Teses / dissertações: "Athletics"

1

Lynes, Cynthia Jane Dickerson. "Women's athletics and the athletic patriarchy". Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/cynthia_j_lynes/Lynes_Cynthia_J_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of John A. Weaver. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 189-195) and appendices.

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2

Kinugasa, Taisuke. "Individualized assessment of conditioning for elite athletes /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18053.pdf.

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3

Gouw, Patrick. "Griekse atleten in de Romeinse keizertijd (31 v. Chr. - 400 n. Chr.)". Amsterdam : Vossiuspers UvA, 2009. http://site.ebrary.com/id/10363470.

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4

Armenth-Brothers, Francine R. "Freshmen athletes' perceptions of adjustment to intercollegiate athletics". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941365.

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The purposes of this study were to determine the adjustment of freshman athletes to intercollegiate athletics and to determine the validity of the Perceptions of Adjustment to Sports Questionnaire (PASQ), which was created for this research. The results of a pilot study that included 62 freshman intercollegiate athletes indicated that Rule 48 status, time of season, residence, interscholastic athletic experience, team cohesion, and revenue do not influence the adjustment of freshman athletes to intercollegiate sports (p < .05). Twelve panelists also rated the construct validity of the PASQ in a three-round Delphi study. The final version of the PASQ resulted in a 69-item, 8 sub scale instrument that measures freshman adjustment to intercollegiate athletics; however, additional research needs to be conducted to confirm its validity. Possible uses of the PASQ are to provide a foundation for counseling freshman intercollegiate athletes and to recognize freshman athletes at risk for psychiatric and physical health problems.
School of Physical Education

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5

Scroggs, Jane Alexander. "Faculty attitudes toward intercollegiate athletics and student athletes". Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/44084.

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Throughout history men have been divided into groups, and attitudes have often been formed according to these groups. This study examined the attitudes of faculty members, as a group, toward intercollegiate athletics and student athletes. Three concepts were used to analyze the data. First, Rokeach's idea of attitudes-toward-an-object verses attitudes-toward-a-situation was utilized. Second, Allport's Contact Hypothesis was tested. Third, Sumner's notion of the in-group was incorporated. Types of analysis used were Chi square, regression, and Pearson r correlation. The analysis revealed several interesting things. The initial finding was that faculty members were unable to distinguish between the object (student athletes) and the situation (intercollegiate athletics) in terms of their attitudes. Other results indicated that the experience of attending athletic events was the best predictor of attitudes. Those subjects who attended games frequently had less negative, or slightly more positive, attitudes than other subjects. It was also found that subjects, other than the avid spectators, had very little variance in their attitudes. The results of this study have important implications for defining the role of intercollegiate athletics in the university setting.
Master of Science

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6

Tudor, Margaret L. "Predicting Student Athletes' Motivation Towards Academics and Athletics". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1399995628.

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7

Severs, Brandon Richard. "Intercollegiate Athlete Perceptions of Justice in Team Disciplinary Decisions". TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/70.

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8

Burden, S. A., University of Western Sydney, of Arts Education and Social Sciences College e School of Psychology. "Transition experiences following involvement in an elite athlete residential program". THESIS_CAESS_PSY_Burden_S.xml, 2002. http://handle.uws.edu.au:8081/1959.7/424.

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The aims of this thesis were to determine the relationship between transition model variables and athlete reactions to the transition event, the incidence of positive versus negative reactions to the event, identifications of variables that assisted or hindered the adaptation process, and the usefulness of the revised model for investigating a transition event. The study was conducted using a sample of adolescent athletes who participated in the residential program at the Australian Institute of Sport during the years 1993 to 1997. The findings highlighted areas for future consideration in research and development of transition programs for institutional settings
Doctor of Philosophy (PhD) (Psychology)

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9

Davenport, Patricia Lynne. "The moral reasoning of student athletes and athletic training students : describing the relationship between athletics and higher education". Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/p_davenport_050307.pdf.

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10

Johnson, Joshua Spencer. "Differences in male and female athletes and their perceptions of an ideal coach with respect to locus of control, competitiveness, goal-orientation and win-orientation". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003johnsonj.pdf.

