Practicum for American Football Coaching with Athletic Director Duties

Practicum for American Football Coaching with Athletic Director Duties

Section 1

Experiential Reflection

Background

Coaching high school football players entails more than just training the game. It’s about developing young people to become well-rounded athletes and citizens. As a coach, I emphasize basic football skills, physical fitness, teamwork, and mental conditioning. I developed an interest to join my coaching career having observed my dad’s accomplishments as a High School coach. Although I initially enrolled in a business degree, I lost interest and began a journey of changing my career. I joined an education degree and found my way into the High School football coaching profession.

Mental Toughness Training

From the outset, I emphasized the need for mental endurance in football. We often emphasized how keeping concentration, being collected under pressure, and recovering from setbacks are critical traits for athletes to possess. I promoted open communication, establishing a secure environment where participants could share their problems and frustrations without fear of being judged. These interactions taught me about their issues and concerns, enabling me to adjust my coaching approach appropriately.

A critical part of teaching mental toughness was creating a development mentality in the squad. I constantly reminded players that setbacks and failures are chances for progress, not excuses to lose. Whether it was a botched goal or an unsuccessful match, we evaluated the performance, found areas for growth, and established specific objectives to address them. By framing defeats as opportunities for growth, I saw a change in perspective among the players, with many taking on challenges with increased zeal.

Visualization and mindfulness practices were also vital elements of our psychological resilience program. Before major matches, we would do visualization exercises, motivating players to mentally practice favorable outcomes and imagine themselves performing vital moves accurately. I also introduced mindfulness approaches to assist players in minimizing stress and remaining anchored in the present moment, allowing them to operate at their peak when it counts the most.

Combining Practical and Academic Experiences

While coaching Dutch Fork High School, I realized the importance of incorporating academics and sports training. The philosophy of sports education seeks to foster a critical-reflexive discourse on the values that arise from training. I emphasized the need for education and lifelong learning to avoid inappropriate actions in novice and high-level sports and in all forms of physical activity. I also stressed the need for a sports system that focuses both on academics and the advancement of values; that is, the need for a social side of sports should begin in the family and school setting.

As a sports educationist, I understand that any absence of ethics and values in sports instruction is due to external and outside forces that society is accountable for. It should be noted that self-awareness of one’s practice and experience while participating in sports is a necessary prerequisite for comprehending sports ideals. It is impossible to conceive of training as a tool to establish and promote new values for individuals unless there is a critical reflection on this experience and an “educator” who motivates and directs this evaluation by demonstrating all of the educational aspects inherent in sports. As a result, the philosophy of sports education aims to instill in players a critical reflective technique that will assist them in understanding some of the core principles of sport, such as tolerance, harmony, friendship, and the prevention of violence.

Field Setup

Field setting was an essential component of coaching at Dutch Fork High School and any high school. It was not only about making the field seem nice; it was also about establishing an atmosphere conducive to productive exercises and successful games. Safety is the first and most important consideration. Ensuring the field is correctly designated, with distinct boundaries and lines, will assist in avoiding injuries during training and games (Kowalewski et al., 2015). The move involves periodically examining the playing field for risks like holes or uneven spots.

Furthermore, equipment arrangements like goals, cones, and seats must be appropriately considered. Goals should be solidly rooted and aligned with regulatory criteria. Cones are used for training and conditioning activities; thus, having them readily accessible and appropriately spaced is critical. Benches and other sitting places should be properly positioned to provide easy access and sight for coaches and players.

Weather is also a vital aspect. During cold and rainy conditions, the field configuration may need to be altered to maintain player safety while preserving field conditions (Kowalewski et al., 2015). If circumstances are extreme, this may include covering specific areas, moving equipment, or even postponing or rescheduling practices and games. Finally, the field setup enhances the overall mood and professionalism of the training program. A well-organized and maintained field projects favorably on the team and the institution, instilling pride and a feeling of belonging in players, coaches, and supporters (Kowalewski et al., 2015). Overall, devoting attention to field setup elements is critical for establishing a secure, effective, and inspirational setting where players may develop their talents and compete to their full potential.

Coaching Plans and Uploading them to a Verified Server

Like any other team, a football team must have a coaching strategy. It acts as a road map for achievement, providing the team with objectives, tactics, and strategies to help them become better and accomplish their goals. At Dutch Fork High School, I was charged with preparing a coaching plan that took into account the team’s advantages and disadvantages, player development on an individual basis, opponent analysis, and team dynamics as a whole.

