Mission: My life mission, as an athletic director, is to strive to develop the “whole” individual person through a well-developed and well-planned interscholastic athletic/fine arts program. This mission is not just for athletes but for our fine arts individuals as well. Some of the traits which can be effectively developed through a good athletic/fine arts program are: courage, loyalty, teamwork, cooperation, dependability, personal discipline, dedication to a task, pride, and the ability to function under pressure. The program will provide a rich athletic/artistic, student-centered atmosphere that results in success for all athletes/artists. I believe the overall purpose of a coach is to impress in athletes/artists enough knowledge …show more content…
that enables them to function as respectable adults, a knowledge that develops an athletes’/artists’ potential and lifelong love for learning. A program that gives the athletes/artists many skills to help them decide what they would like to do and who they would like to be when they become older. I believe athletics/fine arts should motivate individuals into wanting more and becoming aware of their strengths and limitations. Helping them develop a strong work ethic and believing in themselves is a goal the program has for every one of its athletes/artists. Extra-curricular activities are important in an adolescent’s life. Whether it be basketball, volleyball, tennis, speech, drama, or chess club, these extra-curriculars help build a child’s self-esteem and character. Extra-curricular activities teach her the joys of winning and the sorrows of loss. But also teaches her the character building traits of winning and losing with dignity. I’m a very strong believer that if you keep an adolescent busy, she will not get into trouble. An adolescent who is not engaged in some sort of activity has too much time to think about getting into mischief. This idea leads me to my vision for the program. Vision: It is my vision that every student participates in an extra-curricular activity.
Extra-curricular activities are found in all levels of our schools in many different forms. They can be sports, clubs, debate, drama, school publications, student council, and other social events. A student’s future can be determined in the things that they do in the hours after school and before their parents get home. Through the dedication of athletes/artists and coaches, all athletes/artists will effectively communicate so we can successfully complete our vision. In order to achieve this, coaches and athletes/artists will share their passion for their activity. If every athlete/artist recruits at least one individual into their activity, the vision is attainable. A coach is a very important part of a child’s life. For many student athletes/artists, their school day and the practice field are the only structured part of their day. All student athletes/artists can be taught if time and effort, by the athletes/artists and coach, are applied. Coaching is enjoying the most cynical student athletes’/artists’ successes, watching them learn about themselves, and helping them become an active member of society. With all this “positiveness” happening on and off the court while under the watchful eye of the coach, their self-esteem and self worth should …show more content…
improve. The positive effects that extra-curricular activities have on students are behavior, better grades, school completion, positive aspects to become successful adults, and a social aspect. Self-esteem can be a predictor of academic performance. Higher grades and a positive attitude toward school will increase their motivation to learn. Students that do not like school will not do as well as the students that do like school because they are not motivated to succeed. If students do not like school, it is usually because they do not feel as though they are succeeding or that they can succeed. “Participation in an after school program that is designed to build self-esteem, had positive effects on standards test scores in math and reading, while receiving extended time to complete homework did not have the same positive effects on self-esteem or achievements” (Cosden et al., 2004, p. 2). Participation in extra-curricular activities provides students an opportunity to create a positive and voluntary connection to their school. The second way extra-curricular activities effect students is the positive aspects that students need to become productive students and adults. By participating in extra-curricular activities students learn lessons in leadership, teamwork, organization, analytical thinking, problem solving, time management, and it allows them to discover their talents. When students participate in extra-curricular activities, especially at a young age, it teaches them about long-term commitments. If they want to participate in a certain activity, they sign up for a long time. Not just for a week or a few days. This is good for students to learn because school is a long-term commitment, jobs, and other things that they will have to deal with as adults. The final effect that extra-curricular activities have on students is the social aspect. Students that are involved in extra-curricular activities meet new people. By getting involved, they meet students with the same backgrounds they have and students they share interests with. Most times students meet students they would never talk to or become friends with on a normal basis. In different extra-curricular activities students learn about group work, and sometimes they end up having less conformity to gender stereotypes. Values: 1. Learning is not a given – it is an active process that requires the learner to ask questions, make connections, and apply learning to existing knowledge and new situations. Values have become a huge issue in this millennium. President, George W. Bush recently stated, “we have a huge surplus but a deficit in values” (Bush, 2000). Theodore Roosevelt once said, “To educate a person in mind and not in values or morals is to educate a menace to society” (Williams, 1999, p. 2). Athletes’/Artists’ are influenced by many different outlets.
