Running Head: TRANSFORMING SCHOOL SPORTS PROGRAM

Transforming School Sports Programs

Institutional Affiliation

Student’s Name
TRANSFORMING SCHOOL SPORTS PROGRAM 2

TRANSFORM SCHOOL SPORTS PROGRAM

Introduction

Sporting activities are meant to foster unity and enhance team work among the

participants. Competition is one of the reasons for sports but the core factor is realizing a

strong bond within a community, country or region (Coakley, 2015). This is the reason why

athletic games should act as ambassadors of peace thus any negative happening during these

activities should not be tolerated and contingency plans have to be put in place so as to

manage any kind of disruption that may arise in sports. In this paper, we shall be discussing

an action plan that aims at improving the conduct of student-athletes.

Background Information

It is clear that student athletes of Brown Hill high school did not conduct themselves

in an appropriate manner as it is expected of them during the last year’s athletics. This issue

has brought concern to the director’s office because as a school we aim at being good

examples to our colleagues and furthermore make the school shine both in sports and

academics. Due to the frequent cases of bullying, hooliganism and general indiscipline the

director athletics in conjunction with his office has come up with a plan that will ensure that

previous mistakes are not repeated and that sporting activities will go on without any

disruption from the students. The director’s office has found out that these unfortunate

happenings mostly occur on account of supremacy battles between the schools and student-

athletes. Students want to prove to one another that their school is the best in everything they

do thus due to peer pressure, some of the gamesmen end up bullying their counterparts as a

backup to prove how supreme they are. This implies that, student-athletes do not find

fulfilment in words or rather winning trophies they want to showcase an extra strength that

others lack so that they may be revered and respected (Coakley, 2015).
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Analysis of the Case

Teenagers are engulfed in the midst of diverse challenges one of them being; the

battle to becoming superior because they feel grown enough to make their own decisions

(Althof, 2006). This is a misconception that has caused most high school students their future

since they chose to opt for hooliganism (Althof, 2006). Once an individual begins to get too

attached with high school co-curricular activities they tend to think that they will be in the

school permanently forgetting that the core reason which is academics only allows them to be

there for a period of not more than four years and they will eventually be out. At this point, it

is correct to say that most of the negative happenings during sports are psychologically

caused because the student-athletes believe their team is the best and anything done to

compromise their perception is considered an enemy of the group (Berkowitz, 2005). This is

the reason why, the director’s office came up with a comprehensive plan that will deal with

this issue not only physically but mentally.

Action Plan

I. Counselling of Student Athletes

Student athletes need to understand what they are into and what is expected of them

once they get to the field. Furthermore, these sessions will equip them with skills of how they

can handle pressure in case there is a misunderstanding while sporting (Becker, 2013).

Counselling does not only look at external factors that may cause instability but also internal.

There are individuals that are talented and they are known for representing the school well

since they will always emerge the top. Gifted people are mostly the major cause of internal

conflicts within a team which may lead to bullying and gamesmanship as witnessed in the

case of Brown Hill High. The star athletics treated their team members badly by ordering for

water insulting them and always reminding them on how low their delivery can be once they
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are allowed to participate in the sport. Such occurrences lower the self esteem of a bigger

percent of the team because athletics cannot be saturated with only stars it has to be inclusive

of upcoming talents that are being nurtured. Therefore, counselling shall help these student-

athletes to accept their colleagues and view them from a positive perspective (Berkowitz,

2005). This shall also remind them that they were once at the same level, what made to be

where they are is early nurturing of gifts that gave them an opportunity to be better.

II. Setting of Ethical Standards

Every institution has rules and regulations that govern its operations and this is made

clear to every beneficiary of the schoo (Althof, 2006)l. Furthermore, co-curricular activities

have separate rules that do not breach the school’s laws. Since it was noticed that students

did not fear getting suspended because of hooliganism or bullying due to the short period that

is set as punishment, the director’s office has introduced a severe penalty to culprits that are

brought to book. The consequence suggested is expulsion from the school team and also the

institution. In addition to that, a negative letter will be sent to every sporting entity not to

admit the individual into their team. Through introducing and enacting this new regulation,

most student-athletes will learn to conduct themselves in a respectable manner since very few

would be willing to jeopardize their profession due to petty cases of indiscipline.

III. Enhancing Equality and Fairness (Eliminating the ‘Favourite’ notion)

Coaches and directors have a problem of favourite athletes that they insist on being

on the pitch and this in turn hinders the growth of upcoming talents. Therefore, the director’s

office will ensure that every athlete is treated in a fair manner and nothing will suggest that

there is a superior and inferior athlete among them (Becker, 2013). This shall facilitate the

removal of inferiority complex among students that are talented but have never been give a
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chance thus they feel intimidated with their colleagues that are always considered when

anything good comes up.

IV. Bonding Sessions

The team has to mature to a point where they do not view each other as sports

people but rather family. This can best be achieved when bonding sessions are implemented

whereby the members are allowed to freely interact go out for team building or engaging in

any other activity that is far from athletics (Becker, 2013). This creates a positive mentality

amongst the students because they will not view each other on a limited basis whereby they

assume that relationships amongst them cannot go further from being team mates. Once the

group engages in different activities they shall comprehend that together they can do more

than athletics, perhaps begin a joint business or come up with a foundation that will be used

to help students that are unable to raise their educational expenses. These extra activities

provide more reason for the team to stick together and the members to respect each other.

When student-athletes are engaged in other activities, they obtain a sense of responsibility

whereby they behave in a respective manner and consider everyone that is around them.

Teenagers mostly want practical examples of theories that they are given in the classroom,

during counselling sessions and even parental advice. Once they get their hands to touch

tangible development that has been initiated by them their childish perception of ever

wanting attention and fighting for supremacy is eliminated (Becker, 2013).

Conclusion

Developing responsible and good character during athletics is achieved when there

are tough conditions set against anyone that breaches the rules and regulations. By doing this,

schools will be able to nurture sportsmen that are responsible and respected in the society.
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Reference list

Althof, W. &. (2006). Moral education and character education: Their relationship and roles

in citizenship education . Journal of Moral Education , 495–518.

Becker, A. (2013). Quality coaching behaviors. Routledge handbook of sports coaching ,

184–195.

Berkowitz, M. (2005). What works in character education. A research-driven guide for

educators .

Coakley, J. (2015). Sports in society: Issues and Controversies. New York: McGraw Hill.