This qualitative research explored the unique experiences of Black female student athletes. Specifically, Black female student athletes at Division I (D-I), Predominantly White Institutions, academic and athletic experiences were explored as factors that may contribute to the National Collegiate Athletic Association (NCAA) graduation success rate (GSR). Participants for this study included Black female student athletes from different Division I schools on the east coast. Accounts of the findings include the collection, data analysis, and interpretations drawing from the lens of Black Feminist theory, Intersectionality, and Sensemaking. The findings indicate specifically that Black female student athletes do not have unique experiences in regards to academics and athletics. The themes that emerged from academics and athletes include: transitional experiences, life and career goals, relationships with teammates and coaches, and pressure to perform. These themes are all related to the first research question. In terms of race and gender, the findings reveal that Black female student athletes struggle with racial reality, support system, self-segregation, and gender bias. During the interview process, the participants added more in-depth responses to the research question regarding race and gender differences. Many gave examples of when they faced racial or gender discrimination. It is important to note that one of the participants is an international student. I included her international race perspective in the findings section too as her viewpoint can be seen as an outlier. This study’s findings and implications have the potential to support and inspire Black female student athletes, inform higher education institutions and athletic programs, and the ways in which the graduation rate gap may be reduced and/or eliminated. / Educational Leadership

This study examines how yearly pre-performance examinations (PPEs) for collegiate student-athletes support holistic student-athlete health. Specifically, the study evaluates PPE documents within the ambient environment of intercollegiate athletics and uses ambient rhetoric to demonstrate how PPE documents reify values from the collegiate athletics environment that a student-athlete's physical health and athletic participation is more important than their mental well-being. I argue that the influences of the collegiate athletics environment on the PPE documents inhibits the documents from adequately fulfilling their role of identifying pre-existing health conditions. I highlight three key features of the PPE documents—an underrepresentation of mental health questions, a prioritization of athletic participation, and the use of binary question framing—that do not support student-athlete mental health. These three features on PPE documents discourage student-athletes from being truthful on the documents and guide them to choose between prioritizing their health or their athletics participation. Finally, I connect my scholarship to social justice in technical communication and advocate for the use of ambient rhetoric and the consideration of environment in future rhetoric of health and medicine studies that evaluate institutional medical documents. / Master of Arts / Collegiate student-athletes experience many mental health concerns at higher rates than their non-athlete peers and face unique barriers to treatment because of their status as athletes. Despite the ubiquity of mental health concerns among student-athlete populations, the National Collegiate Athletic Association (NCAA) and participating institutions prioritize athlete physical health over athlete mental health. This is evident on the pre-performance examinations (PPEs) that student-athletes must complete each year to participate in athletics, as these documents emphasize physical health and athletic participation far more than mental health. I argue that the use of a typical medical intake form like a PPE is not a useful tool for identifying mental health concerns in this environment because the documents are associated with contributing to athlete participation and do not emphasize athlete mental health. I evaluate the documents in the context of the collegiate athletics environment and explore how the document features inhibit their ability to support student-athlete mental health.

There has been a great deal of research conducted which examines the development of student-athletes on college campuses. However, there has been limited investigation into how the institutional logics (i.e. the belief structures and related practices) within an athletic department may affect the manner in which athletic administrators and coaches perceive and approach the development of their student-athletes. The purpose of this study was to understand the institutional logics of an NCAA Division II athletic department and how those logics may affect student-athletes. In order to address the purpose and research questions of this study, I conducted a qualitative case study at a private university where I interviewed thirteen members of the university including eight members of the athletic department and five university faculty members and administrators. Additional data were obtained through various documents such as the university's mission statement and the NCAA Division II Handbook. It was found that the athletic department operates under certain institutional logics wherein they are expected to foster student-athlete development. These include the academic, physical, social, and spiritual aspects of their development. Additionally, the athletic department is expected to enhance the university by building community and promoting the mission and vision of the university. Finally, winning athletic competitions is an important expectation of members of the athletic department. Further exploration of the data reveals that certain aspects of these logics may conflict. Primarily, the participants acknowledged that they were expected to foster the development of their athletes in other aspects beyond athletics; yet their primary job performance evaluations were based on wins and losses. Additionally, the logic of enhancing the university may also contend with the academic development of the student-athletes. This is significant because research has suggested that conflicting institutional logics within an organization may lead to confusion as to which logics are paramount. Though the specific findings of this research may be contextually bound, this provides insight into how the institutional logics of an organization may influence the actions of its members and key stakeholders who are influenced by the processes within that organization.

