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The Relationship Between Head Coache...

Barnes, Kiki Baker.

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The Relationship Between Head Coaches' Influence and Student Engagement of NCAA DI Women Basketball Players: Implications for Student-Athlete Success.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship Between Head Coaches' Influence and Student Engagement of NCAA DI Women Basketball Players: Implications for Student-Athlete Success./
Author:	Barnes, Kiki Baker.
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3690713
ISBN:	9781321614374

The Relationship Between Head Coaches' Influence and Student Engagement of NCAA DI Women Basketball Players: Implications for Student-Athlete Success.
Barnes, Kiki Baker.

The Relationship Between Head Coaches' Influence and Student Engagement of NCAA DI Women Basketball Players: Implications for Student-Athlete Success. - 142 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--University of New Orleans, 2014.

The National Collegiate Athletic Association (NCAA) recently passed new legislation highlighting the critical role coaches play in student-athlete success called the Head Coach's Academic Progress Rate (APR). The APR measure does not calculate the actions of the head coach and is therefore an inadequate measure of coaches' influence. There are numerous verbal accounts of the influence of the coach on student-athlete success, but there is little quantitative data to support this claim. As a result, this correlational study explored the relationship between head coaches' influence and student engagement among a sample of 135 women basketball players at National Collegiate Athletic Association (NCAA) Division I (DI) institutions. The Student-Athlete Perception of Coaches' Influence, Student Engagement and Student Athlete Success Survey (SAPCISESASS), an instrument developed by the researcher, was used to measure coaches' influence and engagement. Results revealed that overall student-athletes perceived an overall positive relationship with their head coach, were satisfied with their relationship, and would choose to return to attend the same institution if the same coach were employed with the institution. Student-athletes reported being heavily engaged in community service and engaged in 16 or more hours per week in athletic-related activities. Student-athletes perceived the overall campus climate to be supportive and relationships with various campus constituencies were positive. Student-athletes reported a strong belief in their head coaches' influence on their personal and social development. A strong relationship was found between coaches' influence and personal and social development (adjusted R2 = .62, p <.001) even when controlling for campus climate. A closer examination of the measures of the coaches' influence construct revealed that coaches' encouragement of educationally purposefully activities was a predictor of student-athlete diversity engagement, academic engagement, and personal and social development. Administrators should consider results of this study to better inform their evaluative process for head coaches. Coaches need to be intentional in their encouragement of activities that lead to student success because student --athletes who are engaged will enhance their chances of graduating which is the purpose of higher education.

ISBN: 9781321614374Subjects--Topical Terms:

2122863
Higher education administration.

The Relationship Between Head Coaches' Influence and Student Engagement of NCAA DI Women Basketball Players: Implications for Student-Athlete Success.
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520 $a The National Collegiate Athletic Association (NCAA) recently passed new legislation highlighting the critical role coaches play in student-athlete success called the Head Coach's Academic Progress Rate (APR). The APR measure does not calculate the actions of the head coach and is therefore an inadequate measure of coaches' influence. There are numerous verbal accounts of the influence of the coach on student-athlete success, but there is little quantitative data to support this claim. As a result, this correlational study explored the relationship between head coaches' influence and student engagement among a sample of 135 women basketball players at National Collegiate Athletic Association (NCAA) Division I (DI) institutions. The Student-Athlete Perception of Coaches' Influence, Student Engagement and Student Athlete Success Survey (SAPCISESASS), an instrument developed by the researcher, was used to measure coaches' influence and engagement. Results revealed that overall student-athletes perceived an overall positive relationship with their head coach, were satisfied with their relationship, and would choose to return to attend the same institution if the same coach were employed with the institution. Student-athletes reported being heavily engaged in community service and engaged in 16 or more hours per week in athletic-related activities. Student-athletes perceived the overall campus climate to be supportive and relationships with various campus constituencies were positive. Student-athletes reported a strong belief in their head coaches' influence on their personal and social development. A strong relationship was found between coaches' influence and personal and social development (adjusted R2 = .62, p <.001) even when controlling for campus climate. A closer examination of the measures of the coaches' influence construct revealed that coaches' encouragement of educationally purposefully activities was a predictor of student-athlete diversity engagement, academic engagement, and personal and social development. Administrators should consider results of this study to better inform their evaluative process for head coaches. Coaches need to be intentional in their encouragement of activities that lead to student success because student --athletes who are engaged will enhance their chances of graduating which is the purpose of higher education.
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