Developing an Instrument to Measure Athletic Donor Behavior and Motivation

1996 ◽  
Vol 10 (3) ◽  
pp. 262-277 ◽  
Author(s):  
Ellen J. Staurowsky ◽  
Bonnie Parkhouse ◽  
Michael Sachs
Keyword(s):  
Incentive Motivation ◽  
Division I ◽  
Division Iii ◽  
Social Success ◽  
Human Motivation ◽  
Motivation Factors ◽  
Donor Motivations ◽  
Donor Behavior ◽  
Components Analysis ◽  
Rate Of Response

This paper emanates from a larger project consisting of three phases related to the examination of athletic donor behavior and motivation. This paper focuses specifically on the first phase of that study, which dealt with the development of an instrument to measure athletic donor behavior and motivation using a theoretical model. The Birch and Veroff (1966) paradigm of human motivation was incorporated into a research design that sought to identify the multidimensional aspects of athletic donor behavior and motivation. The Athletic Contributions Questionnaire originally developed by Billing, Holt, and Smith (1985) was revised to reflect incentive motivation factors found in the Birch and Veroff model. The revised instrument was called the ACQUIRE-II.1 One hundred randomly selected participants from each of 2 donor groups from a Division I institution and each of 2 donor groups from a Division III institution (total N=400) completed the ACQUIRE-II with a 50.5% rate of response. An exploratory principal components analysis showed that over 70% of donor motivations for giving could be explained by 6 factors: Benefits, Philanthropic, Power, Social, Success 1, and Success2.

Women and Athletic Fund Raising: Exploring the Connection between Gender and Giving

1996 ◽  
Vol 10 (4) ◽  
pp. 401-416 ◽  
Author(s):  
Ellen J. Staurowsky
Keyword(s):  
Support Groups ◽  
Support Group ◽  
Fund Raising ◽  
Demographic Characteristics ◽  
Division I ◽  
Division Iii ◽  
Donor Motivation ◽  
Chi Square ◽  
Motivation Factors ◽  
And Gender

In this study, demographic characteristics and donor motivation profiles of donors to a Division I and a Division III men's athletic support group and a Division I and a Division III women's athletic support group (N = 20l )were compared. Demographic characteristics and donor motivation factors were measured by the Athletic Contributions Questionnaire Revised Edition-II (AC-QUIRE-II). Chi-square tests for two independent samples were used along with SPSS-X Crosstabs procedures to test the differences in demographic variables between the donors to men's and women's athletic support groups and female and male donors. Multivariate analyses of variance with follow up univariate F-tests were used to examine differences in donor motivation on the basis of gender of the donor and gender of the recipient. Based on the findings from this study, a preliminary profile suggests that female athletic donors are younger than their male counterparts, contribute at lower donation levels, are more inclined to give to women's programs, and are motivated by success and philanthropic factors.

Division I Hockey Players Generate More Power Than Division III Players During on- and Off-Ice Performance Tests

2015 ◽  
Vol 29 (5) ◽  
pp. 1191-1196 ◽  
Author(s):  
Ben J. Peterson ◽  
John S. Fitzgerald ◽  
Calvin C. Dietz ◽  
Kevin S. Ziegler ◽  
Stacy J. Ingraham ◽  
...  
Keyword(s):  
Division I ◽  
Performance Tests ◽  
Division Iii ◽  
Hockey Players

scholarly journals Impact of Various Collegiate Settings on Athletic Trainers’ Definition of Professional Commitment

2014 ◽  
Author(s):  
Stephine Mazerolle ◽  
Christianne Eason
Keyword(s):  
Athletic Training ◽  
Student Athletes ◽  
Quality Care ◽  
Division I ◽  
Professional Commitment ◽  
Full Time ◽  
Division Iii ◽  
Division Ii ◽  
Definition Of ◽  
The Impact

