Outline of Literature Review: Effects of Sports on Education - Coursework Example

Outline of Literature Review: Effects of Sports on Education Jefferson, Ceroy (1999). Educational Performance of athletes and non-athletes in two Mississippi rural high schools. The University of Southern Mississippi Participating in sports remains the most popular extracurricular undertaking for students. Taking part in competitive sports requires energy and time. However, O’Brien & Rollefson (1999) states in his article that participating in sports does not come at the cost of academic performance. Participating in sports relates closely with higher GPAs. Furthermore, O’Brien & Rollefson (1999) holds that it remains associated with increased commitment to school and reduced rates of dropping out of academic institutions. The author makes this comparison with average non-athletic students (Whitley 1995). The report by O’Brien & Rollefson (1999) quotes the research by Centres for Disease, Control, and Prevention that more than 60% of learners in high school participate in sports. Comparatively, the research finds that more boys play sports than girls do. School districts also play a significant role in ensuring that sports contribute to GPAs positively. Most of the districts have minimum requirement for eligibility besides making it mandatory for students to avoid absenteeism as well as get a standard score in GPA to participate in sports. Districts also provide for a situation where teams can drop a student who performs poorly in academics. O’Brien & Rollefson (1999) says in the article that GPAs in America have been on the rise over the past ten years. The research found that students participating in sports have an average of ten more points in Language, Science,Mathematics, and Social Studies compared to those who do not play sports. Studies by other scholars also revolve around various results when comparing students who participate in sports and those who do not. Generally, most research studies find that athlete students score at least a full point above non-athletes. O’Brien & Rollefson (1999) also covers gender differences in his article. Gender is central to both athletic and GPA performances. The highest score among athletes is in GPA is among female students. The performance is even higher when comparing female athletes with non-female athletes. Although both female and male athlete students have higher GPAs than non-student athletes do, the contribution from female student athletes is great on the differences that appear when making comparison (NFSHSA 1991). Both non-athlete and athlete boys score lower grades besides behaviour badly compared to girls. Besides achieving highly in GPAs, sports increase the odds for female students by forty percent after graduating from college when making comparisons with non-athlete female students. On the contrary, higher scores in GPAs for both Hispanic and Black athletes with comparison to non-athletic counterparts, the same does not extend to long-term success in their later lives (Dinnger 1993). Whiter athlete students attend and complete schooling compared to their Black counterparts. O’Brien & Rollefson, 1999 Use of sports in education budgets NFSHSA, 1991 Marinating sports in school Whitley, 1995 Importance of sports to youths Dinnger, 1993 Defining sportsmanship Sitkowski S. L (2008). The Effects of Participation in Athletics on Academic Performance among High School Sophomores and juniors. Liberty: ProQuest LLC Author Topic Griffith, 2004 Athletics in high school Hamilton, 2005 Regulating participation in Athletics Knox, 2007 Comparing different races Mock, 2003 Importance of co-curricular in schools Tublitz, 2007 Longitudinal research NHSAW, 2001 Academic success by Athletes Carr, 2005 The role of parents On Campus, 2005 The academic progress of student athletes Chicago, 2000 How Senior students perform academically Griffith, (2004) says in the article that students in high school participating in sports are less hostile towards their peers and have higher chances of completing schooling compared to non-athletes. Goals in sports are mutual thereby; studentsplaying sports understand the value of teamwork geared towards success. Sports help school-going children in learning and recognising the unique value of teamwork in success. The article by Mock, (2003) mentions that taking part in sports palsy an important role in helping at-risk youths. At an average of ten percentage points, students with African origin plan to enrol for AP courses in college and plan attending college education compared to non-athletes. Taking part in sports enhances the academic investment, aspirations, and achievements of students (NHSAW 2001). By quoting the national report, Tublitz, (2007) posits that learning institutions that emphasise on extracurricular and sporting activities witness reduced conflicts among learners even from different races. This explains why administrators in learning institutions should be aware of influences of sporting activities in schools before making a decision on either retaining or eliminating sports (Carr 2005). The author proposes that policy makers and educators can benefit from suggestions in the research he carried out (Chicago 2000). Sometimes, administrators of certain learning institutions are tied by budgetary restrictions in making decisions on retaining and eliminating some sporting activities (On Campus 2005). Summary O’Brien & Rollefson (1999) O’Brien & Rollefson (1999) carries out a well-controlled longitudinal study, supported by other cross-sectional research. The research proposes that maintaining good academic achievements in school requires physical activity, physical education, and sports. Learning stakes place rapidly when the school curriculum apportions a substantial amount of time to physical activity, physical education, or sporting activities. The report by O’Brien & Rollefson (1999) identifies a positive relationship between cognition and physical activity among school-going children. The biggest beneficiaries are learners due to enhanced cognitive function. Sporting activities improve attention, perceptual skills, and concentration of students in the classroom. Of the important skills, perceptual skills are the biggest beneficiaries of prior exercise. In terms of cognition, O’Brien & Rollefson (1999) finds no differences between chronic and acute influences of sports. NFSHSA, 1991 NFSHSA, (1991) holds that no research synchronises additional advantages of longitudinal programmes and the benefit students derive from every bit of exercise in a sporting programme. Sporting activities benefit the cognitive role during afternoon and morning lessons. Adolescents benefit more from sporting activities regarding attention to tests and visual research during mathematics lessons. A review by Sitkowski (2008) finds the important points on the relationship between fitness, sporting activity, and academic achievement. Whitley, 1995 Apositiverelationship exists between participating in sports and achievements in academics (Whitley 1995). Children in a case study group showed varied results when research took place.Students-taking part in sports scored highly compared to those who did not