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11

Crump, Latoria Joyce. "Perceptions of Female Athletic Directors on Hiring Practices in Intercollegiate Athletics". Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141242.

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The success of women as athletic administrators in the National Collegiate Athletic Association (NCAA) has not been able to be researched because very few women have held positions in athletic departments in the NCAA Division I, II and III schools. Women in athletic administration have been a major topic, but more importantly the career development of women into the position of athletic administration has limited research applied towards it. The inequitable amount of females in NCAA Division I, II and III school’s athletic departments has continued to be an issue. The problem is that there is not an equitable amount of female athletic directors at NCAA Division I, II and III schools. The purpose of this qualitative case study was to explore the perceptions and observations of school administrators regarding the hiring practices since women have been underrepresented in athletic administrator positions at NCAA Division I, II and III schools. A multiple-case study was considered appropriate because the benefits derived from more than one case were considerable. To gain insight into why there has been an inequitable amount of female athletic administrators at NCAA Division I, II and III schools, 10 athletic administrators from three southern states in the United States have consented to be interviewed. Interviewing was continued until data saturation was reached. Now add key findings to abstract and recommendations. The findings included: (a) the preparation to become an AD was strongly consistent among all participants including their sports backgrounds, educational achievements, and work experiences (b) the knowledge, skills, and ability to serve as AD were possible due to the preparation through education and being confident with their own decision making, and (c) participants emphasized self-confidence as important when they referenced their ability to approach confidently different scenarios while serving as AD and was part of what was needed to be successful. A future qualitative study may be required to study a complete athletic conference concerning the perceptions of female ADs on hiring practices in intercollegiate athletics.

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12

Whiteley, Harold L. (Harold Lee). "A Comparison of Knowledge and Attitudes between Directors of Athletics and Head Trainers in the Southwest and Southland Conferences Regarding HIV-transmission Issues in Athletics". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278430/.

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The purpose of this study was to investigate and compare knowledge and attitudes of directors of athletics and head trainers in the Southwest (Division 1A) and the Southland (Division 1AA) Conferences concerning HIV/AIDS issues related to transmission, prevention, and protection within college athletics programs. The results of this qualitative study provided descriptive data from university administrators within the athletics setting who are responsible for providing adequate student athlete health care services from developed and implemented administrative policies that directly or indirectly affect a student athlete's physiological and psychological well-being.

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13

Webster, Carrie Lennon. "The Effect of Scholarship Support, Gender, and Sport Type on Retention of Collegiate Student-Athletes". Available to VCU users online at:, 2007. http://hdl.handle.net/10156/1953.

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14

Atwater, Christopher. "Faculty Attitudes towards College Athletics and the Academic Competency of Student-Athletes at a NCAA Division-I Institution". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2331.

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The purpose of this investigation was to examine faculty attitudes towards the role of college athletics and the academic competency of student-athletes at a NCAA Division-I Institution. By analyzing faculty attitudes, this study contributes to a better understanding of factors associated with how educators view athletics in higher education and how they develop their attitudes towards student-athletes from an academic perspective. Though prior research indicates quantitatively that faculty possess distinct views of these concepts, there was a gap between measured attitudes and known factors that contribute to these attitudes. By analyzing both quantitative and qualitative results, this investigation advanced the knowledge base of what factors, themes and trends exist in relation to faculty attitudes towards college athletics and the academic competency of student-athletes. Furthermore, by identifying relevant factors, this study may serve future practitioners by helping them hone techniques for successful and perceived change of the college experience for student-athletes in higher education.

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15

Bouyer, Jamie. "Temporary Leadership in Athletics| The Experiences of Interim NCAA Directors of Athletics". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283930.

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Turnover in intercollegiate athletics leadership often results in an interim director of athletics appointment, which is a quick solution to fill a gap in leadership until a permanent successor can be named. Not only is interim leadership a convenient option for the institution, it can also provide an individual the opportunity to serve in a senior leadership position that may otherwise be difficult to obtain. Although there are many advantages to serving as an interim director of athletics, those who serve in the role are also faced with a number of challenges that have implications to the individual and institution during the temporary appointment.