I considered a few key factors when posting new football tactics on the school’s approved server. Security and confidentiality are first and foremost (Stoneburner et al., 2022). Football strategy sometimes requires confidential insights that might provide other teams with an advantage if they land in the hands of unauthorized parties. As a result, I made sure to post the tactics to a trusted server and ensure that the private data is only accessible to permitted individuals, including coaches and players.

According to Stoneburner et al. (2022), a certified server makes successful storage and access to such techniques on a centralized, well-organized platform possible. That made it possible for coaches and players to communicate more efficiently, facilitating the distribution of game plans, opponent analysis, and necessary modifications.

Furthermore, uploading the strategies to the Dutch Fork High School HUDL secure server made it easier to refer to and analyze later. Other coaches may monitor the success of various tactics, spot trends, and make data-driven choices to keep improving the squad’s performance. Best football practices require a coaching plan and uploading football strategies via a validated server. They foster communication, organization, and strategic thinking, which eventually helps the team develop and perform well on the field.

I draw great lessons from Joe Gibbs and Steve Spurrier, two great coaching personalities. Gibbs was the Washington Redskins coach in 1980 when I used to be their fan. On the other hand, Spurrier was the official coach at Duke in 1981 when I was there. The two coaches influenced the offensive coaching style that I utilize in my coaching career till now.

I have not changed most of the tactics that I used in the 80s, 90s, and early 2000s. Although I may have changed some elements here and there, my strategy has largely remained the same. I have a strong conviction that players only want to know that you care about them, and they will do the rest.

Checking on Match Officials

As a high school football coach, checking on match officials was critical to guaranteeing fair play, preserving sportsmanship, and creating an excellent environment for both teams. Interacting with match officials helps to ensure fairness (Castillo et al., 2018). Match officials are in charge of implementing the game’s regulations impartially. I used to verify whether they were ready for the game, informed about the regulations, and ready to referee the game fairly by checking in on them before the match. This helps prevent biased judgments that might alter the game’s result.

It was also critical to communicate expectations. Before the game began, I spoke with the referees about any particular rules or concerns I had. The move included highlighting player safety, outlining areas of attention such as holding or offsides or discussing any special conditions surrounding the match location (Castillo et al., 2018). Such communication helped to establish clear expectations for both teams and referees, which reduced misunderstandings during the game.

Match officials are critical to ensuring sportsmanship. Checking on match officials allowed me to demonstrate excellent sportsmanship to the squad players. By addressing the officials in a friendly and professional manner, I highlighted the significance of treating all players fairly and respectfully, regardless of the result. This had a favorable influence on how the team performed on the field.

A pre-match discussion with match officials discussed concerns before the game. As a coach, sometimes I had issues with some choices or rulings made by referees during games. Interacting with the match officials beforehand allowed me to address such issues constructively. It enables me to seek clarification on regulations or communicate issues gently rather than responding passionately during a game. Finally, the engagement with officials before the match was critical to developing positive connections. Developing excellent relationships with match referees may help the team squad long-term (Castillo et al., 2018). By approaching officials courteously and respectfully, I helped create an inviting atmosphere in which everyone engaged in the match felt valued and appreciated. Over time, this resulted in improved interaction, collaboration, and a more efficient officiating procedure for subsequent games.

Significance of Sport for the Players

Looking back, I realize the significance of sports in students’ lives. Sports offer more benefits than just the monetary and national recognition players may get due to good performance. I witnessed the game model young boys into useful members of society due to the mental training that is characterized by the game. Parents and guardians of the boys I coached were proud that the game had kept their children from the street and other social ills that come with the street lifestyle. Most days were dedicated to busy training schedules, hence little time to spare to engage in unwelcome behavior.

Section 2

Concepts and Objectives

Sports Marketing

According to Strzelecki and Czuba (2018), corporate sponsorship of sporting activities has grown exponentially in recent decades, altering the environment for sports marketing. Sponsorships were first restricted to basic logo placements and signs, but they have now expanded into full partnerships that include companies in all elements of the sporting experience.  Myriad reasons have contributed to this rise. One such element is increased exposure, which is characterized by sporting events. Sporting events give enormous exposure to a diversified audience via live broadcasts and audiences on social networking sites, giving them an appealing venue for marketers to exhibit their goods or services.