Their values are shaped by parents, peers, and, believe it or not, coaches. The character systems athletes develop are directly related to the kind of people they are and will be and to the quality of relationships they will form. An athlete’s personal and social growth is very valuable to them. We are teaching values everyday in the gym, in the theatre, or on the practice field. We ask athletes/artists to show up on time for practice and come prepared. This teaches responsibility and consequence. As athletes/artists work as a team, this teaches them socialization skills. By allowing athletes/artists to interact, they learn to work together on a particular skill and problem solve together on a blown
play. 2. Learning requires the right blend of challenge and comfort where learners know that success is attainable but they must persist for it to happen. Learners need clarity about what the learning goals are and the criteria for success to inform the development of their work. We all have a physical, psychological, and spiritual dimension. Our physical side desires a safe and secure place. Our psychological side wants to be valued for our efforts and hard work. And our spiritual side wants meaning and purpose to what we do. Athletes/Artists respond with interest and motivation to coaches who appear to be human and caring. Coaches can create these feelings by sharing parts of themselves with their athletes, especially little stories of problems and mistakes they made, either as children or even recently. Such personalizing of the athlete/artist coach relationship helps athletes/artists see coaches as approachable human beings and not as uncaring authority figures. Athletes/Artists love to be needed. Athletes/Artists will see themselves as a necessary integral part of the program if they feel safe, valued, and understand the overall purpose. 3. Engaged and sustained learning requires that learners constantly see the value of their work and how it contributes to personal success. As coaches, we should enjoy the progress our athletes/artists make throughout the season. This is should be our biggest motivator for being a coach. The gratification we get from witnessing their confidence increase throughout the season is especially rewarding. It is gratifying to watch as they mature and develop relationships on and off the court. Coaching rewards us with the opportunity of being a role model and mentor. We gain a renewed sense of importance. We are the lucky one in having helped shape our athletes into well-rounded adults.
Coaching is an integral part of helping achieve one’s maximum abilities. Dr. Gawande (2013) explains that, “Coaches are not teachers, but they teach. They’re not your boss—in professional tennis, golf, and skating, the athlete hires and fires the coach—but they can be bossy” (p. 3). It is difficult to say what is the exact function of a coach, however, they help bring forth another point of view different from our own and they also help bring about the right mindset in order to subdue a weakness.
Most student-athletes grow up as very innocent lads bedecked with tremendous talents and become very promising in sports. Thus, they become rays of hope for their families, neighborhoods, and schools yet to be determined. Like the lamb in William Blake’s poem The Lamb, they are fed “by the stream & o’er the mead; gave…clothing of delight, softest clothing, wooly, bright…making all the vales rejoice.” (Smith 24) Then they are exposed to the life of hard work in which only the fittest survives. This makes them ready for the different challenges in the sports scene.
Athletic Director Description- Schedules all athletic contests and scholastic bowl matches, practice times and locations for elementary, middle, and high schools. Collaborates with the maintenance department to ensure that athletic grounds and facilities are properly maintained. Serves as the primary school division decision-maker for all athletic events. Collaborates with the community and school booster organizations to ensure that morale and support for athletics is high at all times. Purchases all necessary equipment for athletic departments within the funds allotted. Must have excellent communication skills and be able to effectively develop partnerships. Coordinates and participates in preparation for athletic and extracurricular activities.
When I was accepted into the University of Oklahoma, I was not aware of the tradition or prestige that the football team carried. Moreover, I had no idea about the honor it was to don the crimson and cream in the arena of athletics. And, I never envisioned rooming with them. I enjoyed sports, but I loved reading and writing more. Initially, I was focused on building a collegiate career that one day would propel me to my goal of studying law. Yet, the more time I spent interacting with the athletes, the more parallels I noticed between their personalities and mine. Their diligence, perseverance and compassion were all traits that I could identify with since they were reflective of me. For the most part, the majority of the athletes were hungry to achieve and they desired knowledge at all costs; a combination that still resonates with me today.
