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Collegiate Student- Athletes Knowledge of Injury and Injury PreventionFishel, Marissa 21 October 2013 (has links)
No description available.
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Evaluation of Sports Nutrition Knowledge between NCAA Student-Athletes across DivisionsHolley, Siera Jade 05 May 2015 (has links)
No description available.
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Brain Bugs: An Infestation of Pressures to Perform Among Pre-College Student AthletesHayes, Corey 08 May 2017 (has links)
No description available.
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The Relationship of Bone Density and Body Composition Between Student Athletes and a Non-Student Athlete PopulationPinheiro, Amanda Emily, Pinheiro 14 June 2018 (has links)
No description available.
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Where Do I Play Next? A Sociological Study of Student-Athletes, Their Retirement Transition and Their Social and Emotional Support SystemsHodges, Ariel C. 19 June 2018 (has links)
No description available.
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The Promise of Professional Play: A Qualitative Study of Drafted Hockey PlayersGraham, Ryan 16 August 2013 (has links)
No description available.
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Men on the Edge: A Qualitative Investigation of Marginality, Stress, and Social Support among Black Male Student-Athletes at a Predominantly White UniversityGrigsby, Alan V. 11 September 2012 (has links)
No description available.
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Internal stakeholder perceptions of intercollegiate athletic reform: a focus group examinationHarrison, Todd M. 18 June 2004 (has links)
No description available.
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An Examination of the Antecedents and Outcomes of Psychological Contract Violation of Intercollegiate Student-AthletesBarnhill, Christopher R. 26 September 2011 (has links)
No description available.
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Literacy Practices of Student-Athletes: The Ethics of Repetition, Surveillance and BreakdownDrew, Christ January 2009 (has links)
Literacy Practices of Student-Athletes: The Ethics of Repetition, Surveillance and Breakdown examines how a group of male basketball players as a small Division II university in the southeast United States used and were affected by literacy in their academic, athletic and social lives. The driving question that guided data collection was How do the physical learning and material conditions of high level basketball players at Richardson University influence their literacy practices? The impetus for this question was a desire to understand the relationship between the literate activity and moving bodies of these players. In school settings academic training is often conducted in ways that isolate the body from the mind. This ethnography sought to uncover if or how a bifurcation of mind/body occurred amid the training practices of these subjects. To accomplish this task, the study was designed to look at what bodies were doing during "literacy events." "Literacy events," which is borrowed from Barton and Hamilton, functioned as the core unit of analysis of the database. The method for pursuing the primary research question was ethnography. For one academic year I observed, interviewed, took fieldnotes, collected artifacts and supervised photographic literacy logs. Observations were conducted across the campus of Richardson University in three domains of the players' lives - academic, athletic and social domains. Interviews were conducted with individual players and were based off of fieldnotes, observations and the players' photo literacy logs that the players made as a way of documenting samples of their literacy practices. There were four core findings that this study of these student-athletes allows me to state with certainty: (1) these student-athletes' training methods influenced their literacy, (2) these student-athletes have highly sophisticated literacy that reflects their highly sophisticated cognition, and (3) these student-athletes liked their training regimens. The fourth finding can be split into thirds based on the three themes organizing the data of the study - Repetition, Surveillance and Breakdown. And, each of these attests to the highly physical nature of these student-athletes' academic and athletic training; they also indicate the extent to which reading-writing was infused in this training. Repetition was essential to habituating motor-movements as the foundation for being able to move beyond the basic physicality of a literacy event to more critical, higher order engagement. Repetition is not a mindless, rote activity. Repetition is thinking. Surveillance was an effective educational technology for instilling positive literacy habits through a system of control and observation. Breakdown was another educational technology that demonstrated a powerful connection between body and mind, similar to repetition. These three concepts and the conversations that support them illustrate that literacy is not simply a cognitive act; it is not just a way of thinking, but a socially embedded way of acting. / English
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