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dc.contributor.authorSykes, Timothy Elien_US
dc.date.accessioned2014-03-14T21:18:49Z
dc.date.available2014-03-14T21:18:49Z
dc.date.issued2011-08-25en_US
dc.identifier.otheretd-09092011-184256en_US
dc.identifier.urihttp://hdl.handle.net/10919/39323
dc.description.abstractWhen distance runners are recruited or walk-on to participate on their college track teams, they have two main goals in mind. They want to have a satisfying individual and team experience, and they have a desire to win and be the best. The outcomes of these goals are most directly influenced by their coach, who plans, develops, and implements the mental and physical aspects of the distance runnersâ overall training program. Wins and losses can be measured on the track, but distance runnersâ perceptions of satisfaction with their athletic experience are not often or easily assessed. Based on the advantages that satisfaction can offer student-athletes, this study was designed to achieve a dual purpose. The primary purpose of this study was to examine the relationship between collegiate distance runnersâ satisfaction and training protocols. The secondary purpose of this study was to determine the relationship between collegiate distance runnersâ training program satisfaction and performance. The participants included 130 NCAA distance runners from the six major Division I conferences. In order to assess satisfaction levels of training and instruction protocols and performance, the procedures required the distance runners to complete the 2010 Track Distance Athlete Satisfaction and Performance Questionnaire. The 2010 Track Distance Athlete Satisfaction and Performance Questionnaire was comprised of the following four sections: training (satisfaction), instruction (satisfaction), performance (satisfaction), and demographic information. The results were analyzed to determine the relationships between satisfaction and the training and instruction protocols and between overall training program satisfaction and performance, gender, and academic level. The results of this study indicated that NCAA Division I distance runners perceive their coachesâ overall training programs and training and instruction protocols as satisfying. Further research is needed to continue to fill the gap in the satisfaction and performance literature and to develop a comprehensive understanding of this complex relationship. Overall, this study found that distance runners who are satisfied with their training program tend to be confident in their training, motivated, trusting of the coach and his or her training program, and enjoy their college racing and training experience. Therefore, satisfaction also positively affects distance runner retention.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartSykes_TE_D_2011_Copyright.pdfen_US
dc.relation.haspartSykes_TE_D_2011.pdfen_US
dc.relation.haspartSykes_TE_D_2011_IRB_Approval.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectCoaching Protocolsen_US
dc.subjectSatisfactionen_US
dc.subjectStudent-Athletesen_US
dc.subjectSport Performanceen_US
dc.subjectDistance Runnersen_US
dc.titleThe Effect of Training Protocols on Satisfaction and Performance of Collegiate Distance Runnersen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairStratton, Richard K.en_US
dc.contributor.committeememberCoale, James A.en_US
dc.contributor.committeememberRedican, Kerry J.en_US
dc.contributor.committeememberLepczyk, Billie F.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-09092011-184256/en_US
dc.date.sdate2011-09-09en_US
dc.date.rdate2011-11-07
dc.date.adate2011-11-07en_US


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