Situation Analysis
According to some studies, there are 80% of students that engage in Physical education and school sport for the minimum of 2 hours per week. This means that 75% of 5-16 year olds students are participating at least a couple of hours per week on sports (Boston College, 2003). The target of the Department of Culture and Media Sports for the year 2006 is at least 82% in the elementary level.
The most popular competitive sports is football and athletics, there are 98% of schools that offer football and 92% offers athletics to their students (Boston College, 2003). Other schools also offer cricket, netball, hockey, rugby and tennis. But these sports are just part of their extra curricular activities and being offered during breaks and summer.
Scope of Assignment
The objectives of this proposal are to bring consciousness to Elementary school that they need to have competitive sports in school (New England Interactive, 1989). Because it is important that the young students to engage in sports at an early age. At the same time, schools have to include this in their curriculum so that the parents would not have to ay additional fee for competitive sports.
Target Audience
In this study, there are four target groups that will be used. The first group is the school administration, the administration plays and important role in the promotion of competitive sports in the Elementary School curriculums. It is their responsibility to develop a comprehensive curriculum that will include competitive sports in the everyday lessons of their students.
The second group is the teachers, this group can help the students and the parents to realize how important competitive sports to the lives and education of their students. The teachers are also responsible in promoting awareness about competitive sports, how this is different from their regular physical education and what benefits the students can gain from this. The teachers can also be a medium to encourage their students to engage in competitive sports in school.
The third group is the parents, the parents need to realize that their children will positively benefit in engaging in competitive sports. They should realize the advantages that competitive sports can do to the physical, emotional, mental and social development of their children. It will be their responsibility to support their children while participating in this endeavor.
The most important group in this proposal is the students, they must be aware that engaging in competitive sports is an essential in their physical, emotional, mental and social development. Competitive sports can also enhance the process of their learning.
Research Methods
The researcher will conduct survey in some Elementary schools that are accessible to her. The respondents will be asked to answer 10 questions either on paper or online. There will be two models of data collection that will be offered to the respondents (Midwest Research Institute, 1989):
- School Model- which involves sending materials directly to schools and the school will be the one to distribute the survey to the respondents.
- Direct Survey- the researcher will be the one to distribute the survey and will have much greater responsibility for data collection across the schools. The researcher will be the one to take charge of tracking responses and ensuring that questionnaires were to return to her completely.
There will also be a validation exercise to ensure the validity of the survey and verify the accuracy of the answers of the respondents to the three key questions within the survey.
- The length of time that children engage in Physical Education and school sports.
- The population of the students participating in club sport.
- The population of children actively involved in sports volunteering and leadership.
Key Messages
Competitive sports is an integral aspect of an exemplary life, a key, and very likely necessary, part of what makes up this young person. It seems certain that competitive sports involvement is a factor that strongly contributes to the excellence, including academic excellence, of this youngster (NPSC, 2006). Competitive sports, it is believed, teaches youngsters to value accomplishment, set high goals, push hard, stick with it, and get things done, and that approach carries over to their schoolwork (Fizel and Gustafson, 1999). Also there is the assumption that competitive sports on someone’s resume is a help academically because it gives this young person a leg up in getting admitted to a good college. Knowing that I was writing this book, several students sought me out to tell me that playing competitive sports has helped them do better in their classes. They report that they achieve better grades during the season of their particular sport than during the off-season. Among the reasons they cite for this state of affairs are that competitive sports helps them manage their time better, makes them more disciplined, gives them a reason to go to school, cuts the boredom, and just generally gives them a more positive attitude toward school.
As for the contribution of competitive sports to academic accomplishment, evidence indicates that when competitive sports is positively linked to academic performance it may be because of things that go along with the competitive sports involvement rather than something inherent in the competitive sports activity itself. sport participation is positively associated with academic achievement and aspirations only when it somehow alters important relationships in a young person’s life. When participation, for whatever reason, leads parents, friends, coaches, counselors, or teachers to take young people more seriously as human beings and as students, and give them more academic support and encouragement, participation will be associated with positive academic outcomes (Midwest Research Institute, 1989).
