This paper will examine the decision-making process that had to make Papua Hochinoa a student of the University of Nevada. Papua is faced with the choice of continuing his football career or investing more time in his studies. A rational decision-making model was chosen as a model for solving this problem. The purpose of this paper is to offer the decision on how Papua should handle coaches and studies.
Description of the Problem
The first step in making a decision is defining the problem. Papua Hochinoa studies New Media & Graphic Design at the University of Nevada and plays on the college football team. He is not doing well in academic study as he devotes all his free time to training to fulfill an athletic scholarships requirements. In his third year, he got the opportunity to get into the National Football League (NFL). He is expected to enter the second or third round of the NFL Draft. Thus, there are two possible problems. The first is how Papua should succeed in a football career and get into the NFL league. The second is passing the final exams and gaining knowledge in the chosen profession.
A good decision depends on more than just the correct object. It is necessary to determine the ultimate goal to which the decision leads (Paul & Elder, 2019). Papua loves football, but he loves art and creativity more than anything else. He hoped to get a good education and eventually create his comic book about Polynesian heroes to tell the world about the rich history of his people. The creation of comics can be defined as Papuas goal. Thus, the problem to solve is successfully passing the final exams while maintaining the athletic scholarship.
Data Collection and Analysis
Papua must collect all available data about their studies and football at this stage. Information may include the number of exams, written assignments, hours of training, and days that will be completely missed due to competitions. Analysis of information will help to identify various alternatives for solving the problem (Paul & Elder, 2019). The more alternatives are found, the better the future solution will be. Using tools such as tables and graphs is recommended to conduct a better analysis.
Evaluation of Alternative Solutions
Papua has to conduct a thorough and unbiased evaluation of each alternative at this stage. For example, he should evaluate a possible solution that involves not changing his training and class schedule but improving his time management to increase efficiency. Another alternative would be not playing the December Bowl Game and investing more time studying. This decision will favor the final goal, but it may not please the coaches and reduce his chances of making it to the NFL. Thus, all invalid arguments are eliminated from the list of alternatives (Black, 2018). Valid arguments serve as a base for the final decision.
Determining the Best Solution
The best solution to reach Papuas final goal is to reduce training hours and invest more time in his studies. To achieve this goal, Papua should talk to the coaches and refuse to participate in some competitions and training. He also needs to determine the strategy for preparing for the final exams. After making the decision and activity, it is necessary to evaluate the results.
Conclusion
The decision-making process is based on a rational approach but does not exclude intuitive and subjective factors. A good decision must always meet the ultimate goal of an individual or group. In addition, the decision-making process includes collecting information, analyzing, generating alternative solutions, evaluating them, and making a final decision. Using a rational model, monitoring and eliminating biased and imposed conclusions is necessary.
References
Paul, R., & Elder, L. (2019). The miniature guide to critical thinking concepts and tools. Rowman & Littlefield.
Black, M. (2018). Critical thinking: An introduction to logic and scientific method. Pickle Partners Publishing.
In athletics, gender inequality and racial discrimination are two main social issues that affect females. One of the most vivid examples is the lower payment that is provided to female athletes in comparison to their male counterparts. Namely, $35-40 million is paid to the male winners of the FIFA World Cup, while only about $2-3 million is given to the winners of the Womens FIFA World Cup (Woods, 2016). Many female athletes are judged and objectified according to the way they dress, which is not characteristic of male sportsmen. Women also receive less support and recognition for their professional achievements. The level of sexism can be different, but some makes argue that women should wear more feminine clothes while playing football (Woods, 2016). Previously, the area of sport was dominated by males, and even though women demand their social rights, the situation remains critical.
Racial discrimination is another social issue that is faced by African-American females, for example. These athletes face prejudice, criticism, and a lack of support, which require significant efforts to remain in the sport and succeed. Such a hostile environment also brings negative consequences, including but not limited to professional burnout and depression (Woods, 2016). Sexism is especially strong regarding African-American female athletes, who are expected to wear tight pants and have long hair. This tendency forces them to constantly think about their femininity, which is an evident sign of gender inequality. Accordingly, these stigmatized women try to find communities that would understand their challenges and help. Today, institutions and global organizations are created to achieve social equality in athletics, which is essential to allow sportswomen to train and compete without prejudices.
Reference
Woods, R. (2016). Social issues in sport. 3rd ed. Human Kinetics.
Although training is critical in preventing injuries during competitions, the strenuous practice often results in many athletes deaths. Recently, the number of athletes succumbing to training injuries has risen consistently due to numerous temperature-related illnesses, such as heat stroke. However, leading researchers contend that since these experiences are precipitated by excessive physical exertion, the ultimate responsibility of avoiding heat-related conditions rests with coaches and trainers (Feingold, 2011). Therefore, high school coaches should not take risk that expose student to injuries or death.
Despite the risk of fatalities or death occasioned by excessive physical exertion from high school coaches, no clear rules guide learning institutions practice conditions. Feingold (2011) notes that there are no known school handbooks prescribing punishment for trainers or athletic directors. Moreover, some states are yet to formulate oversight policies for high school sports, leaving training sessions unregulated and exacerbating the growing incidences of heat-related deaths. Feingold (2011) posits that coaches should discern the appropriate sport for different seasons to mitigate injury and death risks among the trainees. Thus, the absence of policy frameworks by states and school districts leave high school trainees unprotected.