This dissertation captured the experiences of interim National Collegiate Athletics Association (NCAA) directors of athletics. Through the use of qualitative interviews, the dissertation explored and described the perceived benefits, challenges, and institutional support experienced by fifteen participants who had served and completed their appointment as an interim NCAA director of athletics. Bridges’ (2004) Transition Theory Model, and the Human Resource Frame of Bolman and Deal’s (2013) Organizational Reframing Model provided the conceptual framework to analyze the data of this study.

The study found that participants experienced change that triggered their transition into the interim director of athletics role causing them to let go of an old identity with which they were familiar. Participants also experienced varying degrees of unfamiliarity as they adapted to new job tasks, experienced increased workloads, and managed new and old relationships. Ultimately, participants experienced acceptance of their role as interim by building the confidence and skills needed to be successful before they transitioned out of the interim director of athletics position into their next role.

Recommendations for policy include the need to develop NCAA and institutional guidelines to provide a go to guide in how to efficiently and effectively support an interim director of athletics. Practice recommendations include the implementation of procedures that encourage professional learning and growth opportunities. Finally, future research should examine employment trends and provide different perspectives on the experiences of interim NCAA directors of athletics, such as gender and race differences, family dynamics, and staff perception.

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16

Won, Doyeon. "Competitive advantage in intercollegiate athletics: A resource-based view". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1095694860.

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17

Norman, Gilbert Q. (Gilbert Quinton). "Faculty Attitudes toward Intercollegiate Athletics at Colleges and Universities Belonging to Division I of the National Collegiate Athletic Association and the National Association of Intercollegiate Athletics". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279293/.

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The purpose of this study was to compare the attitudes of faculty at: (1) Division I NCAA and NAIA institutions, (2) Division I and II NAIA institutions on selected issues related to intercollegiate athletics, and (3) Division I NCAA and NAIA institutions toward selected issues related to intercollegiate athletics when demographics variables are considered. The problem was to determine if there were significant differences between the attitudes of the faculties.

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18

Rauchut, Katie E. "Promoting university mascots on the world wide web". Instructions for remote access. Kutztown University Avalanche web site. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2006. http://www.kutztown.edu/activities/athletics/avalanche/.

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Thesis (M.S. )--Kutztown University of Pennsylvania, 2006.
Source: Masters Abstracts International, Volume: 45-06, page: 2719. Typescript. Abstract precedes thesis as 1 leaf (iv). Includes bibliographical references (leaf 18).

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19

Perry, Thomas Frank. ""The Underbelly of the Beast" The Role Of Athletic-Academic Advisors In Intercollegiate Athletics". Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/194323.

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Mae West is credited with saying, "When I'm good, I'm good. When I'm bad, I'm very good."Intercollegiate Athletics in American society has taken on the attitude and swagger of the legacy of Mae West. At its very best for the active and passive participant, intercollegiate athletics can be a breath taking, exhilarating experience. However, to attain and maintain successful teams at the competitive pinnacle of its amateur expression, Division I athletics comes with some human costs. The exploitative nature of Division I athletics is hidden in the shadow cast by the cultural myth of the inherent good of competition.While portraying the dynamic working relationship between first-generation college student-athletes and their Athletic-Academic Advisors, this qualitative study presents a case that concludes that the objectives of intercollegiate athletics function as a cultural action system that inculcates the capitalist paradigm.Despite long standing research that addresses the negative effects of competition, we continue to frantically engage in the effort to outdo others. This has become the paradigm at work, in our schools, and on our playing fields.Yet the true meaning of life can only be discovered through fully experiencing another human being ― by loving him. In the end, the quality of our life is solely predicated on the quality of our relationships.

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20

Cregan, Kerry. "The knowledge of elite level coaches of swimmers with a physical disability /". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83174.

