Need assistance with 2,500 word research paper. The guidelines are as follows. I also attached 2 of my precious papers to provide context for this assignment.
Assignment Context
The creation of intervention plans is the substance of workplace activities designed to enhance individual performance. It is important that you have the opportunity to develop skills in creating intervention plans. To determine whether the intervention was effective and how can it be improved, you must know how to complete the research process in real world practice. You will also need to enact psychological theories of effective leadership in order to manage the stakeholders and participants in the intervention. All of these practices are governed by professional guidelines and ethical behaviors that are common to and expected in the performance psychology field and of which you need to be aware in order to create and implement intervention plans.
In this assignment you will discuss the psychological theories of leadership and their applications to the stakeholders and participants involved in the case, and you will propose a theoretically sound and ethical intervention plan for the fictitious case you described in my case study. You will also identify the specific assessment tool(s) and process you will enact following the intervention to determine whether the intervention was effective and how it can be improved. Finally, you will describe the expected resolution to the case given the intervention you implemented.
Assignment Directions
Write an essay (2,500 words) in which you propose a plan for the fictitious case you described in the Module 2 assignment. Your plan should include the following:
1.A description of the psychological theories that must be applied for effective leadership of the stakeholders and other important participants in the case.
2.A description of a theoretically sound and ethical intervention to the case that applies behavior modification to enhance individual performance.
3.A description of the constructs and theories of psychomotor skill and motor control that will be applied in the intervention to improve learning and performance.
4.A description of the assessment tool(s) and process that will be used following the intervention to determine whether the intervention was effective and how it can be improved.
5.A description of the expected resolution to the case that demonstrates potential applications of psychological theories and principles underlying performance and is based on your theoretical perspective, the intervention you implemented, and your assessment of the intervention.
Case Study Analysis: Student-Athlete
This paper will focus on challenges a student-athletes faces concerning the pressure to succeed academically at the college-level. In the case of Jason, certain challenges are illuminated to demonstrate his struggles as he attempts to reach his goals. The challenges include both the pressures of succeeding in the classroom and on the football field. In particular, Jason has expressed a concern with critical factors such as being able to excel in academic performance and the constraints on him concerning time management.
The Challenges of a Student-Athlete
This case describes a student-athlete in football at a southern university. There is intent to illustrate the aspects of being a student-athlete along with the elements of the individual. Jason is a twenty year old white male. He comes from a rural community in a southern state. He is an only child who loves playing football. He struggles to maintain a GPA of 2.5. Jason is a high-risk student athlete who is in danger of losing his eligibility due to poor academic performance. Various areas of Jason’s life are included, which impact his college experience. These areas include: family support, academics, and campus community/socialization.
This case study is basic research involving open-ended interviews with Jason and an interview with his coach. Prior to Jason’s initial interview an assessment of the available data was reviewed concerning the case. The first session with Jason was two hours long covering the various topics including the role of his parents, expectation of his coaches, academic challenges and expectations from him concerning time availability and other various perceived constraints. In this meeting, Jason revealed that he was having problems with the challenging courses and time management. Several days after meeting with Jason a meeting with Jason’s coach took place. Jason’s coach shared information concerning his expectations of Jason as it pertained to his role with the football team. The coach had very high expectations of Jason and his contribution to the football team. He revealed that pressure on the student-athlete can be overwhelming sometimes. After the meeting with Jason’s coach, a follow-up meeting took place with Jason discussing his concerns and expectations, along with an evaluation with possible solutions addressing the situation.
Literature reveals that it has become apparent that some students who participate in college sports are unprepared for some of the demands and expectations of theirs involvement in their sport. Student-athletes tend to struggle more than non-student athletes when it comes to academics. There is empirical evidence which demonstrates that college athletes do not do as well academically as other or regular students. Graduation r ates football players 52% as the graduation rate for non-athletes is 59% (Rishe, 2003).
Constraints Surrounding a Case Study of a High-Risk Athlete
A case study is a great way to share vital information concerning a concern or need to illustrate for individuals in society. That is not to say that case studies do have their limitations. The reason being is that case studies may allow for certain bias and personal opinions. It is important to note that each case study deals with a particular situation or concern and each case is different (Cronin, 2014).
The data collected plays a key role in a case study. Therefore, the assessment of the data lies with the researcher. This should be taken into account by the reader. Although it is subjective is not exclusively disadvantageous. It’s this subjectivity that makes the case study somewhat vibrant, rich with detail and full of useful data (Marrelli, 2007).