Thesis (Ph. D.)--Washington State University, August 2006. / Includes bibliographical references (p. 82-100).

Thesis (D.P.E.)--Springfield College, 2002. / Includes bibliographical references.

Thesis (A.B., Honors in Psychology)--Harvard University, 2005. / Includes bibliographical references (leaves 55-56).

Thesis (M.S.)--Miami University, Dept. of Physical Education, Health, and Sport Studies, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 64-68).

No description available.

Orientador: Milton Shoiti Misuta / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Aplicadas / Made available in DSpace on 2018-08-24T22:21:46Z (GMT). No. of bitstreams: 1 Rodrigues_NataliadeAlmeida_M.pdf: 2168147 bytes, checksum: 8560f0729d9006d4b606405791a9ffea (MD5) Previous issue date: 2014 / Resumo: A análise cinemática da corrida visa descrever o movimento de atletas por meio da quantificação de variáveis permitindo identificar padrões de movimento e assimetrias entre os membros com a finalidade de melhorar o desempenho ou prevenir e tratar lesões. Entretanto, a prova dos 100m rasos tem sido estudada freqüentemente com volumes reduzidos de aquisição e com a avaliação de poucos passos dentro de fases específicas da corrida, sendo então necessário propor métodos mais específicos. Assim, o objetivo deste trabalho foi propor a análise cinemática tridimensional da corrida 100m por videogrametria. O objetivo específico da análise consistiu em: a) descrever a trajetória do centro de massa (CM) e obter as variáveis cinemáticas (comprimento de passo, largura de passo, ângulo de ataque e componente vertical do CM) dos atletas em todas as fases da corrida (aceleração, manutenção e desaceleração), e b) avaliar o método. Foi avaliada uma corrida de cada um dos cinco corredores velocistas, do sexo masculino e de nível nacional. Doze câmeras foram distribuídas ao longo da pista formando três regiões e duas áreas de intersecção: a região 1 (30m x 1.37m x 2.32m), a região 2 (30m x 1.37m x 2.32m) e a região 3 (50m x 1.37m x 2,32m) foram enquadradas, cada uma, por um conjunto de quatro câmeras, as áreas de intersecção A (entre região 1 e 2) e B (entre região 2 e 3) possuíam um volume de 5m x 1.37m x 2.32m. O volume total de aquisição foi de 110m (comprimento) x 1.37m (largura) x 2.32m (altura). O método de calibração foi o DLT e os dados foram obtidos pelo software Dvideo. Vinte e um marcadores anatômicos foram afixados na pele e informações inerciais individuais foram usadas para o calculo do centro de massa. As variáveis cinemáticas determinadas foram comprimento de passo, largura de passo, ângulo de ataque e componente vertical do CM. As variáveis foram comparadas conforme lateralidade (direito e esquerdo) e entre as fases (aceleração, manutenção e desaceleração). A avaliação da exatidão foi realizada com um teste de barra rígida em que a distância entre os marcadores foi de 1.19m. Um erro médio absoluto (exatidão) variou entre as regiões e combinações de câmeras de 0.01 m a 0.03 m. O filtro Butterworth, 4ª ordem, 10 Hz de frequência de corte foi usado para a suavização dos dados. Os dados tridimensionais dos marcadores foram utilizados calcular o centro de massa. O ajuste biexponensial da curva da velocidade-tempo foi utilizado para identificar as três fases da corrida. As variáveis cinemáticas foram descritas para cada atleta e os resultados apontam diferenças entre lateralidade (comprimento de passo, ângulo de ataque e componente vertical do CM) durante a corrida, e entre às fases (comprimento de passo e ângulo de ataque), principalmente, na fase de aceleração. Assimetrias e mudanças de padrão de movimento puderam ser identificadas, acompanhadas da mudança de velocidade e postura. A configuração proposta permitiu obter informações importantes sobre a modalidade e contribui como método de avaliação biomecânico, atendendo a especificidade da corrida de 100m / Abstract: The kinematic analysis of the race possible to describe the motion of athletes by quantifying variable allowing to identify patterns movement and asymmetries between members in order to