New Generation of Professionals Shaping the Mind for Sport: Sport-Exercise Psychology Going the Distance
(ARA) - Growing up, gymnastics was a driving force for Jennifer Roitman. As a college student, she was even able to become a member of the University of Vermont gymnastics team. But one day, while practicing a routine move, tragedy struck: she slipped and all but destroyed her knee. She was beyond crushed. But Jennifer had no intentions of retiring. Although the rehabilitation was intense and very painful, Jennifer managed to recover to compete in her senior year.
Roitman pursued a graduate degree in sport psychology at Argosy University/Phoenix after recalling the assistance and motivation she required after her own injury. "I wanted to work with athletes overcoming obstacles, to become a catalyst through which they could both mentally and physically recover from their injuries. I know I could have used that!"
Today, she works with athletes as a Mental Toughness Trainer at the Boston offices of Head Games, a Phoenix-based practice devoted to the mental health of athletes, coaches, and parents. As an associate at Head Games, Jennifer spends her time educating athletes, coaches, teams, and parents on the value of mental toughness training. In addition to dealing with the psychological aspect of sports, Jennifer also has a passion for assisting athletes in their transition from the 'sport world' to the 'real world'. She even works an additional job as an Employment Specialist/Career Counselor with the hopes of one day working with student-athletes in the career advisement arena.
In recent years, sport has become a multi-billion dollar business, more than twice the size of the auto industry. As a result, sport became one of the 10 largest industries in the United States. The sport industry, due to its wide variety of positions, places unique demands on those involved including the ability to acquire key skills such as management, marketing, accounting, finance, economics, communications, and legal skills specific to the sport setting. For decades schools have prepared students for positions in the business community, however, very few have provided students with any sport related psychology training. Sports teams and sports-related businesses today are requiring the preparation of a new kind of sport specialist - the sport/exercise psychologist.
What is Sport Psychology? According to the Association for the Advancement of Applied Sport Psychology (AAASP), "the study of sport psychology involves extending theory and research into the field to educate coaches, athletes, and parents with the goals of facilitating optimal sport involvement and performance. Although there are many specific concepts within applied sport psychology (e.g., goal setting, concentration, relaxation, imagery), the general goal is to teach athletes the mental skills necessary to perform consistently in training and competition and to help them realize their potential as people and athletes."
Dr. Robert Harmison, head of the sport psychology program at Argosy University/Phoenix's Arizona School of Professional Psychology says, "The Master of Arts in Sport-Exercise Psychology (MA) program is designed to educate and train students to function as capable and ethical performance enhancement specialists. This two-year degree is intended to meet the needs of students seeking employment in a variety of settings, including private practice, athletic departments, coaching, team sports, exercise/health, and education, or those who will ultimately pursue their doctorate."
Today, Jennifer reflects upon her 15 years in competitive sports with absolutely no regrets. She has found that the lessons one needs in order to achieve excellence in sports are identical to those needed to achieve excellence in life. "Sports are a wonderful thing. I believe that what can be learned in sport can be applied to life. The experiences one finds as a result of being involved in sport directly influences who they will become. Sport psychology is a powerful tool."
Argosy University/Phoenix is one of 13 Argosy University (www.argosyu.edu) campuses and four extension sites across the nation offering undergraduate, graduate, and postgraduate degrees in the disciplines of business, education, health sciences, and psychology and behavioral sciences. Argosy University is accredited by the Higher Learning Commission and is a member of the North Central Association (NCA) (30 North LaSalle Street, Suite 2400, Chicago, IL 60602, (312) 263-0456, www.ncahlc.org).
The parent company of Argosy University, Education Management Corporation (www.edmc.com) is among the largest providers of private post-secondary education in North America, based on student enrollment and revenue. Student enrollment exceeded 66,000 as of fall 2004. EDMC has 71 primary campus locations in 24 states and two Canadian provinces. EDMC's education institutions offer a broad range of academic programs concentrated in the media arts, design, fashion, culinary arts, behavioral sciences, health sciences, education, information technology and business fields, culminating in the award of associate's through doctoral degrees. EDMC has provided career-oriented education for over 40 years.