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The last decade has seen an increase in empirical research pertaining to coaching science and education. A great deal of research has focused on coaches of elite able-bodied athletes, while coaches of athletes with a disability have generally been overlooked. In a recent analysis of disability sport, only 5% of empirical publications pertained to coaching. Thus, the current study addressed the gap in the literature by examining the knowledge of disability sport coaches. Six elite level Canadian coaches of swimmers with a physical disability were interviewed using an unstructured, open-ended interview format. Four categories emerged from the analysis: coach background and characteristics, training, competition, and contextual factors. Results revealed who the coaches were, what they did, and similarities with elite able-bodied coaches, as well as differences that were specific to coaching swimmers with a physical disability. Specifically, it was essential for coaches to become knowledgeable of their athletes' disabilities, deal with issues of equality between able-bodied and swimmers with a physical disability, and accommodate a large array of individual needs. These findings augment knowledge in coaching psychology by including elite level coaches of athletes with physical disabilities.

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21

Hanson, Lindsay K. "Impact of involvement in athletics upon leadership preferences among selected Rowan University athletes /". Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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22

Lebeau, Laura Ann. "USF's Coverage of Women's Athletics: A Census of the USF Athletics Home Web Page". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3200.

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This study examines the coverage of women's athletics at USF provided through photographic representations on the university's Athletics Internet home web page during the 2009-2010 academic year. Findings revealed that, consistent with recent research on coverage of female athletes and women's athletics on university web pages, women, compared to men, were underrepresented in the majority of the five areas of the home page analyzed. Studies such as this can be beneficial because, if gender coverage inequities are brought to the attention of university administrators and Athletics personnel, actions could be take to reduce the inequities, thereby setting the tone for how we see and think about female athletes.

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23

Halbert, Sarah Anne. "Exploring the relationship between athletic injury and coaching behavior". Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1185396703.

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24

Rivera, Christina A. "The identification of key factors student-athletes perceived to be important to the college student-athlete retention process". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091805526.

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25

McCormick, Kaydee K. "Academic clustering in intercollegiate athletics". Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4129.

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26

Murphy, Maura. "Development Effectiveness in Intercollegiate Athletics". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523615911313983.

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27

Belciug, Marian. "Causal attributions in competitive athletics /". Online version, 1988. http://bibpurl.oclc.org/web/29661.

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28

Carter, Adam D. "The acquisition of coaching knowledge of a unique sample of expert team sport coaches /". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99580.

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The purpose of this study was to identify how coaches who have surpassed their athletic achievements acquired their coaching knowledge. Six University coaches from basketball, volleyball, and hockey, with a combined total of fourteen coach of the year awards were selected to participate. Each coach was coaching at a higher level (e.g., University level) than he had competed as an athlete, had a winning percentage greater than .500 at the University level, and had been the head coach at their current program for a minimum of five years. Semi structured, open-ended interviews were conducted using an interview guide created exclusively for this study and based on the tenets of Cote, Salmela, Trudel, Baria, and Russell's (1995) Coaching Model and Chelladurai's (1978) Multidimensional Model of Leadership. Data analysis followed the guidelines forwarded by Cote, Salmela, Baria, and Russell (1993). Results of this analysis revealed three higher order categories which indicated the path coaches had taken to reach their current positions including the many ways knowledge was acquired. These were (a) career path which discussed the journey of knowledge acquisition of these coaches, from their earliest sport participation to their current coaching position, (b) personal factors, which included how the coaches' journey of knowledge acquisition had been influenced by who the coaches were, and (c) coaching knowledge, which involved the participants' current level of coaching knowledge. Despite the idiosyncratic nature of each coach's career progression many common themes emerged, including the different ways knowledge was acquired, the coaches' personal characteristics, and the level of coaching knowledge accumulated. Many of the findings that emerged were similar to those highlighted in previous studies pertaining to expert coach development (e.g., Cregan, Bloom, & Reid, in press; Salmela, 1994; Schinke, Bloom, & Salmela, 1995) which suggests that while athletic experiences may be helpful in expert coach development, they are not essential. The results provided evidence that sources of knowledge acquisition are accessible to aspiring coaches to acquire the necessary coaching knowledge, regardless of their athletic background. The current findings could potentially enhance the quality and standard of formal coach education and training programs in Canada by illustrating how a unique sample of coaches acquired the knowledge to achieve success at the university level.

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29

Kang, Boung Jin. "A comparison of preferred coaching leadership behaviors in selected sports by United States and Korean collegiate athletes". Virtual Press, 2003. http://www.oregonpdf.org.