Purpose: Professional commitment is an individualized concept that combines commitment to a profession and the organization of employment. Currently there is no distinct definition of professional commitment within the context of athletic training. Therefore, the purpose of our study was to evaluate the impact of collegiate divisional setting on the definition of professional commitment. Methods: Online asynchronous interviews. Inclusion criteria consisted of full-time employment in the collegiate setting with at least 1 year of experience beyond a graduate assistantship. Thirty-three BOC certified ATs employed in the collegiate setting (Division I =11, Division II = 9, Division III = 13) volunteered with an average of 10 ± 8 years of clinical experience. Data saturation guided the total number of participants. Participants journaled their thoughts and experiences via QuestionPro™. Multiple analyst triangulation and peer review were included and data was analyzed utilizing general inductive analysis. Results: The importance of current practices emerged across all three settings. ATs in the Division I setting viewed commitment as advocating for their student athletes, providing the best care possible, and mentoring them as young adults. In the Division II setting, ATs were focused on life-long learning as a reflection of commitment. This was often accomplished by attending seminars, completing CEUs, and continually adding to their skill set in order to provide the best care for their student athletes. Division III focused their definition on being a multifaceted health care provider. Exceeding expectations and being a dedicated professional was an aspect of professional commitment. Conclusions: It is important to understand what keeps ATs motivated in the profession in order to enhance retention strategies. Overall, ATs’ professional commitment is derived from providing quality care to student-athletes, continuously advancing education within the profession, and being a multifaceted healthcare provider.

scholarly journals Specialization and Performance: Evidence from NCAA 4 × 400 m Relay Times

Economies ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
Candon Johnson ◽  
Robert Schultz ◽  
Joshua C. Hall
Keyword(s):  
Performance Measure ◽  
Division I ◽  
Division Iii ◽  
Overall Performance ◽  
The Difference ◽  
And Performance ◽  
Using Data ◽  
The Impact ◽  
Better Than

This paper investigates the impact of having open 400 meter (400 m) runners on NCAA relay teams. Using data from 2012–2016 containing the top 100 4 × 400 m in each NCAA Division relay times for each year, it is found that more 400 m specialists lead to an increase in the overall performance of the team, measured by a decrease in relay times. The effect is examined across Division I–III NCAA track teams. The results are consistent across each division. We view this as a test of the role of specialization on performance. Using runners who specialize in 400 m races should increase overall team performance as long as specialization does not lead to an inefficient allocation of team human capital. An additional performance measure is used examining the difference between projected and actual relay times. Divisions I and II are found to perform better than projected with an increase in 400 m runners, but there is no effect found in Division III.

An Examination of Preactivity and Postactivity Stretching Practices of NCAA Division I, NCAA Division II, and NCAA Division III Track and Field Throws Programs

2013 ◽  
Vol 27 (10) ◽  
pp. 2691-2699 ◽  
Author(s):  
Lawrence W. Judge ◽  
David M. Bellar ◽  
Erin L. Gilreath ◽  
Jeffrey C. Petersen ◽  
Bruce W. Craig ◽  
...  
Keyword(s):  
Ncaa Division I ◽  
Ncaa Division Iii ◽  
Track And Field ◽  
Division I ◽  
Ncaa Division Ii ◽  
Division Iii ◽  
Division Ii

Risk Analysis of Division I versus Division III Football Injury and Reinjury

2015 ◽  
Vol 47 ◽  
pp. 115
Author(s):  
Arthur B. Boyd ◽  
Feroz A. Osmani ◽  
Jason Davenport ◽  
Bryan Kratz
Keyword(s):  
Risk Analysis ◽  
Division I ◽  
Division Iii

scholarly journals The Deleterious Effects of NCAA Division I Programs: A Comparison of the Current Activities of Student-Athletes of Two Different Division Schools Through the Prism of the Wellness Paradigm

2018 ◽  
Vol 3 (2) ◽  
pp. 76
Author(s):  
Andreas Stamatis ◽  
Zacharias Papadakis
Keyword(s):  
New York ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Statistical Significance ◽  
Division I ◽  
Future Research ◽  
Division Iii ◽  
Collegiate Sports ◽  
Reported Data ◽  
Athletic Scholarship