Trainers should adopt preventive interventions that protect students from injuries and deaths. For instance, availing drinking water and minimizing intense outdoor practice sessions in late spring and summer months, when temperatures reach potentially dangerous levels, protects students from exertional heat illnesses. The disregard of such measures increases the risk of injury or death, and potential criminal proceedings against coaches for negligence and wrongful death. However, both criminal and tort liabilities are difficult to establish against trainers, as revealed by Feingold based on Max Gilpins case (Feingold, 2011). Thus, such legislation would deter trainers negligence of pushing trainees beyond their endurance levels.
Feingolds approach prescribes a broad spectrum of solutions that advance the popularity of high school athletics while enhancing student safety. In my view, the authors legislative proposals can foster excellent athlete safety compared to other suggestions, such as the provision of ice baths, which are unpractical. Conclusively, I concur with Feingolds view that protecting trainers from criminal culpability should not override the pursuit of safer sporting for teenagers.
Reference
Feingold, D. (2011). Note: Who takes the heat? Criminal liability for heat-related deaths in high school athletics. Cardozo Journal of Law and Gender, 1-24.
Sports coaches possess a wide range of roles and responsibilities, the completion of which is necessary for improving the students sports performance. To effectively integrate the elements of sports science, sports medicine, and coaching, the sports coach must fulfill the roles of a motivator, leader, and role model for their pupils. By using the knowledge of sports science and coaching, the coach can successfully combine the necessary aspects, improving the students sports performance through motivation, effective leadership, and role modeling (Di Onofrio et al., 2019). In addition, the coach is also tasked with the responsibilities of teaching relevant skills, providing constructive feedback, and advising the pupils on issues of health and lifestyle (Hedlund et al., 2018). These duties must be completed to enhance the athletes productivity and ensure that the relevant information from sports science and sports medicine is delivered to the students.
Sports science is an academic sphere dedicated to researching the possibilities of human performance and establishing the pathways for enhancing it. Sports medicine is a branch of the medical field that studies the aspects of physical fitness and potential treatment for injury management (Hedlund et al., 2018). Contrastingly, coaching is a branch of psychology that investigates how people can be motivated to achieve their goals and suggests pathways for providing the necessary support (Di Onofrio et al., 2019). Each of these areas offers the knowledge essential for improving the athletes sports performance through addressing each element of sports productivity. While sports science examines particular strategies for advancing the physical possibilities of athletes, sports medicine ensures that the needed results are attained according to health safety standards (Malcolm, 2016). Finally, coaching allows for the understanding of the psychological aspect of sports performance, creating methods for overcoming mental barriers and advancing the athletes psychological resilience.
A coach who is knowledgeable of the basic principles of sports science, sports medicine, and coaching can effectively integrate these spheres by analyzing their students fitness levels and implementing the strategies necessary for improving them. To learn the fundamentals of each branch, coaches should be prepared to study academic literature and implement the gained information into their everyday practices (Malcolm, 2016). Thus, they can ensure that knowledge from each area is properly utilized and delegated to the athletes.
Hedlund, D. P., Fletcher, C. A., Pack, S. M., & Dahlin, S. (2018). The education of sport coaches: What should they learn and when should they learn it? International Sport Coaching Journal, 5(2), 192199. Web.
Malcolm, D. (2016). Sport, Medicine and Health: The medicalization of sport? Routledge. Web.
The research performed by Gregory Green and Shirley Reese reported on the level of job satisfaction experienced by the athletic administrators in high schools. The authors assessed researches on the feeling of teachers in regard to the combination of teaching and administering the responsibilities that athletics demanded after noting various challenges in ones occupation. The study had a purpose to determine how the athletic administrators are satisfied psychologically and physiologically with the tasks they are assigned. Therefore, they hypothesized that the aspects of business are apparent in the field of athletics.
In this study, 246 respondents were surveyed to establish their experiences as athletic administrators. Other researchers used Job Descriptive Index to assess levels of job satisfaction among 229 athletic administrators who worked in large schools within the country.
The results from the studies indicated that job satisfaction is influenced by several factors. The first notable impact is the work environment of the administrator. The other aspect is the position of administrators in the schools and their relationship with co-workers. Moreover, work dissatisfaction among the administrators is derived from carrying out multiple duties. The two conflicting roles of teaching and administering in athletics play a major role in job dissatisfaction among high school teachers who have the responsibility to deliver professionally in class as well as attend to the needs of athletics.
The findings of the study address that job dissatisfaction arising from the overwhelming dual duties result in stress among the administrators leading to an overall effect on the students-athletes and the co-workers. Student-athletes may develop negative attitudes towards the teacher as well as the educational stakeholders who expect better results from both tasks. The demands from all interested parties together with the dogma that coaching duty is very easy put the teacher-coaches in a state of dissatisfaction with their roles. The administrative structures and poor policies that define the roles of athletic administrators further worsen the situation for the administrators and get high dissatisfaction from their work.