Additionally, corporations desire brand association with athletic events. To strengthen their reputations and bolster client loyalty, companies strive to identify their brands with positive feelings and principles linked to sports, such as collaboration, competitiveness, and excellence (Strzelecki & Czuba, 2018). In the same breath, sporting events provide a chance for targeted marketing. Sporting events provide customized marketing opportunities, enabling firms to access specific demographics that match their target demographic, whether by age, gender, hobbies, or geographical area.

However, Meenaghan (1996) highlights the emergence of ambush marketing, which will likely dent the achievements acquired through sports event marketing.  Ambush marketing, a creative method corporations use to get awareness without actively sponsoring an event, is a serious challenge to conventional event sponsorship. Consider this; a crowded sports stadium filled with ecstatic fans, their gaze fixated on the explosive action happening before them. During the euphoria, a company’s logo gradually makes its presence known, skillfully imprinting itself on the audience’s collective psyche. This is the core of ambush marketing: a sneaky tactic designed to enjoy the advantages of affiliation with an occasion while not incurring the financial costs of formal sponsorship.

For planners and sponsors alike, ambush marketing is like a sneaky adversary, striking suddenly and possibly compromising the painstakingly built associations and investments that keep events running. While official sponsors commit considerable money to gain exclusive rights and exposure, ambush marketers use innovation to steal the limelight, typically at a fraction of the expense.

The attractiveness of ambush marketing stems from its agility and flexibility. By capitalizing on the excitement around an event, marketers may quickly use guerilla techniques to capture interest and ride on the tide of public excitement (Meenaghan, 1996). Ambush marketers thrive in infiltrating the discourse without following the standards of engagement established by official sponsors, whether via creative wordplay, savvy ad placement, or capitalizing on social media excitement.

However, the development of ambush marketing creates ambiguity in the event sponsorship sector. As businesses attempt to gain exposure in an ever-growing market, the validity of sponsorship deals is called into doubt (Meenaghan, 1996). Without strong protections, the whole premise of sponsorship of events becomes compromised, perhaps discouraging potential sponsors from coming to support. Furthermore, the widespread extent of ambush marketing adds an element of uncertainty to the area of brand association. With several organizations competing for attention, consumers may be overwhelmed with contradictory messages, diluting the effect of legitimate sponsorship efforts and undermining brand loyalty.

To respond to the risk presented by ambush marketing, those who organize events and sponsors must take a proactive approach. They may reduce the possibility of illegitimate brand activations and protect the authenticity of sponsorship deals by enacting strict standards and monitoring closely (Meenaghan, 1996). Furthermore, by cultivating authentic connections based on mutual trust and shared goals, sponsors may distinguish themselves away from opportunist ambush marketers, establishing themselves as valuable contributors to event success.

In the ever-changing marketing environment, ambush techniques will remain a significant threat to the conventional paradigm of event sponsorship. However, by adopting innovation and the power of teamwork, stakeholders can manage these hurdles while keeping the attention on the event’s actual champions – either on or off the field.

One of the examples that highlights the stealthiness of ambush marketers is during the 1984 Olympics. During the event, Fuji was the official sponsor and deserved the right to enjoy the publicity of such events. However, Kodak infiltrated the event through ambush marketing and stole the show (Meenaghan, 1996). The company sponsored the US team track film and ABC’s broadcast operations, significantly stealing the limelight from Fuji, the official sponsor. Although Fuji invested heavily in the event’s planning, it did not reap the fruits of its investments. On the other hand, Kodak attained significant publicity yet the company had made a fraction of the investments made by Fuji. Although Kodak’s conduct does not contravene any legal requirements, it discourages future event sponsors from committing their finances since ambush sponsors can steal the show.

Amateur Athletes Compensation

According to Henry (2020), amateurism plays an important role in the debate over whether college athletes should be compensated for their contributions to the huge sports business in schools. Amateurism, formerly considered a sign of purity in sports, has come into conflict with the economic demands of modern athletics. Several stakeholders now feel that college students should be compensated to participate in sports.

At the heart of amateurism is portraying sports as an endeavor motivated by enthusiasm and love for the sport instead of monetary gain. Historically, student-athletes competed for the sheer enjoyment of it, often combining their sports aspirations with academic or professional interests (Thacker, 2017). The concept was preserved by organizations such as the NCAA, which sought to protect the integrity of college athletics by barring monetary remuneration for players other than scholarships covering tuition, lodging, board, and other educational expenses (Thacker, 2017). However, as the recognition and profitability of college-level athletics grew, so did concerns about the fairness of this relationship. Critics believe the existing system takes advantage of players, especially those in high-revenue sports such as football and basketball, who produce significant money for their respective colleges and conferences. However, they are given a small portion of their income through scholarships.

