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Philosophy of physical education
General philosophies of physical education
General philosophies of physical education
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When I think of coaching I think of practice planning, game planning, scouting strategizing of offense and defense, choosing my starters, little things like that. All of those ideas are valid, but that’s not the whole picture. There is a lot more to coaching than planning for a practice or a game. Many times a person who would like to coach an interschool athletic team has little or no preparation to teach sports skills and techniques. The only qualifications is often the person’s participation on his or her high school, college, or university’s team, coach of a community youth team or even perhaps as a professional player. While all that experience is valuable in one way or another, it does not constitute an adequate preparation for coaching an interschool team as an integral part of the school’s physical education program Regardless of the experience or teaching certificates a person may have, State Education Law, Article (6), Section 300lb, requires, “That a person employed as a coach of an interschool athletic team must old valid first aid skills and knowledge certification (12 hours of initial training), and adult CPR certification (4 hour training). “Within the coaching profession there are three potential secondary school coaches: (1)a certified physical education teacher, (2) a teacher certified in an area other that physical education, (English, Mathematics), (3)holds no teaching certification and must qualify for a “Temporary Coaching License.” A person not certified as a physical education teacher or a certified classroom teacher who qualifies under the, “Grandfather Clause,” needs to understand the basic philosophy and principles of athletics in education. Required classes under the category of philosophy, principles, and organization of athletics in education are: Basic philosophy and principles as integral parts of physical education and general education; state, local, and nation regulations and policies related to athletics; legal considerations; functions and organizations of leagues and athletics association; personal standards for the responsibilities the coach as an education leader; public relations; general safety procedures; general principles of school budge, records, and purchasing and use of facilities. A coach is responsible for many aspects of the game and players. This is why, basic philosophy and p... ... middle of paper ... ...ified by hundreds of principals, superintendents, and school board members. There are many concerns about the safety, training, organization, philosophy, communications, and general management in coaching. According to the California High School Coaching Education and Training Program as stated in the Coaching Education Legislature Assembly Bill No. 2741, “It is a conservative estimate that at least 25,000 coaches annually need training and an orientation just to meet current coaching regulations contained in Title 5 of the California Code of Regulations, including basic safety and CPR requirements.” That is why course techniques of coaching specific sports are necessary for a persons not trained and certified as a physical education teachers because they need to understand the basic philosophy and principles of athletics in education, know the health related aspects of athletics, and the techniques used to coach a specific sport. With every coach there are the little pieces of the game…strategy of offense and defense, practice/game planning, or scouting, but to get the whole picture they need to know the basic philosophy and principles, health aspects, and the obvious techniques.
In a growing trend that reaches to all corners of the athletic world, coaches are being forced to cope with the added stress of disgruntled parents. More and more they are required to defend personal coaching styles and philosophies, uphold team decisions and go head to head with angry, and sometimes violent parents. The pressure has gotten to the point where coaches all over the country are quitting or being forced out of their jobs by groups of parents. High school athletics should be about learning and having fun, and when parents cross the line between cheerleader and ringleader everyone suffers.
The job outlook for the physical education teacher job market is expected to grow by 12.2% between 2012 and 2022. This increase is pretty close to the rate the athletic director field is supposed to increase. The training and skills necessary to enter the field are a Bachelor’s degree which is common in most states but some states require a master’s degree. The skills that would be needed is instructing, speaking, active listening and learning, critical thinking, and monitoring and assessing
He begins with putting an emphasis towards a great coach and what he or she has to offer. He believes that a coach can have a huge impact on a child’s life. He adds that a coach can be a great role model for athletes and teach them beneficial life skills. Stallworth believes that a strong coach and a committed athlete can go a great distance together and can achieve more than imaginable. He states that there is so much to be learned and much of it is not offered in an actual classroom. Stallworth uses “teamwork, responsibility, perseverance, [and] accountability” as examples of life skills that are learned through athletics. Stallworth does agree with Ripley that school is needed for basic skills, however, Stallworth believes that sports offer numerous amounts of skills that will benefit the athletes in their current and future life. Another aspect of his article portrays that sports are more than about winning, they allow children to “step out of their comfort zones and challenge themselves.” Much of his writing explains what many people overlook when considering children and
Extensive instruction in sport science is covered in order to provide a scientific basis of understanding for rational development of technique and training programs. The sport science portion has been developed by the American coaching programs. The sport science portion has been developed by the American Coaching Effectiveness Program and the nation Coaching Education Committee. It includes sport psychology, pedagogy, and sports medicine. Coach’s average salary was 28,360 in 2012.