It is important to appreciate the working conditions that lead to the job dissatisfaction evident among the high school athletic administrators. The involving tasks in the work can be attributed to the high dissatisfaction. However, there are still some aspects that cannot be associated with the factors contributing the high dissatisfaction as postulated by the authors. First, the athletic administrators should voluntarily and willingly perform the duties.
Working willingly and passionately enables an individual to experience high level of satisfaction than working on a job that is assigned as the prevailing environment demands. The recommendation that the limitation of teaching assignments can address the high dissatisfaction level is not the best remedy. Working with professionals with much interest in athletic administration would be the best solution to the problem.
However, future research can be done to find out the level of satisfaction among athletic administrators working under the same environment with similar duties. In the future, a study can also be conducted to identify whether student-athlete and their teacher relationship might influence job satisfaction of the athletic administrators. Lastly, the relationship between teaching and coaching as well as the best combination to deliver the best results in athletic competitions can be studied.
Otherwise, the study relates well to the topic of interest as it provides appropriate literature that would be useful in assessing the coaching satisfaction among high-school teachers. The literature also provides a baseline for developing proper objectives of the study.
Reference
Green, G., & Reese, S. (2006). Job Satisfaction among High School Athletic Administrators. Education, 127(2), 318-320.
Athletics is a collective term used to refer to competition in different sporting events like walking, throwing, jumping and running. Competitions involved in athletics include race walking, road running, track field and cross-country. Athletic competitions are simple because they do not involve the use of expensive equipments. Athletics is among the worlds most competed sports because it is simple and less expensive compared to other sports (Chu, Segrave & Becker, 1985).
Chu, Segrave and Becker (1985) point out that in the institutions of higher educations, sports is an important activity, which plays a major role to students and members of staff. Sports were included in the curriculum of higher education even during the last century. Initially, sports were mainly done for recreational purposes during physical education. Even today, sports plays the role of recreation among students and staff members in the higher education.
However, athletics plays other roles apart from being a recreational activity. Knowledge and theories acquired from academic disciplines like sociology, management, psychology, medicine, and biomechanics have led to development of undergraduate and postgraduate courses related to sports and sports science.
Role of athletics
Students who graduate with degrees in sports have a variety of career options to choose from ranging from working in local and government authorities, sports administration, commercial fitness and coaching. To develop the sports industry, students in higher education are specializing in sport related courses like sports law, sports journalism, sports engineering, and sports development. Studies have shown that sport related courses are flexible, coherent and multi-disciplinary.
Sport related degree courses act as an added advantage to students when seeking for jobs because they can be employed in different firms. Sports play the role of community, regional and national development strategies through improvement, and evaluation of public policies like health improvement plans (Chu, Segrave & Becker, 1985).
Duderstadt (2000) argues that inclusion of sports in higher education helps in growth and development of young people. According to General Douglas MacArthur, sports helps in building individuals character. He argues that through sports, the youth become the custodians in the country. Values like teamwork, leadership, integrity, dedication, and sacrifice learned during sports are activities attributed to building positive characteristics.
During sports, youths learn to socialize and interact with other people. Because they are working toward a common goal, athletes learn much from one another .During competitions, students have two expectations, they can be winners or losers. Losing is a major challenge to students, but it is important in the sense that it strengthens them in facing tougher challenges later in life by making them strong. Socialization learned during sports activities is important in childs growth and development.
Studies have shown that sports activities contribute to increase in academic performance among students. In addition, sports does not affect academic studies as many people tend to think. For example, in a study conducted in Yale University by Ryan Miller in 1997, 58% of the total athletes in the university were graduated with Division one in relation to 56% of the total of nonathletic. The results reflect clearly that sports does not affect academic work in any way.
Sports activities help students refresh their minds after hard and tedious class works during the day. Studies show that students understand better after they have had sports activities because their minds are fresh. Reading from morning to evening does not mean that everything is being absorbed in the brain. Higher education students are encouraged to set apart some time to engage in sports activities like athletics to refresh their minds and improve their level of understanding (Duderstadt, 2000).
Students participation in sports activities make them realize their talent. Individuals are born with different talent. In the course of sports activities some students realize that they can make good athletes. For some, sports become their major career, which earn them a living throughout the rest of life. For instance, athletic champions like Kiptanui, Eliud from Kenya, Horibata, Feyisa from Japan, Farah, Mo from Britain and Taylor Christian from the United States among other athletic heros earn much from sports, which has developed into a career. Students who specialize in courses related to sports, get employments from which they earn income. With the knowledge and skills acquired related sports, they can train other people into becoming successful participants in sports activities.
Rhoads and Gerking (2000) assert that students exercise their bodies through sports activities making them strong and healthy. Exercises are important in the maintenance of good health. The risks of contracting diseases like obesity, which are caused by lack of exercises, are reduced. Studies show that students who engage in co-curricular activities are health and strong, and they are not prone to disease attacks.
Sporting activities are very important not only to students and staff in the institutions of higher education learning but to all people. The role that sports activities play is important and cannot be overlooked. Students from primary schools all the way to the university should be encouraged to participate actively in sports activities. This will help them as they grow up and improve their academic work (Rhoads & Gerking, 2000).
References
Chu, D., Segrave, J. & Becker, B. (1985). Sport and higher education. Champaign, IL: Human Kinetics Publishers Inc.