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30

Jefferies, Scott Lewis. "An Analysis of the Performance, Governance, and Authority of the Virginia High School League, Inc". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77037.

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The Virginia High School League is a private, non-profit organization whose member schools include public high schools and one private school in the Commonwealth of Virginia (Virginia High School League Organization, 2015). This organization manages and supervises athletics and other extracurricular activities such as forensics, debate, drama and publications (Polakiewicz, 1985). The mission statement of the Virginia High School League is "The Virginia High School League is an alliance of Virginia's public and approved non-boarding, non-public high schools that promotes education, leadership, sportsmanship, character and citizenship for students by establishing and maintaining high standards for school activities and competitions" (Virginia High School League Handbook, 2016, p. 13). Since each state is responsible for establishing a system of supervision and oversight for regulating interscholastic athletics and activities, differences in the administrative structures among each state's athletic associations are inevitable. This dissertation contains court cases regarding interscholastic athletics, and their impact on state athletic associations. Current issues facing not only the Virginia High School League, but all state athletic associations are also examined in this dissertation. The survey results suggest that participants support the VHSL's authority to impose probation which would prohibit the participation of coaches and sponsors, member schools, and participants. Additionally, the survey results suggest that the majority of participants believe the VHSL is performing well and that home-schooled students should not be able to participate in VHSL athletics and activities. Moreover, survey participants identify the major issues they believe the VHSL will face in the next five to ten years, while also identifying organizational changes that the VHSL should make.
Ed. D.

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31

Kapp, Bianca. "Eligibility of female athletes with differences of sex development to compete in international athletics". Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/72958.

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After given due consideration to the need of the original hyperandrogenic regulations and the constant pressure from society upon the International Association of Athletics Federation’s (hereafter IAAF) to take action against the presumed unfair competitive edge which such an athlete posed, it cannot be said that a female athlete’s natural levels of testosterone should be considered prejudicial in cases where such an excess is naturally produced within the athlete’s body. Any regulation that impedes upon the rights and freedoms of an athlete must be drafted in a manner that bears the highest degree of credibility and evidence, including the support of several cross-examinations of the evidential value before the promulgation thereof. The IAAF’s hyperandrogenic regulations fail to meet this extrinsic threshold and instead announces it in the absence of trailed and proven factual scientific evidence. The CAS board identified a lack of legality due to insufficient scientific evidence presented by the IAAF in order to justify the need of such regulations. This study found that Hyperandrogenic athletes faced numerous accounts of prejudice as a result of the regulations and the enforcement thereof by the IAAF. After the CAS panel established that several of the Hyperandrogenic athlete’s rights were infringed upon by the regulations, in an attempt to evade legal consequences, the IAAF withdrew the hyperandrogenic regulations leading to the abolishment of all legal proceedings linked thereto. The IAAF then retaliated months later with the publication of their DSD regulations. After facing an immense amount of critique by professionals globally, a communal consensus was reached that the DSD regulation was even weaker than its pre-successor. This study firstly investigates the scientific evidence, both in manner and in the hypothesis, presented by the IAAF in support of their DSD regulations. Secondly, it will criticise the legitimacy of the Bermon test and its publication in the British Journal of Sport Medicine (hereinafter the BJSM). Comparisons are made between hyperandrogenism and collateral cases involving similar medical conditions. Attention has also been drawn to the legal recourse currently available to affected athletes. Hereinafter, opinions and suggestions will be made as to an appropriate, and a law-abiding way as to how hyperandrogenism should be regulated.
Dissertation (LLM)--University of Pretoria, 2019.
Procedural Law
LLM (Research)
Unrestricted

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32

Stinson, Jeffrey L. "The effects on intercollegiate athletics success on private giving to athletic and academic programs at National Collegiate Athletic Association institutions /". view abstract or download file of text, 2005. http://www.lib.umi.com/cr/uoregon/fullcit?p3181133.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-193). Also available for download via the World Wide Web; free to University of Oregon users.

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Chaney, Kevin J. "EXAMINING RETIREMENT FROM ATHLETICS THROUGH A GERONTOLOGICAL LENS". Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248382318.

