Apprendre �� ��tre un Leader dans un Programme de Leadership: Perceptions, ��xp��rience Pr��alable en Leadership et Sexe de l�����tudiant

The purpose of this study was to examine whether leadership can be learned through the Community Recreation and Leadership Training (CRLT) program and how effective the program is in terms of changing the perceptions and abilities of the students. The intentions of the researcher were to discover crucial learning moments as perceived by students and to gain insights that could lead to future improvements to enhance and enrich learning in a leadership program. To continue to be a viable program and to keep step with the demands of the recreation/leisure industry and society's wide-ranging needs, this study may help to inform the program's 'action plan' for continued success. This study employed a mixed method approach to determine how college students develop effective leadership ability in a three-year Community Recreation and Leadership Training (CRLT) college career program. First, a number of statistical tests were carried out to examine the four research questions used to guide the study. The SPSS software was used to analyze the data collected. The first research question asked how perceptions of leadership change as a result of being in a three-year leadership program. This study, using the Student Leadership Practice Inventory (SLPI), compared the five SLPI leadership dimensions by year. The SLPI was administered to all the first, second, and third year CRLT students ( N = 84). A one-way analysis of variance in participants' scores was conducted. No significant differences were revealed in any of the five dimensions of the SLPI among the first, second, and third year students at p < .05. However, two dimensions (model and encourage) approached significance and may hint at a possible influence the program is having on its students as they progress into the third year. The second research question asked whether perceptions of leadership vary by gender. Comparing the mean scores between the males and females on the five dimensions of the SLPI, no significant differences were found. The third research question asked whether prior leadership experience results in better academic performance for CRLT students in their 1st term. A one-way analysis of variance was conducted to evaluate the relationship between prior leadership experience and mean scores on academic performance. No significant correlations were found between grades and low, medium, or high levels of prior leadership experience F(2,79) = 2.67, p = .08. A correlation coefficient was also computed to determine whether there was a relationship between the Recreation Leadership I course grade and prior leadership experience. The correlation coefficient (.02) was statistically significant, r(80) = .24, p < .05. However, further studies with a larger sample size would be necessary to help determine this. The fourth question asked whether there was a correlation between students' first semester grades and their scores on the Student Leadership Practice Inventory (SLPI). Bivariate correlations (Pearson) were computed for the five SLPI dimensions with academic performance. None of the correlations using the five SLPI indicators was significant. Qualitative data was examined to discover what factors and experiences help students to assert a more effective leadership role. The study relied on content analysis of personal statements, and focus groups. Student perceptions of an effective leader, students' perceptions of their own abilities, and the strengths of the program were explored. A content analysis of the 'Personal Statements' was carried out to determine how students defined leadership prior to their having had any formal teaching in a college program. The result of the analysis of personal statements provided eight leadership categories used as an initial baseline for the study. Six focus groups (totaling N = 30) were conducted. Students responded to four key questions: how they define leadership. What is the single most effective quality of a leader? What leadership skills did they feel they had gained? How had the program helped them obtain their skills? Students credited the CRLT program with helping them develop a variety of leadership skills. Students revealed that they had gained skills such as confidence, knowledge and understanding of people's needs, and becoming more self-directed. They attributed their skill development to such things as good course design, intensive outdoor education and fieldwork courses, "hands on" learning approaches, group work, skill practice, the support they received from teachers, and encouragement they were given by their peers. A common finding among genders was defining an effective leader as someone who is "confident". However, the definition of the most important quality of a leader varied by gender. While males showed a tendency to prefer a leader being "confident," females preferred a leader being a "teacher".

Community Recreation and Leisure Activities in Adults with Developmental Disabilities who have Recently Relocated to Community-based Residences in Ontario

In 2009, the Ontario Government closed the last three remaining large-scale institutions for people with Developmental Disabilities (DD). The purpose of this study is to examine the community-based recreation and leisure activities of 87 adults with DD who have recently moved into the community. Study 1 provided a descriptive insight into the community recreation and leisure activities, and revealed that people with DD engage in low levels of community activities, however are reported to have the desire to engage more often. Staff reported that people with DD do not have the opportunities to engage in their preferable activities. Study 2 investigated the prbspective predictors of the number and frequency of community, recreation and leisure activities and found that a higher level of functioning predicted a greater number of community activities ([beta] = .26, P < .05), while both a higher level of functioning ([beta] = .38,p < .001) and greater preference ([beta] = .23. p < .05) predicted more frequent access to community activities. Future research and the implications of the findings for clinical practice and policy development were discussed.