Duderstadt, J. (2000). Intercollegiate athletics and the American university. Ann Arbor, AA: The University of Michigan Press.
Rhoads, T. & Gerking, S. (2000). Educational contributions, academic quality, and athletic success. Contemporary Economic Policy, 18, 248.
The considerations behind the rationale for drug usage and anabolic steroid use in an athletic context are based on the violations of legal rules and the nature of the sport itself. Sport is defined as an activity governed by the rules and physical capabilities of competitors. The sport aims to determine the strongest and psychically developed competitor. Even though the specific risk behaviors may differ, the common thread for all adolescents may be exposed to such risk factors. Researchers in prevention began to recognize that all prevention programs, however different in focus (e.g., avoiding tobacco, illegal drugs) may all be connected by the same set of factors that enhance sportsmen’s susceptibility to engage in high-risk behaviors.
Steroids are hormones that are made in the laboratory, and they have the same muscle- and tissue-building effects as the male sex hormone testosterone. Using steroids in Sport can be compared with cheating. Today, according to some drug experts, perhaps a million Americans, including some 250,000 high school seniors who want to make themselves look like Mr. or Miss Body Beautiful, spend millions of dollars a year on the illegal hormones.
There is no denying that the use of any performance-enhancing drug is contrary to the basic spirit and intent of athletic competition; it distorts the very nature of the sport. The competition should be decided based on who has done the best job of perfecting and utilizing his or her natural abilities, not based on who has the best pharmacist. If the use of performance-enhancing drugs in sports is so widespread, and other athletes feel they must use them to compete successfully, why not drop the prohibition against these drugs and let everyone use them? (Mottram 2003).
That would certainly eliminate the need for testing, with all of its attendant problems and costs, and everyone would then presumably be on an equal footing again in competition. The answer to this argument is complex, involving a number of medical, ethical, and philosophical considerations. It comes down partly to health and safety considerations, but primarily it is a question of whether the basic nature of sport should be maintained or drastically changed (Voy and Deeter 2001).
These analyses suggest that the pattern involving the use of various anabolic steroids may differ among ethnic and racial groups and should be considered in prevention programs. Such profiles add a level of complexity to the conceptualization of gateway substances. In particular, this research appears to suggest that there is no general gateway substance, but rather that gateway substances may differ among various individuals and groups. “Many athletes take anabolic steroids at doses that are much higher than those prescribed for medical reasons. The effects of taking anabolic steroids at very high doses haven’t been well studied” (Taking performance-enhancing drugs” 2006).
The main problem is that anabolic steroids lead to short and long-term damages. While they may increase body weight and strength, the jury is still out on whether they improve performance — and that is what those who use them illegally think they will do. People who take steroids regularly probably know that already. Some studies have shown that there is no real difference in performance between athletes who took steroids and those who took fake steroid pills. The steroid takers might have been better off taking a multivitamin pill once a day. But there is more to steroids than whether they’re valuable as a performance builder.
They are not aspirin, though some kids take them as though they were. Doctors know those young boys who use steroids stop growing before their time. The drugs can also stop young bodies from producing the hormone testosterone, which is responsible for a boy’s deep voice, hair growth, and the development of sexual organs. Not only kids are affected by steroids. They cause changes in liver function in all age groups, can bring on acne, and when used by women are responsible for male traits and smaller breasts. The emotions are also affected. Many people become aggressive or violent after taking steroids (the condition is known as “roid rage”, or depression (Mottram, 2003).
Of more concern, though, is the recent finding that when anabolic steroids are taken regularly in large doses, they can be addictive, just like other drugs. One reason is that besides fattening muscles they seem to produce a high and also make people with low self-esteem feel better about themselves (Mottram, 2003). The problem is that steroid users generally load up on hormones for four to eighteen weeks, then take a “drug holiday” for a month or a year.
After the “holiday” they go back on the drugs until the next “holiday.” As happens in cocaine dependence, for example, intense craving for the hormones may develop during the “holiday” period. Not only that; hormone users also often crave other drugs, including cocaine, during their off time. After a while, the steroid user may be no better than a heroin junkie who needs a fix. “One anabolic steroid receiving a lot of attention is tetrahydrogestrinone (THG). Until recently, THG was marketed as a dietary supplement for enhancing athletic performance” (Taking performance-enhancing drugs, 2006).
As the clinical outcomes associated with poor adherence have become more salient and the costs have an impact on a cost-conscious health care system, the interest in adherence has increased. The newer measurement technologies permit a more refined and specific assessment of adherence problems and patterns, which is contributing toward a finer understanding of this significant problem in health care.
The limited studies detailing the problems of adherence, the paucity of intervention studies, as well as the variability created by the coarser view of adherence that has characterized research in the field all point to the need for further focused research in this difficult problem affecting all aspects of health care. “Led by the international Olympic movement, organized sport has attempted to prevent the use of performance-enhancing drugs by banning them, establishing testing programs, and punishing athletes caught using prohibited substances” (Mehlman, 2005). Another investigation currently being conducted by the research group employs a planned behavior-action control perspective that pays close attention to the role of social influences in the use of harmful substances as related to at-risk behavior.
