21 research outputs found
The Pursuit of Work-Life Balance by High School Sport Practitioners in the Athletic Director-Head Coach Dual Role
No full textWith wide-reaching benefits afforded student-athletes through their participation and communities investing time and resources into the promotion of meaningful athletic programs, leaders within a high school athletic department face substantial expectations within their role. For those who decide to embrace a dual role of athletic director and head coach, the increased responsibilities facilitate greater levels of role conflict and role overload that can negatively impact the ability to achieve work-life balance within one’s personal life if not properly addressed. Therefore, the purpose of this research was to examine the strategies employed by these high school sport dual role practitioners for pursuing work-life balance. Semi-structured interviews were conducted with 15 participants represented across school classification (i.e., 1A, 2A, 3A, and 4A) and sport coached, and a thematic analysis yielded three main themes (i.e., recognizing the challenge, setting boundaries, and incorporating family into work) that detail the efforts implemented for work-life balance. From a theoretical perspective, findings add further insight into the impact of role conflict and role overload on work-life balance, especially in the context of high school athletics, while practitioners in the athletic director-head coach dual role can use the perspectives shared by participants to ensure they are effectively balancing their professional and personal life amidst these role demands
Analyzing the Expectations of Interscholastic Athletic Directors on the Role of Head Coaches Within a Performance Appraisal
No full textWith the lasting positive benefits afforded student-athletes through their participation, high school athletics exist as the most significant body within the sport industry (Fraina et al., 2022). Given the impact that coaches have on student-athletes (Gould & Carson, 2010), increased importance is placed on the ability of athletic directors to effectively evaluate the performance of those tasked with leading individual programs in the athletic department, which is maximized when head coaches are positioned as active participants within this process. Therefore, the purpose of this qualitative study was to capture the expectations of high school athletic directors on the role coaches should play in their evaluation. Participants (N=25) represented interscholastic athletic directors across school classification (i.e., 1A, 2A, 3A, and 4A) and school type (i.e., public and private), and saturation was determined to have been met at this sample size. Semi-structured interviews were utilized for data collection, with a thematic analysis relied upon that yielded five main themes (i.e., self-evaluation, response of coaches to the evaluation process, impact of athletic director-coach relationships, goal development, and alignment of views for coaching success). Practitioners can consider the findings from this study to ensure their department positions coaching evaluations in a way that provides coaches a meaningful opportunity to play a key role in this process.
 
The hard law of live: A case study on French sports channels during COVID-19
No full textInternational audienceThe COVID-19 pandemic shifted the approaches of sports channels in providing relevant content to consumers and developing schedules that filled available time slots. This chapter uncovered the programming strategies of French sports channels (i.e., L'Equipe, Canal+ Sport, RMC Sport, Bein Sport, and Eurosport) by evaluating both the semantic (e.g., selection of content) and syntactic (e.g., organization of the television grid) decisions made during this unprecedented time. These two dimensions were intertwined in the choice of programming through the economic, legal, and temporal constraints that impacted scheduling. To combat the limitations from an inability to provide live broadcasting, sports channels offered unique content, including enhanced rebroadcasts and in-depth documentaries, that kept viewers engaged. The analysis highlighted how channels developed a more structured schedule during this time period in an attempt to align with other popular generalist channels and navigate the challenges of the pandemic
Examining the Evolution of Coaches Issues in Interscholastic Sport
No full textCentral to interscholastic athletic programs are coaches who directly affect the developmental outcomes experienced by student-athletes through their participation (Blanton et al., 2024; Grant, 2024; O’Boyle, 2014). Forsyth et al. (2022) analyzed the key issues perceived by athletic administrators to affect the coaching position, with Coaches Education rated as the single most important issue and Finding Coaches and Retaining Coaches also deemed to be of very high importance. Over time, the coaching role has continued to evolve, as increased role demands (Ratts, 2025), changing stakeholder expectations (Johnson et al., 2019; Stoffer et al., 2021), and growing burnout and turnover (Martin et al., 2025) have complicated the position. Thus, the purpose of this study was to provide an updated examination of the coaches issues viewed by today’s athletic administrators as most important within the current high school sport landscape. Three issues (i.e., Retaining Coaches, Coaches Education, and Finding Coaches that Teach) persisted over time, notably an increase in the importance of keeping coaches, a decreased importance placed on facilitating coaching education, and finding coaches that teach maintaining its importance over time. Furthermore, nine new issues emerged, including the two concerns (i.e., Quality Coaches and Building Positive Relationships with Coaches) rated as most important in this study. This contemporary analysis offers practitioners in high school athletics key considerations that can help them ensure the most pressing coaches issues can be addressed to create valuable experiences for coaches
Revisiting Interscholastic Competitive Balance: A Decade of Trends on Policy, Participation, and Public/Private Schools
No full textIn 2015, Johnson et al. completed the first comprehensive national review of interscholastic competitive balance policies that established a baseline for approaches to ensure fair and equitable high school athletic competition. The review concluded that several types of policies were created to curb the disproportionate amount of success achieved by private schools. Such policies were in addition to enrollment classifications, which are a staple of competitive balance in every state. In the decade since that evaluation, polices have evolved. The purpose of this study was to replicate the 2015 study to determine the current status of policy implementation, and identify trends that could help guide interscholastic stakeholders. Results indicated more schools exist overall, and more than half of all states have made policy adjustments. Specifically, there was a 3.2% increase in public schools (16,978), a 6.8% increase in private schools (2,760), a 150% increase in states that use enrollment multipliers (20), a 25% decrease in states that use separate playoffs (3), a 167% increase in states that use success factors (8), and a 350% increase in states that use socioeconomic factors (9). The implications of these trends related to enrollment, public/private schools, athletic success, wealth, and the theory of distributive justice are discussed.
