Leadership Development through Sports Team Participation

Extejt, Marian M.; Smith, Jonathan E.

doi:10.12806/v8/i2/rf7

Cited by 21 publications

(19 citation statements)

References 18 publications

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“…Still, it is unrelated to sports commerce and peace. Extejt and Smith (2004) compared high school sports team membership and participation with seven levels of leadership skills and, counter to common belief, found no correlation. While other literature (Hall et al, 2008) refutes Extejt et al's findings, their work does elevate the question of leadership through sports commerce to a higher playing field.…”

Section: Fundamental Principle Of Olympismmentioning

confidence: 67%

Sports Commerce and Peace: The Special Case of the Special Olympics

2009

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Section: Fundamental Principle Of Olympismmentioning

confidence: 67%

Sports Commerce and Peace: The Special Case of the Special Olympics

2009

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“…Dunne and Rawlings [21] suggest that teamwork allows for an exchange of knowledge and ideas that can prepare students for work after college. Also, teamwork facilitates professional development and encourages partnerships [21,22]. Some of the perceived benefits of teamwork include a diverse pool of resources and knowledge and increased participation, with group work promoting self-confidence and allowing team members to engage in discussions that foster innovation [21,22].…”

Section: Student-athletes' Transferable Skillsmentioning

confidence: 99%

The Holistic Approach to Academia: Traditional Classroom Instruction and Experiential Learning of Student-Athletes

Coffey

Davis

2019

Education Sciences

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National Collegiate Athletic Association (NCAA) student-athletes represent a unique subculture on college campuses, and the athlete must balance the rigors of coursework, athletics, and the non-traditional dynamics associated with being an athlete, which include "dumb jock" stereotypes, isolation, negative criticism, and the fear associated with athletic retirement. Unlike non-athletes, these students face increasing pressure from outside sources, including family, coaches, and fans, to be the best. However, participation in athletics gives student-athletes an opportunity to learn valuable skills and characteristics that are transferrable to the workplace. This mixed-method research extracted descriptive data to identify the characteristics learned through athletics, the skill-sets potential employers value the most, and how those skills are transferable to the workplace. Those characteristics include refined leadership, communication skills, and an ability to multi-task with a laser-sharp focus. Student-athletes are assertive, driven, understand the concept of teamwork, and handle constructive criticism without adverse reactions. The results show that when student-athletes engage in the classroom and absorb the learning opportunities provided through athletics, student-athletes can have a competitive advantage in the job marketplace. Educ. Sci. 2019, 9, 125 2 of 23 internships and study abroad programs, which provide additional training and translate into missed opportunities for the athletic community [10].In the midst of these rigorous athletic demands, student-athletes must also make formidable decisions related to career planning [9], transitioning from college to the workplace [11], and adjusting to life without competitive sports [11]. Student-athletes must come to terms with the disappointment of not becoming a professional athlete, and of athletic retirement [11]. Furthermore, research suggests that athletes who capitalize on their transferable skills have an easier transition to sports retirement [9]. On average, three percent of all collegiate athletes move onto the professional ranks per year [3], which indicates the necessity for athletes to capitalize on the curriculum learning and experiential learning at the university level. All of the conversations and decisions above are inherent to the athletic culture and add a layer of stress for these young adults.Nevertheless, student-athletes gain valuable experiential learning that can prove to be beneficial in the workplace [12]. Experiential learning is often defined as the practical knowledge and experience gained from engaging in activities outside of the classroom that bridge the gap between curriculum instruction and real-time experiences [12]. Experiential learning is the focal point of this research study to determine the skills that are transferable to the workplace and the skills employers most desire from student-athletes. The purpose of this study was two-fold and examined from two viewpoints. The first goal was to outline the skills stude...

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“…For instance, learners formed different groups of training which helped them to work as a team even in their group discussions in academics. Extejt and Smith (2009), also found out that learners who participated in athletics were able to acquire an experience of being part Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.10, No.35, 2019 of a team that works towards achieving common goals, therefore provided an opportunity for the learners to experience teamwork. This is in line with the findings of Rasmussen (2000) who found out that secondary school learners who participated in athletics were able to be good members of teams hence acquired teamwork skills.…”

Section: Sa-strongly Agreementioning

confidence: 99%

Use of Athletics and Debate in Developing Competencies Among Learners:Perception of Teachers

Eric¹,

Manyasi²,

Migosi³

2019

JEP

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The study investigated Teachers Perception of the Use of Athletics and Debate in Developing Competencies among learners in secondary schools in Kenya. The Objectives of the study were: To determine teachers' perception of participation in athletics in developing competencies among learners; and to examine teachers' perception of participation in debates in developing competencies among learners. A descriptive research design was used in describing teacher's perception of the use of debate and athletics in developing competencies among learners. The target population comprised of 80 teachers who were in charge of co-curricular activities. Census sampling technique was used hence all the 80 teachers formed the study sample. Questionnaires were used to collect data. To ensure validity, the instruments were reviewed by an expert supervisor. The researcher conducted a pilot study of the questionnaires to test their reliability. Data was analyzed and interpreted according to the objectives. It was presented using frequencies and percentages. The findings revealed that Use of Athletics and Debate in developing competencies among learners in secondary schools facilitated in building confidence, promoting citizenship, communication and collaboration, critical thinking, creativity, imagination and social skills. The researcher recommends that: learners should be allowed to choose the kind of co-curricular activity they want to participate in, schools should create time for co-curricular activities during formal school hours, the Government of Kenya should come up with a policy to ensure co-curricular activities are made compulsory in all secondary schools. The overall outcome of the study will contribute to existing knowledge and provide baseline data for further studies on the use of co-curricular activities in developing competencies among learners.

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Leadership Development through Sports Team Participation

Cited by 21 publications

References 18 publications

Sports Commerce and Peace: The Special Case of the Special Olympics

Sports Commerce and Peace: The Special Case of the Special Olympics

The Holistic Approach to Academia: Traditional Classroom Instruction and Experiential Learning of Student-Athletes

Use of Athletics and Debate in Developing Competencies Among Learners:Perception of Teachers

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