The amateur model has drawn criticism for its inherent injustices. While trainers, administrators, and even journalists earn a lot of money, players are sometimes left trying to make ends meet because NCAA laws prevent them from capitalizing on their abilities or sponsorships. This conflict between amateur values and the commercial reality of contemporary sports has sparked demands for change. One proposed strategy is for athletes to profit from privately marketing themselves as brands (Henry, 2020). Players might use this model to leverage their brand through commercials, sponsorships, and other marketing opportunities, earning much-needed cash. The move will ensure they still preserve the fundamental ideals of amateurism. Advocates argue that this plan would empower athletes to choose their financial destiny. However,  opponents fear it would commercialize college athletics and exacerbate current disparities.

Another problematic topic is the concept of paying players directly for their on-field efforts. While advocates of amateurism claim that implementing pay-for-play methods would erode college sports’ amateur ethos, some believe that players deserve a fair part of the cash they provide (Thacker, 2017). The notion of rewarding student-athletes has been gaining appeal in the past few years, with certain advocates arguing that it is a matter of basic fairness and equitable economic treatment.

Opponents of compensating college athletes express concerns about the implications of such a move. They are afraid that offering financial incentives could compromise the credibility of student sports by fostering a ‘must win’ mentality and eroding the amateur mentality (Henry, 2020). Furthermore, they argue that paying players may exacerbate existing disparities among high- and low-revenue sports activities, eliminating unprofitable sports and widening the economic gap among students. However, proponents of compensating college athletes contend that such fears are exaggerated. They argue that rewarding athletes for their efforts is fair and vital to correcting the system’s apparent imbalances. They say that by giving players a piece of the cash they earn, learning institutions can guarantee that all student-athletes are treated fairly and equally, irrespective of their sport or the size of their program’s funding.

Considering the changing definition and paradigm of amateur sports participation, compensating students participating in these activities will be helpful. Firstly, some athletes have complained of going without meals because they lack money to afford necessities (Henry, 2020). Besides, those who participate in Division One dedicate most of their time to training or playing, which means they can hardly secure part-time jobs to earn a living. Given that these athletes engage in strenuous physical workouts, missing essentials like food should be addressed by compensating them.

The amateurism argument and college athlete compensation debate is far from ending. It is a complicated and diverse problem that raises concerns about justice, equality, and the very structure of student athletics. While the concept of amateurism may evoke nostalgia, the reality of contemporary sports needs a more refined approach that strikes a balance between amateurism’s beliefs and the need for economic justice. Future developments will reveal how this delicate equilibrium is achieved and what it means for the future of college sports.

Inequalities in Amateur Sports Recruitment

            College sports recruiting in the US frequently advantages middle-class players owing to many socioeconomic variables. Students from affluent homes have an edge since they access more resources (Hextrum, 2018). Middle-class families usually have more money to spend on their children’s athletic development. This includes access to high-quality instruction, fitness equipment, and transportation to tournaments and showcases. These resources may assist athletes in exhibiting their abilities and attract the consideration of college scouts.

            The expenditure of club and team travel fees is also a factor. Enrollment in sports clubs and travel teams may be costly, restricting opportunities for low-income players (Hextrum, 2018). Middle-class households are likely to afford these programs, allowing their children to meet college recruiters by participating in prominent tournaments and exhibitions.

            Middle-income households also have access to high-quality institutions. Middle-class families typically reside in communities with better-funded schools, which may provide more robust sports facilities and resources for student-athletes (Hextrum, 2018). These institutions may give more visibility to recruiters from colleges and more assistance with the college recruiting process.  Furthermore, students from middle-income backgrounds have connections and networks that those with low incomes lack. Middle-class families may have social networks and contacts in the community that may give helpful information and connections to college instructors and recruiters (Hextrum, 2018). These relationships may assist athletes in negotiating the rigorous recruiting process and obtaining access to possibilities that lower-income players lack.

Sexism and Gender-Based Inequalities in Sports Representation

Gender discrepancy in the representation of women in sports blogging is a widespread problem that reflects wider social disparities. Despite significant advances in women’s sports and increasing exposure for female athletes, sports reporting often favors men’s sports and male players (Lisec & McDonald, 2012). Many historical, cultural, and contemporary variables contribute to this inequality.