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34

Wildman, Jonathan C. "The athlete leader role : interaction of gender, sport type, and coaching style /". Access full text online:, 2006. http://digital.library.unt.edu/permalink/meta-dc-5486:1.

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35

Jump, Gerald W. "High school athletic participation : its relationship to student development". Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514852.

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The primary purpose of the study was to examine and analyze high school athletic participation with regard to the achievement of developmental tasks as described by A. W. Chickering and measured through the administration of the Student Developmental Task Inventory, Revised, Second Edition. The investigation was designed to determine whether there was a statistically significant relationship among the developmental factors of athletes, both male and female, and non-athletes, both male and female.In order to complete the study, demographic data was collected from the participating students at the same time as the measurement through the SDTI-2. All information was prepared for computer analysis and all data were computer analyzed. Eight null hypotheses were tested by using the commercial package, Statistical Package for Social Studies (SPSS X)> The 0.05 level of significance was established as the critical probability level for rejection of hypotheses.Conclusions Athletes vs. Non-AthletesWith regard to Developing Autonomy, Developing Purpose, and Developing Mature Interpersonal Relations there is no statistically significant difference in either the male or the female groups.The self reported grade averages were found to be significant for both the male athlete and the female athlete when compared to the non-athletes. Males vs. FemalesWith regard to Developing Autonomy, Developing Purpose, and Developing Mature Interpersonal Relations there is no significant difference in the areas of Developing Autonomy and Developing Purpose. There is a significance at the .04 level for females in the Developing Mature Interpersonal Relations.When considering the athletes only with regard to the developmental tasks, there is no statistically significant difference in the male athletes and the female athletes.The number of sports of participation for the male athletes and the female athletes was also not found to be a significant difference with regard to the three developmental tasks.

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36

Harris, Brandonn S. "Coach and athlete burnout the role of coaches' decision-making style /". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3970.

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37

Barnes, Kelly A. "NCAA Division I Athletes Preferences for Coaching Behaviors". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4438/.

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The purpose of this study was to determine whether coaching behavior preferences of NCAA Division I athletes differ as a function of gender and type of sport. The Coaching Behavior Questionnare (CBQ; Martin & Barnes, 1999) was administered to 195 NCAA Division I athletes. Gender and sport type were the independent variables and the participant's mean scores for the subscales on the CBQ were the dependent variables. Descriptive statistics revealed that, overall, NCAA Division I athletes prefer positive and instructional behaviors more than non-responses or negative behaviors. A 2 (gender) x 3 (type of sport) MANOVA and follow-up discriminant function analysis indicated that coaching behavior preferences differed as a function of gender and type of sport played. Thus, NCAA Division I coaches should consider both individual and situational characteristics when working with their athletes to achieve the desired outcome.

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38

Sanders, Calli Theisen. "The administrative reporting structure of athletics directors in NCAA divisions I, II and III intercollegiate athletics". Diss., Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/sanders/SandersC1204.pdf.

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39

Hanly, Erin. "Compound distribution models for athletics records". Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1018609.

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World records in athletics capture the attention of both the general public and the academic community. Athletics records provide a wealth of quantifiable data, which represent the pinnacle of human ability at the time of the record. This research discusses modelling the progression of athletics world records using a compound distribution model which is found in actuarial statistics. Compound distributions allow for the simultaneous modelling of the frequency of record breaking and of the amount by which the record is improved at each record-breaking performance. A number of assumptions accompany the use of the compound distribution model. This research evaluates the athletics data for adherence to these assumptions, before carrying out distribution-fitting and goodnessof-fit testing. Forecasts of future performance are obtained by means of a simulation method. The forecasts obtained from the compound model are compared to forecasts obtained from non-linear models which have been proposed in literature. This research focuses on short-term forecasts, however, a modification to the compound model which allows for longer-term forecasts is also illustrated.

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McHenry, Kevin Robert. "Corporate sponsorship and secondary school athletics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ50476.pdf.

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Thies, Jeffrey Craig. "Intercollegiate Athletics: The Community College Experience". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194951.

