The purpose of this study was to accumulate and interpret information relative to the duties, the responsibilities, the professional status, the academic status, and the social and personal relationships of the men high school physical education directors in a selected group of schools and to make certain recommendations to young men who might contemplate careers in this particular field.

No description available.

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.

Within the past three years, men's track and field teams were being eliminated in the Mid-American Conference (MAC). Gender equity legislation, namely Title IX, was being blamed for those cuts. By probing the beliefs and opinions of coaches and administrators, a more accurate representation of gender equity could be drawn. The focus of this study was to gain a greater understanding of how gender equity is perceived by Mid-American Conference (MAC) athletic administrators and coaches.Q-methodology was chosen as the most relevant method to achieve the desired outcome. This method would take the subjective opinions and beliefs of the subjects and transform them into numbers that could be analyzed. The resulting information would create factors, or groups,which would help draw some conclusions on the true impact of gender equity legislation in the MAC.The subjects of this study provided two distinct factors labeled: "Title IX Defenders" and "Title IX Amenders." Title IX Defenders felt adamant that Title IX should not be altered. They primarily wanted to protect the integrity of the legislation. Title IX Amenders felt that Title IX should be altered to prevent further damage to men's non-revenue athletes, while continuing to protect female athletes. / Department of Journalism

Thesis (Ph. D.)--University of Washington, 2006. / Includes bibliographical references (leaves 165-173). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Florida State University, 2007. / Includes bibliographical references ( p. 133-138). Also available online.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 138-144).

This study examines the extent of agreement or disagreement among and between Texas superintendents, principals and athletic directors toward fifty specifically defined role expectations for the full-time athletic administrator. By defining the athletic director's role expectations, the superintendents, principals and athletic directors may function more effectively in discharging their duties and implementing quality interscholastic athletic programs. Parents and educational leaders are very interested in athletic programs which contribute to the emotional, social, physical, and mental growth of youth. Given the increasing number of athletic programs and participants, it is important to analyze and report data related to athletic administration. The perceptions of the superintendents, principals, and athletic directors to the specifically defined role expectations for the athletic director provided data for analysis to determine the extent of role conflict and the role of the athletic director. The main findings are the following. (1) There is a minimal role conflict for the athletic director based upon the perceptions of the superintendents, principals, and athletic directors. (2) The majority of the respondents agreed or strongly agreed with forty-four of the specifically defined role expectations for the athletic director. (3) The majority of the respondents disagreed or strongly disagreed with the athletic director being responsible for establishing an athletic program that has a primary objective of producing a financial profit, being responsible for securing advertising to support the game program, directing and supervising the kindergarten through grade twelve physical education and health education programs, reporting directly to the local principal(s), and being responsible for the concession operations at athletic contests. The recommendations, based upon the data from this study, are: (1) Texas school district personnel should review and update their job description for the athletic director in accordance with the specific role functions identified through this study, and (2) the model job description developed for the director of athletics could reduce possible role conflict.

Texas 5A high school and junior college athletic directors' perceptions concerning graduate courses and competencies relating to athletic director performance were investigated. Graduate courses needing emphasis for prospective directors, most and least beneficial graduate courses, perceptions of values of graduate courses, and selected skills necessary for performance of duties were ranked. Significant differences of perceptions of values of graduate courses between 5A high school and junior college athletic directors were found using chi square. Significant differences between graduate course areas and competency areas in Communications, Technical, Business and Public Relations were found utilizing a t-test. 5A athletic directors receive adequate preparation in Communications. Junior college athletic directors receive adequate preparation in Business and Public Relations.

No description available.