Recreational sport opportunities for youth with disabilities: Perspectives of recreation directors in New England

Authors: James MacGregor1, Deb Risisky2, Kevin McGinniss1

1 Department of Recreation, Tourism and Sport Management, Southern Connecticut State University, New Haven, Connecticut, USA.
2 Department of Public Health, Southern Connecticut State University, New Haven, Connecticut, USA.

Corresponding Author:
James MacGregor, EdD
Department of Recreation, Tourism, and Sport Management
Southern Connecticut State University
501 Crescent Street
New Haven, CT 06514
Office: 203.392.6385
macgregorj1@southernct.edu

James MacGregor, EdD, is an Associate Professor and Chair of the Department of Recreation, Tourism, and Sport Management. His research areas include inclusion and recreation, disability studies, and sport leadership development.

Deb Risisky, PhD, is an Associate Professor of Public Health. Her research is in evaluation of adolescent health programs, youth violence, and educational success of youth.

Kevin McGinniss, EdD, is an Assistant Professor and Director of Sport Management in the Department of Recreation, Tourism, and Sport Management. His research is in intercollegiate athletics and disability sports.

Recreational Sport Opportunities for Youth with Disabilities

ABSTRACT

Purpose: Inclusive recreation practices are one of the most recognized means of providing recreational sport opportunities for youth with disabilities. Municipal recreation departments are responsible for ensuring opportunities to partake in youth sport programs. This study evaluates the extent to which recreation departments are providing inclusive recreational sport opportunities to individuals with disabilities.

Methods: This study employed a cross-sectional design mail survey to gather data from recreation directors across New England. The two dependent variables for this study are provision of inclusive services and perceived challenges to providing those services. The independent variables include director recreation/sport education, years as a director, and community size. Analysis included univariate, bivariate, and ANOVA for the quantitative data. Qualitative data were reviewed for commonalities.

Results: There were 136 respondents for a response rate of 34.8%. Most (85%) directors noted their agency provided some inclusive recreation. Areas of success included accessible facilities and accommodations/modifications. Areas of needed improvement included staff training and providing transportation for individuals with disabilities. The only significant factor was years as a Director (F=4.315; p=0.016). The multiple comparison test found statistical significance between those with the fewest years of experience (x̄=22.14) and highest experience (x̄=19.57). The top challenges in providing inclusive recreational sport was additional expense, and the lack of training for the provision of these services.

Conclusions: Without director support, inclusive recreation can be difficult to achieve. Director support, including making inclusion an agency priority, reflecting inclusion in the agency’s mission, and hiring practices was imperative to facilitating an inclusive recreation environment and program. Financial concerns and need for staff training are the biggest obstacles to providing inclusive recreational sport programming.

Applications in Sport: Training of recreation and youth sport staff members, including those that aspire to be directors, can have a great impact on opening opportunities for inclusive recreational sports. University academic recreation and sport management programs need to embed the principles and practices of inclusion into their curriculum. In-service training can be an important tool to increase inclusion offerings to the community, increasing the amount of staff members who can facilitate increased opportunities for inclusive recreational sport.

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2020-11-04T11:00:04-06:00November 17th, 2020|Research, Sports Coaching|Comments Off on Recreational sport opportunities for youth with disabilities: Perspectives of recreation directors in New England

NCAA Head Coach Satisfaction with Athletic Trainers: Influence of Individual Athletic Trainer Characteristics and Team Factors

Authors: Whitney Larson, M.S., ATC, Alyson Dearie, Ed.D., ATC, Larissa True, Ph.D., Brian Richardson, Ph.D., and Erik Lind, Ph.D.

Corresponding Author:
Erik Lind, Ph.D.
1151 Professional Studies Building
Kinesiology Department
State University of New York at Cortland
Cortland, NY 13045
erik.lind@cortland.edu
(607) 753-2189

Whitney Larson is an assistant athletic trainer with the Iona College Athletic Department in New Rochelle, NY, and provides coverage for a number of the school’s athletic teams.

