The processes behind many adventure education programs remain poorly documented, and how development is fostered through adventure is not well understood. While a number of theory-based articles do exist, little empirical research has been available to influence experiential education program design. This study explores the roles that participant pre-program expectations, on-program perceptions of empowerment, and learning relevance play in the development of life effectiveness through an adventure education program. The path analyses supported the hypothesized role of perceived personal empowerment as a mediator between participant expectations and the development of life effectiveness. The hypothesized mediating role of perceived learning relevance was not supported. Implications for program design and future research on the adventure education process are discussed.

The rate of collegiate female coaches is at an all-time low; but there has been limited research on what might help female coaches succeed. The millennial generation, who grew up with increased athletic opportunities provided by Title IX, is entering the profession, and they may have different views of coaching and athletics than previous generations. The purpose of this study was to investigate what factors influenced millennial generation, female assistant coaches' aspirations to become head coaches and what strategies they believed would help them successfully navigate their careers. The authors interviewed 10 millennial generation, Division I female assistant coaches and found leadership as athletes, appropriate education, and coaching networks, particularly with female coaches, were common strategies for feeling confident in their careers. These findings may help athletic departments create tools, such as women's only coaching clinics, to help encourage women to become and remain coaches and provide them with the required support. Title IX of the Education Amendment Acts of 1972 (Title IX) states that "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance" (20 U.S.C. §1681). This legislation has played a significant role in increasing the number of women participating in sports; but Title IX inadvertently resulted in the rate of female head coaches plummeting. Specifically, in 1972, over 90% of women's teams were coached by women, but currently this rate is at an all-time low of 43% (Acosta & Carpenter, 2012). Unfortunately, this means that while exponentially more girls and women are participating in sport than they were in 1972, most do not have female coaches to learn from and relate to at the elite levels of sport. Anecdotal and research evidence has reinforced the importance of female coaches as role Morris is with the

Injuries are one of the common risks associated with physical activity. At the collegiate level of sports participation, NCAA sports programs are required to provide injury treatment and prevention options for their athletes. However, for participants competing in club and intramural sports, no universal requirements for injury prevention and treatment exist. This study assessed the risk of injury during club and intramural sports among college-aged students compared to participants in NCAA sports. Overall, club sport participants were found to have a significantly higher rate of injury compared to previously documented injury rates in NCAA participants, while, both NCAA and club sports participants were found to be more at risk than intramural participants. Specific sport injury rates were documented for nine club sports and compared with NCAA injury data. These injury rates suggest a need for improved health care and preventative treatment options for club sport athletes, especially in club sport rugby.

The purpose of this study was to better understand sport management students within departments of parks, recreation, and tourism, and to address the often uneasy fit faculty experience when trying to educate sport and recreation students in the same classes. Researchers sent a 16-item online questionnaire to 1,337 undergraduate sport management majors at seven universities offering sport management as an emphasis within a department of parks, recreation, and tourism. Results yielded a 32% response rate, and indicated many similarities among the seven universities. The results also provided guidance for addressing the challenges faced by parks, recreation, and tourism educators when teaching students who identify with sport rather than recreation, and who are highly focused on a career in sport. The article concludes with implications for advising, curriculum planning, and employment potential.

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