Consistent with the discussion, it can be inferred that the initiation of drug use is best regarded as relationally determined, that is, not only does it require the presence of another person risk), but the actions of that other person occur within a social context having an impact on the quality of one’s decision-making processes vis-a-vis. So a general guideline is not developed concerning whether interventions should focus on the prevention of the use of one harmful substance or should address various harmful substances simultaneously (Voy and Deeter2001).
In sum, the use of steroids and other drugs in sport violates basic rules and aims of sport based on fair competition and the physical abilities of competitors. Certainly, an important reason not to drop the prohibitions against performance-enhancing drugs involves the long-term health and safety of the athlete. The use of anabolic steroids, particularly the extremely large dosages used by athletes, carries with it a great risk of a number of adverse side effects, ranging from mild to deadly.
References
Mehlman, M. (2005). Performance Enhancing Drugs in Sports. Web.
Mottram, D. (2003). Drugs in Sport. Routledge; 3rd edition.
Taking performance-enhancing drugs: Are you risking your health? (2006). Web.
Voy, R., Deeter, K. D. (2001). Drugs, Sport, and Politics. Human Kinetics Publishers.
Professional sport is very competitive, and requirements for young people who want to be good athletes and win gold are very high. Established standards as to the required form of the sportsmen in modern Olympic Games are to be followed by every athlete though they are harmful enough for the health and general condition of a person.
To be a top athlete means to follow the advice of your coach and meet the requirements of a big sport, which is very difficult, especially for women. General sports standards lead to the loosing of weight. As a result, it can threaten the physical state of the athletes. Very often, professional sportsmen are required to use steroids in order to win the competitions by all means. Coaches are responsible for the health and general state of their athletes and must not involve them in “harmful practices” manipulating through food and the shape of the body. According to Helen Lenskyj, who is considered to be a sports sociologist, young and very thin girls who take part in the competitions cannot reach good results and very often they leave the sport. Athletic sport is generally for men, and women should not strive to be like males. Too much control over the amount of food taken by athletes results in eating disorders and can lead to disabilities of sportsmen to take part in the international competitions.
To tell the truth, professional athletes should try to control their state of health and body by themselves without taking into account any manipulations and established standards. According to the statistics, anorexia symptoms can be the results not only of eating disorders but of the early deaths rate among young athletes. Coaches who bear responsibilities for their sportsmen should pay more attention to sports activities and training rather than food and steroids. It is important to note that European athletes are considered to be too much thin, and that is why they burn out very fast; thus, women who are busy with the professional sport should enjoy the body given by God and put more effort into the professional training and sports activities.
The transient ascent in prevalence of youth sports, customary parks, and amusement offices alone regularly cause dissatisfaction of the interest in many networks. This help hole has prodded huge speculations by private area designers and public, private associations as land and office advancement. Consistently, a great many offices around the planet have sports games, entertainment, and relaxation exercises with insignificant or no issues.
In any case, when an issue happens, or there is an absence of preparation for exercises, the outcomes can be hurtful and harmful. This can go from harm to the office or gear to wounds to the workforce, members, and guests with the wounds going in seriousness from minor to major to disastrous. Athletic activities the executives try to secure public, private, and non-benefit offices utilized for a sports game, amusement, and relaxation to guarantee freedom from harm creation and circulation of items and administrations to clients (The Sports Facilities Advisory 9). Sport Facility Operations Management provides order for sport offices and formulates tasks with various segments for the executives that should be perceived.
Facility management is the multi-disciplinary sort of work that covers a wide scope of different exercises, duties, and knowledge. It works with commitments to help the necessities of individuals and decision-making processes. The board capacities can be recognized at strategic and key levels. Strategies are activity plans, including normal, explicit, and transient preventive or administrative tasks. Such exercises, which are best kept basic, center, for instance, on routine activities, for example, wellbeing systems for avoidance or appropriate use and care of upkeep assets. Exercises on this level help dependable conduct in the work environment and the coherence of working conditions. The technique is expected to adapt to the possibility of an obscure and evolving future.
Clubs that do not set aside the effort to make a Facility Management Plan risk being inefficient, defenseless against changing business sector patterns, and above all, burning through the most important resource, including volunteer time and assets. The reason for the undertaking is to serve the Woodridge people group by building up a top-notch sport, entertainment, and preparing office with an accentuation on court sports, turf sports, wellness, and occasions (The Sports Facilities Advisory 10). Woodridge Athletic Recreation Center will give sports and amusement freedoms to all ages with an emphasis on families, including youth programming and improvement, grown-up projects, just as a family investment, and local area contribution.
To start the logical interaction, the different sides worked through a few basic system issues in the improvement of the plan of action and the monetary projections for Woodridge Athletic Recreation Center. Sport office organization at that point finished more top to bottom statistical surveying to show up at itemized valuing, group projections, and irregularity for the different sports, market interest, and market reach.
From that point, sports office organization made and investigated an aggregate of seven diverse business and working models to locate the best fit for the market. In view of this broad examination, Sports Facilities Advisory (SFA) showed up at its suggested model, which accommodated most elevated and best use and best yields (The Sports Facilities Advisory 8). Chicago land is a huge, thickly populated region, and it should not shock anyone that there is a wide scope of existing suppliers in the domains of sports, diversion, and wellness. SFA’s training is to recognize each current office and to gauge everyone’s quality. The outcome is an exact assurance of cooperation and market maintenance.
