Relationship Between Ethical And Abusive Coaching Behaviors And Student Athlete Well Being

In using regression analysis, six factors were investigated as possible predictors of team unity among student athletes. These were class standing, team record, funding, travel accommodation, coaching staff and academic policy. The data was collected from 100 students at the college. Based on the outcome interpretations were made about factors affecting college sports team unity. The results show that travel accommodations, coaching staff and academic policies are the most essential factors that play a part in unison among athletes in college sports.

The purpose of this assignment was to observe and analyze the behaviors of UC Davis athletes on an NCAA Intercollegiate sports team. I was able to observe the athletes in their natural setting and observe their behaviors before, during and after the game. This assignment is important because we are observing athletes without interfering. This gives the researcher the ability to observe their natural behavior while playing the game. From this experience we are trying to learn the different behaviors that each player has, or if they have any similarities. We are also learning how players interact with their team, their coaches and the crowd.

This toolkit is based on a diversified set of strict, timeless ethical principles and values, codes of ethics from the American Counselors Association (ACA), the American School Counselors Association (ASCA), and the Association of Applied Sport Psychology (AASP) as well as sport psychology literature and textbooks. After the reference section, appendix sections include my ethical identity pyramid and current codes of ethics.

In Feezell (2015) investigated what role intercollegiate athletics play in higher education. His study looked at the educational, economical, and community-building aspect of intercollegiate athletics. The Education Argument insisted athletics does contribute to the educational mission of the university, since athletes learn valuable things like responsibility, teamwork, leadership, time management, and competitiveness when they participate in college sports (Feezell, 2015). This argument supported the previous study by Brand (2006) who stated the integrated view of intercollegiate athletics should look at the educational component of athletics. However, Feezell (2015) argued that education is character building and not academic building. French

Jordan, J. S., Greenwell, T., Geist, A. L., Pastore, D. L., & Mahony, D. F. (2004). Ethical dilemmas in collegiate athletics: the role of coaches and the codes of ethic. The Sport Digest. Retrieved from http://thesportdigest.com/2011/07/ethical-dilemmas-in-collegiate-athletics-the-role-of-coaches-and-the-codes-of-ethic/

After receiving approval from the Institutional Review Board of the university and permission from the coaches of the designated sports, we administered our survey packets to student athletes that were willing to participate in our study. We found most of our participants in the Griffon Indoor Sports Complex and Looney Arena at Missouri Western before or after their practice times. The student athletes were asked if they would be willing to complete surveys over self-motivation and athletic burnout. They were notified that their identity would be kept anonymous and that it would not affect their sport or how their coaches/teammates viewed them since the coaches were not present during the results. We asked them to read all questions carefully

SOCIAL CONDUCT & AWARENESS OF STUDENT-ATHLETE: Shows compliance with educating student-athletes and striving to provide them with cultural competencies as well with having respect for others.

Another key attribute of a student-athlete that I enjoy associating with is leadership qualities. Being a student-athlete is a very difficult task because our days start early and end late at night due to having workouts, classes, practices, and homework. According to the Understanding Our Social Identities Chart, showed me that student-athletes are often negatively viewed by society. A typical stereotype for a student-athlete is thinking that we do not have to get good grades because our school is paid for. In reality, if we do not maintain good grades then our school will no longer be funded

Wilson (2009) also believed final negative effect from participating in out-of-school activities is having a poor quality coach as a role model or mentor. Poor coaches are found in nearly every community who lack training or do not understand adolescent growth and development, or do not enforce good rules of sportsmanship. Poor coaching can lead to students quit or experience negative feeling toward the activity, the team-members involved, or the coach. Coaches that cut players from a team, or play favorites, or practice unethical behavior could cause students to get involved in other negative activities because they have had a bad experience with the team. Coaches may be emotionally too hard on their teams, which could hurt player morale.

Pratt and Eitzen (1989) conducted a study to determine if there were differences in team effectiveness that could be linked to different coaching styles. Pratt and Eitzen focused on two styles of leadership: the authoritarian and the democratic. The qualities of an authoritarian style of leadership are characterized by discipline, dictatorship impersonal and lack of personal relationships with athletes. The qualities of a democratic leadership differ in that they focus on a support system, relationship building, and common goal setting. To determine the effectiveness of the leadership style, Pratt and Eitzen used the coach’s lifetime winning percentage as a measurement for team effectiveness. They concluded that the results demonstrated that the effects of leadership style varied according to the gender of the team. For boys, the results did not reflect any significant effect on team effectiveness regardless of the leadership style used. For the girls the results were mixed since they showed a significant effect in two categories for each leadership style.

In the study presented in this article, the population is athletes, sample is 106 student athletes competing in various sports, and unit is a student athlete in an Athletics department at an American university. Having obtained this sample,

In what manner Can Coaches Enhance Self-Esteem in Young Athletes? Being sure, aware, comprehensive and keeping game in context are key parts of a positive wearing encompassing. These components can propel mentor competitor connections and help outline positive self-regard. Kids who take an interest in exceedingly aggressive or strict situations may have more sentiments of low self-esteem when they lose an amusement. Wins and misfortunes can be more fundamental to a few children than the physical capacities they create by being included in the game. Interest in school games supply a feeling of having a place and being a piece of a group or gathering. You interface with your associates in an amicable way. You figure out how to look at the hobbies

Playing sports has come a long way from a simple game played in one’s backyard for fun and pleasure, continuing on to professional athletes competing at high levels for glory, honour and prestige. An athlete with the correct articulated, ethical-decision making instruction has been able to help them advance within their sport. Ongoing coaching education has been gaining importance within our society. For those invested in athletics, there is a need to know what can result from athlete’s behaviours in sport, with a focus on tennis. In particular, sportsmanship, gamesmanship, unwritten codes of behaviour, competitive orientation as ego or task driven, coaching orientation as an adult or athlete-centered, and the nature of sport are important

Coach P. was baffled why the Varsity team performed poorly as opposed to the non-Varsity team. While he put much thought with selecting the most physically fit team mates, he failed to understand the importance of recognizing and working through issues in relation to emotional intelligence. The Varsity group kept pointing the finger on others, failing to recognize and take accountability for their overall subpar performance. Rather than work through the negative team dynamics, they often emailed their complaints to the coach. An emotionally intelligent group would have worked through their issues together as a group. If someone is acting out of line, the team members must feel comfortable calling the foul. The team needed to build positive norms such as responding constructively in emotionally uncomfortable situations (Amabille, 2013).

In 2006, Rothwell and Theodore explored the relationship between participation in intramural sports and value clarification among college students. Convenience sampling was used to help select 181 students from two different four-year public institutions. One of the institutions was located in the intermountain west region, the other was in the southeast gulf coast region. There were 121 males and 60 females. The average age of the participants was 22.06 years old. These students completed multiple surveys over a 4 week period to collect the data needed for this study. The students would complete a survey after their intramural game each week. The researchers used an ANCOVA method to analyze the data, they also used a perception of value clarification to analyze the data. The researchers concluded that there is a relationship between intramural sports and the value clarification theory. Through the intramurals enforcement of sportsmanship it allows the participants to clarify what values they believe in, also that the length of participation appears to have a direct relationship to how evident this connection is. The researchers believe that the use of a convenience sampling method instead of a random sampling method, limited the generalizability of the participants. Also