Multicultural and Social Justice Counseling Competency Research: Opportunities for Innovation
No full textThe development of the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) provides a framework to reflect upon previous scholarship and explore further approaches for methodological innovation in counseling. The author presents available counseling and interdisciplinary scholarship related to multicultural and social justice competency, identifies gaps and future research directions of that research, and proposes innovative strategies and methods for conducting rigorous multicultural and social justice research. Implications for preparing future counseling scholars are also included
School Counselors as Leaders for Social Justice and Equity
No full textThe demographics of public schools in the United States have changed immensely since the peak of the Civil Rights Era in 1968 from a majority White population to a nearly 50% heterogenous mix of Culturally and linguistically diverse (CLD) students. Culturally and Linguistically Diverse students face longstanding issues of inequity within public schools in the United States. Culturally responsive school leadership is one method to address and redress the longstanding inequities for CLD students. School counselors are uniquely positioned to bridge the multicultural and social justice leadership practices to traditional models of school leadership based on their training, access to school-wide data and infusion of Multicultural and Social Justice Counseling Competencies (Ratts and Greenleaf, 2017). This conceptual article seeks to promote school counselors as culturally responsive school leaders by revealing their training and skillsets through a Multicultural and Social Justice Counseling Competencies framework
Between the body and the theory: the question étnicoracial at work and trajectory of socio Milton Santos
No full textIn this dissertation we analyze the ethnic-racial issue in the life and work of the geographer Milton Santos. We seek to understand this issue based on Milton Santos' literature and on his socio-spatial trajectory. Likewise, these factors are contextualize political, historical and geographically. We observe the impact of his intellectual formation and his experiences as a black person - in Brazil and in other countries in his analysis. Contrary to the assertion that Milton Santos never speak about this ethnicracial issue, we can identify some diversity and continuity in this approach, which, for didactic purposes, are divided into three periods: 1) the first moment of this production is between 1950 and 1964. The intellectual finishes his graduation in law in the
"University of Bahia", becomes teacher in the High School of Ilhéus and ends his doctorate in geography in France. We highlight this period in the following books dealing of ethnic-racial issue: "O povoamento da Bahia" (1958) and "Marianne em preto e branco" (1960). 2) The second period is from 1964 until the end of the 1970s, time when Milton Santos is in exile. During this period the intellectual works as a
Professor and researcher in countries of the "third world". We highlight the book "Manual de Geografia Urbana (1989), which deals with the existing ethnic and racial segregation in African cities. 3) The third moment occurs between the 1980s and 1990s, when Brazil completed the hundred years of "Proclamation of Abolition" (1988) and the 300 years since the death of Zumbi dos Palmares (1995). The intellectual
granted several interviews on the theme and wrote several articles, especially in newspapers, where he treated the ethnic-racial relations. These texts discuss the concepts of nation, citizenship and "black body" in Brazil. Finally, we should emphasize that the analysis made by Milton Santos, in the light of his time and related by his personal experiences, were quite accurate. This demonstrates that the author was
aware of the ethnic-racial problems, even this has not been the main focus of his theoretical analysis in the framework of geographical science.Nesta dissertação analisamos a questão étnico-racial na vida e obra do geógrafo Milton Santos. Procuramos entender esta questão a partir da produção bibliográfica e de sua trajetória socioespacial. Bem como, esses fatores se contextualizaram a
quadros políticos, históricos e geográficos. Assim, observamos como a sua formação intelectual e suas experiências como negro - no Brasil e em outros países influenciaram em suas análises sobre a questão étnico-racial. Ao contrário da
afirmação de que Milton Santos nunca tenha tratado desse assunto, podemos identificar certa diversidade e continuidade em suas abordagens, as quais, para efeito didático, dividimos em três períodos: 1) o primeiro período dessa produção se dá entre 1950 e 1964. Nesse momento o intelectual finaliza o curso de direito na Universidade da Bahia , ingressa como professor catedrático no Ginásio Municipal de Ilhéus e