To guarantee that productivity, Woodridge Athletic Recreation Center should zero in on how it separates itself from existing suppliers. This can be refined through programming and conveniences, just as the quality, tidiness, and level of client care. To secure and enhance Woodridge Athletic Recreation Center’s underlying business sector position, the involvement with this office should be better than that of any current suppliers nearby, just as any future offices (The Sports Facilities Advisory 48). As Woodridge Athletic Recreation Center becomes fruitful, different business people could start to consider making a comparable office, which would additionally expand the number of suppliers on the lookout (The Sports Facilities Advisory 11). The actual design and results of the office could be made with the proper assets.
Guaranteeing these offices are maintained in acceptable working control or to meet these courses of action just as business’ club requests expect offices to be overseen by somebody inside the club. Modern clubs are searching for redevelopment openings without giving little idea to the continuous expenses related to dealing with an office or how elective plans, as well as alterations to the framework, can diminish working expenses.
Office Management is a definition that is continually developing in the present wearing world. All sports clubs are in a serious market with different games, in addition, recreation exercises viewing for local area interests and enrollment. It is in this manner significant for clubs and relationships to be proactive in giving and keeping up the ideal office conditions to give advantages to their individuals and the more extensive local area.
Work Cited
The Sports Facilities Advisory. Feasibility Study: Woodridge Athletic Recreation Center . Woodridge (IL) Park District. 2012.
Because of its restricted comprehension and connection with other essential occupations in the professional industry, athletic training may be perplexing to many people, irrespective of the sector. The athletic trainer, like fitness and endurance instructors, efficiency experts, physiotherapists, and even occupational therapists, serves an important role in the development and upkeep of its players. Athletic training involves the management, assessment, and intervention of emergent, intermittent, and long-term medical disorders, including disability, occupational restrictions, and impairments. Fitness development, which is more prevalent in corporate gymnasium settings, is sometimes mistaken for strength and conditioning training. While athletic trainers possess many of the same talents as fitness experts, their roles and obligations are very diverse.
For instance, as athletes develop bigger, subtler, and quicker bodies; athletic trainers have a greater obligation to adjust to their unique demands. These requirements may encompass, but are not confined to, pain evaluation and diagnosis, recuperation, massage treatment, nutritional support, and accident prevention. According to Ford (2003), when a therapist and a patient are from different cultures, power equilibration becomes more difficult. Furthermore, the hegemonic contemporary cultural background and mindset have had a long-term influence on racial power dynamics, impacting everyday issues linked with prejudice and bigotry. When likened to prior years, the industry is generating more unsatisfied experts, and even more are wishing to quit totally because of racism and ethic disparity. In athletics, athletic trainers’ anxiety levels might rise due to a variety of factors, including the athlete’s desire to return to the field as soon as possible after facing such discriminating actions, or the manager might decide to play someone despite the trainer’s advice.
Because sporting organizations make so many choices, it may be challenging to assign responsibility when problems arise. In this case, the sports trainer is in a strange role since they are responsible for a wide range of concerns inside a single institution. When examining an athletic illness, for example, particularly one involving a star athlete, the trainer’s recommendations might have far-reaching consequences that influence not just the trainer and the player, but perhaps the whole program.
Apart from physical and health-related issues, inclusivity and diversity in sports training is a contemporary and expanding issue in the field of kinesiology. Because of ethnic gaps, racism, and job complexity, there is increased stress within the profession, making it increasingly difficult to perform at the training center. Every aspect of a curriculum might have an influence on how one makes a choice. For example, there is a considerable demand from sportsmen who want to participate and may be required to contest in order to get an education.
The manager’s desire, the urge for an athlete to fight for wins, and lastly, the firm’s pressure to fill seats may generate money and pay checks, though at the cost of the trainer. The sports trainer may be faced with scenarios in which not just one, but all of these demands need attention and inclusion. Because the intrinsic unique connection between the two entities makes incompetent legislation so appealing for players to utilize against trainers, it is all too simple to over include coaching staff and instructors. With the present chain of leadership and bureaucratic structure on college and professional sporting teams, it is unrealistic to hold the trainer liable for negligence allegations if the participant was fully informed of their situation and the hazards of participation.
If injury prevention educators and instructors are not cautious of the significantly bigger cultural and academic roles associated with education, they may become accomplices in the research and manufacture of immensely experienced and talented technocratic experts who may not possess the critical threshold of abilities that epitomizes the institution’s romantic ideals and its broader academic intent. If this is permitted to continue, many future sports trainers may find themselves unable to contribute to the bigger, more vital tasks necessary for real democratic participation. To be clear, the assertion made here does not assume that sports training should not be subjected to and held responsible for quantifiable outcomes that “characterize” the admittance level of athletic training consultants (Adams et al., 2021). Moreover, athletic training does not advocate for the marginalization of contemporary academic benchmarks based on insights that influence the athletic profession and training. Rather, all the institutions’ instructors have a goal that is simultaneous and as significant as the corresponding main program of athletic training.
