Manual for the Graduate Program in Exercise and Sport Studies
Table of Contents
Philosophy of the Program
Smith College offered a graduate program in physical education from 1935 until 1985, when
the program evolved into exercise and sport studies. During the earlier period, the curriculum
was designed to prepare students to teach physical education in school settings. With the passing
of Title IX of the Educational Equity Act in 1972, and the tremendous development of athletic
programs for girls and women that occurred shortly thereafter, a national need arose for qualified
coaches to provide leadership for new programs, and woman's sports in general. While the
number of athletic programs for women, and the number of female participants have grown
dramatically during the past 20 years, various studies1,2 have revealed a precipitous decline in the
percentage of women who currently are head coaches and administrators. For example, in 1972
more than 90% of collegiate athletics programs were headed by females, while in 2000 only
45.6% had head coaches who were females. As well, in the period 1986 to 2000, there was an
increase of 2194 jobs for coaches of women's teams, but only 867 (39.5%) of these were filled by
women. Ironically, this trend appears fairly stable as 45.6% of head coaching positions of
women’s teams were held by females in 2000.3 Consequently, head coaching positions for
women's intercollegiate programs during this period of great growth and change were filled, and
are being filled, predominantly by males. Concomitantly, the situation is perhaps worse when one
examines administration. As Acosta and Carpenter indicate, "in 1972 more than 90% of women's
programs were directed by a female," but by 1996, 17.8% of such programs were directed by a
female head athletic director. Strikingly, in 23.0 % of women's athletic programs in 2000, no
female was involved with administration!
While it is not quite clear why this phenomenon occurred, Smith College, the largest
undergraduate women's college in the country, decided in 1985 to focus its masters program on
training women intercollegiate coaches. The rationale for this decision was threefold. First, the
College's mission statement and overall philosophy is to provide women with educational
opportunities that will lay the foundation for them to excel and take leadership roles in any
occupations they may wish to pursue. The notion behind such thinking is that women have often
been discriminated against socially, educationally, and occupationally, and have thus not enjoyed
the benefits of equal opportunity, a basic tenet of our democratic society. Whether, the decline of
women coaches represents political, social, educational, or experiential factors remains
indeterminate. Nonetheless, the College has made a commitment to provide students through this
program with an educational curriculum which focuses on the science, art and practice of
coaching. It is hoped that the knowledge and experience so gained will redress any deficiencies
in a student's athletic background and allow graduates of the program to compete favorably for
Holmen, M. G. and Parkhouse, B. L. (1981). Trends in the selection of coaches for female athletes: a demographic
inquiry. Research Quarterly for Exercise and Sport, 52, 9-18.
Potera, C. and Kort, M. (September 1986). Are women coaches an endangered species? Women's Sports & Fitness,
Acosta, R.V. and Carpenter, L. J. (2000). Women in intercollegiate sport: a longitudinal study – Twenty-three year
update 1977 - 2000. Women in Sport & Physical Activity Journal, Fall 2000 v9 i2 p141
coaching positions with cohorts, whether they be male or female. Consequently, as in other areas,
the College's intent is to eliminate lack of education or lack of expertise as reasons why women
are not hired, or do not apply for a particular position. External reviewers over the years have
lauded the unique mission of the program, and the effectiveness with which it has fulfilled its
objectives. Today, over 90% of the program's graduates are head coaches of intercollegiate
teams, and continue to be committed to the Smith Program and its current students.
A second reason for the College's decision to develop a graduate coaching program for
women is a consequence of the resources it already had in place to pursue such an endeavor.
Smith is widely known as an institution which is serious about education and possesses the
following general attributes: a library which is among the best for a school it size in the country,
a faculty committed to teaching, a highly qualified and diverse student population, extensive
computer and technological resources, and a 125 acre campus which is a place of great physical
beauty. In particular, the College has a marvelous physical plant for sports and athletics which
includes outdoor and indoor facilities which are among the best in the country. As well, the
Department of Exercise and Sport Studies over the years has developed a Human Performance
Laboratory with state of the art equipment in exercise physiology, biomechanics, and motor
learning. Combined with the interest and commitment of faculty in the Department of Exercise
and Sports Studies, and coaches in the Athletic Department to study and teach the science and art
of coaching, Smith College seemed like an ideal environment to offer such a program.
A final factor which supported the development of this program is the large number of
intercollegiate athletic teams for women at Smith College and in the Pioneer Valley. These teams
provide potential opportunities for prospective students to serve as assistant coaches. In addition
to Smith, women's athletic programs exist at Amherst, Elms and Mt. Holyoke Colleges. For those
interested and qualified to serve as assistant coaches at the NCAA Division I level, opportunities
are available at the University of Massachusetts. These institutions are all within a 10 mile radius
of one another and are connected by a free bus service. Consequently, while most students are
placed with teams at Smith, the geography and common philosophy of institutions in the Pioneer
Valley made it possible to place a larger number of graduate coaches in situations where they
could take on important professional responsibilities, as well as be exposed to a diverse group of
coaches having a variety of approaches to their sport.
