While this paper set out to discover what activities and/or interaction channels might be expected to lead to more highly engaged students, what it found was a bit different. After first creating a scale to measure online student engagement, and then surveying 186 students from six campuses in the Midwest, the results indicate that there is no particular activity that will automatically help students to be more engaged in online classes. However, the results also suggest that multiple communication channels may be related to higher engagement and that student-student and instructor-student communication are clearly strongly correlated with higher student engagement with the course, in general. Thus, advice for online instructors is still to use active learning but to be sure to incorporate meaningful and multiple ways of interacting with students and encouraging/requiring students to interact with each other.

/pdf/creating-effective-student-engagement-in-online-courses-what-3ipz6h4mdx.pdf

Creating effective student engagement in online courses: What do students find engaging?

As a pivotal part of the nonprofit and voluntary sector, community sport organizations provide opportunities for active participation, social engagement, and community cohesion. This study examined the nature and impact of organizational capacity in one nonprofit community sport club to identify factors that affect the ability of this organization to fulfill its mandate and provide sport opportunities in the community. Hall et al.’s (2003) multidimensional framework of human resources, financial, relationships/ networks, infrastructure and process, and planning and development capacity was used. The study incorporated interviews with board members and coaches as well as active-member researcher observations (Adler & Adler, 1987). Key strengths and challenges of each capacity dimension were uncovered, and connections among the dimensions were revealed. The relatively greater importance of human resources and planning and development capacity for goal achievement was identified. The findings support the use...

/pdf/a-case-study-of-organizational-capacity-in-nonprofit-2hggpfbpdf.pdf

A case study of organizational capacity in nonprofit community sport.

This study explores the effects of a toxic workplace environment (TWE) on employee engagement (EE). Building on conservation of resources (COR) theory and organizational support theory (OST), this study proposed a research model. In this research model, a toxic workplace environment negatively affected employee engagement, directly and indirectly, through organizational support (OS) and employee well-being (EW). In this study, we used a quantitative research approach, and data were collected from 301 workers employed in the small and medium-size enterprises of China. To estimate the proposed relationships of the research model, we used partial least squares structural equation modeling (PLS-SEM 3.2.2). The results of this study confirmed that a toxic workplace environment has a negative impact on employee engagement. Moreover, the findings of this research confirm that organizational support and employee well-being significantly mediate a toxic workplace environment and employee engagement. The conclusions of this study are as follows: First, the direct relationship between a toxic workplace environment and employee engagement confirms that if employees are working in a toxic environment, they will spread negative feelings among other co-workers. The feelings that come with a toxic workplace environment, i.e., harassment, bullying, and ostracism, can be detrimental and lead to unnecessary stress, burnout, depression, and anxiety among the workers. Second, employee well-being will affect employee behaviors that enhance employee engagement with the work as well as with the organization. Third, organizational support also increases employee engagement with the work as well as with the organization. So, it is also confirmed that when workers perceive the support from the organization, their sense of belonging to the organization is strengthened.

How Toxic Workplace Environment Effects the Employee Engagement: The Mediating Role of Organizational Support and Employee Wellbeing.

