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Author
Arita, MattDate Published
2021-05-17
Metadata
Show full item recordAbstract
Intercollegiate athletics has become a multi-million dollar industry in the past 30 years. Athletic scholarships have become more lucrative for prospective student-athletes to obtain. Analysis of previous research at the NCAA scholarship level of Division I and Division II shows that athletic scholarships have strong affects on student-athlete behavior. Overall, behavior influences academic performance, motivation, and financial implications for the school and the student-athlete. Non-guaranteed scholarships and non-scholarship positions have caused major changes in behavior both positively and negatively for student-athletes in college. The purpose of this synthesis is to review the literature on the effects of an athletic scholarship on athlete's behavior.Related items
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An Analysis of the Qualifications and Perceived Effectiveness of Athletic Directors in the Maryland Public Secondary School Athletic AssociationBeck, Bonnie; Bell, Janice A.; The College at Brockport (1979-08-01)The study identified through questionnaire format, the personal characteristics and professional qualifications of athletic directors in the member schools of the Maryland Public Secondary School Athletic Association. Also determined was the essentiality of the listed qualifications for the position of athletic director. The following was found about the responding athletic directors: 72.5 percent were between 30 and 49 years of age, 7.4 percent were female, and less than 6 percent were Negro. Additional findings were: 26 of the 47 qualifications were rated as essential, the rank-order of qualifications differed according to the size of the school, athletic directors and principals agreed on the essential qualifications, "related" education courses was the most important category, and intercollegiate and interscholastic athletic directors agreed on the order of essential qualifications for the position of athletic director. The athletic directors in the Maryland Public Secondary School Athletic Association were found to be well qualified in terms of general education, coaching experience, sports participation, and professional involvement, but not as well qualified in terms of administrative experience and "related" education courses.
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Knowledge Areas Necessary for Successful NCAA Division III Certified Athletic Trainers: NCAA Division III Certified Athletic Trainers’ PerceptionsSchneider, Robert C.; Henry, Timothy J.; Stier, William F.; The College at Brockport (2009-01-01)NCAA Division III head certified athletic trainers (ATCs) (n=185) were surveyed to determine knowledge areas needed by ATCs to be successful as Division III ATCs. A Likert-like scale survey consisted of 12 athletic training related knowledge areas and included the following five point scale: essential, very important, important, not very important, and irrelevant. Findings indicated that it is important that Division III ATCs have all 12 knowledge areas to be successful. Although injury-related knowledge areas were considered essential, all of the knowledge areas were at least considered important to the success of ATCs, and none were considered irrelevant. Those involved in athletic training curricular issues should place or continue to place the most emphasis on areas related to injuries.