The Student-Athlete Leadership Academy: Ten years of interscholastic sport leadership training

Monda, Samantha; Voelker, Dana K.; Kimball, Aimee; Cardone, Dan

doi:10.1080/21520704.2016.1179237

Cited by 6 publications

(5 citation statements)

References 17 publications

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“…Various solutions have been offered to solve student athletes challenges , including the provision of online courses during competition seasons, vocational development activities, and the implementation of a summer bridging program (Huml et al 2019;Martins and da Rocha 2020). Additionally, the importance of leadership development and recognizing academic deficiencies in student-athletes has been emphasized (Lee and Kim 2022;Monda et al 2016). These studies emphasize the necessity of providing targeted assistance and resources to help student-athletes thrive academically.…”

Section: Discussionmentioning

confidence: 99%

Student-Athlete Non-Academic Performance in Sport Faculty

Nuryadi,

Negara,

Gumilar

et al. 2024

Retos

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The purpose of this study is to examine student-athlete non-academic performance in the sports faculty. Research on the topic has highlighted the complex interplay between student athletes' identities as athletes and scholars. The author surveyed 319 student-athletes in the sports faculty environment of the Indonesia University of Education. The survey was conducted using the non-cognitive factors affecting student-athlete performance, which include three major indicators such as perceptions of student-athletes from faculty, peers, and the student-athletes themselves; academic experiences of a student-athlete; and awareness of influencing factors. The results show that student-athletes' non-academic performance is in the fair category. The three dimensions show a grade point average of 3.08 for the academic experiences of a student-athlete dimension, 3.19 for the awareness of influencing factors dimension, and 3.14 for the perceptions of student-athlete indicators from faculty, peers, and the student-athlete. Regression analysis shows the contribution of each dimension of non-academic performance of student athletes, showing a relative contribution of 35% perceptions from faculty, peers, and the student athlete, 30% academic experiences, and 35% awareness of influencing factors. The study's findings demonstrate that student athletes' nonacademic performance in sports faculties has negative effects. This condition becomes a challenge for educational institutions to create a special academic arrangement for student-athletes; the continuity of a non-academic situation must be designed to support their academic performance. Keywords: Student-athlete, Non-Academic Performance, Sport Policy

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Section: Discussionmentioning

confidence: 99%

Student-Athlete Non-Academic Performance in Sport Faculty

Nuryadi,

Negara,

Gumilar

et al. 2024

Retos

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“…Additionally, it is important to encourage athletes to learn and practice leadership on their own way to create a sense of ownership of their unique qualities (Blanton et al, 2014). Leadership can be learned by providing athletes with autonomy to make decisions and problem solve, modelling prosocial behavior, and offer responsibility (Monda et al, 2016). Therefore, the results of this study can inform the development and implementation of leadership training programs, which is most notably found in collegiate athletic departments (Navarro et al, 2020).…”

Section: Applied Implicationsmentioning

confidence: 94%

“…It is important to consider how practitioners can standardize their leadership program (whether that is for peer-leaders, coaches or administrators) to ensure it is self-sustaining and scalable within an athletic department, long after the practitioner has left (Monda et al, 2016). Overall, practitioners are encouraged to examine the characteristics of each peer-leadership role for better identi cation within team sports (see Fransen et al, 2020).…”

Section: Applied Implicationsmentioning

confidence: 99%

The Influence of Social and Task Peer-Leaders on Team Cohesion and Collective Efficacy in Sports: A Meta-Analytical Review

Piasecki,

Filho

2024

Preprint

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Background: Effective peer-leadership is paramount to team functioning, as peer-leaders help to facilitate the development of various team processes. Aims: In the present study we examined the influence of social leadership and task leadership on cohesion and collective efficacy. Methods: We adhered to the PRISMA guidelines and searched for relevant papers across six databases. A total of 168 papers were screened. Results: Seven studies, representing 3548 participants and ten different sports, met our inclusion criteria. Our analysis revealed a statistically significant relationship between task leadership and social cohesion (r = .26, p< .01), social leadership and social cohesion (r = .23, p = .01), task leadership and collective efficacy (r = .21, p < .01), and social leadership and task cohesion (r = .23, p = .04). Conclusions: These results suggest that developing task leaders will help foster social cohesion and collective efficacy, and that social leaders positively influence teammates’ feelings of cohesion and collective efficacy beliefs. Therefore, practitioners should develop peer-leadership programs that equip athletes with both task and social dimensions.

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“…Karena pentingnya olahraga dan pendidikan jasmani, penelitian telah dilakukan pada sebagian besar topik yang berkaitan dengan olahraga pembentukan identitas pendidikan (Fasting et al al., 2014;Hager, 2016), politik (Liston et al, 2013;Strittmatter et al, 2018), pelajar-atlet (Monda et al, 2016 ;Weber et al, 2019 ), perguruan tinggi (Loland & McNamee, 2016;Won et al, 2013), anak-anak (Hibshman et al, 2021;Karlsson et al, 2021), pendidikan rekreasi (Cottrell & Cottrell, 2020;Rodrigues & Payne, 2015), nilai (Grohs et al, 2019;Woratschek et al, 2014), kesehatan (Schulenkorf & Siefken, 2018;Walsh dkk., 2019). Fokus pada aspek yang berbeda tergantung pada hubungan dan keahlian masing-masing peneliti untuk memperoleh informasi yang dapat meningkatkan peradaban.…”

Section: Pendahuluanunclassified

Keunggulan Variasi Intratask untuk Pembelajaran Dribble Basket

Sofyan

2022

Sport-Mu

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Tujuan dalam penelitian ini adalah untuk mengetahui keunggulan intratask variation terhadap peningkatan hasil belajar dribble siswa. Intratask variation merupakan upaya guru memodifikasi aktivitas pembelajaran menjadi dua kelompok, membedakan kelompok yang keterampilan rendah dan kelompok keterampilan tinggi. Sehingga kelompok yang memiliki keterampilan tinggi menjadi lebih terampil, dan kelompok yang memiliki keterampilan rendah menjadi lebih bisa. Metode yang digunakan adalah eksperimen, peneliti menggunakan one group pretest-postest design. Sampel yang digunakan sebanyak 42 siswa. Teknik pengumpulan data melalui tes dribble zig-zag selama 30 detik yang diberikan pada saat pretest dan posttest. Instrumen dalam penelitian ini menggunakan rubik penilaian dribble. Berdasarkan hasil pengolahan dan analisis data dari hasil tes awal melalui tes dribble bola basket haisl dari pretest menunjukkan angka 209 dan pada posttest menunjukkan angka 286. Menghasilkan rata-rata pretest 4,9762 dan posttest 6,8095. Dan mendapatkan hasil presentase 18,3%. Kesimpulan penelitian intratask variation dapat meningkatkan hasil belajar dribble bola basket.

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The Student-Athlete Leadership Academy: Ten years of interscholastic sport leadership training

Cited by 6 publications

References 17 publications

Student-Athlete Non-Academic Performance in Sport Faculty

Student-Athlete Non-Academic Performance in Sport Faculty

The Influence of Social and Task Peer-Leaders on Team Cohesion and Collective Efficacy in Sports: A Meta-Analytical Review

Keunggulan Variasi Intratask untuk Pembelajaran Dribble Basket

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