Even though there is empirical evidence that student –athletes have a lower graduation rate than regular students, the data does not explain whether the act of participating in athletics hurts or helps a student’s academic performance. There are too many compli cating factors. For instance, athletes may major in harder or easier curricula than the average student. They may come into the university with lower or higher than average SAT scores. Students with a natural advantage in academics may steer away from athletics and vice-versa. However, even this does not answer the question whether athletics is a positive or negative force at the margin in the educational process in college (Maarrelli, 2007).
Other constraints of the case study are in correlation with the data collection. Through an interview with Jason, certain information may be withheld, such as: the role and influence of his parents. Sometimes information concerning the influence of a parent may not be forthcoming, especially if the parent is a negative influence. The student’s backgrounds vary depending on family background. A good, healthy family background can be a supportive and positive influence. On the other hand, a weak family support system can be detrimental to the academic success of the student athlete.
Critical Factors in the Case of High-Risk Student Athlete
Critical factors in this case are associated with academic achievement, time constraints and perceived pressure from expectations. Jason shared in his interview that he struggles with the academic challenges of the coursework at the undergraduate level. It has been suggested that there is not enough support for athletes who struggle academically. According to Ranking College Football Programs Based upon Athletic Performance and Academic Success (2014), individuals associated with the National Collegiate Athletic Association (NCAA) strongly suggest that this governing body should increase its emphasis on the academic well-being of its student-athletes. Critics of the NCAA argue that since they generate so much money that they should provide more support for its student-athletes in order to help them maintain their eligibility. It is important to realize that most of the responsibility for the athlete’s success in the classroom is his or her personal responsibility. The student has to look at himself in the mirror and honestly access their own effort.
One of the most important factors in that differentiate student-athletes and non-student athletes would be time availability. According to Comeaux & Harrison (2011), student-athletes have barriers and struggles that they have to overcome to be academically successful and be able to continue playing their sport. The authors state that student-athletes spend roughly 40 hours a week doing sport-related activities. Students who do not participate in sports do not have to spend nearly as much time away from academic-related activities. Unlike student-athletes, they have the opportunity to spend more of their time focusing on homework and studying.
According to Gayles & Hu (2011), athletics has affected the student-athletes’ academics by requiring a great deal of time from them. The authors suggest that some students become too dedicated to their sport and don’t spend enough time with academics, therefore not doing well in school. Although, some student-athletes do well in academics since it is a requirement for them to be passing a certain amount of classes to be eligible to play their sport. Gayles and Hu (2011) discuss the fact that student-athletes need to have an effective system to balance both athletics and academics; otherwise, one will become more of a priority than the other. This makes their lives much more difficult than a student who does not participate in athletics because they don’t have to worry about balancing two very important matters.
As a member of a football team, much time is required. Football players are constantly around each other which allows for them to feel like a primary group which in turn occupies much of their time. They spend a lot of time together which may not allow for adequate balance in other parts of their life. Another contributing factor that takes much of their time is appearances and even volunteering at functions associated with the team (Miller & Kerr, 2002). The athlete often feels overwhelmed and obligated to not let any coaches or teammates down. This makes it stressful as the player realizes that the academic preparation may be lacking in their lives .
Description of the Theoretical Framework of the Case
This case utilizes Grounded theory method. This emphasis of this method is collecting data and integrating the information into broader areas or categories. The purpose of this function is to seek out the correlation between these categories – thus being able to understand the issues and defining a treatment plan. The research that is being presented allows for generalizations that can later be applied to other situations. This allows for a statistical generalization from samples to populations to be explored as a basis for a grounded theory (Mejia, 2010).
The pressure for success by a student athlete is not lost on the fact that college athletics is big business (Whirly, 2003). While the National Collegiate Athletic Association’s (NCAA) academic-progress requirements has gotten tougher it has been more challenging for a student-athlete to stay eligible (Wolverton, 2008).
As the interview with Jason’s coach revealed his expectation of Jason to impact the team’s success with his athletic ability. According to Watt & Moore (2001), for athletes it becomes problematic to find an efficient way to balance academics, athletics and the expectations of the coach. Coaches tend to put a large amount of pressure on student-athletes to “win at all costs.” With this pressure, student-athletes become less focused on academics and more focused on living up to their coach’s expectations (Watt & Moore, 2001). A student-athlete that has the burden of worrying about expectations will not be able to focus on academics. Not only will they not be able to focus, but they may also spend more time at the gym or practicing, which will also take time away from academics.