First and foremost, this trend is consistent with a long-standing historical pattern. Historically, male sports have enjoyed greater media interest and publicity than female sports (Lisec & McDonald, 2012). This historical precedence has reinforced the idea that men’s sports are more significant and deserving of attention. Consistently, audience preferences are another factor that defines the culture. A widespread belief, fostered by outmoded prejudices, is that spectators are more intrigued by men’s sports (Lisec & McDonald, 2012). This notion impacts editorial choices, resulting in increased promotion of men’s sports to meet projected consumer tastes.

Furthermore, economic concerns have significantly impacted the broadcasting of men’s sports to the disadvantage of women. Men’s sports often generate more advertising income and sponsorship agreements than women’s sports (Lisec & McDonald, 2012). Consequently, media outlets may emphasize reporting men’s sports to secure more expensive advertising agreements. Moreover, cultural prejudice has become embedded in society, which exacerbates inequality. Women are marginalized in sports broadcasting due to deeply ingrained societal biases about gender roles and athletic perspectives (Lisec & McDonald, 2012). Female athletes are viewed based on their beauty or personal life rather than their sporting accomplishments.

Finally, leadership representation comes into play. The absence of women in top roles within sports media companies also has an impact. Decision-makers may overlook coverage of women’s sports if they lack direct knowledge or an overwhelming personal interest in women’s sports. Notably, the gender-based inequality illustrated above is reflected in amateur sports participation. More boys than girls are likely to be motivated to engage in sports due to the publicity male sport receives. Due to the proliferation of social media use and internet access among students from a tender age, they access media blogs, and boys are likely to develop interest due to the significant publicity male sports receive. On the other hand, girls are modeled to align with traditional roles associated with women. Hence, they are unlikely to develop an interest in mainstream sports activities from school to later years.

Section 3

Changes in Theory or Practice

Personal Reflection

As a young coach, I have a strong drive to succeed and an apprehension of failing. Coaching is a career in which success is frequently measured by how well teams perform or the improvement of the people being coached (Conroy & Coatsworth, 2007). My lofty goals put much pressure on me to succeed and produce results. The motivation to succeed derives from a love of the sport and other metrics being coached and a sincere desire to see players progress and flourish. Many coaches are motivated to have a good effect and help others realize their full potential (Conroy & Coatsworth, 2007). I generally push my students to strive to be their best at their professional goals. However, this ambition is often connected with a fear of failure. Coaching entails making several judgments, developing plans, and managing individuals, all of which have the potential to fail to produce the intended results (Conroy & Coatsworth, 2007). Coaching failure is frequently highly personal since it reflects my talents as a coach and my relationship with my squad and individual players.

The fear of failing and losing my reputation as a coach drives me to implement new improvement strategies daily. At the same time, I must accept that failure is an unavoidable part of the learning process. No matter how seasoned, every coach will meet challenges along the way (Sagar et al., 2009). How we respond to such challenges and the insights we learn from them affects our ultimate achievement in the field.

One aspect of my profession that I need to work on is balancing ambition and fear. I feel that seeing problems as chances for development, focusing on the journey instead of the end result, and keeping a resilient mentality will help me manage the inevitable ups and downs in coaching. Furthermore, developing a support system of mentors, colleagues, and athletes who can provide advice, comments, and encouragement may be very beneficial in conquering anxieties and reaching success.

In pursuing personal improvement as a coach, I draw lessons from renowned football coaches globally. For instance, when Jurgen Klopp, the outgoing Liverpool Football Club manager, joined the Premier League, Liverpool was in a poor position in the English league and European Championships. The team finished poorly and did not even feature among the top four spots, leading to a huge backlash. However, Klopp did not give up his ambitions due to the short-term setbacks he encountered. He adopted resilience and created a strong team that won the Champions League and the English Premier League, becoming a force to reckon with across Europe. It is worth mentioning that Jurgen had the option of resigning like most coaches do when they cannot synch with their squads, but he chose to focus on long-term improvement strategies. Jurgen’s experience at Liverpool will help me overcome my fears as a coach and take every failure as an improvement opportunity.