For more information about the M.A. degree program in sport/exercise psychology, visit (www.argosyu.edu/sep).
Copyright © 2005, ARA Content
Staying Ahead of the Game
(ARA) - Continuing education is a life-long learning process. In its most general definition, continuing education is intended for adult learners. Students pursuing continuing education opportunities often enroll part-time in university courses for credit. They may also choose to enroll in noncredit courses, often for personal or vocational enrichment.
Continuing Education and the Employer
Continuing education helps employers retain employees and stay competitive. Training of employees is an investment in two distinct ways. First, a more educated employee tends to be more productive. Second, training can be seen as a way to attract and retain talented employees.
In many cases, employers sponsor in-house training as well as underwrite the costs of education away from the workplace. Dede Hughes, EVP, of the National Association of Women in Construction (NAWIC), says, "One of the most important benefits that an employer can give their employees is the opportunity to take continuing education classes. This is for the benefit of the employer and the employee. I feel an employer should pay for these classes (either all or in part) but just giving them time off is a great help. I encourage my employees to better educate themselves each year and I pay for classes that are applicable to their position with NAWIC."
Fifty-five percent of the companies ranked by Fortune Magazine as the "100 Best Companies to Work For" paid for 21 to 40 hours of training per employee in 2001. Another 34 percent paid for 41 to 80 hours of training, and eight percent paid for more than 80 hours of training per employee, per year. In addition to training, many companies offer tuition reimbursement, college planning assistance and paid or unpaid sabbaticals.
A variety of other benefits offered to employees can positively affect an employee's ability to pursue continuing education or training. Flex-time, reduced hour employment, telecommuting and on-site childcare all make the pursuit of higher education more easily attainable to those working full-time jobs.
Continuing Education Units
The purpose of Continuing Education Units (CEUs) is to provide a permanent record of the educational accomplishments for the individual who has completed one or more significant non-credit educational experiences.
Some companies require employees to complete a certain number of CEUs each year. These credits help employers stay ahead of the game by keeping employees' knowledge current.
Encouraging employees to go back to school to complete a degree can help continue the life-long learning process or make a career change within the organization.
Degree Programs
For anyone interested in entering the construction industry, it is facing tremendous change. Advances in materials and processes -- combined with new management practices, legal issues and environmental concerns -- require increasing attention. With the growing number of large-scale projects, the development of construction professionals and project managers is more important than ever. With online, night or weekend classes, many master's degree programs are designed for working people.
At the University of Washington in Seattle, the departments of construction management and civil and environmental engineering have jointly developed a set of online learning graduate certificate programs and master's degrees in construction engineering to meet the educational needs of working professionals in the construction industry.
Western Carolina University offers an online Master of Construction Management degree. This cohort-based program can be completed in two years. CEUs and degree programs are just two of the ways continuing education students are staying ahead. Certificates and certifications offered by construction-related associations and universities are another avenue available and may be a more practical route for students to take.
Certificates and Certifications
Denver's Colorado State University offers certificates in project management, construction management, green building, advanced estimating and more.
On the West coast, Cal State East Bay offers a comprehensive construction management certificate program.
NAWIC's Education Foundation offers three certifications: Certified Construction Associate (CCA), Construction Document Specialist (CDS) and Construction Industry Technician (CIT). Certifications like these can easily contribute to employees' efforts to stay ahead of the game by offering fast, focused skills and knowledge. Many certification programs allow students to independently study the material and then take an exam before issuing the certification. This "self-education" is a popular trend in today's fast-paced world.
Everyone Benefits
Many opportunities for continuing education are available to those wanting to further their careers and advance to the next rung on the career ladder. Pursuing advanced degree programs, CEUs, certifications and self- education solutions will help employees and employers stay ahead of the game. Improved work performance increases company productivity. Ultimately, everyone benefits from continuing education.
