The design and implementation of a first year adjustment and development program for NCAA Division I student-athletes in a university setting
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Shelton Pelosi, Jamye.
The design and implementation of a first year adjustment and development program for NCAA Division I student-athletes in a university setting. Retrieved from
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TitleThe design and implementation of a first year adjustment and development program for NCAA Division I student-athletes in a university setting
Date Created2014
Other Date2014-10 (degree)
Extent1 online resource (viii, 90 p. : ill.)
DescriptionThis dissertation documents the process of designing, implementing, and conducting a formative evaluation of an adjustment and developmental program for first year student-athletes in a Division I university setting, utilizing Maher's (2012) Program Planning and Evaluation framework. This program was provided to eight first year, out of season, student-athletes from the men's wrestling and women's gymnastics teams. The program’s purpose was to provide student-athlete participants with knowledge, skills, and abilities to facilitate the transition from high school academics and athletics to those of the college level. The program was implemented in the form of nine weekly workshops during September through December 2011. The formative evaluation of the program was conducted based on Maher’s (2012) framework which focused on obtaining information about how the program was implemented, identifying its strengths, and delineating areas for improvement. The evaluation of the program also sought to explore the reactions of the participating student-athletes, their coaches, and the university’s Assistant Athletic Director for Student-Athlete Development. The results of the formative evaluation indicated that the program participants found it personally beneficial in areas of academic, athletic, and personal functioning. One coach and the Assistant Athletic Director for Student-Athlete Development provided verbal feedback about the program, and indicated that they believed it useful for the participants. Participants indicated scheduling and voluntary attendance were problematic for one of the participating teams, and the coach stated that the belief that more practice of skills would be useful. The overall documentation of the implementation and evaluation of the program were it revealed that it was needed, practical, and useful. Limitations are noted, and recommendations are provided for future design, implementation and evaluation of the program.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Jamye Shelton Pelosi
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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