Recommendations for the Dutch Fork High School Team

Improving a high school football team like Dutch Fork involves strategic planning, skill development, collaboration, and a healthy team culture. Strategic planning is essential for boosting performance. A SWOT analysis for the team and individual players is critical (Nash & Mallett, 2019). Next, creating clear, attainable objectives for the team in the immediate and the distant future will be beneficial. Short-term objectives might involve winning the next game, whereas long-term goals may include qualifying for playoffs and winning major tournaments. After establishing defined goals, the respective manager must create a game strategy for each opponent, covering offensive and defensive strategies.

Team management should also work to assist players develop their talents. This will include scheduling frequent practice sessions centered on core abilities like tackling, obstructing passing, and kicking. This is where specialist coaching comes into play, as it will be necessary to conduct customized training sessions for various positions to improve their talents and help them comprehend their roles on the team (Nash & Mallett, 2019). Players should be encouraged to improve their physical conditions through endurance, agility, and speed training.

While at it, the coaching staff should stress the significance of cooperation and collaboration among the players. They should be encouraged to help and inspire one another on and off the field. Also, fostering an accountability culture, where players accept responsibility for their actions and obligations, is essential for achieving team spirit. Planning team-building events to improve confidence among players would be helpful.

In the same breath, game management tactics will be helpful. This will include advising players on situational awareness and game strategy to help them make better in-game decisions (Nash & Mallett, 2019). Some particular elements that coincide with this goal include practicing numerous game scenarios, such as last-minute surges, goal-scoring tactics, and intense drills to help players be ready for high-pressure circumstances. Analyzing game videos to discover opportunities for progress and adapting strategy should be a priority during training sessions.

Consistently, playing and discipline will also be helpful. The coaching staff should promote the value of sportsmanship and regard for opponents, referees, and colleagues (Teoldo et al., 2021). Team regulations and disciplinary measures must be constantly implemented to preserve a healthy team culture and keep players responsible for their conduct to achieve long-term discipline. Finally, athletes are encouraged to strive for success not just on the field but also in their academics and personal behavior.

Theory Evolution

According to Rees et al. (2015), the social identity theory implies that people get a good deal of knowledge from the communities to which they belong. In the scenario of a high school football team, adopting this notion may significantly influence performance. Developing a solid group identity helps players see themselves as essential members of an integrated team instead of standalone individuals. This feeling of belonging encourages people to collaborate on shared objectives, including achieving victories or increasing abilities, rather than focusing only on personal accomplishments. As a result, players are more likely to encourage and back one another, leading to better collaboration and togetherness inside and outside the field of play.

Moreover, social identity theory emphasizes the value of favorable intergroup comparisons. When players closely connect with their teammates, they automatically assess themselves positively against rivals, instilling an appetite for competition and motivating them to succeed (Rees et al., 2015). This healthy rivalry creates a desire to surpass opponents, encouraging athletes to overcome their limitations and constantly develop their talents.

Consistently, a solid collective identity helps reduce the effect of disappointments and setbacks. When people see setbacks as challenges to their team’s identity as opposed to personal flaws, they are more inclined to react with resilience and resolve (Rees et al., 2015). Instead of being discouraged by defeats or errors, players are encouraged to gain insight and seek corrective measures, demonstrating their dedication to the group’s success.  Consistently, adopting social identity theory also promotes inclusion and team cohesiveness. Coaches and players may foster an atmosphere where all parties feel respected and encouraged by recognizing and appreciating each other’s unique backgrounds and skills. This inclusive environment develops trust and collaboration, allowing the team to maximize each other’s potential and achieve more outstanding collective achievement.

In summary, incorporating social identity theory into a high school football squad’s foundation improves on-field and off-field performance. It fosters essential qualities like collaboration, endurance, and compassion. By instilling a strong feeling of identity and belonging, players and trainers can unleash their teams’ full potential and build an exceptional culture that goes beyond the football field.

References

Castillo, D., Yanci, J., & Cámara, J. (2018). Impact of Official Matches on Soccer Referees’ Power Performance. Journal of Human Kinetics, 61(1), 131–140. https://doi.org/10.1515/hukin-2017-0116

Conroy, D. E., & Coatsworth, J. D. (2007). Coaching Behaviors Associated With Changes in Fear of Failure: Changes in Self-Talk and Need Satisfaction as Potential Mechanisms. Journal of Personality, 75(2), 383–419. https://doi.org/10.1111/j.1467-6494.2006.00443.x

Henry, J. (2020). Amateurism: The Issue of Paying College Level Athletes. Journal of the Student Personnel Association at Indiana University, 134–138. https://scholarworks.iu.edu/journals/index.php/jiuspa/article/view/30380

