Coaching Behaviors in Youth Sports

Cooper (1980) identified two models of organizing and supervising youth sport participants. The first is the Championship model, characterized by an emphasis on competition and winning; the Developmental model, with the emphasis being on the development o f basic skills, rules, and strategies of the game. Most importantly the Developmental model stresses that all players should be allowed the opportunity to enjoy participating in the sport. The present research was intended to develop a means to reliably categorize a coach as adhering to a Championship or Developmental orientation and subsequently determine what effect the orientation would have on participants’ satisfaction with participating on the team, intentions to continue participating, and win percentage for the team. Twenty-two specific behaviors were identified as being representative of either the Championship or Developmental model by having subject matter experts in the area of youth sports generate ratings on each dimension. Subjects consisted of 326 seventh- and eighth-grade boys participating in organized basketball. Data from 60 teams were utilized for group level analysis. Athletes’ perceptions were obtained by having them rate the frequency with which their coaches displayed Championship or Developmental behaviors. Players’ perceptions of satisfaction, intentions to continue participating, and ability level were also collected via survey. Hierarchical regression analyses were used at both the team and individual levels to determine what effect a coach’s orientation would have on satisfaction with participating on the team and intentions to continue participating. Analyses at the individual level revealed that the Developmental orientation was the only variable to account for a significant amount of variance in the satisfaction variable. Satisfaction with the team and perceived ability level produced significant Beta values in predicting intentions to continue participating. Team level analyses indicated that win percentage and a Developmental orientation were the only significant predictors of satisfaction with the team. Ability level was found to be the only significant predictor of intentions to continue participating at the team level. Analysis of variance indicated that no significant difference existed between the win percentage for those coaches identified as Developmentally or Championship oriented. Taken as a whole these results indicated that youth sport participants would ultimately benefit from having coaches who exemplify a Developmental orientation

How School-Delivered, Non-Instructional Services Become Formalized:One School System\u27s History

Public schooling in the Unites States of America has long been the site of more than just meeting the academic needs of the country’s youth. Among the many roles the school house has played in the history of public schooling in the United States is the mechanism to deliver non-instructional services to students. School-delivered, non-instructional services are those services that extend beyond addressing the academically-disposed, educational needs of children and aim to meet the social, emotional, and physical needs of young people while they are in the care of educators. Through an historical example grounded primarily in archival research, I establish a genealogy of school-delivered, non-instructional services by examining how staffing developed in the Cobb County School District in Cobb County, Georgia during the 1938-39 to 1976-77 time period. I will point to the role of federal involvement in public education and the professionalization of social services during this time period to connect the changes that occur in the instructional employees and non-instructional employees, with a specific examination of lunchroom employees and counselors, in one school system

Precise vision: A resource websites for parents and educators

The purpose of this thesis was to provide an easily accessible resource for both parents and educators to help identify learning difficulties related to vision. Access to this resource site will be via the intemet system. A great deal of the information on the world wide web pertaining to vision and learning is not designed for easy use by lay people and can be difficult to access. Our intent was to provide useful easy to understand information on this site; internet links are provided to guide visitors who wish to pursue information in more specific areas of vision and learning. Through this medium we hope to be able to keep the information current, as the site can be maintained and updated as well as receive feedback via an nPacific University\u27s programs particularly education and optometry

Memories: The Crew of the USS Abner Read DD-526 (Second Edition)

Memories: The Crew of the USS Abner Read DD-526 captures the experiences of sailors who served aboard the USS Abner Read. Collected over the course of decade, this collection features more than 120 interviews with sailors who fought aboard the Abner Read during the War in the Pacific. First-hand accounts of life on the ship, the incident at Kiska, and the sinking of the ship during the Battle of Leyte Gulf all feature prominently in this edited volume. There are amusing anecdotes, mundane details, and graphic descriptions of the horrors of war. Though only in service for twenty-one months, the experiences aboard the USS Abner Read changed the lives of everyone who served on her.https://scholars.fhsu.edu/all_monographs/1026/thumbnail.jp

Comparing the SF-12 and SF-36 Health Status Questionnaires in Patients With and Without Obesity

