Despite an increase in participation rates among girls and women across all levels of sport, women are still underrepresented in leadership positions. Less than 10% of National Collegiate Athletic Association (NCAA) Division I Athletic Directors (ADs) are female. The current study examined the supports and barriers of 10 NCAA Division I female ADs. Using institutional theory to frame the research, through semistructured interviews barriers and supports were categorized using a multilevel approach model (i.e., macro, meso, and micro). The multilevel approach allows readers to see how factors shape and are shaped by one another. Results revealed macro factors such as power, hegemonic masculinity, inclusive environments, stakeholder expectations, and institutional gender discrimination. Meso factors included occupational segregation, family-work life, organizational demography and culture. Micro factors included self-efficacy, gender socialization, career intentions, self-limiting behaviors, human and social...
{"title":"Institutionalized Barriers and Supports of Female Athletic Directors: A Multilevel Perspective","authors":"E. Taylor, Janelle E. Wells","doi":"10.1123/JIS.2016-0041","DOIUrl":"https://doi.org/10.1123/JIS.2016-0041","url":null,"abstract":"Despite an increase in participation rates among girls and women across all levels of sport, women are still underrepresented in leadership positions. Less than 10% of National Collegiate Athletic Association (NCAA) Division I Athletic Directors (ADs) are female. The current study examined the supports and barriers of 10 NCAA Division I female ADs. Using institutional theory to frame the research, through semistructured interviews barriers and supports were categorized using a multilevel approach model (i.e., macro, meso, and micro). The multilevel approach allows readers to see how factors shape and are shaped by one another. Results revealed macro factors such as power, hegemonic masculinity, inclusive environments, stakeholder expectations, and institutional gender discrimination. Meso factors included occupational segregation, family-work life, organizational demography and culture. Micro factors included self-efficacy, gender socialization, career intentions, self-limiting behaviors, human and social...","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124147931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Claire C. Schaeperkoetter, Jonathan Mays, Sean Hyland, Zachary Wilkerson, Brent D. Oja, K. Krueger, R. Christian, Jordan R. Bass
The growth and popularity of eSports cannot be understated. The domain has become so mainstream that colleges and universities are rapidly beginning to launch eSports programs within their athletics departments. In this study, the authors interviewed 33 student-athletes receiving scholarships for participating in eSports at one institution. In all, the identity and social capital of athletes in this “new” athletic arena were explored and compared with previous studies examining “traditional” athletes. The implications of the similarities and differences are discussed and ideas for future research into this emerging field are presented.
{"title":"The “New” Student-Athlete: An Exploratory Examination of Scholarship eSports Players","authors":"Claire C. Schaeperkoetter, Jonathan Mays, Sean Hyland, Zachary Wilkerson, Brent D. Oja, K. Krueger, R. Christian, Jordan R. Bass","doi":"10.1123/JIS.2016-0011","DOIUrl":"https://doi.org/10.1123/JIS.2016-0011","url":null,"abstract":"The growth and popularity of eSports cannot be understated. The domain has become so mainstream that colleges and universities are rapidly beginning to launch eSports programs within their athletics departments. In this study, the authors interviewed 33 student-athletes receiving scholarships for participating in eSports at one institution. In all, the identity and social capital of athletes in this “new” athletic arena were explored and compared with previous studies examining “traditional” athletes. The implications of the similarities and differences are discussed and ideas for future research into this emerging field are presented.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129411618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teammates and coaches might be considered two of the most significant sources of social interactions for athletes. Deci and Ryan’s (2000) self-determination theory offers a motivational framework that can be used to understand the quality of relationships within sport. Given the positive outcomes associated with fostering basic psychological need satisfaction (e.g., optimal social functioning, well-being, and self-development) researchers have been interested in understanding how athletes’ perceptions of competence, autonomy, and relatedness can be nurtured. The purpose of the current study was to assess: (a) if there was a difference between participants’ perceptions of their coaches’ and teammates’ influence on their basic psychological need satisfaction, (b) potential differences between participants’ perceptions regarding the impact of coaches and teammates on their basic psychological need satisfaction in interactive and coactive sports, and (c) whether coaches’ and teammates’ influence on athletes’ ...