Dr. Alyson Dearie is the Clinical Education Coordinator with the Athletic Training program at SUNY-Cortland.

Drs. Larissa True (Exercise Science), Brian Richardson (Coaching), and Erik Lind (Sports Studies) are all with the Kinesiology Department at SUNY-Cortland.

NCAA Head Coach Satisfaction with Athletic Trainers: Influence of Individual Athletic Trainer Characteristics and Team Factors

ABSTRACT

Considerable research exists which examines the relationship between head coach-athlete and athletic trainer-athlete. However, little is known about the perceived relationship between head coach-athletic trainer, specifically satisfaction with services provided. Purpose: This study examined head coach satisfaction with athletic trainers across National Collegiate Athletic Association (NCAA) divisions. Methods: Head coaches from a Division I, II, and III athletic department were surveyed regarding overall and dimensions of satisfaction of athletic training services. Results: No differences in Overall Satisfaction with athletic training services were noted. However, coaches assigned (a) a full-time athletic trainer reported significantly higher satisfaction in athletic trainer Knowledge/Ability than coaches with a graduate assistant and (b) a certified athletic trainer reported higher Communication scores. Moreover, Overall Satisfaction and Professionalism were different between male/female sport teams. Conclusions: Regardless of competitive level, NCAA head coaches appeared satisfied with services provided by the athletic training staff. Certain dimensions of satisfaction, however, were influenced by individual characteristics of the athletic trainer (i.e. full-time appointment; assigned certified athletic trainer). Likewise, team factors (i.e. sex of the team) also influenced satisfaction ratings with athletic training services. Applications in Sport: The findings may contribute to continued improvement of the NCAA head coach-athletic trainer relationship. Given the demands and responsibilities of each role, it is imperative to establish a trusting and positive relationship. Clearly delineating the needs and expectations both the head coach and athletic trainer are to address will only create a more productive work environment. Awareness of these findings will help inform the head coach-athletic trainer relationship by highlighting factors (e.g., access to full-time and certified athletic trainers) which can quickly facilitate the relationship. Conversely, the findings also identify potential issues (e.g., sex of the team) to address early to prevent a break down in the relationship.

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2020-08-12T10:44:29-05:00November 13th, 2020|Sports Coaching|Comments Off on NCAA Head Coach Satisfaction with Athletic Trainers: Influence of Individual Athletic Trainer Characteristics and Team Factors

COVID-19: Social Isolation and Optimism in Sport

Author: Christopher Streeter

College of Doctoral Studies, Grand Canyon University, Phoenix, AZ, USA
Department of Social Sciences, Goodwin University, East Hartford, CT, USA
Academy Coach, New England Revolution, Major League Soccer (MLS)

Corresponding Author:
Christopher Streeter
College of Doctoral Studies
Grand Canyon University
Phoenix, AZ 85017
cstreeter2@my.gcu.edu
cstreeter@goodwin.edu
413-266-0968

Christopher Streeter is a doctoral candidate at Grand Canyon University, an Adjunct Professor of Psychology at Goodwin University, and an Academy Coach for the New England Revolution of Major League Soccer. His research interests include sport psychology, coaching methodologies, motivating language theory, sociology of sport, cognitive psychology, and behavioral psychology.

COVID-19: Social Isolation and Optimism in Sport

ABSTRACT

The purpose of this discussion is to explore communicative strategies that sport practitioners can implement during this unprecedented time of social isolation as a result of COVID-19. The goal of this discussion is to frame COVID-19 social isolation mandates as opportunities for coaches and sport practitioners to maintain mental health by revisiting their commitment to their players, to their teams, and to the industry of sport. Social isolation is a fundamental safety step that can limit the spread of COVID-19. However, research links prolonged social isolation with adverse health consequences including depression, poor sleep quality, impaired executive function, accelerated cognitive decline, and increased levels of anxiety. The social isolation that COVID-19 has thrust upon the world, including the sport industry, presents a paradox: Can social isolation manifest optimism in sport? Recommendations for coaches and sport practitioners include communicative behaviors intended to deafen the social isolation created by COVID-19. Communicative approaches discussed include empathetic language, articulation of meaning and purpose, connectedness, and strategies to overcome social isolation. 