Coaches should have an arrangement of fundamental abilities that they depend on to produce a positive outcome. Definition of a coach from the American Heritage Dictionary, Third Edition (page 167) One who trains or directs an individual or team, to train or instruct teach a team. The goal behind coaching is to exhibit the ability to get the most out of everyone on the team. It should be a goal to bring out the greatest potential from every team member. It’s insane how many players do not even know their true potential. Successful coaches assess these individuals and the team to advance them to the next level of sports. "The Little Book of Coaching, Motivating People to be Winners" by Ken Blanchard and Don Shula (2001) gives a great acronym of the word C-O-A-C-H. The acronym breaks down as follows: Conviction Driven: never compromise your beliefs-Overlearning: practice until it is perfect-Audible-Ready: know when to change-Consistency: respond predictably to performance-Honesty-Based: walk your talk. This acronym should remind you of your job as a coach. A good coach
The effectiveness of the coaching method depends completely on the coach, his personality, and the needs of the student-athletes. Each program and institution is unique and has different institutional goals and objectives that attract different student-athletes compared to other colleges or universities (Koivula, Hassmen, Fallby, 2002).
Teachers who dubble as a coach often split commitments between being a coaching and teaching such as when schools have to find substitutes for the days the teachers are gone with their team. Referring to Ripleys Article Sports are embedded in American schools in a way they are not almost anywhere else. Yet this difference hardly ever comes up in domestic debates about America’s international mediocrity in education (Ripley,2). Reading an article that compared European Schools to American Schools showed that Europe focuses more on the academic aspect and has after school clubs and sports, not in-school athletics and clubs. (Loh,1). In Asia, although they have some clubs and sports inside school, like math club and honor society, the majority of the activities take place outside of school.Stevenson stated in his article about Asia's success teachers need the proper training and time to be able to help the students understand the course material and be able to excel in the academics, which is often lost when the teachers double as coachs and is becoming more and more common among school districts (Stevenson,4). These are just some of the di...
In order to see outcomes in this area of improvement, we as coaches must re-evaluate not only our athletes, but, in addition, our coaching styles. Of course, we all want to tell ourselves that we are great coaches and it's the athletes who are not following direction...
To be a successful coach, the first thing a coach has to do is become well acquainted with the athlete. The coach should get to know the athlete’s life outside of track. If the coach does not know the person as an individual then he would not be able to coach them. According to a collegiate track athlete, “a track coach should not only improve your running, but he should improve your way of life” (Jones). I believe that statement is true. A coach needs to have that close personal connection with their athletes. Like a teacher would have a connection to a student. With out that teacher, student connection the athlete will not enjoy learning nor will the coach be able to teach the athlete. In fact, a coach is a teacher, and the athlete is a student. That should be true for all coaches, not just a track coach.
And last of all, if you do not know what you are doing. Then you are not benefiting yourself or the people you are coaching/teaching. Even if you have only a little bit of knowledge about the sport, you would still have at least some knowledge. And having a little knowledge is better than none at all. Because if you have no knowledge of what you are doing, you are letting yourself down by failing at doing what you are supposed to be doing. And you are also letting the people you are coaching down because they are wanting to get better and you can not help
"The Coach-Athlete Relationship." Liberty Mutual Insurance: Responsible Sports. Positive Coaching Alliance, 2013. Web. 6 Nov 2013.
There are many sports to coach, so choosing the right sport to coach would be the first test for any coach. Naturally, one would want to coach a sport that you know the most about. For ...
The education required to become a coach is quite simple, all you have to do is get your bachelor’s degree. Along with that, you need to know all about the sport you are going to coach. It is beneficial to have your own game-like experiences, but it is not required that you had to play at some point. There are some amazing coaches out there that probably never even made their J.V. team in high school because they didn’t have the skill, but they know the game and that is all it takes.
Cassidy, T., Jones, R., Potrac, P. (2009) (2nd ed.). Understanding Sports Coaching: the social, cultural and pedagogical of coaching practice. London: Routledge
The word coach in a dictionary means a process that enables learning and development to occur and thus performance to improve. This means, being successful requires a knowledge and understanding of the process as well as the variety of styles, skills, and techniques that are appropriate to the context in which the coaching takes place. Next is mentoring, which means off-line help by one person to another in making significant transitions in knowledge, work or thinking. Both are very efficient whenever you’re dealing with student-athletes. However, mentoring, particularly in its traditional sense, enables an individual to follow in the path of an older and wiser colleague who can pass on knowledge, experience and open doors to otherwise out-of-reach opportunities. Coaching, on the other hand, is not generally performed on the basis that the coach has direct experience of their client’s formal occupational role unless the coaching is specific and skills focused. Given that shows there are professionals offering their services under the name of mentoring who have no direct experience of their clients’ roles and others offering services under the name of coaching who do. In other words, it is essential to determine what needs are productive, and to ensure that the coach or mentor can supply their student-athletes with the level of service that is required; whatever that service is