{"title":"Coaches and Teammates as Social Agents for Collegiate Athletes’ Basic Psychological Need Satisfaction","authors":"Johannes Raabe, Rebecca A. Zakrajsek","doi":"10.1123/JIS.2016-0033","DOIUrl":"https://doi.org/10.1123/JIS.2016-0033","url":null,"abstract":"Teammates and coaches might be considered two of the most significant sources of social interactions for athletes. Deci and Ryan’s (2000) self-determination theory offers a motivational framework that can be used to understand the quality of relationships within sport. Given the positive outcomes associated with fostering basic psychological need satisfaction (e.g., optimal social functioning, well-being, and self-development) researchers have been interested in understanding how athletes’ perceptions of competence, autonomy, and relatedness can be nurtured. The purpose of the current study was to assess: (a) if there was a difference between participants’ perceptions of their coaches’ and teammates’ influence on their basic psychological need satisfaction, (b) potential differences between participants’ perceptions regarding the impact of coaches and teammates on their basic psychological need satisfaction in interactive and coactive sports, and (c) whether coaches’ and teammates’ influence on athletes’ ...","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115525452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew S Katz, M. Dixon, Bob Heere, Jordan R. Bass
In this longitudinal study, the authors examined the relationship between team identification and university identification for 37 incoming college first year students at a National Collegiate Athletic Association (NCAA) Division III institution. After collecting four waves of data from the same participants over the course of two years, the authors utilized growth curve analysis to examine the development and trajectories of the students’ levels of identification with both the university and the intercollegiate sport teams. Furthermore, the authors empirically measured if identifying with the athletic teams on campus explained any variance in one’s identification with the larger university. Finally, this study was explicitly conducted within the context of a Division III institution to increase understanding of the social value of Division III athletics for students not directly participating as student-athletes. The presented findings provide a longitudinal account of the psychological and social value ...
{"title":"Front Porch, Small House: A Longitudinal Study of Team and University Identification Among Incoming Students at a Division III University","authors":"Matthew S Katz, M. Dixon, Bob Heere, Jordan R. Bass","doi":"10.1123/JIS.2016-0043","DOIUrl":"https://doi.org/10.1123/JIS.2016-0043","url":null,"abstract":"In this longitudinal study, the authors examined the relationship between team identification and university identification for 37 incoming college first year students at a National Collegiate Athletic Association (NCAA) Division III institution. After collecting four waves of data from the same participants over the course of two years, the authors utilized growth curve analysis to examine the development and trajectories of the students’ levels of identification with both the university and the intercollegiate sport teams. Furthermore, the authors empirically measured if identifying with the athletic teams on campus explained any variance in one’s identification with the larger university. Finally, this study was explicitly conducted within the context of a Division III institution to increase understanding of the social value of Division III athletics for students not directly participating as student-athletes. The presented findings provide a longitudinal account of the psychological and social value ...","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132417262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Craig A. Morehead, S. Shapiro, Timothy M. Madden, L. Reams, C. McEvoy
As pressure mounts for intercollegiate athletic departments to be more selfsufficient, administrators must respond by increasing generated revenues. Despite the importance of ticket sales in this endeavor, however, little is known about the underlying ticket pricing structures and policies used by National Collegiate Athletic Association (NCAA) institutions. Of the limited existing scholarship focused on managerial pricing decisions in the field of sport management, only professional sports settings have been addressed. Given the unique operational differences between professional and intercollegiate sport, this paper is designed to establish a foundation from which to build future research concerning the pricing of college sport tickets. The frameworks of stakeholder theory and institutional theory are proposed to ground future study in an attempt to strengthen our understanding of the process and behavior of price setting in intercollegiate athletics.
{"title":"Athletic Ticket Pricing in the Collegiate Environment: An Agenda for Research","authors":"Craig A. Morehead, S. Shapiro, Timothy M. Madden, L. Reams, C. McEvoy","doi":"10.1123/JIS.2016-0034","DOIUrl":"https://doi.org/10.1123/JIS.2016-0034","url":null,"abstract":"As pressure mounts for intercollegiate athletic departments to be more selfsufficient, administrators must respond by increasing generated revenues. Despite the importance of ticket sales in this endeavor, however, little is known about the underlying ticket pricing structures and policies used by National Collegiate Athletic Association (NCAA) institutions. Of the limited existing scholarship focused on managerial pricing decisions in the field of sport management, only professional sports settings have been addressed. Given the unique operational differences between professional and intercollegiate sport, this paper is designed to establish a foundation from which to build future research concerning the pricing of college sport tickets. The frameworks of stakeholder theory and institutional theory are proposed to ground future study in an attempt to strengthen our understanding of the process and behavior of price setting in intercollegiate athletics.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124945297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Comeaux, Whitney Griffin, Patina L. Bachman, Jeff Porter
The purpose of this study was to explore how NCAA Division I athlete STEM graduates viewed their undergraduate experiences with members of the campus community such as academic advisors, other athletes, faculty, nonathlete students, and coaches. Using several interpretive frameworks, this study found that stereotypical assumptions, whether positive or negative, were conditional upon the athlete’s gender. Moreover, male athletes reported feeling a level of acceptance from campus members, although this same experience was eventually interpreted as token or conditional acceptance, largely because they were subjected to salient athlete microaggressions and considered exceptional but not entirely accepted by the academic community. The study also discovered that athletes who pursued degrees in STEM fields engaged in in-group stereotyping of other athletes, and some were aware of the social significance of race and intersectional identities in shaping the quality of their college experiences. These findings hav...
