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xi | |
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xiii | |
Preface |
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xv | |
Acknowledgments |
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xvii | |
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1 Introduction to Recruiting, Developing, and Retaining Sport Officials |
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1 | (7) |
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2 Sociohistorical Construction of Officiating and Officiating Research |
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8 | (14) |
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Historical Origins of Sport and Its Evolution |
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8 | (4) |
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Evolution of Sports Officiating Research |
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12 | (10) |
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3 A Conceptual Framework for the Study of Sport Officials |
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22 | (15) |
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Why a New Framework and Theory? |
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22 | (3) |
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A Constraints-Based Model of Officiating |
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25 | (4) |
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26 | (1) |
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27 | (1) |
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Environmental Constraints |
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28 | (1) |
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Implications for Research and Practice |
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29 | (2) |
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31 | (6) |
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4 Individual Variation among Sport Officials: Categorizing |
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Skills, Abilities, and Characteristics |
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37 | (1) |
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Conceptualizing Variation in Sport Officials' Characteristics |
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37 | (1) |
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Stable Structural Constraints |
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38 | (2) |
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Malleable Structural Constraints |
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40 | (1) |
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Unstable Structural Constraints |
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41 | (1) |
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Stable Functional Constraints |
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42 | (1) |
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Malleable Functional Constraints |
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42 | (5) |
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43 | (1) |
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Communication/Inter-Personal Skills |
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44 | (1) |
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Emotional Self-Regulation |
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44 | (1) |
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45 | (1) |
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Perceptual-Cognitive Skills |
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46 | (1) |
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Unstable Functional Constraints |
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47 | (1) |
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Implications for Performance and Development |
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48 | (9) |
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5 All Sports Are Not Created Equal: Identifying the Complexities of the Officiating Task |
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57 | (14) |
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Plessner and MacMahon's (2013) Classification of Officials |
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59 | (1) |
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Teaching Games for Understanding Taxonomies |
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60 | (1) |
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Stefani's (1999) Taxonomy of Sport Rating Systems |
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61 | (3) |
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64 | (1) |
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A Dual Continuum Classification Scheme of Officiating Role Demands |
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65 | (1) |
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Equating Task Demands to Training Approaches |
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66 | (5) |
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6 Valuing Sport Officials: Constructing the Optimal Officiating Environment |
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71 | (13) |
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Perceived Organizational Support (POS) and Participation Motivations |
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73 | (1) |
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Creating Supportive Officiating Environments |
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74 | (1) |
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Organizational Governance, Plans, and Policies |
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75 | (1) |
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Education, Training, and Mentorship Programs |
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75 | (2) |
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Transparent Advancement Policies and Processes |
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77 | (1) |
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Simple, Common Sense Everyday Practices |
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78 | (1) |
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Informal and Formal Recognition Strategies |
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79 | (1) |
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80 | (4) |
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7 Developing and Implementing Officiating Development Plans/Programs |
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84 | (22) |
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Developing an Impactful Officiating Development Program |
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85 | (1) |
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86 | (13) |
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Recruitment Based on Convenience, Opportunity, and Incentive |
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86 | (2) |
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Athlete-to-Official Recruitment |
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88 | (1) |
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89 | (2) |
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91 | (2) |
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93 | (1) |
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Developmental Complexity: Macro and Micro Structures of Practice and Learning |
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93 | (2) |
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Stages and Phases of Development |
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95 | (2) |
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97 | (2) |
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99 | (7) |
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8 Evaluating Your Officiating Development Program |
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106 | (17) |
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Types of Program Evaluations |
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107 | (1) |
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A Practical Approach to Program Evaluation |
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107 | (14) |
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Step 1 Knowing What to Evaluate |
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108 | (2) |
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Step 2 Engaging Stakeholders |
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110 | (1) |
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Step 3 Determining Your Organizational Capacity |
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111 | (1) |
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Step 4 Developing Your Evaluation Questions |
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112 | (2) |
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Step 5 Identifying the Best Way to Collect Data |
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114 | (1) |
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Step 6 Develop Your Evaluation Plan |
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115 | (3) |
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Step 7 Collect Your Data/Information |
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118 | (1) |
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Step 8 Report and Support Use of Findings |
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119 | (2) |
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121 | (2) |
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9 Emerging Issues in Sport and Sport Officiating |
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123 | (14) |
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The Professionalization of Youth Sport |
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124 | (1) |
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Technology and Officiating Decision-making |
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125 | (4) |
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Equity, Diversity, and Inclusion |
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129 | (3) |
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132 | (5) |
Index |
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137 | |