Since its inception in 1985, our experience has corroborated the assumptions upon which the
program is based. Students with diverse, but high quality undergraduate backgrounds, who have
had intercollegiate athletic experience as players and/or coaches have been exposed to the bodies
of knowledge commonly labeled exercise science and sport studies. They have also served as
assistant coaches and learned sport techniques, pedagogical methods and group dynamics from
senior coaches. In addition, students have had opportunities to study and be involved with the
organization and administration of the teams with which they work, the organizations which
oversee and govern specific sports, and athletic departments as entities within colleges in which
they are placed. With a background combining scientific information about exercise and sports,
and practical experiences encompassing all aspects of coaching, graduates of the program are
ideally suited to take on the role of head coaches of women's intercollegiate teams. For the most
part, students who have been willing to relocate without restriction to a particular geographical
area, have been successful in finding head coaching positions. Graduates are now serving, or
have served, as head coaches at the institutions in the following table. Follow-up evaluations
with alumnae and their athletic directors have also corroborated the relevance of the theoretical
and practical preparation gained through the program.
Albany State University Keen College of NJ The Naval Academy
Amherst College Lake Forest University The Swedish Sports Federation
Bates College Lemoyne College The University of Illinois
Belloit College Mount Holyoke College The University of Minnesota
Bowdoin College MIT The University of New Haven
Boston University Oberlin College The University of Rhode Island
Brown University Ohio State University The University of Utah
Carleton College Ohio Wesleyan University The University of Virginia
Case Western Reserve Oneonta State University The University of Wisconsin
Colby College Cal Poly Pomona Trinity College
Columbia University Plymouth State (New Hampshire) U.S. Olympic Rowing Team
Dennison University Southwest Texas University Vassar College
Elms College St. Benedicts Wellesley College
Hamilton College Penn State University Wesleyan University
Hampshire College Plymouth State University William and Mary
Iowa Wesleyan Skidmore College Williams College
Intercollegiate Tennis Assoc. Smith College Worcester Polytech University
Junita College Syracuse University Yale University
Kansas State Swarthmore College
Keene State College Tennis Canada
Students are required to take a total of 18 courses (51 credits) for the degree. These include 8
courses related to exercise and sport theory, 3 courses covering coaching theory, 4 courses
devoted to hands-on coaching, and 3 colloquiums focusing on issues in coaching. Students are
also required to do a thesis or a special studies. The typical semester load is: two four credit
exercise and sport theory classes, one 2 credit coaching theory course, one 2 credit coaching
practicum, and a 1 credit colloquium. The normal duration of the program for a student taking a
full load is four semesters, or two academic years.
While the program is totally specified, it should be noted that the department has done a
significant amount of study regarding what an intercollegiate coach needs to know and be able to
do. With this in mind the decision was made to provide a curriculum which covers the body of
knowledge which coaches should embrace, and the skills they must have. Rather that providing a
program with a "cafeteria" quality, the department believes that by taking such a strong position
on curriculum, the program's strength has been enhanced, and its graduates have become among
the most advanced graduate coaching students in the country. It should also be acknowledged
that the department is continuously evaluating and sharpening the curriculum, and as it sees new
areas evolving curricular modifications are made.
Full Theory Courses
Full theory courses include:
ESS 510 The Anatomical and Mechanical Analysis of Movement
ESS 515 The Physiology of Exercise
ESS 530 Statistical Methods of Exercise and Sport Studies
ESS 540 Microcomputers in Exercise and Sport Studies
ESS 550 Women in Sport
ESS 565 Seminar in Motor Control and Motor Learning
ESS 570 Psychology of Sport
These courses typically meet for a minimum of three hours a week, and several require an
additional two hours of laboratory work.
Students who do not have the prerequisites for ESS 510 or ESS 515 may take prerequisites at
Smith in addition to their normal course load. The department offers Applied Exercise Science
(ESS 175), Kinesiology (ESS 210), and Exercise Physiology (ESS 215). Students may elect to
take prerequisites either for undergraduate credit or as an audit, but in either case they are
expected to do all work, and to earn a passing grade.
