2006 world scholar-athlete games

Since we are creatures of habit, our daily routines are made up of repetitive practices that automatically produce behaviors for success Wiest, If our approaches seem to be working, we keep using them, while if they fail, we stop using them. As a result, the scholar-athletes themselves define and shape how they are evaluated as different individually in gender, creed, class, and race; but equal as athletes within society Axtell, Much like the traits of a Scholar, the Athlete finds their identity in their daily routine, which includes multiple periods of time set aside to train, practice or compete in their chosen sport.

Just as Scholars are careful in how they systematically approach a topic of study, so too does an Athlete carefully consider and study behavioral aspects, such as diet, nutrition, hydration, exercise and performance. The common televised perception of an Athlete is that of a person in an organization including the Olympics and the National Collegiate Athletic Association.

Athletes are also people recognized and respected on the streets of our communities and in parks, local schools, recreational clubs, and neighborhood courts.

The societal concept of both Scholars and Athletes need to be fundamentally reframed and redefined to be viewed as equivalently respected and understood. These need to become familiar action words used every day to describe an active person who is fully engaged in holistically advancing their personal and professional future. It is important to note that previous academic research has presented a significantly different definition that is less inclusive and carries socially divisive definitions for Scholars and Athletes, respectively.

They see Scholars exclusively as those who achieve the highest grades and therefore fall into the socially defined norm of academic prestige and resulting social stratification Snyder and Spreitzer, As another example, Axtell further associates a Scholar as a high achieving student who is older, arguing that true Scholars mature slowly regarding their depth of understanding.

Axtell further proports, without evidence, that the social environment of the Scholar is exclusively in the college or university setting, and even here it can only be achieved in graduate school. This redefinition of a Scholar-Athlete links directly to previously established understandings for how individual students establish their own personal identity Jones and McEwen, In the present topic, their basic model called Multidimensions of Identity has been applied to Scholar-Athletes with respect to their: a.

Academic Identity; b. Athlete Identity; c. Social Identity; and d. Gender Identity Jones and McEwen, This conceptualization draws from understandings of what Athletes have to endure throughout their lives while incorporating the overall complex series of events involved in Scholar identity development. Scholar-Athletes have additional demands imposed by their sports, which create considerable challenges to student life Jolly, Research by Schlossberg identified another theoretical model that can be related to any individual that is going through identity transitioning, such as degree or career shifts, that leads to a modification in one's behavior and relationship.

Throughout the complex transitional process, Schlossberg suggested that the individual's adaptation to the identity transition is dependent on three factors: a Biological and social factors specific to the individual, such as gender, age, socio-economic status, culture, and religious beliefs; b Situational factors, is the individual in control of the decision to transition or is it forced; and c Pre-transition and post-transition environmental factors, does the individual have enough internal and external support from family or outside agencies.

Schlossberg's model suggests these three factors influence one's ability to identify and adapt to various life events. Such great awareness of transferable skills by Scholar-Athletes also supports the theoretical research of Danish et al. The LDI model identifies a similar process specific to athletes and the factors that play into athletic career retirement and the acquirement of transferable skills from sport.

Basic principles of the LDI, growth and change, are imperative for human development Danish et al. Awareness of transferable skills leads to an awareness of how such skills were developed. College sports have increasingly become a popular form of mass commercial entertainment Gerdy, Many elite high school athletes are seen on ESPN signing their national letter of intent, which is an NCAA document committing them to play at a specific institution. The primary purpose of higher education, which is to prepare individuals to make lifelong productive contributions to society, is overlooked far too often.

As the popularity and social status of sport continues to rise, middle school and high school institutions are now facing the challenge of addressing an increasing lack of academic productivity among some student groups Bowen and Levin, When athletic performance is more important than academic success, cultural perceptions then become more important than educational programs. The high ground needs to be retaken in order to challenge and transform the Student-Athlete's courage and vision for their own future.

For many young people in our neighborhood communities and schools, the path to success is seen solely through athletics Taylor, This mindset now shapes how young people view the future. Structural and cultural factors, such as upward economic mobility, gender identity, media and street social interactions have an overwhelming influence on a young person's aspirations and expectations to pursue a professional career in sports Baker et al.

The present study calls for a basic recasting of these perceptions, including instilling in young people the viewpoints that: a all athletes are scholars; b most athletes should pursue academics over athletics as their primary future pathway toward achieving professional and economic success; c all Athletes should consider their athletic ability as only one component of multiple dynamic dimensions of their identity; and d all Athletes must consider themselves active scholarly participants in learning rather than passive uninvolved bystanders in the educational process.