Part I. Introduction to Long-Term Athlete Development Chapter 1. Long-Term Athlete Deveopment Model Beginnings of LTAD LTAD Model Explained Sport for Life Philosophy Framework for Working Together Guide for Participating in Sport and Physical Activity Tool for Change Summary Questions for Reflection References To Learn More Chapter 2. Athletes With Disabilities Sport for People With Disabilities LTAD Stages for Athletes With Disabilities Special Considerations Supporting Athletes With Disabilities Summary Questions for Reflection References To Learn More Part II. Key Factors in Long-Term Athlete Development Chapter 3. Physical Literacy Physical Literacy Definitions Physical Literacy Development in Children Appropriate Skill Development in Children Summary Questions for Reflection References To Learn More Chapter 4. Specialization Specialization Defined Negative Consequences of Specializing Too Early Positive Effects of Specialization at the Optimal Time Optimal Time to Specialize Specialization Groups Sport-Specific Specialization Athlete Development Models Summary Questions for Reflection References To Learn More Chapter 5. Age Age Categories Relative Age Developmental Age Measuring and Monitoring Growth Summary Questions for Reflection References To Learn More Chapter 6. Trainability Sensitive Periods of Trainability Trainability of Stamina Trainability of Strength Trainability of Speed Trainability of Skill Trainability of Suppleness Training and Competition During Puberty Summary Questions for Reflection References To Learn More Chapter 7. Intellectual, Emotional, and Moral Development Capacities Interplay of Intellectual, Emotional and Moral Development Physical Development Intellectual Development Emotional Development Moral Development Influence of Intellectual, Emotional, and Moral Development on LTAD Learning Styles Summary Questions for Reflection References To Learn More Chapter 8. Excellence Takes Time Importance of Practice in Excellence Importance of Multisport Participation and Free Play Importance of the Physical, Cognitive, and Emotional Domains to Excellence Perils of Premature Selection Keys to Achieving Necessary Training Hours Summary Questions for Reflection References To Learn More Chapter 9. Periodization Periodization and LTAD Components of Periodization 10-Step Approach to Creating an Annual Plan Implementing the 10 Steps of an Annual Cycle Summary Questions for Reflection References To Learn More Chapter 10. Competition Competition and LTAD Issues in Competition Making Good Decisions Training-to-Competition Ratios Through the Stages Summary Questions for Reflection References To Learn More Chapter 11. Sport System Alignment and Integration System Alignment From an Individual Perspective System Alignment From a Sport Organization Perspective System Alignment From a Sector Perspective LTAD and S4L Implications for Policy Development Summary Questions for Reflection References To Learn More Chapter 12. Continuous Improvement Technology Changes Paradigm Changes Influencing Change Actions for Continuous Improvement Summary Questions for Reflection References To Learn More Part III. Stages of Long-Term Athlete Development Chapter 13. Active Start Active Start Importance Physical Activity and the Brain Critical and Sensitive Periods Maturity and Body Movements Appropriate Activities and Programs Summary Questions for Reflection References To Learn More Chapter 14. Fundamentals Evolution of Skills Fundamental Movement Skills Locomotor Skills in Varied Environments Attaining All of the Fundamental Movement Skills Learning and Teaching Fundamental Movement Skills Key Training and Performance Characteristics Summary Questions for Reflection References To Learn More Chapter 15. Learn to Train Learn to Train Basics Key Training and Performance Characteristics Summary Questions for Reflection References To Learn More Chapter 16. Train to Train Train to Train Basics Key Training and Performance Characteristics Summary Questions for Reflection References To Learn More Chapter 17. Train to Compete Train to Compete Basics Key Training and Performance Characteristics Summary Questions for Reflection Summary To Learn More Chapter 18. Train to Win Train to Win Basics Key Training and Performance Characteristics Summary Questions for Reflection Summary To Learn More Chapter 19. Active for Life Active for Life Basics Importance of Active for Life Competitive for Life Basics Fit for Life Basics Sport and Physical Activity Leaders Summary Questions for Reflection References To Learn More

Long-Term Athlete Development

As the presence of online and hybrid coursework at institutions of higher education has increased, so too has interest among educators and scholars in understanding personal and contextual factors that predict success in different types of learning environments. The purpose of the present study was to examine the relations among temporally-ordered variables, including beginning-semester self-efficacy, utility value, and relevance of instruction, mid-semester emotions (hope, frustration, and anxiety), and end-of-semester learning strategies in a sample of 291 graduate students (N = 219 for the traditional education group and N = 72 for the distance education group) enrolled in an introductory research methods course. Multigroup path analyses were performed to test the equality of path coefficients among the two groups. Results demonstrate that the groups differed with respect to several paths, including the paths from: extrinsic utility value to anxiety and to hope; relevance to hope; and frustration and anxiety to learning strategies. Implications for research, theory, and practice are discussed.