Coaching Theory Courses
Coaching theory courses are organized as seminars and colloquiums. They include:
ESS 501 Seminar in Administration of Athletic Teams
ESS 502 Seminar in Philosophy and Ethics of Coaching
ESS 504 Seminar in Current Issues and Problems in Sport
ESS 507 Colloquium in Coaching (1 credit each of first 3 semesters)
ESS 575 Sports Medicine: Concepts in Care and Prevention of Athletic Injuries
The Coaching Practicum entails serving as an assistant coach, and includes: Theoretical and
Practical Foundations of Coaching (ESS 505), and Advanced Practicum in Coaching (506). The
coaching practicum in ESS 505 is designed to provide students with the opportunity to observe
and assist the head coach in as many areas as is possible. The intent of ESS 506 is to give
students increased responsibilities, after having spent a season with a head coach and team. Here
assistant coaches may be given responsibility for certain areas within their sport's program such
as the development and implementation of a recruiting plan, developing a budget, organizing a
tournament, or planning and running practices. In these courses students are exposed to the
following: (a) team organization, including tryouts, team selection, and the choosing of captains,
(b) scheduling, budgeting, providing for meals and officials, (c) recruiting, (d) medical exams,
(e) planning , implementing, and evaluating practices, (f) developing, implementing and
evaluating training protocols, (g) sport promotion and fund raising, (h) NCAA rules and athletic
department policies, and (i) sport governing body issues.
Normally, students elect to do a thesis or special studies project at the end of the Spring semester
of their first year in the program. Proposals are developed in ESS 507, and further refined with
the help of an adviser. They are then presented to the ESS Department at the beginning of May,
with the intent that students will begin their project during the summer. Students must have
department approval no later than October 1 of their second year to register for ESS 580
or ESS 590 during the Spring semester. The project should be completed by mid-April.
Consequently, this will constitute a fifth course during their fourth semester. For additional
information see Appendix A.
Graduate students are highly encouraged to take sport/exercise courses as an addition to the
program. While individuals will typically seek future positions coaching in the sports with which
they have expertise, employment options are greater for those who can also teach a wide variety
of exercise and sport classes. With the large number of activity classes offered at the College,
students will have a valuable opportunity over a two year period to develop the necessary skill
and knowledge to teach activities which they may not have been familiar with at the time of
enrollment. No credit is awarded for taking activity classes.
Course Schedule - 2001-2002
With the exception of the ESS 505, 506 sequence and special studies and theses, courses are
offered on an alternate year schedule. During the 2000-2001 academic year the following courses
will be offered.
Fall 2001 Spring 2002
ESS 501 Seminar in Administration ESS 502 Seminar in Philosophy and Ethics of
ESS 505, 506 Practicum Coaching
ESS 507 Colloquium ESS 505, 506 Practicum
ESS 540 Microcomputers ESS 507 Colloquium
in Exercise and Sport ESS 510 Biomechanics
ESS 550 Women in Sport ESS 570 Seminar in Sport Psychology
ESS 580 Special Studies ESS 580 Special Studies
ESS 590 Thesis ESS 590 Thesis
Organizational Structure of ESS and Athletics Departments
The ESS Department is part of the normal academic structure of the College . As such, the ESS
Chairperson reports directly to the Dean/Provost. On the other hand, the Athletics' Department
reports to the Dean of Curriculum Development, who, in turn, reports to the Dean/Provost. The
implications of this structure are transparent to students and athletes, but have implications for
personnel who are classified as administrative appointments (i.e., coaches), or faculty. As well,
graduate students should understand that the Athletic Director oversees all athletic, intramural
and club sports, while the ESS Chairperson provides leadership for undergraduate activity
classes, and undergraduate and graduate theory courses. As seen below, the connection between
the graduate program in coaching and the intercollegiate athletics' program is represented by a
broken line which indicates that personnel in both programs oversee and are responsible for
different aspects of a graduate student's work. Coaches are primarily responsible for supervising
a student's assistant coaching experiences, while ESS Faculty oversee coaching theory courses.
Good communication and a willingness to cooperate among personnel from each department and
students is essential for programs to work harmoniously. Consequently, students should
understand that they represent an essential link in this process, and share responsibility for
coordinating how well theory and practice are operationalized.
Organizatio nal Ch art f r Smith College Grad uate Coach in g Prog ram
Board of Trustees
Dean/Prov os t
Dean f or C urric ulum Dev elopment
Athletic Direc tor
Intercollegiate Athletics Intramurals Club Sports
Graduate C oordinator Ac tiv ity Clas ses Undergraduate Minor Laboratory Director
Gra duate Graduate Program Coaching
Faculty within the Department all serve as advisers to students regarding various aspect of
their program. It is important that students understand the roles of these advisers so that questions
and problems can be dealt with in an expeditious fashion.
Mr. Siegel is responsible for approving your academic program each semester. Since the
program's curriculum is fixed, with all courses required, this normally is a perfunctory process.