Both on an off the field, my enthusiasm and motivation to obtain a goal is a trait that I am very proud of. I have faced many tasks where a leader had needed to step up and I am always willing to do so. I am also willing to get help when I need it. If I can’t complete a task by myself I do not mind asking a classmate, teammate, friend or a teacher for guidance. By bringing that openness and leadership to University of Charleston’s Athletic Training Program I believe that I can also attribute to the University of Charleston’s Mission Statement “to educate each student for a life of productive work, enlightened living, and community involvement.” By bettering the Athletic Training community by providing care to our Athletes I believe that I will be a great addition to the Athletic Training
As I have asserted, coaching is far more than winning or losing. A coach is an essential cog in shaping qualities such as sportsmanship, competitiveness, self discipline, and work ethic. A quality coach can build a player up while a bad coach can tear them down. My goal as a coach was to always leave the player striving to be the best they could be. A good coach
Samantha Ureno Professor Zia English 99 22 January 2016 The Science Behind Sports Authority “Nothing in a grocery store is where it is by accident. Every item on a shelf has been planned” (Paco Underhill). In the articles, “The Science of Shopping” by Malcolm Gladwell and “How Target Knows What You Want Before You Do” by Charles Duhigg, these authors exemplify effective marketing strategies which were composed by Paco Underhill and Andrew Pole. Underhill is an environmental psychologist; additionally he employs the basic idea that one’s surroundings influences ones behavior and invented structuring man-made environments to make them conducive to retail purposes.
The dynamics of the coach athlete relationship in youth sports are a very vital part of the sporting arena. This topic interests me because of my developing coaching career while dealing with the youth. The performance of the team does not solely relay on the coaches or athlete’s ability. There have been instances when interactions between the coach and player have not been optimum. Indiana Coach Bob Knight is universally known for several technical fouls and being ejected from the games on various occasions during his tenure. He is infamously known for his horrible temper and the harsh manner in which he dealt with the member of his team. While he was often seen as displaying lack of control and discipline when dealing with his players, he still is regarded as having a very successful career (Freidman, 2013).
Being an athletic director seems like an amazing job because of the interaction with people and being around athletics. A lot of kids are involved in at least one sport, if not more, during their life time. Being an athletic director would give the opportunities for the kids to enjoy the sport or sports they are in by having an organized program and making it a good experience for them. An athletic director’s job is very important, they make sure every thing is in tact and organized. They make the schedules and let everyone know what is going on.
College is a time for young people to develop and grow not only in their education, but social aspects as well. One of the biggest social scenes found around college campuses are athletic events, but where would these college sports be without their dedicated athletes? Student athletes get a lot of praise for their achievements on the field, but tend to disregard the work they accomplish in the classroom. Living in a college environment as a student athlete has a great deal of advantages as well as disadvantages that affect education and anti-intellectualism. Around the country, college athletic programs are pushing their athletes more and more every day.
Teens Health. N.p., 10 Oct 2013. Web. 6 Nov 2013. "The Coach-Athlete Relationship.
Coaching, however challenging, is a great way to influence the lives of others while also building their character. For as long as there have been sports, there have been people teaching the sport to the players and making them better at it. Coaches must have certain qualities in order to obtain success. One must also look at a coach’s motivation for his job, his passion for what he does, his methods for coaching, and how he became a coach in order to fully understand him. There are many questions someone may want to ask a coach about his profession if they are interested in coaching.
“A coach is someone who is equipped to aid individuals or groups and organisations to maximise their performance in pursuit of their desired goals.” (Dexter et al, (2011) p.4)
In today’s society being a coach can be extremely complicated especially compared to earlier years. Coaching requires not only many technical and personal skills but also has to include positive psychology that will affect all athletes regardless of gender, age, and race. After reading various articles this leads me to the question, what is a coach? How do coaches differ from one another? In addition are we forgetting the importance of not only coaching but the sports psychology aspect of coaching overall? Regardless of what you may have read or heard I believe not only do all coaches have their own coaching style but every coaching technique and style is different. Coaching styles and positive psychology are two techniques that can provide
A parents dream of popularity, college scholarships, and professional athleticism lead them into blindly pushing their children into misery. In an article written by Baldwin Ellis, he suggests that an array of emotional issues can stem from this type of parenting (Ellis,2015). The act of pushing may, in fact, encourage the child to perform at a level less than their actual potential. Kathryn Hatler of Demand Media sites that countles parents live their lives vicariously through their children (Hatler,n.d.). Minimal facts are given on the positive effects of parents pushing their children in any activity so why does it exist so prominent in our society today? Parents should encourage their children in the sport of the child’s choosing rather