Diss. (sammanfattning) Umeå : Umeå universitet, 2009. / Härtill 4 uppsatser. Även tryckt utgåva.

The purpose of the study was to develop, implement and evaluate a skill assessment instrument to evaluate expertise in defensive football. The Skill Assessment Scale: Defensive Backs (SAS:DB) was based on a knowledge-based approach to sport expertise which emphasized the integration of five types of knowledge about action: procedural, declarative, affective, metacognitive knowledge and metacognitive skills. After field testing, the revised SAS:DB was sent to coaches at; high school, college, university and professional levels of play for use with their players. / The reliability, face validity and content validity of the SAS:DB scale were found to be very acceptable. Players at each playing level were categorized by their coaches into high, medium and low skill groups. Analysis of variance procedures demonstrated the ability of the scale to differentiate among these three skill levels and multiple discriminant function analysis identified the importance of the different knowledge-based categories at each level.

Many reforms in athletic training education requirements have been taking place in order to strengthen the profession. This research project may help make educational institutions aware of the current changes and requirements in clinical education. The purpose of this study was to determine the current practices in athletic training clinical education at National Collegiate Athletic Association (NCAA) institutions and accredited versus non-accredited athletic training institutions.The participants (N = 93) consisted of a purposeful sample of head athletic trainers representing accredited and non-accredited athletic training education programs in the three divisions of the NCAA. The on-line survey instrument developed for this study, Current Practices in Athletic Training Clinical Education, obtained information about the demographics, clinical education of athletic training students, and the certified athletic trainer coverage of sports at NCAA institutions. The instrument was posted on an Internet website through the inQsit computer program. The respondents consisted of 28 (30.4%) head athletic trainers from Division I, 34 (37.0%) from Division II, and 30 from Division III (32.6%). Thirty-four (38.2%) respondents represented accredited athletic training education programs, 20 (22.5%) from athletic training programs in candidacy, and 35 (39.3%) from non-accredited or internship programs. Data was analyzed through percentages and frequency counts, and trend analysis and nonparametric Pearson chi square analyses. Pearson chi-square analyses revealed that Division I permits athletic training students to cover individual skill sessions and informal summer workouts unsupervised more often than the other NCAA divisions. Chi-square analyses also found that athletic training students at accredited athletic training education programs were more likely to possess CPR and first-aid certification and education on the prevention of disease transmission. A trend analysis was performed to determine the amount of time freshmen, sophomores, juniors, and seniors spent in direct clinical supervision, supervised field experience, and unsupervised field experience. A linear relationship was found with respect to direct clinical supervision, and quadratic relationships were found with respect to supervised and unsupervised field experience. The results also revealed that athletic training programs that are accredited or candidacy were more likely to respond to 81 to 100% of the moderate risk sports within four minutes or less than those programs that are internship. The common perception of many athletic trainers regarding clinical education and the misuse of athletic training students is inconsistent with the current practices. Overall, athletic training students were seldom unsupervised for team practices and home events. In conclusion, the results of this study indicate that collegiate athletic trainers have adjusted well to the recent changes in clinical education requirements and to the medical health care coverage recommended guidelines. Future research should address athletic training student and athletic training program director responses relative to their head athletic trainers' responses. / School of Physical Education

There is no abstract available for this thesis.

The purpose of this study was to develop a comprehensive data base of the status, role, and functions of athletic directors in South Dakota. Because the position had never been formally studied in this state, school administrators and school board members had no reliable data base to use when making policy and personnel decisions.The population surveyed consisted of all 191 athletic directors in South Dakota. One hundred and seventy eight athletic directors responded for a return rate of 93.2%. Differences among Class AA (16 largest schools), Class A (next 64 largest schools), and Class B (111 smallest schools) athletic directors were calculated using a chi-square test of independence with significance at p-value <.05.The surveys and subsequential statistical tests revealed that the larger the school in South Dakota, the more likely athletic directors were assigned full-time status, administrative status, secretarial assistance, a greater weekly time commitment to their jobs, more sports to supervise, more staff members to supervise and evaluate, an administrator to supervise and evaluate them, and a higher part-time stipend. The larger the school, the less likely athletic directors were assigned coaching duties. Larger schools were also more likely to employ athletic directors with more years of experience in teaching and coaching than were smaller schools. Physical education was the primary undergraduate major of athletic directors.These findings suggest that school enrollment is an important variable determining the role, status, and job scope of South Dakota athletic directors. In addition, many athletic directors in the smallest schools were principals or superintendents who performed the duties of athletic director as a part of their overall administrative duties.Recommendations are made for improving role definition and further research. / Department of Educational Leadership

Diss. (sammanfattning) Stockholm : Karol. inst. / Härtill 6 uppsatser.

Thesis (M.S. Ed.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 55-58). Also available via the Internet.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Sept. 18, 2008). PDF text: vi, 90 p. : col. ill. ; 1 Mb. UMI publication number: AAT 3297944. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Toledo, 2004. / Typescript. "A dissertation [submitted] as partial fulfillment of the requirements of the Doctor of Philosophy degree in Exercise Science." Bibliography: leaves 119-125.

Thesis (M.S.)--Michigan State University, 2004. / Includes bibliographical references (leaves 56-58). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.