Courtesy of ARA Content
(ARA) - Continuing education is a life-long learning process. In its most general definition, continuing education is intended for adult learners. Students pursuing continuing education opportunities often enroll part-time in university courses for credit. They may also choose to enroll in noncredit courses, often for personal or vocational enrichment.
Continuing Education and the Employer
Continuing education helps employers retain employees and stay competitive. Training of employees is an investment in two distinct ways. First, a more educated employee tends to be more productive. Second, training can be seen as a way to attract and retain talented employees.
In many cases, employers sponsor in-house training as well as underwrite the costs of education away from the workplace. Dede Hughes, EVP, of the National Association of Women in Construction (NAWIC), says, "One of the most important benefits that an employer can give their employees is the opportunity to take continuing education classes. This is for the benefit of the employer and the employee. I feel an employer should pay for these classes (either all or in part) but just giving them time off is a great help. I encourage my employees to better educate themselves each year and I pay for classes that are applicable to their position with NAWIC."
Fifty-five percent of the companies ranked by Fortune Magazine as the "100 Best Companies to Work For" paid for 21 to 40 hours of training per employee in 2001. Another 34 percent paid for 41 to 80 hours of training, and eight percent paid for more than 80 hours of training per employee, per year. In addition to training, many companies offer tuition reimbursement, college planning assistance and paid or unpaid sabbaticals.
A variety of other benefits offered to employees can positively affect an employee's ability to pursue continuing education or training. Flex-time, reduced hour employment, telecommuting and on-site childcare all make the pursuit of higher education more easily attainable to those working full-time jobs.
Continuing Education Units
The purpose of Continuing Education Units (CEUs) is to provide a permanent record of the educational accomplishments for the individual who has completed one or more significant non-credit educational experiences.
Some companies require employees to complete a certain number of CEUs each year. These credits help employers stay ahead of the game by keeping employees' knowledge current.
Encouraging employees to go back to school to complete a degree can help continue the life-long learning process or make a career change within the organization.
Degree Programs
For anyone interested in entering the construction industry, it is facing tremendous change. Advances in materials and processes -- combined with new management practices, legal issues and environmental concerns -- require increasing attention. With the growing number of large-scale projects, the development of construction professionals and project managers is more important than ever. With online, night or weekend classes, many master's degree programs are designed for working people.
At the University of Washington in Seattle, the departments of construction management and civil and environmental engineering have jointly developed a set of online learning graduate certificate programs and master's degrees in construction engineering to meet the educational needs of working professionals in the construction industry.
Western Carolina University offers an online Master of Construction Management degree. This cohort-based program can be completed in two years. CEUs and degree programs are just two of the ways continuing education students are staying ahead. Certificates and certifications offered by construction-related associations and universities are another avenue available and may be a more practical route for students to take.
Certificates and Certifications
Denver's Colorado State University offers certificates in project management, construction management, green building, advanced estimating and more.
On the West coast, Cal State East Bay offers a comprehensive construction management certificate program.
NAWIC's Education Foundation offers three certifications: Certified Construction Associate (CCA), Construction Document Specialist (CDS) and Construction Industry Technician (CIT). Certifications like these can easily contribute to employees' efforts to stay ahead of the game by offering fast, focused skills and knowledge. Many certification programs allow students to independently study the material and then take an exam before issuing the certification. This "self-education" is a popular trend in today's fast-paced world.
Everyone Benefits
Many opportunities for continuing education are available to those wanting to further their careers and advance to the next rung on the career ladder. Pursuing advanced degree programs, CEUs, certifications and self- education solutions will help employees and employers stay ahead of the game. Improved work performance increases company productivity. Ultimately, everyone benefits from continuing education.
Courtesy of ARA Content
Six Student Personas: Which One Are You?
Finding a Good College Fit Starts with Defining Yourself
(ARA) - High school juniors and seniors are at a time of their lives when they're starting to think about college; but what's the key to finding the right school?