Clinical research and leadership training program as a knowledge translation initiative across an Australian health care service

&nbsp;Health professionals need to be integrated more effectively in clinical research initiatives to ensure that research addresses key clinical needs and provides practical, implementable solutions at the coal face of care. Here we describe the informative phase of a broader program to enable and support health professionals at Monash Health who do not have a research background, to engage in and lead research to improve healthcare outcomes. The findings will be used to develop a dedicated clinical research and leadership training program. The training program will support Monash Health staff to up-skill or enhance skills to conduct rigorous research; engage and lead multidisciplinary, collaborative teams; and to use research to guide practice, as well as identify and address gaps in clinical research. &nbsp;<div><section></section></div>

An investigation of the relationships between selected characteristics and leadership outcomes of Athletic Training Education Program directors

There is currently no evidence describing what characteristics make an Athletic Training Program Director (PD) an effective leader. An influx of accredited programs resulted in a rapid increase in the demand for PDs, yet training and preparation for these positions has failed to evolve. Although Certified Athletic Trainers (ATs) are trained in specific content areas, they may not always be prepared for the administrative and leadership responsibilities associated with the role of PD (Leone, 2008). This dissertation examined the relationships between selected characteristics and leadership outcomes of Athletic Training Program Directors. Each PD participants (n=27) completed a demographic questionnaire to obtain the leader's academic preparation, accreditation experience and leadership training history. Each participant also completed the Multifactor Leadership Questionnaire (MLQ) to obtain leadership styles, behaviors, and outcomes. Overall, the PDs reported utilizing transformational leadership most often and passive avoidant leadership least often. There was no significant difference between PDs with master's and doctorate degrees on overall leadership outcome. However, participants with a doctorate degree scored significantly different on the effectiveness component of the leadership outcome compared with participants with a master's degree. Those participants who have completed academic coursework on leadership scored significantly different on the leadership outcome compared to those who have not completed academic coursework on leadership. Findings from this study indicate that changes to the current requirements for the role of PD may be warranted. Consideration should be given to increasing the minimum degree requirement and requiring academic coursework on leadership. Future research may be useful in determining specific degree guidelines and types and amounts of leadership training that would be beneficial to Athletic Training PDs.

Developing ���middle leaders��� in the public services? The realities of management and leadership development for public managers

Purpose ��� This paper aims to assess the actual contribution to organisational change of management and leadership development (MLD) activity for middle managers (MMs) in public service organisations (PSOs). Design/methodology/approach ��� Using the case study approach, the paper compares the content and outcomes of management and leadership training interventions for MMs in two large PSOs. The organisations, a fire brigade and a train operating company, are leaders in their sectors with respect to management development and ���modernisation��� of their services. Findings ��� The paper demonstrates how, in one case, MM development was largely an exercise in regulatory compliance, with little effect on individual MMs' performance or organisational outcomes. The second case demonstrates how MMs were effectively trained to enforce specific human resource policies which contributed to the successful implementation of top-down strategy yet paid little attention to the potential leadership role of MMs. Research limitations/implications ��� The paper highlights the need for further contextualised research at organisational level into the outcomes of MLD, especially in terms of different public service contexts. Practical implications ��� The paper demonstrates the dangers of designing and implementing development programmes without sufficient regard to professional practice and the realities of managerial discretion in PSOs. Originality/value ��� The paper provides an in-depth and contextualised insight into the conditions for success and failure in management development interventions in PSOs.

The development of the South Carolina Coastal Information Network and portal site: Bringing training opportunities and educational resources to coastal community officials and the public

The South Carolina Coastal Information Network (SCCIN) emerged as a result of a number of coastal outreach institutions working in partnership to enhance coordination of the coastal community outreach efforts in South Carolina. This organized effort, led by the S.C. Sea Grant Consortium and its Extension Program, includes partners from federal and state agencies, regional government agencies, and private organizations seeking to coordinate and/or jointly deliver outreach programs that target coastal community constituents. The Network was officially formed in 2006 with the original intention of fostering intra-and inter- agency communication, coordination, and cooperation. Network partners include the S.C. Sea Grant Consortium, S.C. Department of Health and Environmental Control ��� Office of Ocean and Coastal Resource Management and Bureau of Water, S.C. Department of Natural Resources ��� ACE Basin National Estuarine Research Reserve, North Inlet-Winyah Bay National Estuarine Research Reserve, Clemson University Cooperative Extension Service and Carolina Clear, Berkeley-Charleston-Dorchester Council of Governments, Waccamaw Regional Council of Governments, Urban Land Institute of South Carolina, S.C. Department of Archives and History, the National Oceanic and Atmospheric Administration ��� Coastal Services Center and Hollings Marine Laboratory, Michaux Conservancy, Ashley-Cooper Stormwater Education Consortium, the Coastal Waccamaw Stormwater Education Consortium, the S.C. Chapter of the U.S. Green Building Council, and the Lowcountry Council of Governments. (PDF contains 3 pages)

Integrating Children with Emotional and Behavioural Disabilities into Community Recreation Programs: A Handbook for Staff

This study examined the process of integrating children with Emotional Behavioural Disorders (EBDs) with their peers into recreation programs. The purpose was to develop a set of recommendations for the development of a handbook to help workers in recreation with the integration process. To this end, a needs assessment was conducted with experienced recreation workers in the form of semistructured interviews. Participants were recruited from two community centers in a large southern Ontario city. Themes were drawn from the analysis of the interview transcripts and combined with findings from the research literature. The results were a set of recommendations on the content and format of a handbook for integrating children with EBDs into recreation programs.

