An investigation of professional periodical reading habits of women athletic directors in selected four-year southeastern colleges and universities.

Abstract

This study was designed to investigate the professional periodical reading habits of women athletic directors in selected southeastern colleges and universities.

With the help of a jury of experts, a survey instrument was devised. Fourteen periodicals and eight variables were used in the study. A determination of the relationship regarding degree of reading of each periodical, subscription to each periodical, familiarity, and unfamiliarity with each periodical was made with each variable.

The survey instrument was sent to seventy-one women athletic directors and fifty-five were returned. Two were returned by men and five did not contain sufficient information to be included in the study. Data were analyzed and relationships between each variable and the reading habits of the women athletic directors surveyed were reported by percentages.

Results of the study indicate that women athletic directors generally do not read the selected professional periodicals regularly. Among the individuals surveyed, the percentage of regular readers is closely associated with the percentage of subscribers to the particular periodical. Based upon the responses received, the following variables influenced professional periodical reading habits of the women athletic directors surveyed: age, marital status; number of children; years experience teaching only; years experience teaching and coaching; years experience as an athletic adminstrator; responsibilities; memberships in professional organizations; and educational degree level. Other variables used in the study which did not influence reading habits are years experience coaching only and date of last convention of workshop attended.

In an effort to contribute to the improvement of professional periodical reading habits of women athletic directors, recommendations were made to: (1) design undergraduate and graduate programs which require students to demonstrate the ability to read and interpret information from professional periodicals; (2) provide week-end workshops, conferences, and similar meetings; (3) require continuing education units each year; (4) hold meetings to discuss implementation of suggestions in contemporary literature; and (5) recognize that individuals whose job is strictly administrative read more than those with multiple responsibilities.

Educators in leadership positions for institutions of higher learning should also be encouraged to develop professional periodical reading requirements in existing preparatory courses, as well as develop courses for specialized professional reading and analysis as a means of providing a foundation for future professional reading habits.

Similar investigations should be made toward the determination of professional periodical reading habits within our various disciplines, for students and faculty, across the nation. Results should be compiled and publicized extensively to professional educators.