Hextrum, K. (2018). Amateurism revisited: how U.S. college athletic recruitment favors middle-class athletes. Sport, Education and Society, 25(1), 1–13. https://doi.org/10.1080/13573322.2018.1547962

Isidori, E., Migliorati, M., Maulini, C., & Echazarreta, R. R. (2015). Educational Paradigms and Philosophy of Football Coaching: A Theoretical and Practical Perspective. Procedia – Social and Behavioral Sciences, 197, 614–621. https://doi.org/10.1016/j.sbspro.2015.07.203

Kowalewski, A., Stahnke, G. K., Goss, R. L., & Cook, T. W. (2015). Best management practices for construction of sand-based, natural grass athletic fields: for football and soccer.

Lisec, J., & McDonald, M. G. (2012). Gender Inequality in the New Millennium: An Analysis of WNBA Representations in Sport Blogs. Journal of Sports Media, 7(2), 153–178. https://doi.org/10.1353/jsm.2012.0019

Meenaghan, T. (1996). Ambush Marketing ¿ A Threat to Corporate Sponsorship. 38(1), 103–113.

Nash, C., & Mallett, C. J. (2019). Effective coaching in football. Football Psychology, 101–116. https://doi.org/10.4324/9781315268248-9

Rees, T., Alexander Haslam, S., Coffee, P., & Lavallee, D. (2015). A Social Identity Approach to Sport Psychology: Principles, Practice, and Prospects. Sports Medicine, 45(8), 1083–1096. https://doi.org/10.1007/s40279-015-0345-4

Sagar, S. S., Lavallee, D., & Spray, C. M. (2009). Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes. Journal of Clinical Sport Psychology, 3(1), 73–98. https://doi.org/10.1123/jcsp.3.1.73

Stoneburner, G., Goguen, A., & Feringa, A. (2022). Risk Management Guide for Information Technology Systems Recommendations of the National Institute of Standards and Technology. https://www.hhs.gov/sites/default/files/ocr/privacy/hipaa/administrative/securityrule/nist800-30.pdf

Strzelecki, L., & Czuba, T. (2018). Sports events as an effective way of brand marketing Sports events as an effective way of brand marketing communication using the example of the Orlik sports facilities communication using the example of the Orlik sports facilities. Baltic Journal of Health and Physical Activity Baltic Journal of Health and Physical Activity, 10(3), 124–135. https://www.balticsportscience.com/cgi/viewcontent.cgi?article=1606&context=journal

Teoldo, I., Guilherme, J., & Garganta, J. (2021). Football Intelligence: Training and Tactics for Soccer Success. https://doi.org/10.4324/9781003223375

Thacker, D. (2017). Amateurism vs. Capitalism: Pr Amateurism vs. Capitalism: A Practical Approach to Paying College Athletes. Seattle Journal for Social Justice, 16. https://digitalcommons.law.seattleu.edu/cgi/viewcontent.cgi?article=1892&context=

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

---

This is your final integration paper for this class. This paper may be written in sections as you proceed through the class itself.

Details of the paper: It is a 15-20 page (4000-6250 words) integrative applied research paper, double-spaced according to APA guidelines. Papers are expected to be the unique and individual work of each respective student.

The sections of the paper (which are relatively equal in size) should be as follows:

Section I: In this section, you reflect on your experience. Provide facts, where you worked (Dutch Fork High School), what you did, and the types of interactions you had. (Coaching for American football and Athletic Director minor duties) What questions did your experience raise for you about the business of sport, management, leadership, and practices? What concepts did you recall that you wondered about as you did this work? This section is easily completed using a summary of your daily log reflections and themes.

Section II: Concepts and Objectives. In this section you return to the bibliography and concepts report you completed early in this class. In this section, you write or address the concepts and objectives relevant to your experience. Be certain to briefly describe the concepts you identify and how they are relevant. This is an analytical section of your paper where you demonstrate competency in the conceptual knowledge gained inthe completion of your degree program.

Section III: Changes in Theory or Practice Section. In this section of the paper you address what changes or recommendations you would make at one or all of several perspectives:

What would you do differently in the situation? What did you learn about yourself? what would you change? Why?
What would you suggest the organization do differently in what they are doing? Why?
What theory do you see evolving based on this experience?
If you have questions regarding this paper please do not hesitate to ask.