Nonetheless, from time to time students who have had courses similar to the ones being offered
may opt for a waiver by consulting with the Graduate Adviser. Typically, the Adviser will
authorize the student to take an elective course in place of the one waived. As well, some
students may wish to take courses beyond those offered within the program, at Smith or within
the five college system. The Graduate Adviser must authorize such requests. The Graduate
Adviser may also be used as a resource person to discuss the initial phase of planning a special
studies project or thesis. He also coordinates the department meeting on proposal presentations
explained below. As a rule of thumb the Graduate Adviser is the person to consult regarding
academic and curricular issues. The Graduate Adviser also oversees the admissions process.
Thesis/Special Studies Adviser
Each student will ask a faculty member to serve as his/her thesis or special studies adviser by the
second semester of her first year in the program. This individual will help you to develop and
write a proposal for your project. As well, the Thesis/Special Studies Adviser will meet with you
on a regular basis to discuss issues in implementing the project, help you to overcome various
problems, and provide feedback on the formal written presentation.
Coordinator of Coaching Practicum (ESS 505, 506 Sequence)
Ms. Shelton has the primary responsibility of placing students in their assistant coaching
positions. She also works with coaches to insure that students are exposed to the various
components of intercollegiate coaching. Any concerns regarding placement should be addressed
to her. Problems occurring in the role of assistant coach that can not be resolved by the head
coach can also be brought to the attention of your ESS Coaching Adviser. Grading of ESS 505
and 506 is the responsibility of your coaching adviser, in consultation with your head coach.
Each student will be assigned a coaching adviser. His/her role will be to monitor ESS 505 and
ESS 506, and to insure that students acquire the competencies which these courses are designed
to produce. During the first semester of ESS 505, the head coach, coaching adviser and student
will meet to work out a two year plan on how competencies will be addressed (a sample matrix
of competencies can be found in Appendix A.). The Coaching Adviser will also observe the
student coaching a minimum of two times during their season, write a report, and meet with the
student to discuss his/her strengths and weaknesses. The adviser may serve as a resource for the
student to discuss ideas about coaching techniques, strategies, and any other issues related to the
Mr. Bacon is the teaching adviser, and will be a resource person for all students teaching ESS
classes. During the year he will observe, discuss, and evaluate a student's teaching performance.
Normally, the student will meet with the adviser several times during a semester. The adviser
will also be responsible for submitting a report to the chairperson on the student’s teaching
performance each year.
Director of Athletics
Ms. Oberbillig oversees all aspects of the intercollegiate athletics, club sports, and intramural
programs in addition to facility usage, scheduling, and maintenance. Suggestions or problems
related to these areas should be directed to her. All issues will be addressed but students should
understand that concerns with staff performance must be handled according to College guidelines
and procedures which stress confidentiality.
Grades and Evaluation of Student Progress
Students are expected to receive a grade of at least a B- in all graduate courses for
credit to be awarded. The only exception to this rule is that a student who receives a C+ in a
course may petition the department to accept the course for graduate credit. The procedure for
making such a request is for the student to submit a letter to the department Graduate Adviser
explaining the reasons for the grade, and asking that an exception be made. Such an exception
may be made for only one course in a student's program. Should the request be denied the student
is required to retake the course.
All students are also evaluated for making satisfactory progress at the end of their first year in
the program. Students who are having difficulty maintaining program standards will be asked to
meet with the Graduate Adviser to discuss this problem. Ultimately, the Department reserves the
right to drop students from the program who are not making satisfactory progress (i. e., a B-
average or higher). Consequently, it is highly recommended that students seek help from the
appropriate instructor or adviser before it is too late to salvage a situation.
Prior to the beginning of the Fall Semester graduate students will meet with the Director of
Graduate Studies, the department Chairperson, the Graduate Adviser, the Supervisor of the
Coaching Practicum, and the Athletic Director. The Director of Graduate Studies will orient
students on general college policies, and course registration procedures. The Department
Chairperson will cover department policies, as well as orient teaching fellows on instructional
procedures, the use of facilities, and the care of equipment. The Graduate Adviser will discuss
curricular matters and approve course registration materials. The Supervisor of Coaching will
discuss expectations and the role of the assistant coach as well as explain procedures for
monitoring coaching experiences. The Athletic Director will cover Smith College and NCAA
athletic policies, and discuss the role of assistant coach.
In addition to these formal sessions, each first year student will be assigned a second year
student who will have the responsibility of giving the new student a full orientation to the
campus. This will include a visit to the main and science libraries, the computer centers, the non-
print resource center, the bookstore, College Hall, the Graduate Office, the Career Development
Office, the infirmary, the ESS and Athletic Offices, and all exercise and sport facilities. Second
year students will also explain the Five College Bus System to first years, and make certain that
they are aware of bus stops and schedules.
