Enhancing student employability : a New Zealand case study of cooperative education in sport

The purpose of this paper is to demonstrate how employability is embedded and made explicit within two tertiary-degree programmes in sport and recreation in New Zealand, through the use of cooperative education strategies.

Sport sponsorship

OBJECTIVES
By the end of this chapter, readers will be able to:
• describe the nature and role of sponsorship as part of a company's marketing mix;
• be familiar with terminology relating to sponsorship and integrated sponsorship marketing;
• discuss the background and growth of sponsorship as a marketing discipline globally and in New Zealand;
• understand corporate methodology for measuring sponsorship effectiveness;
• identify models for sponsorship selection, planning, management and evaluation;
• understand the role of research in sponsorship;
• describe techniques for developing a sponsorship proposal;
• be familiar with global and local trends in sponsorship;
• understand legal implications, including contracts/agreements, ambush marketing and cause-related sponsorship.

Internal and external imagery perspective measurement and use in imagining open and closed sport skills: an exploratory study

This study explored the measurement and use of internal and external imagery perspectives during imagery of open and closed sports skills. Participants  (N=41; male=23; female = 18), ages 14 to 28 (M=19.4 yr.; sD=3.1), who were recruited from undergraduate classes in human movement and physical education, and local sporting teams, completed the Imagery Use Questionnaire and then imagined performing eight common sports skills, four open skills and four closed skills, in a random order. Participants provided concurrent verbalisation during their imagery. Immediately after imagining each skill, participants completed a rating scale and retrospective verbalisation of imagery perspective use. Analysis indicated that the questionnaire gave a general imagery perspective preference but was not a strong predictor of imagery used on specific occasions. The three measures of imagery perspective were equivalent in imagining performing particular skills. Participants experienced more internal imagery than external imagery while imagining the eight sports skills, but there was no significant difference between perspective use on the open and closed skills.

Providing sporting experiences for children in Out of School Hours Care (OSHC) environments : sport and physical activity participation and intentions

The Out of School Hours Sports Program (OSHSP) aimed to provide structured sporting experiences and community links to local clubs for children in Out of School Hours Care (OSHC). The OSHSP involved 17 State Sporting Associations (SSAs), 71 OSHC Services and local club representatives. This study explored children's participation in sport in and outside the OSHSP and parental intention for participation in sport in and outside the OSHSP. Surveys were received from 211 children (76 girls and 125 boys; mean age = 7.9 years, S.D. = 1.7) and their parents/guardians (37.9% response rate). OSHC is characterised by freedom of choice of participation in activities by children. The OSHSP was used to provide an opportunity to choose to participate in a sport while attending OSHC. At the OSHC Services surveyed, between 7.1 and 100% of the children attending OSHC chose to participate in the OSHSP. Of those children who chose to participate, 85% were participating in a sport, usually a different sport to the one offered in the OSHSP. This participation was largely club-based (49.8%), most often once a week for training and competition (55.2%). Parental intentions for children's participation in the OSHSP sports varied with respect to the number of years attending the OSHSP, where children played and trained in their main sport, and how many times a week a child played and trained in their main sport. Older children tended to play and train for sport more times per week and had been attending the OSHC for more years than younger children.

Knowledge sharing by organisations in sustainable development projects

There are an increasing number of organisations seeing the benefits of implementing sustainable development practices within their processes and product design. However, there are a number of barriers that are preventing organisations from taking up this challenge. Some of these barriers could be reduced through the application of better external knowledge sharing. This paper explores the potential for sharing knowledge about sustainable development practices in academic and industry journals. Using content analysis, the types of projects that are discussed and the level of detail provided in the reporting of sustainable development initiatives by organisations are examined to identify what is being communicated and more importantly to identify what is not being shared. The results show that there is a lack of detail in reporting with a focus on reporting only certain types of sustainable development projects that may prevent knowledge sharing from occurring.

