Download or read book COACHES AND TEACHERS PERCEPTIONS OF THE CORRELATION BETWEEN ATHLETICS AND ACADEMICS IN THE CAPITAL AREA INTERMEDIATE UNIT HIGH SCHOOLS written by Sandra Lynn Fauser and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Ed. D.

Download or read book Leadership Perceptions and Behaviors of Urban High School Teachers and Sport Coaches written by Christel Rocha-Beverly and published by . This book was released on 2019 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the sport and exercise psychology literature, one topic that has been given increased attention is the leadership of athletes. Prior work has focused on the coach as a primary source of leadership for athletes and how that leadership can affect various student-athlete outcomes (Coleman, 1961; Gould, Chung Smith, & White, 2006; Smoll & Smith, 1989, 2006). These investigations have provided a wealth of information regarding coaches' influence over athletes in a number of different domains, such as motivation (Eccles,1996; Jowett, 2008; MacLean, 2012; Mageau & Vallerand, 2003), persistence (Calvo et al., 2010; Ryan & Deci, 2000), and performance (Gearity & Murray, 2011; Gillet, Vallerand, Amoura, & Baldes, 2010). Lacking the same depth of examination is the relationship between coaches and other educational leaders in an athlete's life that would provide much needed insight into their performance in an academic setting.More specifically, there is almost no research examining the relationships between coaches and teachers as they "co-lead" student-athletes. Given that teachers have been identified as one of the prime drivers of student achievement (Darling-Hammond, 1997) and coaches have been identified as one of the critical influences on student behavior (Smith, Smoll & Cummings, 2009) the lack of empirical evidence for the leadership dyad of teacher-coach on student-athlete outcomes is unfortunate. Seizing the opportunity to advance our understanding of the relationship dynamics and ecology of leaders in the inner-city high schools (Khalifa, 2012) will provide a more nuanced and comprehensive picture of the environment being established for Minority student-athletes.If educators (teachers and coaches) are similarly connected by the common goal of producing a successful student-athlete, a careful examination of their relationships is clearly in order. In other words, if we can begin to understand what the leaders think about each other-which is undoubtedly related to the way they treat each other-then we start to gain further insight into the relational ecology within which the minority student-athlete flourishes or flounders (Khalifa, Dunbar, & Douglas, 2013). Therefore, the overarching goal of my dissertation work is to address this gap in the literature by investigating the mutual perceptions of and behaviors between teachers and coaches as a precursor to understanding minority student-athlete outcomes in inner-city environments.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1989 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Sport Urbanicity Gender and Demographics on High School Coaches Perceptions of No Pass No Play in Educational Service Center Region 20 Texas written by Jennifer Johnson Kennedy and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The major purpose of this study was to determine how no pass, no play has impacted the perceptions of academic player eligibility as perceived by high school coaches in Educational Service Center, Region 20, Texas. Variables such as coach characteristics, school characteristics, and community characteristics were researched. In addition, the study examined the influence gender and ethnicity of the coach had on their perceptions of no pass, no play. The study focused on the perceptions of coaches to no pass, no play relating to (1) student motivation, (2) instructional issues, (3) ethnicity specific variables, (4) student suspension variables. The relationship between poverty status in the district, annual household income, the type of sport, and demographic variables such as the gender, experience level, and ethnicity of the coach were also examined. Respondents' answers were dependent upon a number of variables. The gender of the coach was a variable that reappeared as significant throughout the study. The ethnicity of the coach and minority population in the school also showed to be significant variables. Lastly, the type of sport, poverty status in the district, percentage of economically disadvantaged students on the campus, the annual dropout rate, and annual household income were also variables that significantly impacted the study. Findings of the study included: 1. Female coaches were four times more likely than male coaches to believe that no pass, no play was an effective motivational tool. 2. Female coaches were 87% more likely to feel that allowing students to practice while they are ineligible to participate motivated students to stay in school. 3. As the annual household income in the district increased, so did the likelihood that the coach perceived students to feel threatened by no pass, no play, resulting in increased study time by the students. 4. The type of sport did not have an impact on coaches' perceptions that in order to influence student eligibility, parents and student-athletes challenge failing grades assigned by teachers. 5. As the number of ineligible students increased, the likelihood of an athlete making better grades following suspension decreased.

Download or read book Student Athlete Perceptions on Coaches Relationships Impacting Continued Participation in High School Athletics written by Mark Allen Rerick and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Actual and Perceived Purposes of High School Athletics written by Judith Meryl Eaton Lamp and published by . This book was released on 1991 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Washington Education Journal written by and published by . This book was released on 1928 with total page 622 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of Sport Specialization in Midwest High Schools and Perceptions of Coaches Regarding the Effects of Specialization on High School Athletes and Athletics Programs written by Grant Michael Hill and published by . This book was released on 1987 with total page 530 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Association Between High School Coaches Leadership Behaviors and Athletes Self efficacy and Grit written by Katarrii U. Donald and published by . This book was released on 2019 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This quantitative study sought to determine the relationship between high school coaches' leadership behaviors and their athletes' self-efficacy and grit. Specifically, this study sought to determine whether the training and instructions, democratic behavior, autocratic behavior, social support, or positive feedback of a coach impacted a student-athletes' self-efficacy and grit. This research also explored whether ethnicity and gender influenced perceptions. Survey data were collected from 378 former high school athletes from a public university in a rural areas in the southerner portion of the United States and 197 responded. Findings indicated that student-athletes' perceptions of their former high school coaches ' leadership behaviors did influence their self-efficacy and grit. In addition, the findings also indicated student-athletes' perceptions of coaches' leadership behaviors were also influenced by the students' ethnicity or gender. Implication for practice highlighted the importance of the student-athlete and coach relationship and how this relationship can impact student-athlete self-efficacy and grit.