Initial Needs Assessment
A needs assessment is a way to find gaps among current and the desired condition of a situation. Case studies are important to move along the development and implementation of performance interventions (Marrelli, 2007). In this particular case, further exploration and analysis should take place. In this paper, the two major issues that were addressed in the high-risk student athlete was the ability to complete post-secondary academic courses with success despite a need for possible remedial courses and the other critical factor was the variable of time management.
There are several other factors that may contribute to the successful student athlete in the college environment. These areas may include issues associated with family background, socioeconomic conditions, the student’s lifestyle, and motivation. Even though critical factors were addressed, these factors in a combination with other factors may contribute to the reasons for student-athletes falling short of their goals.
In conclusion, student-athletes face many obstacles, the key is to identify and understand as to why these obstacles are critical to the individual’s achievement. This case illuminates critical factors that need to be addressed for order for some student-athletes to succeed. This is a fascinating area of sports that warrants further exploration .
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References
Comeaux, E. & Harrison, K. (2011). A conceptual model of academic success for student-athletes. Educational Researcher, (40)5, 235-245.
Cronin, C. (2014). Using case study research as a rigorous form of inquiry. Nurse Researcher, 21(5), 19-27.
Gayles, J. & Hu, S. (2009). The influence of student engagement and sport participation on college outcomes among division I student athletes. The Journal of Higher Education, (80)3, 315-333.
Marrelli, A. F. (2007). Collecting data through case studies. Performance Improvement, 46(7), 39-44.
Mejia, A. (2010). The General in the Particular. Journal of Philosophy of Education, 44(1), 93-107.
Miller, P. S., & Kerr, G. (2002). The athletic, academic and social experiences of intercollegiate student-athletes. Journal of Sport Behavior, 25(4), 346-368.
Ranking College Football Programs Based Upon Athletic Performance and Academic Success. (2014). Sport Journal, 1.
Rishe, P. (2003). A reexamination of how athletic success impacts graduation rates: Comparing student-athletes to all other undergraduates. American Journal of Economics & Sociology, 62(2), 407-427.
Watt, S. & Moore, J. (2001). Who are student athletes? New Directions for Student Services, (93), 7-18.
Wolverton, B. (2008). Spending plenty so athletes can make the grade. Chronicle of Higher Education, 55(2), A1.
Whirty, R. (2003). A Jock and a hard place. Indianapolis Monthly, 27(4), 50-58.
[LH1]Directions:
Write an essay (1,750-2,000 words) in which you synthesize sources to describe a case in your preferred area of performance psychology. Your research-based description should include the following:
- The central issue/problem of the case.
- The constraints surrounding the issue/problem.
- The critical factors in the case.
- The theoretical framework that should be used to conceptualize the case. The framework should consider emotion, cognition, and behavior in performance settings. An initial needs assessment.
[LH2]There are some contrary studies out there as well. Thanks for the nice client history.
[LH3]Good point.
[LH4]Indeed
[LH5]Good point on correlation studies.
[LH6]Yes, this is why it is important to develop a relationship with the client.
[LH7]These can all be influential factors in academic performance.
[LH8]Yes, jumping a head a bit you might want to think about various assessments used with athletes both mental and academic. In addition, many universities give students the NSSE to determine what variables they bring from home might contribute to academic success or attrition. Here is the website:
http://nsse.iub.edu/
Measurement Tools for Assessment Purposes
The purpose of this paper is to illuminate topics associated with measurement tools. Measurement tools are instruments used by researchers to help in the assessment of participants. These instruments can be utilized to collect information pertaining to a particular area of interest. The tools could be a variety of measurements such as surveys or interviews (Kimberlin, & Winterstein, 2008).
Measurement tools that are used in the assessment of human performance and physiological measurements will be presented. Also, an examination of how online surveys are used as survey instruments will be reviewed. Measurement tools are a useful source to verify and modify a needs assessment. However, measurement tools need to be as valid and reliable to give credibility to the assessment process. Validating measurement tools is a continuous battle in order to mitigate as many errors as possible. Online surveys that serve as a measurement tool will also be studied. Finally, the use of online surveys will be examined as it relates to the author’s area of future research.