Imagery in sport

Ch. 1. Introduction : the power of imagination -- Ch. 2. Definitions : what is imagery? -- Ch. 3. Theories : how does imagery work? -- Ch. 4. Imagery-ability and imagery-use assessment -- Ch. 5. Imagery research -- Ch. 6. Imagery perspectives -- Ch. 7. Psychophysiological research on imagery -- Ch. 8. Strategies for applying imagery -- Ch. 9. Uses for imagery -- Ch. 10. Technical aids to imagery -- Ch. 11. Injury rehabilitation and imagery -- Ch. 12. Exercise and imagery -- Ch. 13. Future directions in research and practice

Exploratory study into the use of the web as a marketing tool by arts organisations in Vietnam

This paper presents exploratory findings into the use of the web as a marketing tool by arts organisations in Vietnam. The websites of seventeen Vietnamese arts organisations were evaluated to determine current levels of marketing functionality. The findings were analysed from the perspective of the four elements of the marketing mix (price, place, product and promotion). The study found that arts organisations in Vietnam are less sophisticated in using the web as a marketing tool compared with Western counterparts, and that organisation's websites contained basic information catalogues and contact details but limited multimedia functionality. The implications to audience development will be explored through a survey with stakeholders of the seventeen arts organisations in Vietnam as a future research stream.

NB: The terms 'web' and 'Internet' are used interchangeably in this paper.

The influence of Sport Education on student motivation in physical education

Background: Physical educators are faced with trying to provide motivating and enjoyable experiences in physical education. Sport Education is an instructional model that aims to provide positive motivational sport experiences by simulating the features of authentic sport. Research support for Sport Education is positive, however, the effects on student motivation and the motivational climate are not well understood.

Purpose: To investigate the influence of the Sport Education model on student motivation (intrinsic/extrinsic motivation, goal orientations, and perceived motivational climate) in secondary physical education.

Setting: Six classes were selected according to teacher and class availability in the sports of soccer, hockey, and football codes in a co-educational government school.

Participants: Participants were 115 (male = 97, female = 18) Year-8 students (aged 13-14 years), in a Sport Education condition (n = 41) and a Traditional condition (n = 74).

Measures: At pre- and post-test, all participants completed three questionnaires: the Intrinsic Motivation Inventory, the Task and Ego Orientation in Sport Questionnaire, and the Perceived Motivational Climate in Sport Questionnaire.

Intervention: Participants completed either a Sport Education condition or a Traditional condition for one double period (100 minutes) one day per week for 10 weeks (Sport Education condition) or for five weeks (Traditional condition). The Sport Education condition incorporated six distinctive features: seasons, affiliation, formal competition, record keeping, festivity, and a culminating event. The Traditional condition used whole-group instruction led by the teacher.

Research design: The study used a non-equivalent control group design with pre- and post-test procedures. The independent variable was teaching condition and the dependent variable was student motivation (assessed by intrinsic motivation, goal orientations, and motivational climate). The groups were already established and selected for convenience purposes.

Data collection and analysis: Participants completed pre-test measures and then participated in their pre-established classes. Post-test measures were completed in the last class in each condition. A reliability analysis on measures was conducted using Cronach's alphas. A pre-test manipulation check was performed to check for any initial differences in motivation. To compare the difference in changes between conditions on motivation, a series of 2 times 2 repeated measures analyses of variance were conducted. A comparison of the relationship between motivation measures was conducted using Pearson's product moment correlation coefficients.

Findings: There was a significant difference between the conditions on changes in perceived competence, task orientation, and mastery climate, with the Traditional condition decreasing significantly from pre- to post-test compared with the Sport Education condition. There were no significant differences on interest/enjoyment, effort/importance, pressure/tension, ego orientation, or performance climate. A mastery climate was positively related to task orientation and intrinsic motivation and a performance climate was related to ego orientation.

Conclusions: The Sport Education condition was more successful in maintaining high levels of intrinsic motivation, task orientation, and mastery climate than the Traditional condition. That is, the Traditional condition was associated with a decrease in adaptive aspects of motivation for students, whereas the Sport Education condition maintained existing levels of motivation.