The primary purpose of this research was to obtain information concerning injury incidence and perceptions of training intensities and fatigue levels among college athletes via a survey study. A second purpose was to illuminate correlations between the collected data. This study employed an investigator-designed survey instrument administered to 411 NCAA Division II male and female athletes, with 149 completed responses. The survey included 3 themes: injury incidence, training intensity, and physical and mental exhaustion. Men and women spent 4.5 days per week training using moderate- and high-intensity levels. Fifty percent of the total number of athletes reported chronic injury. During the competition season, physical exhaustion occurred "frequently" 30.86 and 23.53% of the time with men and women, respectively. In the noncompetition season, physical exhaustion was "frequently" experienced 19.75 and 17.65% of the time among men and women, respectively. Statistically significant correlations (p < 0.05) were found with acute injury for men and chronic injury for women. Also, training intensity levels and physical and mental exhaustion for men and women were statistically significant. The current investigators found the training involved 2-3 hours of moderate to high intensity 4.5 days per week both during competition and noncompetition; women and men spent 2-3 hours of light intensity 1.31 and 1.45 days per week, respectively. Women and men in addition to training, engaged in 3.78 and 4.43 hours of leisure physical activity per week. The investigators recommend tapering, periodization, and rest to help avoid overuse syndrome, overreaching, and overtraining that leads to excessive physical and mental exhaustion and injury.

PurposeThe purpose of this study is to examine the impact that athletics participation in both revenue and non‐revenue intercollegiate sport had on the engagement of students as measured by the National Survey of Student Engagement. In addition, the study reported results to the institution's athletics department for application as a tool for program review.Design/methodology/approachThe study employed a factorial design using self‐reported data from a cooperating institution. The independent variables examined were participation in intercollegiate athletics (athletes vs non‐athletes) and the sport type (revenue sports vs non‐revenue sports). Measures of student engagement were the dependent variables in the study.FindingsDescriptive analysis revealed that athletes were as engaged as their non‐athlete peers and suggested that revenue sport participants were not as engaged as their non‐revenue sport counterparts. Univariate ANCOVA analyses uncovered significant differences between both categories of independent variable – athletes/non‐athletes and revenue/non‐revenue sport participation.Research limitations/implicationsThe study was limited by the degree to which all participants answered the questions in the National Survey of Student Engagement honestly and accurately. Since athletics participation is determined by self‐selection, inherent differences among athletes and non‐athletes may exist and were not explored in the study.Practical implicationsThrough examination of institutional data, athletics practitioners may gain information to guide policy and practice.Originality/valueThe study illustrates how institutions may capitalize on institutional research data to evaluate, review, and improve specific programs.

Purpose -The purpose of this study is to describe how one US Midwestern university implements quality principles, based on the value added premise in a teacher preparation program that yields accountability, teacher education standards attainment and ultimately improvement of teacher candidates and overall programs. Design/methodology/approach -Data pertinent to students were gathered in a systematic way as they declared a certification area. This data was used to identify students who needed tutorial support and class advisement to assure successful matriculation, program completion and success on identified critical assessments. The two assessments identified were teacher work sample (TWS) and the national physical education certification examination (Praxis II). Meaningful proactive advisement, data sharing and tutorial testing assistance program were the primary approaches used to improve teacher candidate competencies. Findings -Specific course modifications and curricular redesign resulted in positive results on the TWS and Praxis II. The results have been improved teacher candidate performance on knowledge, skills and dispositions measures. Research limitations/implications -As result of sharing data, a cultural shift occurred within the program. Faculty became more accountable to teacher candidate competency attainment and teacher candidates became more attuned to becoming an effective prospective teacher. Practical implications -Because this particular teacher education programs implemented quality principles, utilized the value added approach to management and systematically used data that yielded positive results, it has become a model for other teacher education programs. Originality/value -This study uses one program to provide examples of how management of accountability and standards attainment can lead to administrative, curricular, candidate and overall program improvement.

No abstract

No abstract