Athletics and Discipline/ Cultural Factors
Running head: ATHLETICS AND SCHOOL DISCIPLINE 1
The Effect of Athletic Programs on School Discipline
Rick Mey
Research: Assessment and Evaluation
Ottawa University
Gaye Leo, Ph.D.
ATHLETICS AND SCHOOL DISCIPLINE 2
CHAPTER 1
INTRODUCTION
Many studies have discussed the positive experiences that participation in school athletic events can provide for the student-athlete. The National Federation of State High School Associations (NFHS) has promoted the idea that extra-curricular activities such as athletics, band, and clubs promote “citizenship and sportsmanship.” High school coaches have used the old adage that their sports are actually classrooms for lifetime skills and their competitions are life laboratories. Unfortunately, many students have no interest in, nor do they participate in, athletic programs provided by the school. What benefits do these students receive through the school’s support to these programs? Do non-participants benefit from an improved school climate resulting from a successful athletic program? Can the improved school climate help reduce school-wide discipline issues as well as reduce the drop-out rate of the entire school? If only a small group of students are receiving the benefits of these programs, is the educational funding used to support these programs necessary?
DEVELOPMENT OF THE PROBLEM
The current economic recession has forced many states and school boards to make cuts to educational funding across the country. In 2009, Arizona ranked last in the nation in educational spending. However, when faced with a budget deficit, Arizona’s legislature voted to cut educational funding by millions of dollars (Biscobing, p. 1, 2008). ATHLETICS AND SCHOOL DISCIPLINE 3
In an effort to limit the impact of these cuts on student instruction, many districts have cut funding to extra-curricular activities and increased participation fees.
The Effect of Athletic Programs on School Discipline
Rick Mey
Research: Assessment and Evaluation
Ottawa University
Gaye Leo, Ph.D.
ATHLETICS AND SCHOOL DISCIPLINE 2
CHAPTER 1
INTRODUCTION
Many studies have discussed the positive experiences that participation in school athletic events can provide for the student-athlete. The National Federation of State High School Associations (NFHS) has promoted the idea that extra-curricular activities such as athletics, band, and clubs promote “citizenship and sportsmanship.” High school coaches have used the old adage that their sports are actually classrooms for lifetime skills and their competitions are life laboratories. Unfortunately, many students have no interest in, nor do they participate in, athletic programs provided by the school. What benefits do these students receive through the school’s support to these programs? Do non-participants benefit from an improved school climate resulting from a successful athletic program? Can the improved school climate help reduce school-wide discipline issues as well as reduce the drop-out rate of the entire school? If only a small group of students are receiving the benefits of these programs, is the educational funding used to support these programs necessary?
DEVELOPMENT OF THE PROBLEM
The current economic recession has forced many states and school boards to make cuts to educational funding across the country. In 2009, Arizona ranked last in the nation in educational spending. However, when faced with a budget deficit, Arizona’s legislature voted to cut educational funding by millions of dollars (Biscobing, p. 1, 2008). ATHLETICS AND SCHOOL DISCIPLINE 3
In an effort to limit the impact of these cuts on student instruction, many districts have cut funding to extra-curricular activities and increased participation fees.
References: Leadership. Sept. 2008, Vol. 66, Number 1, p. 86-87. The Solution Tree: In Demand Events, Innovative Publishing, and Inspired Professional Hooker, John (2003). Space, Time, and Context. In John Hooker, Working Across Cultures. (p 21-37). Published by Stanford University Press Hosam ,M