Download or read book Coaches as Significant Others written by and published by . This book was released on 1999 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The significance of the relationship between high school athletic coaches and interscholastic adolescent athletes was examined. Researchers have found that adolescents consider many adults outside the family to play a significant role in their lives (Garbarino, Burston, Raber, Russell, & Crouter, 1978; Blyth, Hill & Thiel, 1982; Cauce, Felner, & Primavera, 1982; Galbo, 1983; Cauce, 1986; Galbo & Demetrulias, 1996; Galbo, 1989). School personnel make up the largest group of non-familial adults considered to be influential by adolescents (Blyth et al., 1982; Galbo & Demetrulias, 1996). Although teachers have been the primary group of school personnel that researchers have focused on, coaches have also been listed by adolescents as being significant (Blyth et al., 1982; Galbo, 1989). At this time, however, there has been no investigation of how significant the relationship is between adolescent athletes and their coaches, or what factors influence the relationship.In this study, 206 adolescent interscholastic high school athletes (136 females and 70 males) from a Midwestern metropolitan area were administered a demographic questionnaire and a questionnaire regarding significant others. The results indicate that coaches are important in the lives of adolescent athletes. Gender differences were found with male athletes listing more coaches than females, and females listing more coaches of the opposite sex than they do same-sex coaches. Age and grade differences were also found with upperclassmen listing more coaches than underclassmen, and older adolescents listing more coaches than younger adolescents. Although daily contact was found to be an important factor affecting the relationship, the length of time the coach was known appears to be the most salient factor. No relationship was found between the number of coaches listed and the number of sports participated in or the total number of coaches an athlete was exposed to.

Download or read book Athletics in Education written by American Association for Health, Physical Education, and Recreation. Division of Men's Athletics and published by . This book was released on 1963 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Teen Portland Search and Rescue team member Nick Walker becomes a prime suspect in a murder"--

Download or read book The Relationship Between Student athletes Perceptions of Athletic Academic Advising Programs and the Attitudes of Their Respective Coaches written by Laure L. Kosey and published by . This book was released on 2004 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Download or read book Assessing Coach and Athletic Director Responsibility for the Social Mission of High School Sport written by Kylee J. Ault-Baker and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school sport has often been considered a viable context for promoting youth development of life skills and character (Turgeon et al., 2019). So much so that key stakeholders, including coaches and athletic directors, have been charged with meeting the mission statements of these education-based sport programs (Camire et al., 2009). However, despite a focus on promotion of psychosocial development in the very definition of education-based athletics (Blanton et al., 2021), coach and athletic director perceptions of their responsibility for fulfilling this 'social mission' of student-athlete psychosocial development has not been explored. Therefore, the purpose of this study is to answer the following research questions: (1) How do coaches and athletic directors perceive their responsibility for the social mission of high school sport and student athletic success, and (2) what job characteristics predict perceptions of responsibility for the social mission of high school sport and student athletic success? This study used a sequential explanatory mixed-methods design with stratified sampling of 191 coaches and 112 athletic directors spanning all four divisions in Michigan. Responsibility and predictors of responsibility such as skill variety, task identity, task significance, autonomy, feedback from the job, feedback from agents, and working with others were measured using the Job Diagnostic Survey (Hackman & Oldham, 1975), and explanatory follow-up focus group interviews were conducted (Creswell & Plano-Clark, 2018).Results from Research Question 1 indicate that coaches perceive the same amount of responsibility for both the social mission and the athletic success of student-athletes. Athletic directors perceive more responsibility for the social mission than they do for promoting athletic success, although coaches had higher levels of perceived responsibility for the social mission than the athletic directors. In the follow up focus groups the coaches indicated feelings of perceived definitive responsibility for the social mission, as well as some level of nuanced responsibility when recognizing that others also may share the responsibility for student-athlete psychosocial development. Coaches also commented on the balance of responsibility between promoting athlete life skills development while fostering athletic success. Athletic directors discussed a perceived definitive responsibility for the social mission, with their conversations highlighting that nuanced responsibility includes the multitude of other duties assigned to their jobs. Specific to the athletic director group was the mentioning of accountability and evaluation as an obvious, and mostly unwanted, next step from assuming responsibility for student-athlete psychosocial development.Results of Research Question 2 revealed that status as an educator, task identity and task significance significantly predicted coaches' level of responsibility for fulfilling the social mission of high school sport. In follow-up focus groups, the coaches discussed task identity, feedback, motivation for joining the profession, time demands of the job, and external support as important influences on responsibility. In the athletic director sample, task identity and feedback from the job significantly predicted athletic directors' responsibility for fulfilling the social mission. In follow-up focus groups, athletic directors emphasized task identity, feedback, administrator responsibility for the perception of the school, motivation for joining the profession, and demands of the job as important influences the responsibility for the social mission of education-based athletics. The current study provides foundational data on the responsibility of coaches and athletic directors for future lines of research.

