Theses and Dissertations
Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Ralph J. Rich
Committee Member
Marcia O’Neil
Committee Member
Kimberly Durham
Keywords
academic achievement, academic contexts, academic engagement, academic transfer, accountability, athletic contexts, Black male adolescent student-athletes, coach-teachers, coaching practices, confidence, data analytics, discipline, exploratory qualitative collective case study, gaming platforms, goal-setting applications, high school athletics, instructional learning aid, learning cycles, learning process, motivational processes, performance evaluation, progress visibility, reflective communication tools, self-centered coaching practices, self-efficacy, self-evaluation, self-mastery assessment, self-regulation, self-regulatory processes, Social Cognitive Theory, Southeastern United States, sports performance assessment technologies, sports performance technology, student engagement, student perspectives, student-athlete learning, student-centered instructional practices, technology acceptance model, thematic analysis, time management, training for coaches, video analysis, wearable devices
Abstract
This exploratory qualitative collective case study explored how sports performance assessment technologies (SPATs) may support the development of self‑regulatory and motivational processes associated with self‑efficacy among Black male adolescent student‑athletes. Guided by Social Cognitive Theory and the Technology Acceptance Model, the study examined the perceptions of eight coach‑teachers in the Southeastern United States who integrated video analysis, data analytics, goal‑setting and tracking applications, wearable devices and gaming platforms, and reflective communication tools into their coaching practices.
Data were analyzed thematically, revealing three major themes: self‑regulation, self‑mastery assessment, and academic transfer. Findings indicated that SPATs were most effective when used as an instructional learning aid rather than solely as a performance evaluation tool. SPAT feedback supported faster learning cycles and provided more detailed, actionable information that increased student‑athlete engagement in the learning process. Participants described how SPATs made progress visible, enhanced motivation, supported self‑evaluation, and fostered accountability, discipline, and time management. Overall, the findings suggest that SPATs may contribute to increased confidence, agency, and academic engagement for Black male adolescent student‑athletes when embedded within student‑centered coaching practices.
These findings suggest that expanding access to SPATs, providing structured training for coaches, and integrating student-centered instructional practices may strengthen their impact on student-athlete learning and engagement. Future research should examine student perspectives directly and explore how SPAT-supported learning processes develop across athletic and academic contexts over time.
NSUWorks Citation
Patavious R. Sorrell. 2026. Using Sports Performance Assessment Technologies to Help Narrow Achievement Gaps of Black Male Adolescent With Other Racial Groups. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (1209)
https://nsuworks.nova.edu/fse_etd/1209.