realiza seu doutorado em Geografia na França. Podemos destacar desse período os seguintes livros que tratam da questão étnico-racial: O povoamento da Bahia (1958)
e Marianne em Preto e Branco (1960). 2) O segundo momento é de 1964 até o fim da década de 1970, período em que Milton Santos encontra-se em exílio. Nestas circunstâncias o intelectual atua como professor e pesquisador em países do terceiro mundo . Dentre as obras produzidas por ele destacamos o livro Manual de Geografia
Urbana (1989 [1969]), que trata da segregação étnica e racial existente em cidades africanas. 3) O terceiro momento ocorre entre as décadas de 1980 e 1990, ocasião em
que completou-se os cem anos da "Proclamação da Abolição" (1988) e os 300 anos da morte de Zumbi dos Palmares (1995) no Brasil. O intelectual concedeu várias entrevistas sobre o tema e escreveu vários artigos, principalmente em jornais, nos quais pode realizar discussões relacionando a nação, cidadania e "corporeidade negra". Finalmente, devemos ressaltar que as análises efetivadas por Milton Santos, a luz de seu tempo e relacionadas às suas vivências pessoais, se mostraram bastante apuradas. Isso demonstra que o autor estava atento a problemática étnico-racial,
mesmo que este não fosse o foco principal de suas análises teóricas no âmbito da ciência geográfica
Goal Development and Marketing Evaluation: A Qualitative Examination of Goals in the Marketing of Intercollegiate Athletics
No full text#SOS³: A Phenomenological Study of School Counseling Supervisors' Clinical Supervision Experiences
No full textSchool counselors support students' social-emotional, academic, and career readiness (ASCA, 2019). However, who provides support for school counselors to navigate this herculean responsibility? Supervision provides opportunities for counselors to learn, consult, and practice counseling knowledge and skills to offer the most research-informed, inclusive, and culturally responsive services to appropriately support clients' needs (Bernard and Goodyear, 2019; Ratts et al., 2015; Mitchell and Butler, 2021).
With the current state of society, students' mental health and social-emotional needs are paramount, and the support needed for school counselors to assist students' holistic development is critical. The author proposes #S.O.S.³ to promote the Supervision of School Counselors to Support Students. Without counseling supervision, research warns of erosion of school counselor self-efficacy. This qualitative, phenomenological study used semi-structured interviews to investigate ten school counseling supervisors' (SCS) counseling supervision experiences. This study uncovered five superordinate themes and related subthemes regarding the supervision experiences of SCS who received and delivered clinical supervision. Implications for SCS, counselor educators, school district and state educational administrators on the needs of SCS that will inform the supervision of school counselors who provide counseling services to support students' social-emotional/mental health needs are discussed.Doctor of PhilosophySupervision provides opportunities for counselors to learn, consult, and practice counseling knowledge and skills to offer the most research-informed, inclusive, and culturally responsive services to appropriately support clients' needs (Bernard and Goodyear, 2019; Ratts et al., 2015; Mitchell and Butler, 2021). Research has uncovered that school counselors often receive none or minimal clinical supervision compared to counselors in agencies, hospitals, and private practice (Page et al., 2001; Dollarhide and Miller, 2006; DeKruyf et al., 2013). Also, research shows school counselors prefer supervisors that have clinical mental health understanding and knowledge (Dollarhide and Miller, 2006; Roberts and Borders, 1994), and school counselors who participate in clinical supervision continue to develop skills and techniques to assist in appropriate strategies and interventions to support students and families (Bledsoe et al., 2021). However, despite the increased number of studies on school counseling supervision, few studies have explicitly focused on school counseling supervisors' (SCS) experiences. This qualitative, phenomenological study, using semi-structured interviews, investigated the clinical supervision perceptions and experiences of ten SCS who received and provided clinical supervision. This study discovered five superordinate themes and related subthemes regarding clinical supervision experiences, including professional (a) preparation, (b) identity, (c) self-efficacy, (d) challenges, and (e) quality of life. Implications for school counseling supervision are discussed
