• Emotional intelligence and friendship patterns among Sport Studies students

      Galloway, Shaun; Groves, Marc; Devonport, Tracey J. (University of Wolverhampton, 2006)
      The purpose of this study is to analyze sport students friendships over the course of an academic year: University sport related friendships, University non sport related friendships and its relationship with emotional intelligence and academic performance.
    • Exploring the relationship between self-efficacy and coping amongst undergraduate students

      Devonport, Tracey J.; Lane, Andrew M. (University of Wolverhampton, 2004)
      This study investigates the relationship between self-efficacy and coping amongst first year sports studies students. The aims of the study are threefold; firstly, to explore the relationship between self-efficacy and coping among first year undergraduate sport students. Second, to investigate the influence of an intervention strategy to enhance coping skills, and thus raise self-efficacy. Thirdly, to investigate the extent to which academic self-efficacy and coping skills are associated with reduced dropout. The overarching objective is to encourage students to use effective coping strategies that bring about increased self-confidence to deliver the skills required to pass this year.
    • Perceptions of the first year experience of sport students with a focus on computer aided assessment

      Biscomb, Kay; Devonport, Tracey J.; Galloway, Shaun; Lane, Andrew M. (University of Wolverhampton, 2005)
      An evaluation of first year sports students' experience of computer aided assessment and lecturers' perceptions of its impact on learning and teaching. Advantages and disadvantages of traditional versus computer aided assessment are discussed.
    • Self-efficacy and Dissertation Performance Among Sport Students

      Lane, Andrew M.; Devonport, Tracey J.; Milton, Karen E.; Williams, Laura C. (Hospitality, Leisure, Sport & Tourism Network, Oxford Brookes University, 2003)
      The present study investigated relationships between self-efficacy and dissertation performance among a sample of undergraduate sports studies students. Sixty Level 3 student volunteers completed an open-ended questionnaire to assess competencies needed for dissertation success. Qualitative results identified that self-efficacy was conceptualised in six themes: 1) maintaining motivation, 2) planning, 3) obtaining support, 4) understanding theory, 5) organising time, and 6) effectively writing the dissertation. These themes were developed into a 30-item questionnaire using the same approach as Lane, Hall and Lane (2002). Participants completed the self-efficacy inventory six weeks before the dissertation submission date. Results indicated that self-efficacy toward obtaining support (r = .30, p < .05), understanding theory (r = .35, p < .05), and writing skills (r = .30, p < .05) were associated with good grades. The sum of self-efficacy factors significantly correlated with performance (r = .27, p < .05). Discriminant function analysis results indicated that 80 per cent of failing students could be correctly classified from self-efficacy scores. Findings lend support to previous research that shows self-efficacy can significantly predict academic performance. We suggest that interventions designed to enhance motivation towards studying for undergraduate dissertation should focus on enhancing self-efficacy.
    • Self-efficacy and performance among sport studies students taking statistics.

      Lane, Andrew M.; Hall, Ross; Nevill, Alan M. (University of Wolverhampton, 2002)
      Sport studies courses typically involve modules in research methods and statistics. Knowledge of how data are gathered and analysed is often a necessary condition for critically analysing research. These skills are needed in a number of different modules, and importantly, form a large component of a dissertation taken at level three of an undergraduate degree. Anecdotal evidence suggests that Sport Studies students typically find statistics a difficult subject to learn. Low confidence might partly be due to their varied background in terms of mathematics experience. Students typically steer toward sport related courses out of an interest in sport, rather than a desire to learn statistical skills. The relevance of learning statistics to developing critical thinking skills is not immediately apparent to many sport students. Teaching Sport Studies students statistics tends to represent a serious challenge for lecturers. Self-efficacy is defined as the levels of confidence individuals have in their ability to execute courses of action or attain specific performance outcomes (Bandura, 1977, 1982, 1997). Self-efficacy expectations are proposed to influence initiating behaviour, how much effort will be applied to attain an outcome, and the level of persistence applied to the task in the face of difficulties and setbacks (Bandura, 1997). Research findings show that high self- efficacy is associated with successful performance, although the strength of relationships tends to vary between studies. This finding has been found in the context of sport (Moritz, Feltz, Fahrbach, & Mack, 2000), academia (Multon, Brown, & Lent; 1991; Lane & Lane, 2001; Pajares, 1996), and work (Stajkovic & Luthans, 1998). The aim of the project is to seek information that might lead to improved student learning regarding statistics. The research identifies the competences that students and lecturers perceive are needed for successful performance on a statistics module. Second, the research assesses the relationship between self-efficacy toward achieving these competences and performance on the module.