Connecting Collegiate Recreation and Athletics to Leadership

McFadden, Cara W.; Stenta, Donald A.

doi:10.1002/yd.20139

Cited by 9 publications

(10 citation statements)

References 8 publications

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“…Athletic and recreation programs have been on college campuses since the mid-1840s and 1910s, respectively (McFadden & Senta, 2015; Smith, 2009). Although different, collegiate athletics and recreation programs have similar goals in developing students with great opportunities to align through the context of sport, recreation, and physical activity (McFadden & Senta, 2015).…”

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confidence: 99%

Retention and Academic Success of First-Year Student-Athletes and Intramural Sports Participants

McElveen

Ibele

2019

Recreational Sports Journal

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The purpose of this investigation was to compare the relationship of intramural sports and Division III athletic participation to retention and academic success in first-year college students. A first-year student cohort ( n = 568) was grouped into four categories: no participation, student-athlete, intramural participant, and participant in both. There was no statistically significant difference in academic success among the participant groups, F(6, 1084) = .626, p = .710. Both the student-athlete and intramural participant groups were retained at a higher rate than the no participation group, 4.65% and 10.48%, respectively. Of the 46 student-athletes who discontinued playing varsity sports, only 17 remained at the institution. This investigation supports that intramural sports and Division III varsity athletic participation does not negatively affect grade point average and credit hours earned in first-year students, while demonstrating a positive relationship with retention. The results also highlight the need for intentional intervention and research related to the disengaged student-athlete.

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confidence: 99%

Retention and Academic Success of First-Year Student-Athletes and Intramural Sports Participants

McElveen

Ibele

2019

Recreational Sports Journal

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“…In some cases, scholarships and designated esports labs are offered to students who compete on the institution’s behalf (CBS News, 2017). McFadden and Stenta (2015) identify recreation and athletics programs on college campuses as developmentally powerful environments for engaging students holistically. As a student learning outcome, leadership development has been recognized as a priority for higher education (Roberts, 2007).…”

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confidence: 99%

“…As a student learning outcome, leadership development has been recognized as a priority for higher education (Roberts, 2007). Leadership development is cited as a reason for supporting higher education athletics, although evidence to support this claim is scant, and some research suggests that the opposite may be true (McFadden & Stenta, 2015). Leadership is defined by Bass (1990) as an intervention by a member of a group on another, in which the latter’s behavior changes the situation and the experiences of the group members.…”

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confidence: 99%

Distributed Leadership in Collegiate Esports

Falkenthal

Byrne

2020

Simulation & Gaming

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Background. Current research supports the use of recreational games in higher education settings for student development. Team-based esports in collegiate settings offer leadership experiences analogous to other organizational contexts. Distributed leadership reflects leader roles shared dynamically with multiple points of salience and dynamic or absent hierarchy. Aim. This study looked at elements of distributed leadership claimed among collegiate esports teams and whether esports play contributed to distributed leadership development. Methods. This phenomenological deductive qualitative research study used themes from distributed leadership theory to examine the experiences of focus groups composed of competitive collegiate esports participants on three teams from three different popular esport games, respectively. Results. Researchers found that ample comparisons across respondent team interviews corresponded with the leadership theory and found that the more static influence of credibility seemed to mediate team-based communications and behaviors. Conclusion. Implications for distributed leadership both in esports and in other organizations include considerations for intentionality behind how hierarchies are enacted and how credibility may inform an understanding of power distribution within teams.

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“…Research suggests that students' confidence in their leadership abilities correlate with their participation in various voluntary student groups or activities, such as athletics, fraternities/sororities, or non-academic clubs [16,18,19,21]. Additionally, students' incoming leadership confidence and abilities may affect their developmental experiences and those of the other students around them in leadership courses or programs that involve team-based work or activities [22 23-24].…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, based on an empirical study, Galante and Ward observe: "female [university] athletes are more likely than non-athletes to be categorized into profiles reporting higher levels of self-esteem and leadership characteristics" [18]. McFadden and Stenta suggest a framework linking leadership development to students' recreation and athletics experiences [21]. Dugan and Komives note higher levels of "leadership efficacy" in incoming college students who had been active in varsity sports in high school [16].…”

Section: Literature Reviewmentioning

confidence: 99%