{"title":"NCAA Division I Athlete STEM Graduates: Stereotypes, Microaggressions, Race, and Gender","authors":"E. Comeaux, Whitney Griffin, Patina L. Bachman, Jeff Porter","doi":"10.1123/JIS.2016-0021","DOIUrl":"https://doi.org/10.1123/JIS.2016-0021","url":null,"abstract":"The purpose of this study was to explore how NCAA Division I athlete STEM graduates viewed their undergraduate experiences with members of the campus community such as academic advisors, other athletes, faculty, nonathlete students, and coaches. Using several interpretive frameworks, this study found that stereotypical assumptions, whether positive or negative, were conditional upon the athlete’s gender. Moreover, male athletes reported feeling a level of acceptance from campus members, although this same experience was eventually interpreted as token or conditional acceptance, largely because they were subjected to salient athlete microaggressions and considered exceptional but not entirely accepted by the academic community. The study also discovered that athletes who pursued degrees in STEM fields engaged in in-group stereotyping of other athletes, and some were aware of the social significance of race and intersectional identities in shaping the quality of their college experiences. These findings hav...","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124626111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Understanding salient factors influencing student-athletes’ decisions to attend particular university institutions is of crucial importance to scholars and athletic administrators. Consequently, our research was concerned with two separate but interrelated substantive and methodological objectives: i) to gain insights into the relative importance of 12 school choice decision-making factors influencing Canadian student-athletes; and ii) to explore the efficacy of a multicriteria decision-making (MCDM) method for analyzing data in the context of the current investigation. Specifically, we employed the Analytic Hierarchy Process (AHP) to better understand the relative importance of school choice decision factors. The results of the AHP analysis on Canadian student-athletes’ school choice decisionmaking showed that having the desired academic program was the most important influence. This item was almost twice as important as the reputation of the school, and over twice as important as scholarship value, athl...
{"title":"Exploring the Relative Importance of Factors That Influence Student-Athletes’ School-Choice Decisions: A Case Study of One Canadian University","authors":"C. Chard, Luke R. Potwarka","doi":"10.1123/JIS.2016-0014","DOIUrl":"https://doi.org/10.1123/JIS.2016-0014","url":null,"abstract":"Understanding salient factors influencing student-athletes’ decisions to attend particular university institutions is of crucial importance to scholars and athletic administrators. Consequently, our research was concerned with two separate but interrelated substantive and methodological objectives: i) to gain insights into the relative importance of 12 school choice decision-making factors influencing Canadian student-athletes; and ii) to explore the efficacy of a multicriteria decision-making (MCDM) method for analyzing data in the context of the current investigation. Specifically, we employed the Analytic Hierarchy Process (AHP) to better understand the relative importance of school choice decision factors. The results of the AHP analysis on Canadian student-athletes’ school choice decisionmaking showed that having the desired academic program was the most important influence. This item was almost twice as important as the reputation of the school, and over twice as important as scholarship value, athl...","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127427930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Growing concerns exist regarding the amount of time student-athletes spend honing their athletic craft at the potential expense of their academic pursuits. Recently, the National Collegiate Athletic Association (NCAA) Division II Management Council approved the Life in the Balance (LITB) initiative to allow student-athletes more time for academics and other extracurricular activities beyond their sport(s). The purpose of this study was to develop a reliable and valid measurement scale assessing coaches’ perceptions of balancing athletics and academics for studentathletes. Results of this study indicated three factors comprise the Athletic Academic Balance Scale (AABS): (a) policy impact, (b) contest reductions, and (c) midyear break. The AABS represents a reliable and valid scale to measure policy effectiveness for balancing athletics and academics for student-athletes. The scale extends role theory into student-athlete literature and helps assess the perception of internal stakeholders regarding future N...