"Think of college like a four year relationship," says Becky Morehouse, Stamats Educational Services Group vice president of research and marketing. "Finding a good match can help determine how happy the relationship will be over time."
Stamats recently conducted a study called TeensTALK to find out what qualities about a school are most important to today's college bound students. Eight hundred juniors and seniors across the country were asked to rate 31 key attributes for their college choice, and from their answers, these six distinct personas emerged:
1. God and Service First
You care much more about a school's religious affiliation than do those with other personas. In fact, you're willing to sacrifice some graduate outcomes -- such as a higher likelihood of finding a good job after graduation -- for a college with a stronger religious affiliation.
Your lifelong goals include helping to save the environment, becoming involved in national politics and your local community as well as your church, and generally creating change in society. You're a homebody, less willing to travel far from your family for college. Sixteen percent of study respondents share your views.
2. The Collegiate Experience
How nice are the college grounds? What is there to do off-campus? How friendly are the people at school? How good is campus housing? These are the questions you'll likely ask first.
Compared with other personas, you're twice as likely to be influenced by current college students in your school decision. You consult with those already at a prospective school to get the lowdown on college life. In your vision of college, a small student-teacher ratio and strong athletic or fine-arts programs aren't that important. Social aspects and amenities are high priorities. You want college to be a fun experience in a cool city or area. Fourteen percent of study respondents share your views.
3. Be More than My Parents
You're all about the outcome when it comes to college. Your prospective alma mater should be a place where graduates get good jobs or can go on to good graduate schools. It must offer honors programs because you plan to be in one.
You're twice as likely as those with other personas to major in pre-law or political science, although biology also attracts you. Your parents probably earned at least a bachelor's degree before going on to successful professional or white-collar careers. Seventeen percent of study respondents share your views.
4. Nontraditional Traditional Students
Bottom line: college is expensive. What mainly drives you to or from a prospective college is its cost. Since four-year public schools generally are cheaper than private ones, you gravitate more to them. Or, you may be considering a two-year community college. To trim expenses, you're much more likely than others to live at home and commute to school.
Campus amenities don't concern you as much as they do other personas. Neither do attractive campus grounds or strong athletic programs. You may be the first person in your working-class family to attend college. You think it's very unlikely that you'll develop lifelong friends at school. Twenty-one percent of study respondents share your views.
5. Image and Reputation Conscious
Money isn't an issue for you when it comes to college. You probably come from an affluent family with parents who have professional careers. A school's overall academic reputation and the quality of campus amenities are much more important than cost. You want the best in an education, and it doesn't matter if you have to travel farther from home - even a plane ride away - to get it.
You're more likely to major in business or engineering than are those with other personas, and you have less desire to incorporate community work, volunteering or religion into your life. Private-independent colleges are definitely among those schools you're considering. Eleven percent of study respondents share your views.
6. Personal Enrichment -- Liberal Arts
College for you means getting a well-rounded education. English, music, education or psychology - those majors hold your gaze longer than others. But that gaze tends to look right past four-year public schools. You want what a lot of four-year private colleges offer: academic excellence; a small student-faculty ratio; honors programs; and a positive reputation for graduate outcomes, where graduates find good jobs or get into good graduate schools.
Compared with other personas, you're more likely to want to live outside the United States at some point in your life. During college you plan to serve your community or join a student club. You probably draw the line, though, at pledging with a fraternity or sorority. Fifteen percent of study respondents share your views.
"Colleges and universities can use the study's findings to help tailor their marketing messages to prospective students, but the use of persona works both ways," says Morehouse. "These places also have personas of sorts. Reputation, history, word-of-mouth assessments, location and rankings all contribute to a school's image. Once college-bound teenagers get a sense of an institution's persona they can use it to concentrate on schools that complement their own personas and eliminate those that clash."
For more information, visit these online resources: www.stamats.com; www.princetonreview.com; www.petersons.com; www.usnews.com.
Courtesy of ARA Content
Finding a Good College Fit Starts with Defining Yourself
(ARA) - High school juniors and seniors are at a time of their lives when they're starting to think about college; but what's the key to finding the right school?