Objective: To assess how well the SF-36, a well-validated generic quality of life (QOL) instrument, compares with its shorter adaptation, the SF-12, in capturing differences in QOL among patients with and without obesity. Methods: We compared the correlation between the physical (PCS) and mental (MCS) component summary measures of the SF-12 and SF-36 among 356 primary care patients using Pearson coefficients (r) and conducted linear regression models to see how these summary measures captures the variation across BMI. We used model R$^{2}$ to assess qualitatively how well each measure explained the variation across BMI. Results: Correlations between SF-12 and SF-36 were higher for the PCS in obese (r = 0.89) compared to overweight (r = 0.73) and normal weight patients (r = 0.75), p < 0.001, but were similar for the MCS across BMI. Compared to normal weight patients, obese patients scored 8.8 points lower on the PCS-12 and 5.7 points lower on the PCS-36 after adjustment for age, sex, and race; the model R$^{2}$ was higher with PCS-12 (R$^{2}$ = 0.22) than with PCS-36 (R$^{2}$ = 0.16). BMI was not significantly associated with either the MCS-12 or MCS-36. Conclusion: The SF-12 correlated highly with SF-36 in obese and non-obese patients and appeared to be a better measure of differences in QOL associated with BMI

Archaeological Investigations at the Vance Site on the University of North Carolina Campus, Chapel Hill, North Carolina

Research Report No. 34, Research Laboratories of Archaeology, University of North Carolina at Chapel Hill. Reports in this series discuss the findings of archaeological excavations and research projects undertaken by the RLA between 1984 and present

Archaeology at Ashe Ferry: Late Woodland and Middle Mississippian Period Occupations in the Lower Catawba River Valley, York County, South Carolina

Research Report No. 36, Research Laboratories of Archaeology, University of North Carolina at Chapel Hill. Reports in this series discuss the findings of archaeological excavations and research projects undertaken by the RLA between 1984 and present

Using Data Mining to Explore Why Community College Transfer Students Earn Bachelor’s Degrees With Excess Credits

Community college transfer students encounter challenges progressing toward a bachelor’s degree, leading to widespread transfer credit loss. This in turn may lower students’ chances of credential completion and increase the time and costs for students, their families, and taxpayers. This study reviews review three definitions of credit transfer inefficiency—credit transferability, credit applicability, and excess credits among completers—focusing on the last to examine why community college transfer students often end up with excess credits that do not count toward a bachelor’s degree. The authors use student transcript data from two state systems to examine the course-taking behaviors of community college transfer students who earn bachelor’s degrees with numerous excess credits and with few excess credits. Data-mining techniques enable them to examine a large number of variables that could explain the variation in students’ excess credits at graduation, including not only student demographics but also the types and timing of courses taken. Overall, more excess credits are associated with several factors, including taking larger proportions of 100- and 200-level courses and smaller proportions of 300-level courses throughout students’ progression toward completion, and taking 100-level courses in any subject—and specifically in math—immediately after transferring to a four-year institution. Findings suggest that institutions could help reduce credit transfer inefficiency by encouraging students to explore and choose a bachelor’s degree major early on so they can take the required lower division (100- and 200-level) courses at the community college and take mostly upper division 300- and 400-level courses in their desired major field once they transfer to a four-year institution

New Evidence of Success for Community College Remedial English Students: Tracking the Outcomes of Students in the Accelerated Learning Program (ALP)

This paper presents the findings from a follow-up quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP). Our results suggest that among students who enroll in the highest level developmental writing course, participation in ALP is associated with substantially better outcomes in terms of English 101 completion and English 102 completion (college-level English courses), which corroborates the results of a similar analysis completed in 2010. These results were consistent, and in some cases, even stronger, when we used propensity score matching. Moreover, using a larger number of cohorts and tracking students over a longer period of time, we also found that ALP students were more likely to persist to the next year than non-ALP students. Specific subgroup analyses for earlier versus later cohorts, as well as for Black and low-income students, revealed relationships between ALP participation and student outcomes that were similar to those found in the larger sample, although ALP appeared to be more effective for White and high-income students on some outcomes. Finally, we compared college-ready students enrolled in ALP sections of English 101 with their counterparts in wholly college-ready sections, and found that those in ALP sections had equivalent performance within English 101 itself, but slightly lower subsequent college-level course enrollment and completion