Download or read book Perceived and actual dogmatism in high school athletes and coaches written by Gordon E. Longmuir and published by . This book was released on 1972 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book If You re Not Having Fun What s the Point of Playing written by and published by . This book was released on 2015 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Interscholastic athletics are purported to provide many benefits for participants. Some studies have shown the benefits of playing sports, but others have cautioned the expense is not worth the investment and not all outcomes of participation are positive. High school athletics are deeply woven into the American educational system, yet limited research has been conducted to capture the voices of student-athletes to identify their perceptions of sport experiences. Learning this information may help various stakeholders improve interscholastic sport experiences. Therefore, the purpose of this existential-phenomenological study was to examine the best and worst sports experiences of interscholastic athletes in team sports. Participants consisted of 16 varsity athletes from public and non-public high schools representing different areas of Minnesota. Athletes were 12th-grade students and 17 or 18 years old. In-depth phenomenological interviews were conducted at each student's school, averaging about 34 minutes. Results of this study produced 573 meaning units and eight major themes, four explaining best experiences in high school athletics and four describing worst experiences. The four major dimensions of best experiences in high school sports emerging were: I loved my coaches, I loved playing, I loved my teammates, and I loved winning. The four major dimensions of worst experiences in high school sports were: Problems with coaching, Problems with playing, Problems with team, and Problems with losing. Many participant experiences were grounded by the relationships held while participating in sport and the emotions produced through participation."--Leaves 3-4.

Download or read book Examination of the Independent and Interactive Effects of Coach and Peer Influence Toward Need Satisfaction of High School Athletes in Urban Communities written by Michael G. Fraina and published by . This book was released on 2017 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals in the United States face a variety of physical, social, emotional, and cognitive changes as they transition into adolescence (Kim, Oesterle, Catalano, & Hawkins, 2015). The period of adolescence has been corresponded with negative outcomes, including physical inactivity, obesity, and psychological disorders (Troiano et al., 2008). Adolescents from urban communities are often exposed to enhanced challenges, faced with discrimination and racism (Byrd & Carter Andrews, 2006). Sport programs are one of many extracurricular activities designed to promote adolescent development. Emotional, intellectual, physical, psychological, and social benefits have been attributed to adolescent sport participation (Anderson-Butcher et al., 2016). However, rates of sport participation and physical activity among adolescents have continued to decline precipitously (Brownson, Boehmer, & Luke, 2005; Sporting Goods Manufacturers Association, 2012). Time constraints, limited resources, and insufficient social support have presented as barriers toward adolescent sport participation (Casey, Eime, Payne, & Harvey, 2009). Ultimately, motivation has been observed to strongly relate to adolescents' intentions to commit to sport programs (e.g., Amorose, Anderson-Butcher, & Cooper, 2009; Tsorbatzoudis, Alexandris, Zahariadis, & Grouios, 2006). Therefore, the current study was conducted to explore the influence of social agents toward high school athletes' perceptions of motivation. Self-Determination Theory (SDT; Deci & Ryan, 2000) was utilized as the theoretical framework for the current study. This theory promotes that motivation is dependent upon satisfaction of the basic psychological needs of autonomy, competence, and relatedness (Deci & Ryan, 2000). Previous studies (e.g., Mack et al., 2011; Ntoumanis & Standage, 2009) have reported that need satisfaction is corresponded with well-being. Furthermore, need satisfaction has been noted to correspond with levels of need support from coaches and peers (e.g., Amorose & Anderson-Butcher, 2007; Conroy & Coatsworth, 2007). The current study expanded on these results by measuring the independent and interactive effects of coach and peer support toward athletes' perceptions of need satisfaction. In order to explore these relationships, three separate hierarchical regression analyses were conducted. In study # 1, perceived autonomy was strongly influenced by coach-autonomy support and minimally related to peer-autonomy support. The interaction term of coach x peer autonomy support was not statistically significant. Study # 2 measured the influence of coach-competence support, peer-competence support, and coach x peer competence support. Peer-competence support was influential toward athletes' competence levels, while coach-competence support was not a significant predictor. Coach x peer competence support was not a statistically significant interaction term. Lastly, perceived relatedness was explored as an outcome of coach-relatedness support, peer-relatedness support, and coach x peer relatedness support. Coach-relatedness support and peer-relatedness support were both substantially influential toward athletes' perceptions of relatedness. The interaction of coach x peer relatedness support was the only significant term. The regression plot revealed that as the amount of peer-relatedness support rose, the effect of coach-autonomy support decreased. These results highlight the importance of need satisfaction within high school sport programs.