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LIST OF FIGURES Figure 2-1. Location of NCAA Division III Schools……………………………………31 Figure 3-1. Content Validity Assessed from Eight Athletic Directors Used in the Pilot Study ……………………………………………………………..………………65 xvi
CHAPTER I - INTRODUCTION The marriage of athletics and education, although common in the United States, is a unique structure within scholastic and collegiate institutions. This distinct blend of academics and athletics creates difficulties as conflicting goals and priorities arise (Shulman & Bowen, 2001). The national governing body for intercollegiate athletics is the National Collegiate Athletic Association (NCAA). The purpose of the NCAA is both to govern competition in a fair, safe, equitable and sportsmanlike manner, and properly fit athletics into the context of higher education so that the “educational experience of the student-athlete is paramount” (NCAA, 2010d). Although the first intercollegiate athletic contest was held in 1852, when boats from Harvard and Yale raced on Lake Winnipesaukee in New Hampshire (Shulman & Bowen, 2001), the NCAA was not established until 1906. The NCAA was formed to manage the growth of intercollegiate sport and to oversee the problems arising, particularly the increases in violence in football (“NCAA History,” n.d.a). In 1973 NCAA membership was divided into three competitive Divisions - I, II, and III - and just five years later subdivisions 1-A and 1-AA were created under Division I. These Divisions each approach athletics in different ways: Division I focuses the most on athletics, Division III focuses the most on education, and Division II falls in between. Division III focuses primarily on the academic growth of students, but also recognizes the importance and benefit of intercollegiate athletic competition for student-athletes. There are no athletic scholarships in Division III (NCAA, 2007). 1
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 and 12: Keeping Athletic Programs Competiti
Page 13 and 14: LIST OF TABLES Table 4-1. Full Time
Page 15: Athletic Directors of the North Eas
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
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athletics, is becoming evident at D
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In contrast to Division I and II AD
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The Division III model of athletic
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Females ADs at the Division III lev
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about an unpublished institutional
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number of volunteer coaches allowed
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developed the list of challenges th
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• Questions were added which aske
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analyzed, and prevalent themes, top
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pre-set alpha level of .05. Using G
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and prevalent themes, topics, and i
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espondents, 170 (76%) indicated the
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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
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Table 4-12 F and p-values for the 2
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p .114 .930 .538 Intensity F 2.562
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F-value along with the significance
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ADs in the Mid West had a mean scor
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(44% strongly agreed), 88% at least
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slightly agreed that this challenge
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athletics), perhaps balancing acade
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the summer. The challenge (is) cont
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study, the data suggests that Title
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at the institutions in one area of
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for the ANOVA for the frequency, in
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challenges. Division III leaders sh
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ADs are most satisfied when they ar
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Second, while Division III institut
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Coaching experience, specifically a
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personnel, or an aspect of one of t
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Educators preparing current and fut
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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
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REFERENCE: Acosta, R. V. & Carpente
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Boyer Commission on Educating Under
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Covell, D. (2002). Organizational d
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Development, 36(3), 217-227. Fink,
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athletic directors. Journal of Rese
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Management Executive, 18, 127-130.
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http://www.ncaa.org/wps/ncaa?key=/n
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Thesis, University of North Carolin
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NCAA division III athletic director
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of Intercollegiate Sport, 1, 40-58.
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National Collegiate Athletic Associ
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