During the orientation period there will also be a joint luncheon held by ESS and Athletic
Departments. This will provide an opportunity for new graduate students to meet coaches,
faculty, and administrative and office staff with which they will be working.
The ESS Office is located adjacent to the Main Office Complex in Ainsworth Gymnasium.
The department administrative assistant, Michelle Finley, resides here, and is an excellent
resource person to answer questions about department policies and procedures. She also is
responsible for purchasing, ordering and allocating office supplies, taking care of the day to day
operations of the department, and coordinating the administrative aspects of the undergraduate
activities courses. The administrative assistant also oversees department photostatting, and must
approve all copying done on department machines.
The emphasis of the intercollegiate program is on the pursuit of athletic excellence and on the
development of intrinsic satisfaction that comes from being involved in competition with other
highly skilled athletes. Smith is a founding member of the NEWMAC (New England Women's
and Men's Athletics Conference) Conference and belongs to Division III of the NCAA and the
Eastern College Athletic Conference (ECAC). While the majority of scheduled contests involve
other Division III institutions, some teams also compete against Division I and Division II
colleges and universities. There is also ample opportunity for post-season play on a regional and
national level for teams and individuals who qualify.
Practices are normally run on Monday - Thursdays within the 4:00-7:00 time block. On
Fridays teams practice within the 3:00 - 6:00 time block. Normally, once the competitive season
begins two or three contests are scheduled each week.
Smith College has teams in the following sports:
Field hockey Swimming and Diving
Riding Track and Field
Croquet Outdoor Sports
Cross Country Skiing Rugby
Fencing Indoor Soccer
Ice Hockey Synchronized Swimming
Tennis Courts (4) Squash Courts (5)
Weight Room Recreation Area
Training Room Student Lounge
Swimming Pool 200-Meter Track
Human Performance Laboratory Gymnasiums (2)
Riding Ring Climbing Wall
Tennis Courts (12) Soccer Fields (2)
Hockey fields (2) 3/4 Mile Jogging Track
5000 Meter Cross Country Course Golf Driving Area
Crew House on the Connecticut River Softball Fields (2)
Campus boat and crew facilities Croquet Court
Riding Rings (2) 400 Meter Track
Professional Code of Behavior
Graduate students are expected to conduct themselves in the same manner as faculty and
coaches. While being students, individuals also serve in the role of assistant coaches, instructors,
and intramural supervisors. As such, the same professional standards apply to graduate students
as any other professional in the Smith Community. Consequently, graduate students need to be
attentive to the way they conduct themselves. This includes, but is not limited to, such things as
punctuality, dress, speech, attitude, and discreteness.
A particular problem experienced by new graduate students is the nature of their association
with undergraduate students whom they coach, teach or supervise in intramurals. While the
department encourages graduate students to build friendly relationships with undergraduates, it
also encourages graduate students to maintain a "professional" distance. Whether in teaching or
coaching it is always difficult to maintain or appear to maintain a sense of equity in the treatment
of students, if certain individuals have a personal relationship with the instructor or coach while
others do not. As well, instructors and coaches must be aware of the actual and perceived power
they possess, and must be careful not to use their position to coerce or pressure undergraduates to
enter into social relationships for which they are not prepared.
While it is always difficult to legislate appropriate personal behavior, as representatives of the
department and the College we expect graduate students to maintain the highest standards of
professional and ethical behavior. The standards you set for yourself and maintain as you
matriculate at Smith College are likely to follow you throughout your professional career.
Students should make certain to obtain and read the Smith College Handbook and Academic
Planner which contains information about campus life and college regulations.
The College has excellent computer facilities, and has been networked so that personal
computers can act as stand-alones, or interact with other personal computers and the Colleges
mainframe machines. This gives faculty and students access to a great deal of hardware and
software, as well as the ability to communicate throughout the campus and the world. Students
should obtain the necessary accounts as soon as they arrive on campus so that they have access to
these resources. Computer centers with both PC and Macintosh rooms are located in Bass,
Jahnige, and Seelye Halls and are available to students on a first come, first serve basis. As well,
a cluster of computers in the Human Performance Laboratory is attached to a laser printer and
various local networks. Each Fall students will be assigned to one of these machines for their
personal use during the year. All faculty and coaches can be contacted via E-Mail (see addresses
on directory in Appendix B).
Career Development Office
During a student's first year she should begin to compile a folder at the Career Development
Office. This College resource is designed to help students to focus on how life at Smith College
will relate to life after graduation. By compiling a folder, and meeting with a career counselor,
students will be well prepared for the job search that will normally begin during a student's
second year in the program. The folder will contain a résumé, transcripts, letters of
recommendation, and other information which a student wishes to include.