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The arms race, the definition of amateurism, Title IX, commercialism and academic integrity are regularly titles of chapters or catch phrases of texts written about intercollegiate athletics. Community college research focuses on the student population, transfer issues and the role of 2-year colleges within higher education. This study focuses on the intersection. Junior college athletic programs have been operating for nearly a century and currently serve more than 70,000 college students throughout the country without the guidance of appropriate research.Five research questions are divided into two subgroups; the first focusing on the history of participation through affiliation with the NJCAA and the next four on current trends in the presence, size and specific sport opportunities in community colleges. Data on the history of participation was collected directly from NJCAA national offices and imported into spreadsheets, providing a substantial amount of raw data previously unavailable. The second subset of questions utilized merged data sets from IPEDS and EADA. Descriptive statistics were used to analyze the historic data. Logisitic and OLS regression techniques provided results for the presence, size and specific sport analyses.The decline of men's opportunities in NJCAA institutions provides evidence that women's growth made possible through Title IX, occurred at the expense of men. The economic status of colleges provided a better indicator of growth or decline for either gender in junior college athletic programs after the initial thrust of women's teams ended. Enrollment, the percentage of full time students and the rural variable all proved to be positively associated with the presence of and size of athletic programs, while the female share of the student population was negatively associated with presence and size.The results provide information for local administrators of athletic departments, college administration, state governance groups and national associations. Financial constraints and concerns of supporting athletics at the community college level can be expanded. Gender equity issues should be explored in more detail. A foundation has been established, needs to be reinforced and should provide a launching point for future research in junior college athletics.

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Brinton, Christian S. "Authoritative Coaching: Building Youth Through Athletics". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5627.

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The purpose of this study was to determine the existence and extent of the relationship of coaching styles and adolescent athletes in terms of Self Determination Theory (SDT). Specifically, this study adapted Baumrindâ€™s parenting styles of authoritative, authoritarian, and permissiveness to coaching styles and examined the relationship between each coaching style and the tenets of SDT, namely competence, autonomy, and relatedness. This study also examined the effect of the number of years an athlete participated in a chosen sport, the number of years played on a specific team, and the number of years played for a particular coach. The sample consisted of 194 Brigham Young University students who had participated in either club or high school level sports for at least one year while in high school. Study participants completed the Basic Needs Sports Satisfaction Scale (BNSSS) and a sports-adapted version of the Parenting Authority Questionnaire (PAQ). Results from block entry method linear multi-regression analysis suggested Baumrindâ€™s Parenting Typology could in fact be successfully applied to adolescent sports and that coaching style could impact athletesâ€™ levels of perceived autonomy, and competence. Results revealed that an authoritative coaching style was a significant predictor of athlete autonomy and competence while an authoritarian coaching style was a significant negative predictor of athlete autonomy levels. Results hold practical implications for coaches, athletes, parents, and league administrators.

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Tuttle, Lauren E. "Leveling the Playing Field: Creating Transparency and Consistency in Accounting for Division I College Athletics". Ohio University Honors Tutorial College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1242237450.

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Bickel, Luke A. "The perceptions of gender equity in intercollegiate athletics by student athletes at Ball State University". Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1204197.

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The purpose of this study was to investigate the steps taken by the Ball State University Athletic Department in order to achieve the gender equity expectations set forth by Title IX. The study also investigated the perceptions and understanding of student athletes at Ball StateUniversity toward the steps taken to achieve gender equity. This study utilized surveys with student athletes from Ball State University. The results suggest that student athletes do not feel they are treated equally by the athletic department. However, it is unclear as to whether student athletes are fully aware of the actions taken by the athletic department to ensure gender equity.
Department of Educational Leadership

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Burden, Sharon. "Transition experiences following involvement in an elite athlete residential program ̜/". View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030325.173337/index.html.

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Harris, Brian L. "Perceived social support from strength coaches among injured student-athletes". Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1398715.

