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The introduction of this combined text and laboratory workbook - with its "tear-out" sheets on which to complete specific "experiences" - is a "first" in the field! It can be employed either by itself or in connection with a standard text that has limited or no practical exercises included. If desirable, also, the instructor could amplify what is offered here by the addition of other "laboratory experiences" developed from the listing in Part I of well over 100 desirable experiences under the five broad categories included. A comprehensive analysis of management science literature indicated the need to introduce a step-by-step plan for management skill or competency attainment. In doing so, the authors built on Katz's (Harvard) tripartite categorization of skills and expanded it to five subdivisions so as to cover also the personal attributes needed by the prospective manager, as well as those "conjoined" skills gained through a "combinatorial process" that the individual is required to employ on the job. What Katz calls human skills, we now call interpersonal skills so as to distinguish this category from personal skills (No.1 below). These subdivisions or categories are, therefore, as follows: 1. Personal skills (or developing one's own individual competencies prior to concentrating of the managerial task) 2. Interpersonal skills (or acquiring the skills needed to influence people positively to work toward accomplishment of organizational objectives and goals) 3. Conceptual skills (or learning to formulate ideas and plans while on the job as a manager) 4. Technical skills (or acquiring the various skills and techniques needed to cope with the various organizational details and problems that arise) 5. Conjoined skills (or developing the various managerial skills in some combination or proportion to achieve both immediate and long-range objectives and goals) Granting that Katz's categories of human (interpersonal, as we call it), conceptual, and technical managerial skills, along with our additional subdivisions of so-called personal and conjoined skills, are not mutually exclusive, this plan enables the teacher and the students to move selectively from theory to practice within each of the five categories described. The method for working toward the achievement of the specific competencies or skills is (1) through the provision of statements describing the objectives of the modules used to develop the competencies, (2) to offer "knowledge statements introducing the trainee to the theoretic bases of the competencies and their roles and functions in the management process, and (3) by recommending selected laboratory exercises for achieving a degree of success (at least) based on involvement in a variety of problem-solving experiences. After the student comprehends the problem to be met or solved, a questioning process determines (1) what needs to be known, (2) where this information may be obtained, (3) how to organize the actual learning experience, (4) what the probable result will be, and (5) how to evaluate the level of competency attainment (where such is possible). The teaching and learning process employed by the instructor is designed, therefore, to include a variety of laboratory experiences. The tear-out sheets for each laboratory experience are to be completed and handed in as indicated by the course instructor. In addition to standard lecture and discussion techniques that we assume will be included by the instructor, other learning devices available can include use of the case method, role-playing, independent study, interaction with a personal computer, elementary theory formulation, response to questionnaires and self-testing devices, individual projects, small discussion groups, etc. When the instructor wishes, and there is class time available, he or she can introduce action or applied research, based independent investigation (e.g., survey, game theory), debates, internship experiences, panels, forums, and so forth. Basically, a fivefold learning process is recommended. This process employs three steps: (1) understanding of the objective of the learning experience module, (2) reading and comprehension of a "knowledge statement" or "lecturette" about the particular skill involved, and (3) skill learning through analysis and practice. Thus, the instructor can (1) assess initial student status, (2) introduce selected experiences to strengthen areas of possible weakness, and subsequently (3) evaluate competency attainment.
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
This book offers a solid foundation of management concepts, skills, and techniques that enable students to develop and test the leadership, decision-making, and problem-solving required for their role in the profession of physical education and sport. The thirteenth edition continues to focus on the management and administration of physical education, sport, and recreational programs in educational settings, as well as in the public and private domains.
A new text in management thought, theory, and practice applied to physical activity education and athletics required justification. Management Theory and Practice in Physical Activity Education (Including Athletics) has been planned primarily for administrators of physical education and athletics at several levels of educational institutions. However, much that is included here can be very helpful as well to the sport and physical recreation manager in public and/or commercial sport and physical activity. In other words, it is the underlying "thought, theory, and practice" that is fundamentally important. The twentieth century has been characterized as a transitional one in human history. Moving into the twenty-first century, we start down the path to finding the answer to this assumption. At any rate, changing times are occasioned by the impact of a variety of social forces on society. Additionally, such change has its accompanying, but often unsteady, influence on the professional training of leaders in the large number of fields that make up the society in which such change occurs. The caliber of young people recruited into the field within education is paramount, as is the way they are prepared for leadership roles as managers, teachers, coaches, performers, supervisors, or exercise specialists. This is OUR responsibility. We should carry out these assignments in a way that is comparable to that used in the finest professions.
