• Exploring the Impact of Stimulus Events on Intern Career Intentions and Well-Being

      McClean, Cole; Applied Health Sciences Program
      Internships are crucial in many sport management students’ path to the sport industry. The purpose of this sequential mixed-methods study was to understand the nature of stimulus events occurring within sport management internships, and the impact of stimulus events on two main outcomes: student career decision making and well-being. Pre-post internship surveys (n=23) and follow-up interviews (n=21) were used to identify stimulus events, if intern expectations were met, and if career intentions or well-being changed (i.e., increased or decreased). Stimulus events occurred related to many areas of the internship (e.g., tasks, supervisor, social interactions, inclusivity, and the environment) and had a range of impacts on the outcomes of study. Importantly, contributing to the Unfolding Model of Employee Turnover, participants outlined that these events influenced well-being not only as a result of the influence on career intentions, but also on its own. At other times, the impact on well-being was discussed in isolation or in the opposite direction of the impact on career intentions. The findings here have important theoretical and practical implications for both sport management educators and organizational internship supervisors in sport.
    • Student Perspectives of the Context of Recess; Implications for Student Well-Being

      Dunseith, Ashley; Department of Child and Youth Studies (Brock University, 2015-02-04)
      With most students in Canada spending approximately 180 days a year in school, averaging more than six hours a day (Morrison & Kirby, 2011), Wei, Szumilas and Kutcher (2011) argue that this places educational institutions in an unique position in terms of influencing the health and well-being of students. This brings forth the need for school environments to be utilized in ways that are conducive to promoting student development. Much of the educational and developmental components embedded within the school system as well as experiences within greatly influence student’s health and well-being. A national statement was made a concerning American children’s education and mental health that is greatly applicable to the Canadian school system. It was stated that schools “must be active partners in the mental health care of our children” because of the “important interplay between emotional health and school success” (Lazarus & Sulkowski, 2011, pp. 15-16). This identifies the need to ensure that all students, as much as possible, are being provided with safe environments and sufficient support in order to encourage positive developmental trajectories of student health and well-being.
    • Unpacking Pieces of a Puzzle: Understanding Obesity-Related Health Risk through Lifestyle Behaviours and Well-Being

      Brooks, Kimberly M.; Applied Health Sciences Program (Brock University, 2014-08-26)
      The primary objective of this non-experimental study was to examine the differences based on obesity-related health risk in terms of physical activity, sedentary behaviour and well-being in adults. Participants (N = 50; Mage = 38.50, SDage = 14.21) were asked to wear a SenseWear Armband (SWA) across a seven day monitoring period followed by a questionnaire package. Using the National Institute of Health’s (1998) criteria, participants were classified as either least, increased, or high risk based on waist circumference and Body Mass Index scores. Differences between these classifications were found in the amount of time spent in active energy expenditure for bouts of ten minutes or more (p = .002); specifically between least and high risk (p < .05). No other differences (p > .05) emerged. Participants’ also perceived the SWA as a practical and worthwhile device. Overall, these findings provide practical applications and future directions for health promotional research.