Preferred Player Characteristics and Skills of Division I Men\u27s Basketball Coaches

A national survey of selected men’s basketball coaches, at the NCAA Division I level, revealed how essential the respondents felt certain work ethic characteristics were for successful basketball players on their team. The respondents also revealed how important specific skills or talents were for the success of men’s NCAA men’s Division I basketball programs. The survey was completed by means of a 36-item Likert scale questionnaire. This investigation determined to what degree NCAA Division I coaches should seek specific work ethic characteristics and physical skills/talents in their players

Necessary Education for the Success of Athletics Directors: NCAA Presidents\u27 Perceptions

Given the many demands placed on the current day athletics director, the necessity of appropriate education has become paramount. Several years ago, Leith (1983) recognized the need for athletic administrators to be competent in a variety of skills. Today, the need for athletics directors to be well versed in multiple job-related skills has become even more apparent. The current status of athletic administration among National Collegiate Athletic Association (NCAA) colleges and universities suggest that occupational demands are being placed on sport administrators at an increasing rate (Bradley, 1993; Lea & Loughman 1993; Neilsen, 1990). Copeland and Kirsch (1995) recognized the escalating responsibilities and the inherent demands of contemporary sport in order to maintain competitive programs. It was discovered in a study undertaken by Cleave (1993) that intercollegiate administrators generally perceived their jobs as becoming more complex

THE EXTENSION OF THE SHWARTZMAN PHENOMENON TO THE MOUSE AND SOME ECOLOGICAL DETERMINANTS OF THE SINGLE-INJECTION REACTION

The localized Shwartzman reaction has been demonstrated in a highly inbred mouse strain (BSVS). This reaction was produced with marked regularity in these mice by administration of relatively small doses of bacterial endotoxin or other Shwartzman-active agents. It is considered the equivalent of the phenomenon described in the rabbit inasmuch as it has conformed to all the operational and histopathological aspects of the classical reaction that have been tested, including elicitation by various endotoxins, heterologous preparation and provocation, inhibition by anticoagulants, and provocation by antigen-antibody complexes. A reaction similar to the above but differing in its manner of production was also investigated and has been termed the single-injection Shwartzman reaction. This phenomenon was identical with the normal Shwartzman reaction in all ways except for the fact that it was elicited with but a single intradermal injection of bacterial endotoxin. In investigating the lesion it has been demonstrated that inapparent in the gross, but elicitible infection of the lungs with a Gram-negative microflora was uniformly associated with single-injection reactivity. Because of this constant association it has been suggested that a causal relationship exists between the infected state and the skin reaction, not on the basis of known immunological events but on the basis of the Shwartzman mechanism in which the lung flora, demonstrably excited by the preparative injection, appears to mediate natural "endogenous" provocation of the lesion at the prepared skin sites

Leni Riefenstahl\u27s Olympia : Brilliant Cinematography or Nazi Propaganda?

This article discusses whether or not the documentary on the 1936 Summer Olympic Games entitled Olympia was more than just a very well made sports film, but produced with the purpose of promoting Nazi propaganda for national socialism

Recommended Educational Experiences for High School Athletic Directors (ADs)

A national study of 400 high school principals was conducted to determine their recommendations in terms of the most appropriate informal and formal education (experiences) for would-be high school athletics directors. Specifically, the principals were asked to rate each of 19 items/questions relating to formal or informal education efforts or achievements by means of a 5-point likert scale. A secondary purpose was to ascertain how the respondents rated each of the then proposed sport management core content areas (areas of formal course work), as recommended by the Sport Management Program Review Council. Only two core content areas -- (1) legal aspects of sport and (2) budget and finance in sport -- were deemed to be essential or very important by a majority of 233 respondents (58.25% return). The formal course work that the largest number of principals felt was not very important/irrelevant was research in sport

Desirable Qualities, Attributes, and Characteristics of Successful Athletic Trainers -- A National Study

In an effort to determine the importance of desirable qualities, attributes and characteristics necessary for the success of interscholastic athletic trainers a Likert-type scale survey was mailed to all head athletic trainers of NCAA Division III institutions in the United States. The survey consisted of 24 statements allowing for the following responses: essential, very important, important, not very important, and irrelevant. The qualities that were deemed the most desirable by head athletic trainers were trustworthiness (76.2%), honesty (73.5%), dependability (66.4%), and possessing high ethical standards (66.4%). The two characteristics that were found to be the least essential were being a risk-taker (2.1%) and being a visionary (6.4%

Knowledge Areas Necessary for Successful NCAA Division III Certified Athletic Trainers: NCAA Division III Certified Athletic Trainers’ Perceptions

NCAA Division III head certified athletic trainers (ATCs) (n=185) were surveyed to determine knowledge areas needed by ATCs to be successful as Division III ATCs. A Likert-like scale survey consisted of 12 athletic training related knowledge areas and included the following five point scale: essential, very important, important, not very important, and irrelevant. Findings indicated that it is important that Division III ATCs have all 12 knowledge areas to be successful. Although injury-related knowledge areas were considered essential, all of the knowledge areas were at least considered important to the success of ATCs, and none were considered irrelevant. Those involved in athletic training curricular issues should place or continue to place the most emphasis on areas related to injuries