The majority of American student-athletes participate in National Collegiate Athletic Association (NCAA) programs. Those programs are categorized into three different Divisions, which demonstrate differences in athletic scholarship support, level of competition, and philosophy. Among them, Division III (DIII) institutions account for the highest percentage of schools who play collegiate sports, followed by Division I (DI). Recent events and evidence on depression and suicide, anxiety, disordered eating and eating disorders, and substance use and abuse have raised awareness on mental health difficulties in this specific population of young adults. The purpose of this study is to add to the current state of knowledge by investigating whether there are differences in the promotion of a wellness lifestyle between a DI and a DIII university. Using an online interview created by Côté, Ericcson, and Law (2005) all student athletes from both Rice University (DI) and State University of New York (SUNY) at Plattsburgh (DIII) were recruited via email. Sixty-three participated from Rice and 90 from SUNY Plattsburgh. The response rate was 17% and 29%, respectively. Descriptive statistics and parametric tests were used in data analysis. By comparing these two case studies, differences with statistical significance were found in the current activities of sleeping, socializing, school/career, and studying. These differences infer that a DIII school may be promoting a wellness lifestyle more than a DI school. Possible limitations are the use of unequal samples and self-reported data. Future research on comparing more cases of different Division schools is recommended.

An Exploratory Study of the Transportation Practices Utilized by NCAA Universities: Preventative Measures for Coaches and Administrators

2011 ◽  
Vol 4 (3) ◽  
pp. 65-75
Author(s):  
Jennifer Beck ◽  
Bernie Goldfine ◽  
Susan Whitlock ◽  
Todd Seidler ◽  
Jin Wang
Keyword(s):  
Exploratory Study ◽  
High Rate ◽  
Division I ◽  
Transportation Safety ◽  
Athletic Programs ◽  
Division Iii ◽  
Intercollegiate Athletic ◽  
Preventative Measures ◽  
Athletic Teams ◽  
Intercollegiate Athletic Programs

Currently more than 1,000 NCAA member institutions have intercollegiate athletic programs. The athletic teams from all of these institutions must travel in order to participate in sanctioned competitions as well as some training sessions. Transportation methods vary and consist of airplanes, chartered buses, 12 and 15-passenger vans, university-owned vehicles, minibuses, and student-athlete vehicles. The purpose of this exploratory study was to determine and compare the current transportation practices of Division I, Division II, and Division III teams, in particular those transportation practices involving teams for sports which are typically non-revenue producing. A total of 120 colleges were randomly selected for this study, and 43% of these institutions responded. Results indicate that many teams are not using the safest methods to transport their athletes. Coaches are frequently called upon as drivers and 15-passenger vans are used at a high rate. Schools also failed to implement the majority of the National Transportation Safety Board (NTSB) recommendations for the transportation of student-athletes.

Distributive Justice in Intercollegiate Athletics: Perceptions of Athletic Directors and Athletic Board Chairs

2002 ◽  
Vol 16 (4) ◽  
pp. 331-356 ◽  
Author(s):  
Daniel F. Mahony ◽  
Mary A. Hums ◽  
Harold A. Riemer
Keyword(s):  
Distributive Justice ◽  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
Athletic Directors ◽  
Division I ◽  
Division Iii

Hums and Chelladurai (1994b) found NCAA coaches and administrators believed distributing resources based on equality and need was more just than distributing them based on equity (i.e., contribution). However, Mahony and Pastore (1998) found actual distributions, particularly at the NCAA Division I level, appear to be based on equity over equality and need. The main purpose of the current study was to determine why the findings in these studies differed. The authors of the current study reexamined the principles from Hums and Chelladurai's (1994b) study, while making significant changes in the sample examined, asking new questions, and adding more distribution options. The results indicated that need based principles were considered to be the most fair, but there was less support for equality than in prior research. In addition, the current study found differences between Division I and Division III administrators with regards to some equality and equity based principles.

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