Maintaining awareness of and reverence for higher principles of personal learning and development is critical for all learners. Sports training instructors, as members of the institution, must also consider intellectual awareness as a necessary prerequisite for legally performing the leading professional tasks connected with academia. However, although instructors have little power over the overall culture of sports, their individualized efforts in the sports training room may have a tremendous impact (Maurer-Starks et al., 2008). One strategy for sports training instructors to improve the minimum threshold of their curriculum and pedagogy is to aggressively incorporate inclusive practices and promote diversity into all elements of their training materials.
Professional athletic trainers cannot be solely athletic trainers since athletic coaching is now legally recognized as an affiliated healthcare profession and its practitioners operate in diverse settings with a broad range of patients, trainees, and coworkers. Athletic trainers, on the other hand, must constantly aspire to become lifelong learners competent at connecting with and comprehending a wide range of perspectives, ideas, skills, and viewpoints. Irrespective of the specific corporate setting or work requirements, most sports therapists are challenged on a constant basis with problems of racism, class, sexual orientation, and ethnic diversity (Day et al., 2021; Maurer-Starks et al., 2008). Because different sociocultural influences occur in both personal and intellectual athletic training environments, trainees must be adequately instructed to accept and handle crucial challenges.
Now it is clear that all sports exercise physiology experts will require a substantial multicultural perspective that surpasses competent knowledge and expertise. One that allows for a vital and compassionate perspective on “others’” opinions, and one that empowers the sports training and athletics expert to optimize the landscape and access to care and outreach programs. As a result, sports training curriculums must officially, phenomenologically, and cognitively equip their learners for their upcoming relational, civic, and corporate duties. The previous National Athletic Trainers’ Association (NATA) report emphasizes the importance of incorporating cultural competency and diversity training into education programs. For these and other reasons, current and future sports training experts, instructors, and learners must become more multiculturally knowledgeable, culturally competent, and socially experienced.
Athletic trainers currently operate in a wide range of professional contexts, as seen by the demographic data. In the next few years, instructors and future sports trainers will face an exciting and demanding dynamic in the diversified professional context. Historically, the difficulties involved with racial desegregation among athletic trainers were likely similar to those experienced in wider society. There are concerns about how sports trainers function in various environments. For example, how athletic training students are equipped to deal with problems of racial, socioeconomic, gender, cultural, and ideological variety may impact, if not determine, athletic trainers’ relative social and professional performance in these varied environments.
Aside from technical proficiency, if sports trainers in varied contexts manage the complicated concerns of diversity relationships properly, their professional efficiency and societal approval may flourish. Conversely, if sports trainers struggle with the greater social, political, and interpersonal aspects of their work, their career possibilities may decline with time. As a result, as part of the pedagogical and curricular change underway in exercise science, an increasing number of schools are pursuing plans or designs in order to continue their sports training students. Therefore, more in-depth activities that enable students to identify and explain their own ethnocultural origins will help learners feel connected to the course’s wider learning goals, as well as more open-ended programs to encourage learners to talk about their own experiences. More study is needed to determine how athletic trainers can play a role in inclusion and diversity in sports, therefore bridging the gap produced by individuals who quit due to feelings of marginalization and institutional racism.
Review
Source 1
Due to a lack of diversity in the profession’s workforce and academia, there is a dearth of culturally competent sports training therapists and instructors. The foundation for a culturally sensitive setting will be laid by qualified sports trainers and therapists’ readiness to raise awareness and combat prejudices and misconceptions. According to Ford (2003), professional sports trainers and clinicians should be aware that culture influences a person’s decisions, actions, and reactions. As a result, the study was directed by the following question: what criteria should be incorporated into an academic curriculum to prepare a proficient sports training specialist in an ethnically varied society? Despite the ambiguity, data were gathered through critical examination of other papers, and the findings were organized into themes and subthemes. Ford (2003) conducted research that defined cultural competency in mental health services in order to satisfy the conflicting demands of highly skilled athletic trainers in NATA.
Ford (2003), although relying on second-source material emphasizes the need for cultural understanding and cultural competence instruction in pedagogic and practical curricula in order to produce a qualified sports trainer. According to Ford (2003), instructors should be given reference materials and texts that represent their racial and cultural heterogeneity. To add to that, Ford (2003) states that sports training sessions should include such elements as cognitively savvy seminars and tutorials led by clinicians with nursing skills that are also culturally conscious. For Ford (2003), establishing culturally competent educators is a lifetime effort that should be given more significant attention for both professional progress and the wider public’s safety.
Source 2
According to Adams et al. (2020), many people have worked hard to promote the athletic training profession’s diversity and equality, but there has been little progress in one critical area: raising the proportion of culturally minority coaches and trainers. As a result, the writers were driven by two key questions in order to answer the hurdles: (1) what factors, with an emphasis on sports training instruction, may impact the overall plurality and inclusiveness aspect of kinesiology?
Data collection methods and designs were clearly defined in order to support the topics of multiculturalism, equality, and inclusivity as they relate to the route of becoming an athletic trainer. For example, the demographic profile of the United States based on current Census data was compared to the National Athletic Trainers’ Association member’s statistics. Additionally, test results from particular college programs were gathered. Adams et al. (2021) used the notion of program evaluation based on the Commission on Accreditation of Athletic Training Education (CAATE) to examine the lack of representation in higher education. The results of the data analysis hint at a lack of diversity in the NATA’s recruiting process.