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The purpose of this study was to assess the level of perceived social support reported among student-athletes from their strength coach (SC) during the later reconditioning stage of rehabilitation. Data from (n = 82) participants were utilized in this study from 6 Division I Universities in the Midwest region of the United States. Each participant reported being injured for a minimum of 5 consecutive days or more. Participants were administered a survey packet consisting of; 1 demographic form, 2 consent forms, and 3 social support survey forms consisting of 6 types of social support measured on a 5 point Likert scale. The 6 types of social support assessed included; listening support, task appreciation, task challenge, emotional support, emotional challenge, and reality confirmation.AChi-Square Test was employed to assess the injured student-athlete's level of perceived social support received from their SC's during the later reconditioning stage of rehabilitation. Results showed that SC's have a significant psychosocial impact on a student-athletes overall psychological well-being during reconditioning. In conjunctionwith similar research, listening support, task appreciation, task challenge, and reality confirmation showed to be reported most frequent among student-athletes as needed or expected and most salient for their overall mental well-being during reconditioning.Among genders both male and female participants reported expecting and/or needing task challenge and reality confirmation from their SC's in addition, both male and female participants also reported task challenge and reality confirmation as the types of social support received from their SC's that was most important for their overall psychological well-being during the later reconditioning stage of rehabilitation. Furthermore, emotional challenge was reported the least overall among participants and among genders.This study provided sufficient evidence of the important psychosocial role that SC's can play during the later reconditioning stage of rehabilitation to injured student-athletes. Furthermore, the results of this study support other similar studies which also assessed the psychological impact of social support provided by the athletic trainer (AT) which was reported among student-athletes during rehabilitation.
School of Physical Education, Sport, and Exercise Science

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Miller, James F. "Crossing the line: Recruiting violations in high school athletics". Kent State University Honors College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1494668739905539.

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Diede, Mike. "JUNIOR COLLEGE AND COMMUNITY COLLEGE ATHLETIC CAPITALISM AND THE WORK OF ATHLETIC TRAINERS". Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1033%5F1%5Fm.pdf&type=application/pdf.

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Patrick, James Michael. "Virginia Athletic Directors and School Law". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74383.

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A review of the literature indicates that there has been no previous studies on Virginia Athletic Directors (ADs) and their knowledge of school law. Several researchers have studied other educators' knowledge of school law. In general, previous studies on educators' knowledge of school law demonstrates that educators do not have a comprehensive working knowledge of school law. ADs differ from those studied previously due to the lack of unified certification requirements for ADs in the Commonwealth of Virginia. This study was designed to measure Virginia interscholastic ADs' knowledge of job related school law. In addition, the study analyzed the data for any significant relationships between ADs' knowledge of school law and other variables. Such variables include age, experience, size of school district, level of education, administration and supervision endorsement, type of legal training, methods for obtaining current school law information and/or updates, membership in professional organizations, national certification level. Of the 315 Virginia public high school Ads, 305 were surveyed and 140 responded, for a response rate of 45.9%. Results were analyzed using descriptive statistics, t-tests, and ANOVA analysis. Statistical analysis revealed that ADs in larger schools scored significantly higher than ADs in smaller schools. Also, ADs with that possessed the 'Certified Athletic Administrator' (CAA) credential scored significantly higher than ADs that have not attained the CAA certification. Lastly, ADs that are members of both the state and national ADs association (VIAAA and NIAAA, respectively) scored significantly higher than ADs who are not members of both associations.
Ed. D.

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Kravig, Seth Dayton. "Coaching Behavior Preferences of Interscholastic Athletes". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4200/.

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The purpose of this study was to determine whether coaching behavior preferences of interscholastic athletes differ as a function of gender and type of sport. The Coaching Behavior Questionnaire (CBQ; Martin & Barnes, 1999) was administered to 372 interscholastic athletes. The mean scores of the participants' responses to each subscale on the CBQ were the dependent variables and gender and type of sport were the independent variables. Descriptive statistics revealed that female and male interscholastic athletes who perform on coactive, mixed, and interactive sport teams preferred coaches who engage in supportive and instructional behaviors, as opposed to non-responses or negative responses. A 2 (Gender) X 3 (Type of Sport) MANOVA and discriminant function analyses indicated that gender and the degree of interdependency between group members affects preferred coaching behavior. Thus, coaches should consider situational factors and personal characteristics when working with interscholastic athletes.

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