越来越多的人担心，学生运动员花在磨练运动技能上的时间，可能会牺牲他们的学术追求。最近，美国大学体育协会(NCAA)第二部门管理委员会批准了“平衡生活”(Life in the Balance, LITB)倡议，允许学生运动员在运动之外有更多的时间进行学术和其他课外活动。摘要本研究旨在编制一份可靠有效的测量量表，以评估教练员对学生运动员运动与学业平衡的认知。研究结果表明，运动学业平衡量表(AABS)的影响因素有三个:(a)政策影响;(b)竞赛减少;(c)年中休假。AABS是衡量学生运动员平衡运动和学术的政策有效性的可靠和有效的量表。该量表将角色理论扩展到学生运动员文献中，并有助于评估内部利益相关者对未来体育运动的看法。
{"title":"Coaches’ Perceptions of the Reduction of Athletic Commitment for Division II Student-Athletes: Development and Validation of a Measure of Athletic/Academic Balance","authors":"Matt R. Huml, Marion E. Hambrick, Mary A. Hums","doi":"10.1123/JIS.2015-0055","DOIUrl":"https://doi.org/10.1123/JIS.2015-0055","url":null,"abstract":"Growing concerns exist regarding the amount of time student-athletes spend honing their athletic craft at the potential expense of their academic pursuits. Recently, the National Collegiate Athletic Association (NCAA) Division II Management Council approved the Life in the Balance (LITB) initiative to allow student-athletes more time for academics and other extracurricular activities beyond their sport(s). The purpose of this study was to develop a reliable and valid measurement scale assessing coaches’ perceptions of balancing athletics and academics for studentathletes. Results of this study indicated three factors comprise the Athletic Academic Balance Scale (AABS): (a) policy impact, (b) contest reductions, and (c) midyear break. The AABS represents a reliable and valid scale to measure policy effectiveness for balancing athletics and academics for student-athletes. The scale extends role theory into student-athlete literature and helps assess the perception of internal stakeholders regarding future N...","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122857460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fundamental to the union of athletics and the academy is an underlying theoretical premise of education through athletics. Despite an organizational union of varsity athletics and American higher education, athletics is commonly viewed as extracurricular, tangential, or a detractor from the educational mission of the academy, and athletics-centric curricula have historically not been viewed as worthy of academic credit despite documented educational benefits. Through survey of a stratifiedrandom sample of National Collegiate Athletics Association (NCAA) Division I, II, and III athletic academic advisors (n = 240), this exploratory study examined the prevalence, design, and institutional perceptions of classes offered exclusively for varsity athletes. Results indicate roughly 1/3 of sample schools facilitate athletecentric academic opportunities, with the majority of courses being 1st semester transition, physical education, or leadership courses. Academic opportunities for athletes were greatest in wester...
{"title":"Education Through Athletics: An Examination of Academic Courses Designed for NCAA Athletes","authors":"E. Weight, Matt R. Huml","doi":"10.1123/JIS.2015-0051","DOIUrl":"https://doi.org/10.1123/JIS.2015-0051","url":null,"abstract":"Fundamental to the union of athletics and the academy is an underlying theoretical premise of education through athletics. Despite an organizational union of varsity athletics and American higher education, athletics is commonly viewed as extracurricular, tangential, or a detractor from the educational mission of the academy, and athletics-centric curricula have historically not been viewed as worthy of academic credit despite documented educational benefits. Through survey of a stratifiedrandom sample of National Collegiate Athletics Association (NCAA) Division I, II, and III athletic academic advisors (n = 240), this exploratory study examined the prevalence, design, and institutional perceptions of classes offered exclusively for varsity athletes. Results indicate roughly 1/3 of sample schools facilitate athletecentric academic opportunities, with the majority of courses being 1st semester transition, physical education, or leadership courses. Academic opportunities for athletes were greatest in wester...","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132834753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Grounded in self-determination theory (Deci & Ryan, 1985, 2000), the coachathlete relationship model (Mageau & Vallerand, 2003) suggests that coaches can positively affect athletes’ basic psychological needs satisfaction and motivation through autonomy-supporting behavior. Yet, little research has explored coaches’ objective use of autonomy support or the personal and contextual demands associated with such interactions. The current study used a mixed-methods design to describe coaches’ utilization, perceived benefits of, and challenges to the provision of autonomy support during an NCAA football season. Participants were nine assistant coaches at a Division I university. Each coach was live-coded at one practice each week for the duration of the 12-game schedule. At midseason, participants received a report of the percentage of interactions in teaching, organization, cheering, autonomy support, and controlling behaviors, as well as recommendations for improvement. Coach-level RM-ANOVA results demonstrate...
{"title":"Use of Autonomy-Supportive and Controlling Behaviors: A Mixed-Methods Investigation in NCAA Division I Football","authors":"Tucker Readdy, Johannes Raabe","doi":"10.1123/JIS.2016-0016","DOIUrl":"https://doi.org/10.1123/JIS.2016-0016","url":null,"abstract":"Grounded in self-determination theory (Deci & Ryan, 1985, 2000), the coachathlete relationship model (Mageau & Vallerand, 2003) suggests that coaches can positively affect athletes’ basic psychological needs satisfaction and motivation through autonomy-supporting behavior. Yet, little research has explored coaches’ objective use of autonomy support or the personal and contextual demands associated with such interactions. The current study used a mixed-methods design to describe coaches’ utilization, perceived benefits of, and challenges to the provision of autonomy support during an NCAA football season. Participants were nine assistant coaches at a Division I university. Each coach was live-coded at one practice each week for the duration of the 12-game schedule. At midseason, participants received a report of the percentage of interactions in teaching, organization, cheering, autonomy support, and controlling behaviors, as well as recommendations for improvement. Coach-level RM-ANOVA results demonstrate...","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116182683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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