Factors Influencing Girls' Athletic Performance Throughout Secondary School
Introduction
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Athletics data has been collected for a number of years at Colchester
County High School.
Colchester County High School is a selective school for girls in the
Colchester district. This means that it is not representative of the
whole population. Upon entry to the school, forms are chosen on the
basis of musical, sporting and academic talent from previous years in
primary school. This means, that in theory, all the forms that are the
outcome of one selective test should be equal in sporting ability.
However, this is not to say that they would be equal in athletic
activity, as in primary school, most pupils play sports such as
netball, hockey, tennis and rounders. Even primary schools that do
some athletics do more common things like the 100m run, and long jump.
Most primary schools do not teach the athletic events such as 1500m or
discus. Girls that are good at sport are not necessarily good at
athletics, and vice versa. Also, girls whose schools do teach
athletics are clearly priveliged.
This data is available to the pupils through the maths and sports
departments. The data includes times for running various distances and
distances for long jump high jump and triple jump. The data also
includes distances that the girls can throw the rounders ball, discus
and shot.
This data is to be treated as though it were primary data, as it is
from a reliable source. The physical education staff record the data,
and sometimes the data is collected by the pupils themselves.
Although the data is from a reliable source, it is essential to
recognise that human error can be a factor in this data. The data
could have been "measured" inaccurately or recorded mistakenly. There
are several scenarios which would make the data faulty.
There is a very large amount of data, so it seems sensible to obtain
samples of data to eliminate as much bias as possible, and attempt to
The data in table 3.6 follows these trends; therefore, the EPS board was functioning as
The data we gathered from our analysis are presented in a formal way on the following page.
(b) Each GRADE_REPORT record i s identified with one STUDENT record and one SECTION record.
Typically, the average day of a high school student consists of seven long hours of school; followed by an extracurricular activity. According to the National Federation of State High School Association (NFHS), as of 2014, there was a record high of nearly 7.8 million high school student athletes in the United States. Two experienced authors from The New York Times have contrasting views on athletics in schools. Amanda Ripley, the author of The New York Times bestseller, The Smartest Kids in the World, argues that sports should definitely be removed from high schools across the country. On the other hand, Donte Stallworth, former NFL player, is determined to keep children involved with sports. The main focal point for both Ripley and Stallworth
as, if there was secondary data utilised, there should be a discussion of why this was done and
The raw data which I have been given is in list form and provides me
Why do female athletes receive less media coverage than male athletes? Male athletes dominate professional sport that airs on television. The media easily overlooks female athletes except during occasion like the Winter Olympics. The articles Media Coverage of Women’s Sports is Important (Lopiano, 2008) and Take Back the Sports Page? (Sommers, 2010) acknowledge factors that determine the amount of media coverage female athletes receive. [Lopiano and Sommers address this issue in regards to media coverage on female athletes differently. Lopiano focuses on the general message the media broadcasts and Sommers uses statistics to show the difference between female and male media. Lopiano and Sommers agree that the media considers female sports less valid. Both focus on different aspects such as problem and solutions and the different consequences of unequal media coverage]. The authors discover similar as well as different factors that contribute to the inequality media coverage of both female and male athletes obtain.
UCTION: With the implementation of Title IX of the Education Amendment in 1972, and more recently a wide spread acceptance of females in the athletic world, the number of females competing in various sports has increased significantly at all competitive levels. Since 2004, the number of female athletes competing in Division 1 intercollegiate sports has increased by 13.6% (4). The number and value of grants and scholarships being given to these female athletes and their respective teams has also seen an increase of 61.4% (4). With this positive increase in the amount of females competing in sport, not only at the college level but at the high school and youth level, there has also been a positive increase in the amount of injuries sustained
Except as provided in subparagraph [1] (C) and (D), the predominant use of any property shall be determined based on—
Sports become stereotyped as gender-neutral, feminine, or masculine based on conceptions regarding gender, gender differences, and beliefs about the appropriateness of participation due to gender (Colley et al., 1987; Csizma, Wittig, & Schurr, 1988; Koivula, 1995; Matteo, 1986). Sports labeled as feminine seem to be those that allow women participants to act in accordance with the stereotyped expectations of femininity (such as being graceful and nonagressive) and that provide for beauty and aesthetic pleasure (based on largely male standards). A sport is labeled as masculine if it involves the following: 1) attempts to physically overpower the opponent(s) by bodily contact; 2) a direct use of bodily force to a heavy object; 3) a projection of the body into or through space over distance; and 4) face-to-face competition in situations in which bodily contact may occur. These characteristics are believed to be appropriate expressions of masculine attributes such as aggressiveness, effectiveness, and power (Metheny, 1965; Koivula, 2001).
There is a very small risk that some of the data I collected could be
The Ancient times have given America lots of ideas about everything; one of the most important influences that they have had on America is idea on physical education and athletics to keep people healthy. America took on gymnastics from the Ancient Greece influences. Ancient Greece and Ancient Rome both gave the idea that there should be physical education among the students. The idea for physical education came from Ancient Greece on how they informed pain, by discipline and obedience. America started swimming because the influence of Ancient Rome who did running, jumping, swimming, wrestling, horsemanship, boxing, fencing, and archery. Women were not allowed to play sports in Ancient Greece but they were allowed to play some in Ancient Rome. Ancient Greece helped put in the beliefs about the human body and physical education that America has. America caught onto the idea that the body must be balanced. Ancient Greece and Ancient Rome both gave the US and the world the Olympic games and greatly influenced them as well, and also other sports.
Vince Lombardi, one of the most successful football coaches of all time, said, “The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but a lack of will.” Although Lombardi was primarily speaking about success on the turf, he was also speaking about success in life. Aside from being a phenomenal leader on the field, Lombardi was a leader in all aspects of life and stands as a role model for many young student athletes. When student athletes apply this extraordinary will to their academics alongside athletics, the stellar character of these young adults is revealed. Unfortunately for these athletes, many people, especially educators, blame athletics for struggles within the classroom. A common controversy amongst parents, educators, coaches, and athletes is if education is severely affected by athletic participation. When the results of classroom performance aren’t proficient or greater, it is easy to blame sports because of their time consuming nature. This topic carries a lot of weight for kids ranging from middle school to graduate students because, for many, involvement in athletics is a crucial part of developing important life skills that cannot be attained through a classroom setting, and may be the student’s only method of social outreach. Sports serve as a sanctuary, an escape, a passion, and so much more to each individual involved. Athletics have the potential to negatively impact education, if you allow them to yet research shows just as many cases of sports having positive affects on education as cases of sports being detrimental towards education. The truth of the matter is that your education is your responsibility, and sports cannot be blamed for a lack of succes...
Over the last few decades there can be seen a major shift in female participation within sports and physical activity. Many have the mentality that due to making immense headway recently, means that females can cease to worry about their ability to participate, however I do not agree with this. Despite a noticeable shift in female participation over the last few decades, women continue to face adversity through trying to prove the legitimacy of female athletes and sports, a lack of shift in gender ideology, and being seen as equals to males within the world or sports and physical activity in general.
be able to keep up with your team and you will keep going rather than