This dissertation reflects a case study of the process of the design, implementation and formative evaluation of a team development program conducted with a swimming and diving team consisting of twenty-three women at a NCAA Division I university during the 2008–2009 academic year. The dissertation was undertaken to contribute to the knowledge base about how team development programs can be designed and implemented in athletic settings. As a foundation for the dissertation, the participant observer role was used in conjunction with Maher's (2000) Program Planning and Evaluation (PP&E) Framework and Maher's (2004) Student-Athlete Pyramid of Development. Relying on these approaches as procedural and technical guidance, a framework of knowledge, skills and abilities was formulated and then put into an evaluable programmatic form to assist the student-athletes on the team with interpersonal communication, within the team context. This dissertation explores how the PP&E Framework can be coupled with some of the levels of the Student-Athlete Pyramid of Development along with knowledge about team development from business, military, and sport to assist an athletic team in learning to communicate constructively. Formative evaluation data is provided from participating team members and the coaching staff about the actual and potential value of this kind of program. Finally, conclusions and recommendations are offered for the possible design and implementation of similar team development programs in athletic, business, and other contexts.
|School||RUTGERS THE STATE UNIVERSITY OF NEW JERSEY, G.S.A.P.P.|
|Subjects||Social psychology; Occupational psychology|
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