Admission into the Program
Individuals with a bachelor's degree, or its equivalent, with an undergraduate record of high
caliber, and advanced skill and/or teaching or coaching experience are eligible for admissions. A
typical student will have an undergraduate GPA of 3.0 or greater, and will have played on one or
more intercollegiate teams. Some individuals have also coached or taught on the high school
level prior to applying to the program. Students typically represent all parts of the country, and it
is common to have one or two students who come from different countries.
The submission of GREs are also required, and the average student who is accepted into the
program will score within the 550 - 650 range on both verbal and mathematical sections. There
is no requirement that a student, as an undergraduate, major in physical education, exercise
science, or sport administration. Nonetheless, students must have taken undergraduate courses in
exercise physiology and Kinesiology prior to arriving on campus, or in addition to graduate
courses in the sequence described on Page 3. Acceptance into the program also depends upon the
department's capacity to place a student as an assistant coach in the sports she wishes to study.
All students are required to serve as assistant coaches in one intercollegiate sport. This
experience is designed to give individuals an opportunity to concentrate on all aspects of
coaching in, and out of season. Often students who are “out of season” wish to serve as an
assistant coach for a second team on a voluntary basis. While this is not prohibited, it is not
recommended. Students should use this time to attend to other responsibilities including
coursework and their special studies or thesis projects.
Tuition, Room & Board
Tuition is $3080 for a full four credit course, $1540 for a 2 credit course, and $770 for a one
credit course. A limited amount of graduate student housing is available, and is assigned by the
Office of Graduate Study on a first come first serve basis. College housing is $4310 per year, and
a room and board plan is available for $8560. There are also many apartments available off
campus. The College's Rental Office is often helpful in securing such. The following website
(under classified) also has listings of apartments and houses for rent
(http://www.gazettenet.com/classifieds/index.html). In any event, students should plan on finding
housing during the late spring or early summer prior to their Fall enrollment in order to avoid
The College also requires all students to carry health insurance. A plan is offered by the
College for approximately $800 a year. Students who elect to waive this option must provide
evidence that they are covered independently by a comparable plan.
Various forms of financial aid are available, and include the following:
Fellowships are awarded to individuals who have superior undergraduate academic records, and
who have expertise in teaching undergraduate exercise and sport classes. Several fellowships are
also available to individuals who serve as assistants to the Director of Intramurals. Fellows earn a
stipend of $9840 for their first year, $10.290 for their second year, and are given a tuition waiver
for up to four courses a semester. Normally, teaching fellows are assigned 4 courses per year (2
each semester), while intramural assistants work approximately 10 hours a week. Fellowships
are renewed for second year students who have provided satisfactory service, and successfully
completed academic work during their first year. Forms for applying for fellowships are included
in the application materials. Individuals interested in applying for fellowships should arrange for
an interview with the Graduate Adviser prior to January 15, the date when fellowship
applications are due.
Scholarships are awarded to individuals who have superior undergraduate records, and who can
demonstrate financial need. Individuals who do not apply for fellowships, or who have applied,
but were not awarded one may receive scholarship aid. Awards offset a portion of tuition, and
usually are allocated for about 45% of an individual's demonstrated need. Second year students
normally receive about the same percentage of scholarship aid as they did during their first year
provided that they have demonstrated satisfactory progress in the program. Individuals applying
for scholarships must submit a standard financial aid form which is included in the application
materials. The deadline for applying for scholarship aid is January 15.
Occasionally the department will employ graduate students who are not teaching or intramural
fellows to teach an undergraduate activity course. Scholarship and non-scholarship students are
eligible for these part-time positions. Salaries vary, but typically are about $1200 per course.
Students interested in such positions should contact the department chair for further information.
Working in the Athletic Complex
The Athletic Department hires many students to operate the Ainsworth Complex. All students are
eligible for these positions, but priority is given to those with the greatest financial need.
Positions include working in the equipment booth, supervising the tennis courts and weight
rooms, and doing various sorts of clerical tasks. Students are normally paid approximately $6.75
per hour. Individuals interested in these positions should contact the Facilities Scheduler, Theresa
Working in Smith College Programs during the Summer
A number of youth sports camps and instructional classes are run during the summer months at
the College. Students with expertise in certain sports often apply for positions as counselors and
instructors in these programs. Students should contact the Athletic Director to find out what
programs will be run and who to contact for a position.