take part inphysical activity. Increased physical activity is directly proportional to higher scores in examination. NHSAW 2001 Sports area predictor of academic performance. Following controls of parental education, gender, absenteeism, and family structure, the Body Mass Index (BMI), sporting activities, and diet explain the twenty-four percent difference in academic performance levels of children in schools. Dinnger, 1993 The link between taking part in sports and GPA scores remains positive significantly according to Dinnger (1993). The explanation compounds a thorough review of limitations and strengths identified in the studies. Most of the reviewed articles shared a common limitation. They failed to factor in a substantial control on other variables with immense influence including the socio-economicstatus. However, most of the studies find that socio-economic factors have a major influence on academic success. Griffith, 2004 Higher socioeconomic status provides better environment and opportunities for academic performance making it a leading factor of influence in the academic success.Once race and ethnicity as well as socio-economic factor are under control, sports become the other factors that determine the performance of students inschool (Griffith 2004).Furthermore, controlling parental influence leaves participating in sports as the essential factor in the success of students academically. Hamilton, 2005 Using cross-sectional designs is another major shortcoming of the literature reviewed in this discourse. This failure makes it difficult for the studies that relied on this model to conclude that the relationship between sports and academic achievement remains casual. Studies conducted longitudinally remain more authentic in reaching assumptions and conclusions because of better control measures. The other advantage resulting from longitudinal research methods are that they use physical activity (sports) as intervention mechanisms when evaluating its influence in academic performance. Knox, 2007 Knox, (2007) for instance outlines various reports that did not record any drop in academic achievement because of adding sixty minutes on the curriculum for physical activity. However, Mock, (2003) notes that longitudinal studies have limitations as well. Some of the research studies did not randomize students taking part in the research to control and intervention sets. The results of such studies were vulnerable to subjective allocation of marks by educators. Tublitz, 2007 In most cases, Tublitz, (2007) avers that normal educators teach children with special needs. This therefore, means that teachers must get additional specialised training to meet the requirements in an all-inclusive program. The stated communication problems interfere with the normal functional language of the child. The result of this is that students will difficulties in engaging in reciprocal conversations. Questions and responses would a big issue to be dealt with by the teachers. Carr, 2005 The tendency of students associated with longitudinal studies symptoms to get preoccupied with one activity is high. There are chances of these children getting involved in one thing for instance drawing certain objects without accepting to change(Jefferson 1999). These unusual obsessions and compulsions pose a great challenge to the teachers as changing them in manner friendly would result to withdrawal characteristics (Carr 2005). On Campus, 2005 Another challenge that closely relates to the communication problems is the repetitive use of objects. The lessons taught to children are different and in most cases, different tools and objects are used to facilitate the lesson. Some o these children could get obsessed and therefore prefer to use the tools where they are not applicable. The obsession with particular objects and actions could lead to injuries(Chicago, 2000). This is the most common challenge of all the challenges experienced when handling students with longitudinal studies. The objects they are handling could hurt them, others and sometimes they even bite themselves. Perrigot T. (2012). Gridiron and Grades: Perceptions of Championship Coaches on the Relationship between academic achievement and athletic success. New York: ProQuest LLC The teaching and learning environment entails social interaction because it is a social human activity. Children with longitudinal studies have problems in comprehending the social cues in addition to other nonverbal gestures from the other members of the class and sometimes even from the educators(Perrigot 2012). This becomes a great challenge to the teacher in the process of implementing an all-inclusive program. The members of the same class just like the members within a learning institution have to coexist as a family. Marsh, 1988 The Relationship between extracurricular activities and student outcomes Feltz, Short, & Sullivan, 2008 Seminal learning theory Burton & Raedeke, 2008 Efficacy theory to Sports Anderson & Krathwohl, 2001 Revising Bloom’s classical taxonomy Marsh, 1993 Identification/Commitment Model Marsh, & Kleitman, 2003 Identification/Commitment Model Stephens, 2000 Student comparison Dobosz & Beaty, 1999 Sports input in academic performance Morton, 1993 Benefits of participating in sports Marsh, 1988 Delivering a particular lesson by the teaching depends on the concentration levels of the learners. This is however, an issue because most children with longitudinal studies are hypersensitive to touch. Anderson & Krathwohl, (2001) hold that such unusual sensory experiences that are common to the children of school going age can destruct the concentration of others. Feltz, Short, & Sullivan, 2008 Considering the fact that most of them are echolalia, there are high are others repeating high chances of the same actions?(Marsh & Kleitman 2003). This is a definite challenge to the teachers, as they must make sure that the class is in order. Burton & Raedeke, 2008 The likely effect of this is that, they will resort to only participating in talks regarding their obsessions since they can easily com out. Stephens, (2000) puts forth that teachers need to develop a way to handle hyperlexia in children that mostly shown by students with autism. Marsh, 1993 Some of them have a generally acceptable ability to read with a very poor ability to decode what is either read or said. They may also fail to understand written information. This is a language and comprehension limitation. Dobosz & Beaty, 1999 Other studies also used nutritional supplements during the research therefore, it is not right to attribute the entire change to sporting activities(Morton 1993). Extensive literature also covers the relationship between sports and cognitive functioning. References Jefferson, C., (1999). Educational Performance of athletes and non-athletes in two Mississippi rural high schools. The University of Southern Mississippi Sitkowski S. L (2008). The Effects of Participation in Athletics on Academic Performance among High School Sophomores and juniors. Liberty: ProQuest LLC. Perrigot T. (2012). Gridiron and Grades: Perceptions of Championship Coaches on the Relationship between academic achievement and athletic success. New York: ProQuest LLC Read More