The purpose of this book is to help the prospective director or manager of physical activity education and educational sport develop an initial understanding of selected aspects of the organizational environment that he or she will face. Such self-education about both the external and internal aspects of this environment should occur because a managerial revolution occurred in the 20th century, the limits of which we in education today still envision dimly. True understanding of "organizational culture" in the related area of the fitness industry in Canada, for example, is in its earliest stages. In the first comprehensive study of its type by Macintosh, he found that organizational culture did significantly impact "the attitude and behaviour of client members and staff involved in fitness operations" (2007, p. iv). Further, the management of change is an ever-present reality, a social setting being transformed by the steadily increasing importance of ecology as a basic social force. Assessing society's rate of change that has brought this onrushing development may be literally impossible. However, the onset of so-called postindustrial society has alerted us to the importance of one fact: we must increasingly search for synthesis and consensus because of conflicting demands and trends in our lives. "second wave civilization placed an extremely heavy emphasis on our ability to dismantle problems into their components; it rewarded us less often for the ability to put the pieces back together again" (Toffler, 1981, pp. 129-30). What we need now in all aspects of (Third Wave) life is to put this all in greatly improved an apparent context (Toffler & Toffler, 1884). Today we must do all in our power to "eschew obfuscation" (i.e., to be clear, concise, and precise in what we say and do). We have so much to deal with that is so obsolescent, and which should be viewed simply as excess "cultural baggage." This is nowhere more true than in many of the managerial myths that surface time and again in the immediate, on-the-job environment. (An example of this is the dismal myth that the person who assumes the managerial mantle knows best about everything; see Hunt, 1979, p. 19). Management of physical activity education and educational sport is the professional accompaniment emanating from the ongoing importance of wholesome developmental physical activity in people's lives. We urgently need the knowledge from onrushing behavioral theory that will help us to understand the managerial structure in an ever more-insightful manner. Question: Is it too much to hope that search committees recommend men and women for managerial posts who are committed to the employment of sound management theory in accord with ethical practice? Further, it is unreasonable to expect that when mistakes are made in manager selection that people will be prepared to rectify an unproductive situation at the first possible legal and ethical moment? With a truly scientific, but hopefully still sufficiently humanistic approach to management, coupled with an increasing awareness of the social influence of ecology, the managerial team and key associated personnel should seek to develop, employ, and maintain power and influence that lead to the achievement of planned goals. Many people within the organization will be involved in one way or another in assisting with the implementation of the fundamental processes of planning, organizing, staffing, directing, and controlling the operation of the organization. Throughout this series of experiences, it is imperative that good human relations be employed by all through the use of effective and efficient communication techniques. The successful implementation of these various processes is extremely complex, of course. This is why a topflight managerial team is becoming increasingly necessary to move a complex organization ahead. We must keep in mind that the external environment relates typically to the still broader physical and social environment of the public, semipublic, or private agency that the manger is administering within the society. However, there are now ever-increasing indications that this external environment has now become worldwide in scope. This aspect of the environment therefore needs its own theoretical subdivisions. Also, a manager should plan to assist the larger community (i.e., the external environment) by personally assuming some direct responsibility for society's welfare over and above his or her own immediate professional task. Now that we are all quite aware of the Toffler's concepts (1970; 1981, 1994) of "future shock" and "third wave world" we must be ready for our own collision with the future. The world will never be the same again but, then, it probably never was
The author's purpose in writing this book was to show readers that sport and related physical activity assumed greater or lesser importance starting with primitive societies and continuing to the present day. Sport and physical activity helped people in a variet of ways as they lived out their lives.
A dual citizen of Canada and the United States, Dr. Zeigler has taught, coached, researched, and administered programs at four universities (Western Ontario [twice]; Illinois, UIUC; Michigan, Ann Arbor; and Yale). He has published 55 books and 432 articles. The top six awards in his field in North America have been bestowed on him. He has received three honorary doctorates and is listed in Who's Who in Canada, Who's Who in America, and Who's Who in the World. In this monograph, Dr. Zeigler draws on his seventy years of experience with the field of sport and physical activity education (including athletics) to offer some advice to the counselor and young person either considering entry or just starting out as a young professional. After discussing the decision to enter the field, he explains the five stages of philosophical development that the individual might experience in the course of a career in the field. Initially, he explains the need for self-evaluation with the introduction of a self-evaluation checklist for the prospective teacher to complete (e.g., educational aims and objectives, the educative process, ethics). This is followed by a self-evaluation questionnaire concerning the person's sociopolitical beliefs (e.g., freedom of speech and press, environmental crisis, war and peace). Next the teacher/coach is introduced to decision making in sport and physical activity education through the introduction of a case method technique where detailed analysis might occur (including the possibility of an ethical dimension when needed). The subject of administrator evaluation by faculty members is presented next through use of an appraisal guide. This is followed by an explanation of program assessment through the introduction of strategic market planning. Finally, the professional person is offered a test for self-evaluation of his or her RQ, or recreation quotient. All in all, these several self-testing, evaluative devices and further discussion could be most helpful to the young professional entering the field of sport and physical activity in the twenty-first century.
The American Crisis in Physical Activity Education was written because the author is terribly upset about what is happening to physical activity education and so-called educational sport within the education system. He lives in North America as a dual citizen, and he feels sad that we appear to be a large part of the world's problem! He thought that the world would be a better place for all people by the year 2000. Because now it definitely doesn't seem to be heading in that direction, he is forced to conclude: (1) that in many ways we are confused about what our values are at the present, (2) that we need to reconsider them and then re-state exactly what we believe they are in light of the changing times, and (3) finally that we will then need to assess more carefully, on a regular basis, whether we are living up to those values we have chosen and so often glibly espouse. Physical activity education, including what is called educational sport, is a field that in the 21st century is facing one more crossroad in its torturous historical development.
Fourteenth Edition. A valuable reference for both the pre-service and in-service elementary Physical Education teacher, this text complements Dynamic Physical Education for Elementary School Children , Fourteenth Edition. Teachers of kindergarten through sixth grade will benefit from using these lesson plans as a guide for presenting movement experiences and skills in a sequential and well-ordered manner. Plans also include ideas for integrating academic content into daily classes. The lessons are presented in three complete sets that cover unique developmental levels, grades K-2, 3-4, and 5-6. Each section contains a year-long syllabus to assist teachers with planning. This text includes all the information necessary to present a comprehensive lesson. Can be packaged at a significant discount with each new copy of Dynamic Physical Education for Elementary School Children , Fourteenth Edition.
Sustainable development star ts with safe, healthy, well-educated children. Par ticipation in qualit y physical education (QPE), as par t of a rounded syllabus, enhances young peoples' civic engagement, decreases violence and negative pat terns of behaviour, and improves health awareness. Despite evidence highlighting the impor tance of QPE to child development, the world is witnessing a global decline in its delivery and a parallel rise in deaths associated with physical inactivit y.