According to the Board of Certification (BOC) standardized test results, students of color have a more difficult time obtaining certification as sports trainers. As an example, 70% of the ten students who failed the BOC test on the first attempt in the master’s sports training course were non-White. It was found by Adams and colleagues that race and cultural differences are persuasive proof against the adoption of this statistic. As a result, a concerted effort is essential to provide culturally competent treatment and actual access to sports trainers for everyone.
Source 3
An athletic trainer, as an affiliated health practitioner who works in a variety of contexts, is concerned about the health of the wider public. In Maurer-Starks et al. (2008), the strength of communication, the force of uneducated guesses, and society’s exclusionary character are critical to overcoming all forms of prejudice. The research was driven by the question: “What is sport’s position in society, and how does it reflect those societal standards inside their profession?”
The study included qualitative systematic evaluations of publications from repositories including MEDLINE, ERIC, SportDiscus, and CINAHL Information Systems utilizing the keywords bisexual, multiculturalism, homosexual, heterosexism, and homophobia in sports as well as lesbians. As reported by Maurer-Starks et al. (2008), relevant papers were cross-referenced in order to gather further knowledge about the subject. Several studies have shown that homonegativity has had a long-term impact on the cultural context of sport, particularly that of elite athletes.
For example, notwithstanding suggestions from the prestigious National Collegiate Athletic Association (NCAA) and other health-care organizations, the NATA has refused to publicly examine the topic of sexuality as it pertains to athlete therapy. According to Maurer-Starks et al. (2008), sports practitioners should better recognize and analyze their sexuality in linguistic conversation and its impact on the milieu in which experts, patients, and trainees coexist. For example, according to Maurer-Starks and co-authors (2008), a fundamental component in defining the cultural life of sport as it pertains to female athletes is the assumption of women being objects of heterosexual men’s gaze. As a result of this study, it has been concluded that the field of exercise science has to assess itself and its stance on sexual orientation and tackle challenging concerns about how to incorporate sexual orientation into its concept of heterogeneity.
Source 4
Athletic instructors, as per Day et al. (2021), are the most prominent members of the athletic medical team and are charged with taking care of the well-being of student-athletes. However, the ethnic diversity of NCAA members has not been adequately explored or properly researched. The study was prompted by the inquiry: what is the percentage of Black, Indigenous, and People of Color (BIPOC) athletic instructors in NCCA member institutions? To comprehend the valuation of the group members on the association, Day et al. (2021) used a retrospective study to obtain data from the NCCA demographic database in order to objectively tabulate the findings. Chi-square tests were used on the raw data to analyze variations in ethnic and cultural incidences by partition, year, and sexual identity.
According to the data analysis, the results show that the majority of NCAA coaches and trainers (88 percent) are white, which is represented in both senior figures and leaders (90.8 percent) and deputy executives (87.2 percent). Day et al. (2021) found that black physical therapists were the most underserved, accounting for 3.4 percent of senior executives and 4.6 percent of assistant trainers.
History, Black Colleges and Universities (HBCUs) had a advanced proportion of BIPOC athletic trainers in both the directors and deputy directors than traditional schools. However, there was a statistically substantial rise in several of the cultural groups for both directors and deputy sports trainers based on the linear regression models. In this respect, Day et al. (2021) found that BIPOC athletic trainers make up a tiny fraction of all elite athlete instructors working at NCAA member colleges. Despite an upsurge of BIPOC athletic instructors over the last 10 years, there is still a significant ethnic disparity between student athletes and the athletic trainers who care for them.
Conclusion
Religious ideology, status, gender, sexual orientation, and a wide range of ethnic cultures are all part of the definition of diversity. This is the first principle that all people seeking significant change must recognize and embrace. Unfortunately, it is also a conceptual roadblock that often stymies genuine development as evidenced in the four articles. As a result, if athletic training instructors desire to fully engage in promoting a more analytical, diverse, and ethnic education, they must be prepared to face the pedagogical and life issues that such a program will bring. As educationalists continue to grow by learning more about pedagogies and various perspectives on cultural diversity, they must progressively become more confident in partaking in significantly bigger discussions about racism, injustice, and marginalization, thus a contributing associate of an authentic and impartial institution.
One of the basic ideas of analytical diversity is that there is no one blueprint for achievement, and that efforts to define or endorse a single way would be unproductive and harmful to the overall goal. As a conclusion, before deciding on a specific response plan to address some of the directions proposed, it must be noted that research by Ford (2003) and Maurer-Starks et al. (2008) provide outdated information and might not represent the true and current issues of athletic training with regards to culture, racism and sexuality. Though Adams et al. (2021) provided current information; it relied majorly on second-sourced information, from the NATA demographic profiles that are prone to human interference. In this regard, Day et al. (2021) passes this validity test by the value that it is current, and uses retrospective study. However, issue of athletic training representation with regards to culture, racism, and sexual orientation is a subject that requires further investigation to unlock the overarching barriers for total inclusivity and diversity.