Thus, improved academic performance could, for example, come out of a relationship that the athlete develops with a coach who takes the role of an academic confidant or advocate (New England Interactive, 1999). A youngster might feel less pressure to present an image of academic competence to a coach than to a parent or teacher and therefore be more willing to share academic weaknesses and concerns and accept help. Another possibility is that competitive sports is a highly valued endeavor in schools, and playing competitive sports might lead to a more favorable view of a student among teachers. This could increase the chances of athletes getting the borderline grade called in their favor–for instance, when it is close and could be either a C+ or a B, the student-athlete gets the B.
Moreover, children are observers of themselves from age 7 or so onward. They take note of what they do and how well things turn out for them, and these observations remain with them as memories and emotions and conclusions about what they can expect to accomplish (Midwest Research Institute, 1999). Children carry all this feelings, the messages, the observations with them throughout childhood and into adult life, confirming it and elaborating on it as they go along. It is a constantly available inner reality that gives them direction and answers the question, What’s really going to happen to me? By and large, both children and adults “keep their story going” that is, probably without even realizing it, arrange their lives so that things work out just about as, underneath it all, they assume they will. Individuals are just about this successful, no more and no less; just about this happy, no more and no less; just about this loved, this acknowledged, this central, this influential, and so on.
In addition, it must be remembered that even though athletes on the average have slightly higher grades than non-athletes, it does not follow that to be an athlete is to do well in school (New England Interactive, 2004). These are averages, numbers, not people. Individual cases will depart from what is on average so. In fact, a group with a relatively high average could include many who are not doing very well in their schoolwork. The presence of a few highly exceptional students, or the absence of any truly horrendous ones, can boost the average score for the group. Moreover, the nature of the group the athletes are compared to must be taken into account: What if the non-athletes aren’t particularly burning it up in school? In that case, we could have a situation in which athletes are simply relatively better than another group that isn’t all that good themselves (Fizel and Gustafson, 1999). There is some research evidence that whatever the statistical averages might be, there are a good number of student-athletes who do not have positive attitudes about school. A study of 1000 male high school students revealed that half of those in varsity athletics had poor attitudes toward school and poor study habits.
Finally, even if athletes on the average do better academically than non-athletes, that don’t preclude the possibility, that involvement in competitive sports did in fact detract from their schoolwork. It could be that these youngsters would have done even better in their studies if they hadn’t participated in athletics. That is to say, competitive sports might have brought them down some academically, but they were so much better to begin with that they still came out on top of the non-athlete group in school performance.
Communication Vehicles
The program will make use of the benefits of technology, The concept of new methods of communication in the new media environment allow smaller groups of people to congregate online and share, sell and swap goods and information. It also allows more people to have a voice in their community and in the world in general. New media as powered by technology makes communication easier and faster. Aside from that, technology makes everything else simpler, easier and faster. Additional professional development activities and resources are continually available to all teachers/researchers: a lending library of videotaped lectures and workshops; professional literature related to concepts and thinking skills; and free on-line short courses on themes such as interdisciplinary learning through visual arts, brain-compatible visual education, and multi-cultural sports education.
Time Table
Sports Activities
Date
Participants
1. lectures on competitive sports curriculum development
July
School Administrators, teachers and parents.
2. demonstration and exhibition of competitive sports such as basketball, football etc by some professionals
august
School Administrators, teachers and parents
students
Basketball lessons and game
September
Teachers and Grades 5-8
students
Field hockey lessons and games
October
Teachers and girls grade 4-9
Flag football lessons and games
November
Teachers and youth grades 2-8
Fast Pitch Softball lessons and games
December
Teachers and Girls Grades 7-8
Slow Pitch Softball lessons and games
January
Teachers and Girls grades 3-8
Soccer lessons and games
February
Teachers and Girls Grade 3-8
Basketball lessons and games
March
Teachers and Grades 3-4
Instructional basketball
April
Grades 1-2
Indoor Field Hockey lessons and games
May
Grades 4-9
Touch football lessons and games
June
Grades 5-8
Assessment of the new curriculum and program
July
School administration and teachers
Credit:ivythesis.typepad.com
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