improve performance and to treat or prevent injury. However, evidence of 100m sprint running has been frequently studied with reduced volumes of acquisition and the evaluation of a few steps within phases specific, being then necessary to propose more specific methods. Thus, the aim of this study was propose a method for three-dimensional kinematic analysis of the 100m sprint by videogrammetry. The specific aim consisted: a) to describe the center of mass trajectory (COM) of athletes during the phases (acceleration, deceleration and maintenance) and kinematic variables (step length, step width, angle of attack and vertical component COM), b) to evaluate the method. One sprint of each of the five sprinters, male and national level was assessed. Twelve cameras were distributed along the track forming three regions and two areas of intersection: region 1 (30m x 1.37m x 2.32m), region 2 ( 30m x 1.37mx 2.32m ) and region 3 (50m x 1.37m x 2,32 m ) were each framed by a set of four, the areas of intersection A (between region 1 and 2 ) and B (between the region 2 and 3) each had a volume of 5m x 1.37m x 2.32 m. The total acquisition volume was 110m (length) x 1.37m (width) x 2.32m (height). The calibration method was the DLT and data obtained by Dvideo software. Twenty-one anatomical markers were attached to the skin and individual inertial information was used to calculate the center of mass. The kinematic variables were step length, step width, angle of attack and vertical component of the COM. Variables were compared according to laterality (right and left) and between phases (acceleration, deceleration and maintenance). The accuracy test was performed with a rigid bar in which the distance between markers was 1.19m. A mean absolute error (accuracy) varied among regions and combinations of cameras 0.01m to 0.03m. The Butterworth filter, 4th order, 10Hz frequency cutoff, was used for smoothing the data. The three-dimensional reconstruction of the athlete determined the trajectories of the center of mass. The biexponensial curve fit of the velocity-time identified the three phases of the sprint. Kinematic variables were described for each athlete and the main results point to differences between laterality (step length , angle of attack and vertical component of the COM ) during the sprint, and between the phases (step length and angle of attack) , mainly in the acceleration phase. Asymmetries and changes movement pattern could be identified follow of change of speed and posture. The proposed configuration yielded important information about the sport and contributes as a method of biomechanical assessment, given the specificity of the 100m sprint / Mestrado / Biodinâmica do Movimento Humano e Esporte / Mestra em Ciências da Nutrição e do Esporte e Metabolismo

Master of Science / Department of Counseling and Educational Psychology / Brandonn S. Harris / Academic clustering is the occurrence of twenty-five percent or more of a single athletic team enrolled into a major (Fountain & Finley, 2009). Although clustering appears to have the possibility to occur among all college students, it seems to be more prevalent within intercollegiate athletics. There are several different factors that influence the prevalence of this experience. For the collegiate student-athlete, these factors include the National Collegiate Athletic Association, university athletic departments, individual differences among student-athletes, and characteristics associated with the university. While these are likely not the only contributors of academic clustering, they seem to be very prominent. Further, given that attention has been given to identifying the negative consequences of academic clustering in intercollegiate athletics, clustering also may result in positive implications. The purpose of this report is to provide information and increase the awareness towards academic clustering. Additionally, this report provides information as to the causes, but also offers recommendations that have the potential to lessen academic clustering within intercollegiate athletics.