Human Performance and Physiological Measurements
Human performance and physiological measurements are critical components of an assessment process. Performance measurement is the manner in which information is collected, analyzed and recorded regarding the performance of a person or group. The Test of Attentional and Interpersonal Style (TAIS) is a measurement tool used to measure human performance. It measures a person’s disposition or attentional style. The TAIS is composed of many subscales used to measure interpersonal style and cognitive control. Basically, TAIS is a tool that measures the way a person operates or functions to their environment. Psychological measurement tools exist to assess a person’s characteristics, but the TAIS is one of the better tests used to measure specific attentional and interpersonal characteristics. The characteristics measured by the TAIS are operationally definable and they permit prediction of performance in a variety of situations (Nideffer, 1976).
Physiological measurement involves quantitative assessment and the physiological function associated with clinical research. Physiological measurement may also involve the development and validation of new and different methods of measurements. A measurement tool that is associated with physiological measurement is Photoplethysmography (PPG). PPG is a tool used to measure skin surface. One of the purposes of the PPG is to detect blood volume changes in the microvascular bed of tissue. In addition, PPG also provides valuable information about the cardiovascular system (Allen, 2007).
Photoplethysmography is often used in clinical measurements. PPG technology can be seen in medical devices for measuring oxygen saturation, blood pressure and cardiac output, along with assessing autonomic function and also detecting vascular disease (Allen, 2007). PPG is a tool used in research associated with sexuality; it measures vasocongestion in both male and female genitals. It also can be used to measure vaginal blood volume and vaginal pressure pulse. It provides information concerning the physiology of sexuality (Geer, 1975).
Online Surveys as Survey Instruments
Survey data can make research and assessment procedures more compelling. It is another tool that can used to support existing data by providing direct evidence to support or refute the researcher’s claims. An online survey gives the researcher the ability to survey people anywhere and anytime. Online surveys are also useful in carrying out needs assessments.
Survey Monkey has become a popular online survey tool. It can be used for supporting or refuting existing information associated with an area of research that may need further validation. Survey Monkey has free services and paid options for upgrades and services. The free subscription allows users to include up to ten questions per survey, with up to one hundred responses. This service involves the opportunity to ask many questions in different languages. It also has a pre-built survey theme. For additional needs from the researcher, Survey Monkey has more options with a paid subscription. The paid subscriptions allow users to include up to a 1,200 possible responses or even unlimited responses for annual members. Online surveys can be used to strengthen existing research or even direct practice. For example, to evaluate outcomes of an intervention, you could use an online survey such as Survey Monkey to answer such questions (Massat, McKay, & Moses, 2009).
Reliability and Validity of Measurement Tools
Validity is whether or not a measurement is really measuring the item of interest. In contrast, reliability focuses on the consistency of the measurement. If a measurement is reliable you should get the same results if you repeat it. Validity is often defined as the extent to which an instrument measures what it alleges to measure. Validity requires that an instrument is reliable, but an instrument can be reliable without being valid. The process of developing and validating an instrument is in large part focused on reducing error in the measurement process (Kimberlin & Winterstein, 2008).
Reliability is associated with the capacity of research results to be replicated and have a repetitive function based upon the assumption of the possibility of a single reality (Merriam, 1998). Merriam contends that with qualitative research, the focus is on understanding and explaining the world as others have experienced it and it is assumed that multiple realities exist. It is important to realize that there isn’t an overwhelming benchmark that exists in order to measure repeatability or even establish traditional reliability (Creswell, 1998).
It is important to understand the process of developing and even validating an instrument in order to reduce errors in the measurement process. Reliability estimates evaluate the stability of measures, internal consistency of measurement instruments, and interpret reliability of instrument scores. Validity is associated with the degree to which the explanations of the results of a test are necessary, which depends on as to why the test is being executed and the ultimate purpose of performing the test. Several issues may affect the accuracy of data collected, such as those related to primary and secondary data sources. Using test measurements or instruments that are valid and reliable to measure certain constructs is a crucial component of research quality (Kimberlin & Winterstein, 2008).
Choosing which type of measurement to use as a particular measurement can be a tough decision that requires much consideration. In order to have any effect upon the implementation of an intervention plan or further any research, the research studies should demonstrate results that are agreeable with other researchers. To accomplish this task, studies must be of high quality and results must be trustworthy and dependable. Validity and reliability have been the traditional standards used in quantitative research studies to judge quality. Over the years, there has been a point of contention about the assumptions of reality which differ among qualitative and quantitative researchers. Various researchers have suggested that an alternative criterion in judging research quality be explored (Merriam, 1998).