The role of emotion in the learning process: Comparisons between online and face-to-face learning settings

The purpose of this study was to investigate the effects of three different methods of instructional delivery (online instruction, traditional face-to-face instruction, and a combination of online and traditional instruction) on student achievement and satisfaction levels used in an undergraduate wellness course at a Midwestern university. Differences in the student ratings of the course and instructor, quality of learning, quality of communication, and support were also examined. One hundred fifty-three undergraduate students (71 men, 82 women; between the ages of 18 and 55 years, M=22.5 years, SD=7.0) completed a survey for this study. A survey was developed to examine student demographics, student perceptions of online learning, and student satisfaction levels. Comparing the mean scores of a written pretest and post-test among three groups was used to determine the content knowledge achievement of students. A one-way analysis of variance (ANOVA) and Post hoc Scheffe multiple comparisons were conducted to compare the effects of the three different methods of instructional delivery on student achievement and satisfaction levels. The results of this study indicated that students in the online learning group and the combined learning group had statistically significant higher levels of achievement than students in the traditional learning group (p ********** Over the past decade, advances in the Internet and information technologies have significantly facilitated student learning and teaching in colleges and universities throughout the world. Today, access to the Internet and information technologies is widely available in homes, schools, libraries and other settings accessible to students. Considering a large percentage of university populations working part-time or full-time and using technology on a more frequent basis than in the past, online education using the Internet and information technologies is becoming and increasingly popular tools for distance education to better meet students' needs, interests, learning styles and work schedules. Recent National Center for Education Statistics (NCES) reports demonstrate that online education availability, course offerings, and enrollments have been increased rapidly among institutions from K-12 to four-year universities since the 1990s (NECS, 2003).A comprehensive survey released by the Sloan Consortium indicated that online education would continue to grow at a rate of nearly 20%. In line with the national trend, more colleges and universities are increasingly adopting and implementing online education (Allen & Seaman, 2003). Although a growing number of research studies have compared the effectiveness of online instruction to traditional face-to-face instruction, findings from these studies have been markedly mixed. A majority of the published studies show no difference in student performance and student satisfaction regardless of whether a course was taken traditionally or online, whereas others show advantage for online instruction or for traditional instruction. For instance, McFarland and Hamilton (2006) found no difference in student performance and satisfaction between students who studied online and students who studied in a traditional manner. Further, some studies found the online instruction group achieved better performance and higher levels of satisfaction than the traditional classroom (Zhang, 2005). …

http://www.anitacrawley.net/Resources/Articles/An%20Empirical%20Investigation%20of%20Student%20Achievement.pdf

An Empirical Investigation of Student Achievement and Satisfaction in Different Learning Environments.

Retaining volunteers is a critical issue for sport organizations utilizing volunteer labor. Based on the theory of planned behavior, the theory of work adjustment, psychological contract theory, two frameworks (person-environment fit and empowerment), and previous empirical results, we proposed and tested three models to explain intention to continue volunteering with 224 volunteers from the Special Olympics State Summer Games. We accepted a model in which Empowerment fully mediated the relationship between Person-Environment Fit and Intention to Continue Volunteering. We also found that Psychological Contract Fulfillment moderated the relationship between Fit and Empowerment.

The role of psychological contract in intention to continue volunteering.

The effects of service provider employment status and service quality exchange on perceived organizational image and purchase intention

Influence of Role Identities on Volunteer Intentions

Volunteers in sport are indispensable, but there is a dearth of systematic research in volunteer retention. The focus of this study was to investigate three different volunteer-retention models incorporating person–task fit (P–T fit), person–organization fit (P–O fit), managerial treatment (MT), empowerment, and intention to continue volunteering. Using structural equation modeling, data from 515 volunteers in the American Youth Soccer Organization (AYSO) were compared across a fully mediated model, a partially mediated model, and a direct-effects model. The results of the fully mediated model, in which empowerment mediated the relationship between P–T fit, P–O fit, MT, and intention to continue volunteering, fit well and better than the other two models. P–T fit, P–O fit, and MT jointly explained 46.8% of variance in empowerment, and empowerment explained 13.5% of variance in intention to continue. Volunteer organizations need to focus on empowering their volunteers through the fit of the volunteer to th...

A model of volunteer retention in youth sport.

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