i Jeffrey L. Engbers Health Exercise and Sports Science This ...

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Recommendations for Future Studies…………………………………………..118 Conclusion……………………………………………………………………...119 APPENDICES…………………………………………………………………………121 APPENDIX A INTRODUCTION LETTER………………………………………...121 APPENDIX B SURVEY……………………………………………………………....122 REFERENCE………………………………………………………………………….129 xii
LIST OF TABLES Table 4-1. Full Time Undergraduate Student Enrollment at the Institution of the AD….73 Table 4-2. Division III AD Age, Race, Highest Degree Achieved………………………74 Table 4-3. Ensuring High Academic Standards while Advocating for Athletics Changes for Frequency, Intensity, and Time between Males (M), Females (F), Public Institutions and Private Institutions……………………………………………...80 Table 4-4. F and p-values for the 2x2 Factoral ANOVA Examining the Frequency, Intensity, and Time of the Challenge “Ensuring High Academic Standards while Advocating for Athletics” with Gender and Institution Type……………………81 Table 4-5. Personnel Issues for Frequency, Intensity, and Time between Males (M), Females (F), Public Institutions and Private Institutions………………………...81 Table 4-6. F and p-values for the 2x2 Factoral ANOVA Examining the Frequency, Intensity, and Time of the Challenge “Personnel Issues” with Gender and Institution Type………………………………………………………..…………82 Table 4-7. Time Management for Frequency, Intensity, and Time between Males (M), Females (F), Public Institutions and Private Institutions………………………...82 Table 4-8. F and p-values for the 2x2 Factoral ANOVA Examining the Frequency, Intensity, and Time of the Challenge “Time Management” with Gender and Institution Type………………………………………………………..…………83 Table 4-9. Budget and Finance Issues for Frequency, Intensity, and Time between Males (M), Females (F), Public Institutions and Private Institutions…………………...83 Table 4-10. F and p-values for the 2x2 Factoral ANOVA Examining the Frequency, Intensity, and Time of the Challenge “Budget and Finance Issues” with Gender xiii
Page 1 and 2: Jeffrey L. Engbers Candidate Health
Page 3 and 4: DEDICATION Thank You God for showin
Page 5 and 6: AN EXPLORATION OF CHALLENGES FACING
Page 7 and 8: keeping athletics competitive more
Page 9 and 10: TABLE OF CONTENTS LIST OF TABLES..
Page 11: Keeping Athletic Programs Competiti
Page 15 and 16: Athletic Directors of the North Eas
Page 17 and 18: CHAPTER I - INTRODUCTION The marria
Page 19 and 20: maintaining responsibility for the
Page 21 and 22: 4. Much of the research on NCAA ADs
Page 23 and 24: R3A1: If there is a significant int
Page 25 and 26: 6. Public Institution: Schools that
Page 27 and 28: 2009). Liberal arts colleges have b
Page 29 and 30: (2004) found that liberal arts coll
Page 31 and 32: Research on liberal arts college st
Page 33 and 34: The main difference between Divisio
Page 35 and 36: football field validated their inst
Page 37 and 38: strongly agreed that athletic parti
Page 39 and 40: an athlete's educational and charac
Page 41 and 42: education so that the “educationa
Page 43 and 44: these schools to compete at a diffe
Page 45 and 46: the mission of colleges and univers
Page 47 and 48: 20% of the institutions public and
Page 49 and 50: institutions sponsor the greatest n
Page 51 and 52: is far less. Division III budgets a
Page 53 and 54: contribute ideas and experiences (F
Page 55 and 56: According to Acosta and Carpenter (
Page 57 and 58: work and jobs of the subordinates e
Page 59 and 60: prompted a shift from traditional c
Page 61 and 62: Division III could consist of 480 m
Page 63 and 64:
three week time frame. Projected gr
Page 65 and 66:
importance of athletics in educatio
Page 67 and 68:
athletics, is becoming evident at D
Page 69 and 70:
In contrast to Division I and II AD
Page 71 and 72:
The Division III model of athletic
Page 73 and 74:
Females ADs at the Division III lev
Page 75 and 76:
about an unpublished institutional
Page 77 and 78:
number of volunteer coaches allowed
Page 79 and 80:
developed the list of challenges th
Page 81 and 82:
• Questions were added which aske
Page 83 and 84:
analyzed, and prevalent themes, top
Page 85 and 86:
pre-set alpha level of .05. Using G
Page 87 and 88:
and prevalent themes, topics, and i
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espondents, 170 (76%) indicated the
Page 91 and 92:
43 (40%) were head coaches of one o
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while advocating for athletics.”
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The sixth statement ADs were asked
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Mean 3.47 4.20 4.11 4.26 Std. Dev.
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Std. Dev. 1.399 .994 1.021 1.214 In
Page 101 and 102:
Table 4-12 F and p-values for the 2
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p .114 .930 .538 Intensity F 2.562
Page 105 and 106:
F-value along with the significance
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ADs in the Mid West had a mean scor
Page 109 and 110:
(44% strongly agreed), 88% at least
Page 111 and 112:
slightly agreed that this challenge
Page 113 and 114:
athletics), perhaps balancing acade
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the summer. The challenge (is) cont
Page 117 and 118:
study, the data suggests that Title
Page 119 and 120:
at the institutions in one area of
Page 121 and 122:
for the ANOVA for the frequency, in
Page 123 and 124:
challenges. Division III leaders sh
Page 125 and 126:
ADs are most satisfied when they ar
Page 127 and 128:
Second, while Division III institut
Page 129 and 130:
Coaching experience, specifically a
Page 131 and 132:
personnel, or an aspect of one of t
Page 133 and 134:
Educators preparing current and fut
Page 135 and 136:
presented in this study would provi
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(Emailed Jan. 31, 2011) APPENDIX A
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Q4: What is your gender? Q5: Identi
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Q18: How many years of experience d
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advocating for athletics. Q36: In m
Page 145 and 146:
REFERENCE: Acosta, R. V. & Carpente
Page 147 and 148:
Boyer Commission on Educating Under
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Covell, D. (2002). Organizational d
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Development, 36(3), 217-227. Fink,
Page 153 and 154:
athletic directors. Journal of Rese
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Management Executive, 18, 127-130.
Page 157 and 158:
http://www.ncaa.org/wps/ncaa?key=/n
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Thesis, University of North Carolin
Page 161 and 162:
NCAA division III athletic director
Page 163 and 164:
of Intercollegiate Sport, 1, 40-58.
Page 165 and 166:
National Collegiate Athletic Associ
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