The reliability of a measurement can be established by various statistical techniques that try to demonstrate the extent to which similar results can be obtained. One way this can be done is through the theory of triangulation. Triangulation refers to the use of many sources and ways for collecting data. Sources of data for triangulation can include student interviews as well as types of questionnaires. Triangulation theory shows common themes that can come from various sources which strengthens reliability and validity (Creswell, 1998).
Survey Monkey as a Measurement Tool
Survey Monkey is an online survey tool that may be used for an assessment for an evaluation with a possible intervention. Survey Monkey can also be ideal in research associated with student-athlete retention rates at the post-secondary level. This measurement tool may allow the researcher the ability to compare research results of high risk student athletes in danger of not completing their pursuit of a degree in a timely fashion or not at all. Survey Monkey can also be used to obtain raw research information associated with student-athlete retention rates at the post-secondary level. For example, survey questions can be posed concerning reasons as to why students drop out of college. Other questions surrounding the topic areas can also be asked. Questions concerning the quality of the environment or even various forms of motivation that may or may not be present as variables that influence the research also must be considered. Other factors related to retention rates may include the following: whether the institution is private or public and tuition levels concerning what how the student pays for college. How much a student pays (in-state or out-of-state tuition fees) or who is paying for the courses may impact motivation and success rates as well (Pfitzner, Brat, & Lang 2011).
The combination of triangulation theory and grounded method of research may prove to be the best approach in conducting a dissertation involving the retention rates of student athletes. Grounded theory is dependent on a researcher’s ability to reason objectively, which is facilitated by a researcher’s theoretical foundation and the abilities to use the knowledge critically and synthetically. The literature review should be used as both data for theory generation and reference for triangulating the validity of the Ground Theory. The researcher should have the flexibility to see existing theories and literature and examine them critically. Triangulation strategy allows for meaningful connections between extant theories and the newly constructed Ground Theory and therefore a researcher’s personal bias can be better constrained (Lo, 2014).
In conclusion, measurement tools are beneficial and much needed part of an initial needs assessment. The key is for the researcher to utilize the best measurement tools to assess the data for the research. Researchers could help support their research by actively combating the validity and reliability of the measurement tools that will be utilized. This can be done by employing the theory of triangulation by utilizing a variety of data sources (Merriam, 1998 ).
References
Allen, J. (2007). Photoplethysmography and its application in clinical physiological measurement. Physiological Measurement, 28, 1-39.
Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks: Sage Publications.
Geer, J. H. (1975). Direct measurements of genital responding. American Psychologist, 30(3), 415-418.
Kimberlin, C., & Winterstein, A. (2008). Validity and reliability of measurement instruments used in research. American Journal of Health and Systems Pharmacy, (65)23, 276-284.
Lo, C. (2014). Enhancing groundedness in realist grounded theory research. Qualitative Psychology, 1(1), 61-76.
Massat, C., McKay, C., & Moses, H. (2009). Monkeying around: Use of survey monkey as a tool for school social work. School Social Work Journal, 33(2), 44-56.
Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
Nideffer, R. M. (1976). Test of attentional and interpersonal style. Journal of Personality and Social Psychology, 34(3), 394-404.
Pfitzner, C., Brat, D., & Lang, S. (2011). Explaining college freshman retention rates across the US with applications to schools in Virginia. Virginia Social Science Journal, 461(18), 18-24.
[LH1]Directions:
Choose three measurement tools that could be used to assess the needs of the client in the case you described in the Module 2 assignment. One tool should be selected from each of the following forms: physiological measurements, human performance measurements, and survey instruments.
Write a paper (1,750-2,000 words) in which you evaluate the three measurement tools you selected. Include the following in your paper:
- A description of each measurement tool and its theoretical foundation.
- A research-based discussion of the reliability and validity of the measurement tools.
- A rationale for using the measurement tools in the case you described in the Module 2 assignment.
[LH2]How will this relate to your project?
[LH3]Here we are looking for the specifics as related to your intervention.
[LH4]Hey Jay, thanks for the work. I can tell you did put much effort into the paper. It looks like it was just a bit off with the questions asked. I was looking for the specific assessments you will use with your case study and the rationale for the use. In addition, a discussion to the validity and reliability of the 3 selected. You can resubmit if you would like. This will be a guiding part of the case study and treatment plan. Please let me know if you have any questions. Thanks
So in conclusion it looks like you have an athlete not doing well in school and thus impacting grades. You might consider if this is impacting her athletic performance as well. Lots od research out there on programs designed to help NCAA athletes academically.
Nice start.