The primary responsibility for selecting and developing a thesis or special studies topic lies
with students. Typically, students will discuss their ideas with faculty members and coaches, and
then formally ask a faculty member to serve as the adviser for the project. As a guide to preparing
a proposal the following suggested sequence may be helpful:
1. Students should take the initiative in finding an adviser for the project. Normally, this
involves making an appointment with a faculty member, discussing your ideas with
him/her, submitting an initial draft of the project, revising the draft, and then submitting
four copies of a formal proposal to the graduate adviser who will distribute it to faculty for
2. This project should normally be an in depth study within one of the sports in which a
student is assisting. This endeavor might include: (a) an analysis of teaching/coaching
techniques, (b) an examination of the history, sociology or psychology of the sport, (c) a
study of the physiology of the activity, (d) an analysis of motor learning/control processes
within the sport, (e) a biomechanical analysis of technique, (f) the development of an
objective test for measuring skill level, (g) the creation of a coaching manual, or (h) an
examination of sport/athletic program administration.
For theses, a committee of three faculty members (normally two from within the department
and one from outside the department) will serve as a committee that will advise and evaluate the
project. Typically, the student will propose to the Graduate Office who they wish to be on their
committee. It is in the student's interest to select individuals with expertise in the area to be
studied, who have an interest in the specific project, and who can give assistance to the student
during the formulation and implementation of the study.
For special studies, only a faculty member from within the department will serve as evaluator
for the project. While theses and special studies projects may appear to be the same in certain
instances, the basic difference entails the nature of the topic. Theses are appropriate for
laboratory studies, psychological and sociological surveys, and historical or philosophical
research. Special studies projects are more appropriate for developing materials for coaching
manuals, videos, computer aided learning tutorials, and other descriptive sport technique oriented
projects. A student who is uncertain of whether their project should be in the form of a thesis or
special studies should consult their adviser for guidance.
For both theses and special studies, students are required to submit proposals to the
department by April 15 of their first year in the program. The process normally entails
students working with their adviser and developing the topic in ESS507b. The finished proposal
is then submitted (four copies) to the Graduate Adviser, who in turn will distribute copies to
other faculty members. In early May the Department then meets with all students doing projects.
At this meeting each student will deliver a 15 minute presentation of their topic, and Department
members will be given time to offer feedback and make suggestions. If all goes well, a students
will then have direction before the summer recess, and be off to a good start during the Fall of
their second year. Projects should be completed by mid-April. In some cases extensions are
permitted, but must be petitioned for and approved by the Director of Graduate Studies.
Written proposals normally are between 5 and 10 pages in length and should contain the
(a) Introduction - what is the study about? Why is it important? Are there inconsistencies in
the literature that need to be clarified? Are there studies in the literature which disagree,
and this study will help resolve important issues? Will the information derived by the
project help coaches and/athletes in some way? If you can convey to a reader why the
project is of interest to you, it may also become interesting to them.
(b) A brief review of literature - what is already known about the topic? What has been done,
and where has previous work fallen short? Or where is further development needed to
clarify a particular issue? For special studies it is often the case that information exists
about a particular phenomenon, but it is not organized in a way that is easily accessible.
This section should only cover the most salient work upon which the project will be based.
The final paper can cover studies that convey more specific details.
(c) Methods - How will the necessary information be acquired and analyzed? For laboratory
studies one needs to describe the subjects to be tested, the equipment to be used, the type of
data to be collected, and the statistical analyses to be performed. For field studies, in
addition to describing subjects, one needs to describe the data collection instruments, and
the data analyses to be computed. Students who intend to create a coaching manual need to
explain in this section where information will come from, how it will be assessed, and the
process for compiling the manual (e.g., graphics will be digitized via a computer scanner
and embellished with Photoshop, and then printed on an HP color laser printer). The
essence of this section is that your methods are appropriate for the particular problem
presented, and that the description of what you will do can be followed by others who may
wish to replicate your procedures in the future.
(d) Reference list - Cite published, unpublished, and perhaps personal communications which
you have used in the development of your proposal. You may also include a separate list of
Intended References which includes sources that you have not included in your proposal
because they are not of primary importance in the development of the problem, but will
probably be included in the finished project.
All proposals and theses should be written using the Publication Manual of the American
Psychological Association. Special studies which lend themselves to a full written report should
also follow this manual of style. Prior to writing a proposal it is strongly recommended that you
consult this text, as it gives greater detail and many examples of what types of information
should be contained in each section of a report. The style for various types of references within
your text and contained in a reference list is also given in detail.
Students writing theses are required to prepare four bound copies of it upon completion. One
will be placed in the library, one in the department, one is kept by the Graduate Office, and one is
given to the Adviser. Special Studies projects are submitted in duplicate. One copy is retained by
the department, and one is kept by the adviser. As well, it is normally appropriate to offer copies
of the finished product to faculty and coaches who may not have been the primary adviser, but
have made significant contributions to the planning and/or implementation of the project.