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2020-07-06T10:30:15-05:00July 8th, 2020|Sports Coaching, Sports Studies and Sports Psychology|Comments Off on COVID-19: Social Isolation and Optimism in Sport

Getting it right for everyone: Sport coaching and the adult participation domain

Authors: John Lyle

Corresponding Author:
Professor John Lyle
Carnegie School of Sport
Leeds Beckett University
CV106, Headingley Campus
Leeds
LS6 3QS
United Kingdom
j.w.lyle@leedsbeckett.ac.uk
00 44 (0)7590108098

John Lyle is Professor of Sport Coaching in the Carnegie School of Sport at Leeds Beckett University.

Getting it right for everyone: Sport coaching and the adult participation domain

ABSTRACT

Sport provision is best understood as a series of distinctive domains, with characteristic purposes, motivations, practices and demands on coaches’ expertise. This paper identifies the characteristics of the instructor-led adult participation coaching domain, which is the least well researched and developed, and identifies the implications for coach education and workforce management. The propositions are illustrated by conversations with Coaching Development Managers from eight sports in the UK that have a significant adult participation profile. The paper confirms the variety of domain populations, from casual recreation to coach-dependent adult competition, including ‘Masters’-designated participation, but outside the mainstream of performance sport. It highlights two principal coaching practices: market-led sport instructors, delivering episodic, largely technique-based ‘lessons’ to participants, and (club) coaches of adult competition sport. However, much of the characteristic adult participation is casual recreation and coach-independent. The paper argues that a fuller understanding of this domain is important for ensuring that coaches’ expertise and practice are matched to participant needs.

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2020-06-02T11:26:18-05:00May 8th, 2020|Sports Coaching|Comments Off on Getting it right for everyone: Sport coaching and the adult participation domain

How the Perceived Effectiveness of a Female Coach is influenced by their Apparent Masculinity / Femininity

Authors: Paula Murraya, Rhiannon Lordb, & Ross Lorimerb (aLoughborough College, UK, bAbertay University, UK)

Corresponding Author:
Dr Ross Lorimer
Abertay University
Dundee, UK, DD1 1RG
Ross.Lorimer@Abertay.ac.uk
+44 (0)1382 308426

How the Perceived Effectiveness of a Female Coach is Influenced by their Apparent Masculinity / Femininity

ABSTRACT

The aim of this study was to investigate how the apparent masculinity/femininity of a coach influenced others’ perceptions of their ability to interact successfully with their athletes.  Seventy-three participants (44 males, 29 females, Mage=23.8 SD= ± 8.41) watched four videos depicting a coach working with a group of athletes.  Each video was the same but featured the four combinations of masculinised/feminised coach and male/female athletes.  Participants rated the coach on perceived relationship quality, empathy, and competency.  There was a main effect in relationship quality (closeness) and three of four subscales of coaching competency, with the masculinised coach rated higher than the feminised coach.  There was also a non-significant trend for the feminised coach to score higher in relationship quality and competency when working with male athletes compared to female athletes, and the masculinised coach to score higher with females.  For affective empathy, there was a main effect for athlete sex, with both coaches rated higher working with male athletes.  There was also a non-significant trend for both coaches’ cognitive empathy to be rated higher when working with male athletes.  The perception of the masculinity/femininity of a coach influences how others understand their interactions even when the behaviors of that coach are similar across situations. Coaches need to be aware that gender-based stereotypes may influence how others perceive their competency. This could potentially affect coach effectiveness and career progression.

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2020-10-13T08:53:21-05:00April 24th, 2020|Research, Sports Coaching|Comments Off on How the Perceived Effectiveness of a Female Coach is influenced by their Apparent Masculinity / Femininity
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