A Cross Racial Comparison of Personality Traits between Athletes and Nonathletes

Abstract

This study was designed to investigate the differences in four personality traits between Negro and white athletes and nonathletes utilizing the Gordon Personal Profile. Six hypotheses, all stated in the null form, were used in comparing the different groups. A total of 111 subjects were divided into four groups based upon their ethnic background and athletic ability. The results produced seven significant differences at the .05 level: three between white athletes and white nonathletes; one between Negro varsity athletes and Negro nonathletes; and three between white varsity athletes and Negro nonathletes. These results suggested that white varsity athletes were significantly different and ranked higher in Ascendancy, Responsibility, and Emotional Stability traits when compared to Negro and white nonathletes. They also suggested that Negro varsity athletes were significantly different and ranked higher in Responsibility when compared to Negro nonathletes. No significant differences occurred when white varsity athletes and Negro varsity athletes were compared; when Negro varsity athletes and white nonathletes were compared; or when Negro nonathletes and white nonathletes were compared.     

First- and second-generation design and engineering students: experience,attainment and factors influencing them to attend university

Challenges for students who are ‘first-in-family’ to attend university have been discussed within widening participation discourse. However, in the UK, ‘first-in-family’ or first-generation students have frequently been conflated with those experiencing poverty or from lower socio-economic groups. This research integrated survey data with assessment data from final-year design and engineering students in a UK university to examine students’ attainment, the influences on why students decide to attend university and students’ experiences during their degree programmes. Analysis of the data showed variations in the reasons for first- and second-generation students wanting to go to university, particularly a significant difference in the influence of parents. First-generation students described significantly less parental influence on the decision to attend university than second- or subsequent-generation students. Smaller differences in students’ experiences and attainment in university were also noted. Whilst first-generation students reported differences in study habits, their attainment was, on average, marginally higher than that of their peers. Building on others’ theoretical work, which suggests the importance of social capital within higher education (HE), this research highlights the difference in social influences on both university application and expectations of university for those with and without a family history of tertiary education. Further research is needed to explore, in larger samples, whether the social influences on individuals’ perception of HE are in turn shaped by whether or not their parents attended university, and further, what impact this may have, not only on degree outcomes but also on the broader benefits typically associated with graduate experience.     

Premier League academy soccer players’ experiences of competing in a tournament bio-banded for biological maturation

Individual differences in the growth and maturation have been shown to impact player performance and development in youth soccer. This study investigated Premier League academy players’ experiences of participating in a tournament bio-banded for biological maturation. Players (N = 66) from four professional soccer clubs aged 11 and 14 years and between 85–90% of adult stature participated in a tournament. Players competed in three 11 vs 11 games on a full size pitch with 25-min halves. Sixteen players participated in four 15-min focus groups and were asked to describe their experiences of participating in the bio-banded tournament in comparison to age group competition. All players described their experience as positive and recommended the Premier League integrate bio-banding into the existing games programme. In comparison to age-group competitions, early maturing players described the bio-banded games more physically challenging, and found that they had to adapt their style of play placing a greater emphasis on technique and tactics. Late maturing players considered the games to be less physically challenging, yet appreciated the having more opportunity to use, develop and demonstrate their technical, physical, and psychological competencies. Bio-banding strategies appear to contribute positively towards the holistic development of young soccer players.