Appendix B- Directory
Faculty & Coaches
Kimberly Allen, M.S. Springfield College, Associate Athletic Director. Ainsworth Gym,
Tim Bacon, M.A. University of Western Ontario, Squash Coach, Teaching Supervisor. Scott
Gym, 2715, firstname.lastname@example.org.
Kim Bierwert, B.A. MIT, Swimming and Diving, Water Safety Instruction. Scott Gym, 2722,
Carla Coffey, M.A. Murray State University, Cross Country/Track & Field Coach, Self-Paced
Fitness, Indoor Track & Tennis, 2718, ccoffey@ email.smith.edu.
Theresa Collins, M.S. Smith College, Skiing Coach and Intramural Adviser. Scott Gym, 2710,
Barbara Brehm-Curtis, Ed.D. Columbia University, Associate Professor, Health Behavior,
Nutrition, Aerobic Dance. Scott Gym, 3978, email@example.com.
Christine Davis, M.S. Smith College, Tennis Coach, Sport Psychology. Indoor Track & Tennis,
Liz Feeley, B.A. Lehigh University, Basketball Coach, Scottt Gym, 2705,
James Johnson, Ph.D. Lousiana State University, Professor, Laboratory Director, Exercise
Physiology, Biomechanics, Physical Conditioning, Badminton, Canoeing. Scott Gym, 3975,
Bonnie May, M.S. Emporia State University, Volleyball and Softball Coach, Tennis, Badminton,
Squash. Scott Gym, 2713, firstname.lastname@example.org.
Phil Neilsen, MA, University of Detroit, Soccer Coach. Scott Gym, email@example.com.
Karen Carpenter Klinger, B.A. Smith College, Crew Coach. Scott Gym, 2717,
Lynn Oberbillig, M.B.A. Nicholls State University, M.A. University of Iowa, Athletic Director,
Outdoor Skills. Ainsworth Gym, 2701, firstname.lastname@example.org.
Mary O'Carroll, M.S. Ohio University, Sports Medicine, Athletic Trainer. Scott Gym, 2724,
Sue Payne, M.Ed. University of Massachusetts, Riding Coach. Stables, 2734.
Christine Shelton, M.S. James Madison University, Assistant Professor, Coordinator of Coaching
Practicum, Women and Sport, Tennis. Scott Gym, 3974, email@example.com.
Donald Siegel, Ed.D. University of North Carolina at Greensboro, Professor, Graduate
Coordinator, Motor Control/Learning, Sport Psychology, Computers, Squash, Tennis. Scott
Gym 3977, dsiegel@Smith.edu.
Jane Stangl, Ph.D. University of Iowa, Assistant Professor, Cultural Studies, Philosophy, Golf.
Scott Gym, 3972, firstname.lastname@example.org
Judith Strong, B.S. University of Massachusetts, Field-hockey and Lacrosse Coach, Tennis. Scott
Gym, 2714, jstrong@email.Smith.Edu.
Graduate Students: 2001-2002
Name Undergraduate Year Assistant
Todd Anckaitis Lafayette University First Soccer
Margaret Barao Wellesley College First Basketball
Jill Belding Swarthmore College First Swimming
Anne Crosby Kenyon College First Lacrosse
Rebecca Cusumano-Siedel Wellesley College Second Basketball
Alison Derrick Smith First Crew
Karen Klinger Smith College Second Head Crew Coach
Reba Knickerbocker Wells College Second Crew
Harleigh Leach Trinity College Second Volleyball
Bill McBride Tennnesse State First Basketball
Richard Moeller Towson University First Soccer
Emma Sandberg Carelton College First Track & Field
Jaclyn Siscone Trinity College First Basketball
Bonnie Skrenta Providence College Second Softball
Gary VanCauwenberge Ohio Wesleyan Second Volleyball
Michelle Finley, ESS Office, 3970.
Boat House, 2735.
Carol Grills, Sports Information, 2703.
Conn. River Boat House, 584-8633.
Equipment Booth-Ainsworth, 2708.
Faculty/Staff Locker Room, 2711.
Faculty/Staff Lounge, 2707.
Field House, 2733.
Graduate Office, Lily Hall 106, 3050.
Human Performance Laboratory, 3979.
Indoor Tennis Courts & Track, 2747.
Men's Locker Room, 2727.
Pool Office, 2709.
Linda Rainville, Athletic Secretary, 2706.
Reception Booth-Ainsworth, 2705.
Squash Courts, 2728.
Student Lounge-Ainsworth, 2729.
Tennis Hut, 2738.
Weight Room, 3984.
Fire or Police, 911
Security (routine), 2490
Security (emergency), 800