Power, Contextual Intelligence and Leadership: Research Approaches for Understanding Participatory Community Climate Change Adaptation

Analysis of power in natural resources management is important as multiple stakeholders interact within complex, social-ecological systems. As a sub-set of these interactions, community climate change adaptation is increasingly using participatory processes to address issues of local concern. While some attention has been paid to power relations in this respect, e.g. evaluating international climate regimes or assessing vulnerability as part of integrated impact assessments, little attention has been paid to how a structured assessment of power could facilitate real adaptation and increase the potential for successful participatory processes. This paper surveys how the concept of power is currently being applied in natural resources management and links these ideas to agency and leadership for climate change adaptation. By exploring behavioural research on destructive leadership, a model is developed for informing participatory climate change adaptation. The working paper then concludes with a discussion of developing research questions in two specific areas - examining barriers to adaptation and mapping the evolution of specific participatory processes for climate change adaptation.

Determining the Effectiveness of the Therapeutic Recreation Specialist - Certified Training at Baycrest Health Sciences

The purpose of this study was to determine the effectiveness of the ���Champion��� training of the Therapeutic Recreation Specialist ��� Certified (TRSC) at Baycrest Health Sciences (BHS). BHS recently implemented a new model for Therapeutic Recreation Services that employs the model of champion for implementation of both best and next practices within the organization. This mixed methods study used both case study and program evaluation in order to understand whether the training that comprised of five different topics allowed the six participants to develop the skills needed to be champions. The results supported that learning did occur during the training and that the experience was positive for the participants. The overall finding from this study is that while the training was useful, the participants did not feel confident about utilizing these skills without further training; hence, this training can only be considered an introduction to the concepts presented.

Community center-based resistance training for the maintenance of glycemic control in adults with type 2 diabetes

OBJECTIVE--The purpose of this study Was to determine whether beneficial effects on glycemic control of an initial laboratory-supervised resistance training program could be sustained through a community center-based maintenance program.<br /><br />RESEARCH DESIGN AND METHODS--We studied 57 overweight (BMI [greater than or equal to] 27 kg/[m.sup.2]) sedentary men and women aged 40-80 years with established (&gt;6 months) type 2 diabetes. Initially, all participants attended a twice-weekly 2-month supervised resistance training program conducted in the exercise laboratory. Thereafter, participants undertook a resistance training maintenance program (2 times/week) for 12 months and were randomly assigned to carry this out either in a community fitness and recreation center (center) or in their domestic environment (home). Glycemic control ([HbA.sub.1c] [A1C]) was assessed at 0, 2, and 14 months.<br /><br />RESULTS--Pooling data from the two groups for the 2-month supervised resistance training program showed that compared with baseline, mean A1C fell by -0.4% [95% CI -0.6 to -0.2]. Within-group comparisons showed that A1C remained lower than baseline values at 14 months in the center group (-0.4% [-0.7 to -0.03]) but not in the home group (-0.1% [-0.4 to 0.3]). However, no between-group differences were observed at each time point. Changes in A1C during the maintenance period were positively associated with exercise adherence in the center group only.<br /><br />CONCLUSIONS--Center-based but not home-based resistance training was associated with the maintenance of modestly improved glycemic control from baseline, which was proportional to program adherence. Our findings emphasize the need to develop and test behavioral methods to promote healthy lifestyles including increased physical activity in adults with type 2 diabetes. <br />

Linking secondary school physical education with community sport and recreation for girls: a process evaluation

The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework.

Teaching in the community: Changing and implementing a new curriculum

The Faculdade de Medicina de Botucatu is changing to, and implementing a new curriculum aimed at integrating teaching and learning in the community. Emphasis is on preparing the community settings for teaching, learning and providing health care. A particular task is staff development with emphasis on problem-based learning (PBL) and training medical and nursing students in the leadership to participate in this process. The new curriculum includes the gradual introduction of clinical practice during First Year, integration of the basic sciences with clinical sciences, through integrated modules studied in small groups, and maintenance of the two year clerkship. The undergraduates are introduced gradually to the community: 8% of the total curriculum during First Year, 10% during Second Year, 10% during Third Year, 20% during Fourth Year, 30% during Fifth and Sixth Years. The basic health units at primary care level, and the regional specialty outpatients and hospitals at the second level, are the main teaching sites. An Education Development Committee was established to discuss the strategies for supporting the changes and to structure the planning for promoting the gradual transformation of staff development. After 18 months of implementation of the curriculum, there followed discussions and monitoring of the objectives of changes in medical education at our school. Successful implementation of the new curriculum would fail, if the objectives were not absorbed by every member of the implementation Committee.