"Think of college like a four year relationship," says Becky Morehouse, Stamats Educational Services Group vice president of research and marketing. "Finding a good match can help determine how happy the relationship will be over time."
Stamats recently conducted a study called TeensTALK to find out what qualities about a school are most important to today's college bound students. Eight hundred juniors and seniors across the country were asked to rate 31 key attributes for their college choice, and from their answers, these six distinct personas emerged:
1. God and Service First
You care much more about a school's religious affiliation than do those with other personas. In fact, you're willing to sacrifice some graduate outcomes -- such as a higher likelihood of finding a good job after graduation -- for a college with a stronger religious affiliation.
Your lifelong goals include helping to save the environment, becoming involved in national politics and your local community as well as your church, and generally creating change in society. You're a homebody, less willing to travel far from your family for college. Sixteen percent of study respondents share your views.
2. The Collegiate Experience
How nice are the college grounds? What is there to do off-campus? How friendly are the people at school? How good is campus housing? These are the questions you'll likely ask first.
Compared with other personas, you're twice as likely to be influenced by current college students in your school decision. You consult with those already at a prospective school to get the lowdown on college life. In your vision of college, a small student-teacher ratio and strong athletic or fine-arts programs aren't that important. Social aspects and amenities are high priorities. You want college to be a fun experience in a cool city or area. Fourteen percent of study respondents share your views.
3. Be More than My Parents
You're all about the outcome when it comes to college. Your prospective alma mater should be a place where graduates get good jobs or can go on to good graduate schools. It must offer honors programs because you plan to be in one.
You're twice as likely as those with other personas to major in pre-law or political science, although biology also attracts you. Your parents probably earned at least a bachelor's degree before going on to successful professional or white-collar careers. Seventeen percent of study respondents share your views.
4. Nontraditional Traditional Students
Bottom line: college is expensive. What mainly drives you to or from a prospective college is its cost. Since four-year public schools generally are cheaper than private ones, you gravitate more to them. Or, you may be considering a two-year community college. To trim expenses, you're much more likely than others to live at home and commute to school.
Campus amenities don't concern you as much as they do other personas. Neither do attractive campus grounds or strong athletic programs. You may be the first person in your working-class family to attend college. You think it's very unlikely that you'll develop lifelong friends at school. Twenty-one percent of study respondents share your views.
5. Image and Reputation Conscious
Money isn't an issue for you when it comes to college. You probably come from an affluent family with parents who have professional careers. A school's overall academic reputation and the quality of campus amenities are much more important than cost. You want the best in an education, and it doesn't matter if you have to travel farther from home - even a plane ride away - to get it.
You're more likely to major in business or engineering than are those with other personas, and you have less desire to incorporate community work, volunteering or religion into your life. Private-independent colleges are definitely among those schools you're considering. Eleven percent of study respondents share your views.
6. Personal Enrichment -- Liberal Arts
College for you means getting a well-rounded education. English, music, education or psychology - those majors hold your gaze longer than others. But that gaze tends to look right past four-year public schools. You want what a lot of four-year private colleges offer: academic excellence; a small student-faculty ratio; honors programs; and a positive reputation for graduate outcomes, where graduates find good jobs or get into good graduate schools.
Compared with other personas, you're more likely to want to live outside the United States at some point in your life. During college you plan to serve your community or join a student club. You probably draw the line, though, at pledging with a fraternity or sorority. Fifteen percent of study respondents share your views.
"Colleges and universities can use the study's findings to help tailor their marketing messages to prospective students, but the use of persona works both ways," says Morehouse. "These places also have personas of sorts. Reputation, history, word-of-mouth assessments, location and rankings all contribute to a school's image. Once college-bound teenagers get a sense of an institution's persona they can use it to concentrate on schools that complement their own personas and eliminate those that clash."
For more information, visit these online resources: www.stamats.com; www.princetonreview.com; www.petersons.com; www.usnews.com.
Courtesy of ARA Content
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