial mediator on the relationship between psychological breach and intentions to leave. Neither perceptions of psychological contract breach nor psychological contract violation were significantly related to affective trust

Examination of the 3x2 Achievement Goal Model in Collegiate Recreation: Comparison Across Sport Programs

Sport is a central achievement context through which participants’ direct competence-related behavior to achieve desired outcomes. Achievement goal theory provides a framework for understanding self-directed behavior in achievement contexts. Theorists postulate that achievement goals reflect one’s purpose and anticipated outcomes which guide behavior. To assess this psychological construct, several achievement goal measures have been developed, from a dichotomous model (Nicholls, 1989) to the most recent 3x2 model (Elliot, Murayama, & Pekrun, 2011). In the present research, the 3x2 achievement goal model (i.e., task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) was translated for the collegiate recreational sport domain and tested against alternative theoretical models. A questionnaire was developed and administered to recreational sport participants (N = 614) at a large, post-secondary institution in the United States. Using confirmatory factor analysis (CFA), the researchers found the 3x2 model to provide a better fit than the alternative theoretical models. These findings support the most recent theoretical advancement of the achievement goal construct. Through use of multivariate analysis of variance, significant differences across the six achievement goals were found between intramural and sport club participants. These results have implications for researchers and recreational sport practitioners seeking to measure and understand the motivational differences across sport participants

The Impact of Psychological Contract Breach on Student-Athlete Perceived In-Role Performance and Organizational Citizenship Behaviors

Recent research has demonstrated that breached psychological contracts between student-athletes and their coaches can have negative consequences for team members (Barnhill, Czekanski, & Turner, 2013; Barnhill & Turner, 2013, 2014). While these studies are informative, they have been focused on student-athlete attitudes. The purpose of this study was to explore how psychological contracts affect student-athletes\u27 behaviors and performance. The results indicated that neither psychological contract breaches, nor psychological contract violation are significantly related to organizational citizenship behaviors or in-role performance of studentathletes. Implications and suggestions for future results are discussed

Organizational Effectiveness of Athletic Departments and Coaches’ Extra- Role Behaviors

The objective of the current study was to explore and describe the relationship between coaches’ extra-role behaviors (precisely organizational commitment – OC and organizational citizenship behavior – OCB) and the organizational effectiveness (OE) of athletic departments. OC was measured through 12 items that represent its three dimensions: affective, normative, and continuance commitment (Meyer, Allen, & Smith, 1993; Turner & Chelladurai, 2005). OCB was measured using five items that represent its three dimensions: sportsmanship, civic virtue, and helping behaviors (Podsakoff & Mackenzie, 1994). Following the current tendency in the literature (Cunningham, 2002; Putler & Wolfe, 1999; Smart & Wolfe, 2000), OE of athletic departments was investigated in four dimensions: athletic achievement, student-athletes education, social performance, and financial performance. Coaches (N = 241) from NCAA Division I universities responded to the questionnaire. The results indicated coaches’ commitment and citizenship behaviors were not good predictors of effectiveness of athletic departments. Coaches’ extra-role behaviors either explained small changes in effectiveness or did not explain effectivenes

Separated Fringe Packet Observations with the CHARA Array II: ω\omega Andromeda, HD 178911, and {\xi} Cephei

When observed with optical long-baseline interferometers (OLBI), components of a binary star which are sufficiently separated produce their own interferometric fringe packets; these are referred to as Separated Fringe Packet (SFP) binaries. These SFP binaries can overlap in angular separation with the regime of systems resolvable by speckle interferometry at single, large-aperture telescopes and can provide additional measurements for preliminary orbits lacking good phase coverage, help constrain elements of already established orbits, and locate new binaries in the undersampled regime between the bounds of spectroscopic surveys and speckle interferometry. In this process, a visibility calibration star is not needed, and the separated fringe packets can provide an accurate vector separation. In this paper, we apply the SFP approach to {\omega} Andromeda, HD 178911, and {\xi} Cephei with the CLIMB three-beam combiner at the CHARA Array. For these systems we determine component masses and parallax of 0.963${\pm}$0.049 $M_{\odot}$ and 0.860${\pm}$0.051 $M_{\odot}$ and 39.54${\pm}$1.85 milliarcseconds (mas) for {\omega} Andromeda, for HD 178911 of 0.802${\pm}$0.055 $M_{\odot}$ and 0.622${\pm}$0.053 $M_{\odot}$ with 28.26${\pm}$1.70 mas, and masses of 1.045${\pm}$0.031 $M_{\odot}$ and 0.408${\pm}$0.066 $M_{\odot}$ and 38.10${\pm}$2.81 mas for {\xi} Cephei.Comment: 28 pages, 4 tables, 6 figures, accepted to AJ May 201

Aquilegia, Vol. 34 No. 2, Summer 2010, Newsletter of the Colorado Native Plant Society

https://epublications.regis.edu/aquilegia/1132/thumbnail.jp

Organizational Effectiveness of Athletic Departments and Coaches' Extra- Role Behaviors

The objective of the current study was to explore and describe the relationship between coaches’ extra-role behaviors (precisely organizational commitment – OC and organizational citizenship behavior – OCB) and the organizational effectiveness (OE) of athletic departments. OC was measured through 12 items that represent its three dimensions: affective, normative, and continuance commitment (Meyer, Allen, & Smith, 1993; Turner & Chelladurai, 2005). OCB was measured using five items that represent its three dimensions: sportsmanship, civic virtue, and helping behaviors (Podsakoff & Mackenzie, 1994). Following the current tendency in the literature (Cunningham, 2002; Putler & Wolfe, 1999; Smart & Wolfe, 2000), OE of athletic departments was investigated in four dimensions: athletic achievement, student-athletes education, social performance, and financial performance. Coaches (N = 241) from NCAA Division I universities responded to the questionnaire. The results indicated coaches’ commitment and citizenship behaviors were not good predictors of effectiveness of athletic departments. Coaches’ extra-role behaviors either explained small changes in effectiveness or did not explain effectiveness