Our media and communities are saturated with individuals who have used their trained athletic skill-set to break down barriers of the status quo of race, class, gender as it relates to the Scholar-Athlete to become successful in professions other than sports.

President Ford born July 14, in Omaha, Nebraska where his mother divorced his father just days after he was born and lived a few years as a single parent. Ford developed a love for football and attended the University of Michigan — where he played center, linebacker, and long snapper for the football team and helped lead the Wolverines to two undefeated seasons and back to back national titles in and After college he had an extremely successful career in politics and eventually served as the 38th President of the United States from to Greene, Earvin developed a love for basketball at a young age and attended Michigan State University in East Lansing where he led the Spartans to a National Title during the —79 season.

Magic was drafted first overall in and played professional basketball as a point guard for the Los Angeles Lakers from to where he won five NBA championships. Shannon Miller was born March 10th, in Rolla, Missouri. Even though gymnastics as a sport was not popular amongst youth especially girls, Shannon's parents decided to get her involved at the early age of five and soon had her traveling all over the world. Shannon became a USA Olympic icon in gymnastics. In the Olympic games in Barcelona, Miller came away with five Olympic medals.

After retiring at the age of 19 from Olympic competition, Miller Wikipedia, a received her undergraduate degrees in marketing and entrepreneurship from the University of Houston and her law degree from Boston College. In Miller launched a company called Shannon Miller Lifestyle: Health and Fitness for Women that advocates for the health and wellness of women and children.

In addition to these types of examples of elite athletes, there are significant stories of innumerable other athletes who used their trained athletic skill-set to break down the barriers of the usual state of opinion in reference to race, class, gender as it relates to the Scholar-Athlete.

These individuals have also competed at different intercollegiate levels in which many times is neither seen on television or read about in social media outlets, yet they have effectively applied their athletic skill-set to succeed in professional endeavors outside of their sport.

The Scholar-Athlete is an individual that participates in and fully explores his or her ability to achieve excellence in both academics and a sport. The incredible availability and ever-changing array of technological resources that young people have at their fingertips offer great opportunities for them to do research, explore, and even problem solve.

The scholarly interactions experienced by all young athletes prepare them for the entirety of their future lives. Furthermore, scholarly activities motivate and inspire young people Yazzie-Mintz, Detachment from scholarly pursuits leads to a lack of motivation, falling behind in work, truancy, teenage pregnancy, caring for a family member and student boredom Hudson, This psychological disengagement becomes manifested as resistance to schooling and higher dropout rates Caldwell et al.

Unfortunately, these feelings of disengagement are commonly passed on from adults to children, resulting in the development of deep-seated resistance to education Adelman and Taylor, A further result is the feeling of boredom for all aspects of their personal and professional lives.

Misplaced priorities have created barriers to Student-Athlete learning and personal development, and calls for reform Bedford, To that end, once a person has become an engaged Scholar, the individual gains the curiosity and motivation required for a fulfilling future life.

When instructors adequately engage with students, they begin to recognize the potential benefits of learning through the use of practical issues that relate to the scholar's real experiences and personal spaces of knowledge that have roots in the reality in which they live. Scholars stay interested, learn more, and develop a desire to participate in the subject when techniques are used to involve them in collaborative learning projects Yazzie-Mintz, Worldwide there is a growing commitment to best practices that engage students starting in middle school in discussions of scholarly teaching and research Oseguera, Several active education-based intervention programs currently focus on ensuring the academic success of Student-Athletes i.

However, these efforts are being directly diluted and negatively impacted by a multitude of factors in modern society, which include everything from scandals and illegal activities to the legalization of collegiate sports gambling Maykuth, The SMU athletics program was found guilty of operating a private account that lured players and their families to accept scholarship offers to play at the university.

As a result, the University of Louisville's President removed the Athletic Director of 20 years as well as the Hall of Fame head coach of their men's basketball team Tracy, There has been a long line of college basketball gambling scandals, a legacy that dates to the early 's when seven collegiate institutions i. All were in violation of accepting bribes to insure games were lost by certain point margins. Fast forward 40 years and a similar situation occurred during the — Northwestern University basketball season, in which two Wildcat basketball players were indicted of accepting bribes to fix Big Ten basketball games they played in.

The payoff was to insure that the Northwestern basketball team lost by more than the gambling point spread. However, the current state of gambling as it relates to collegiate sports has taking on a new face.

According to USA Today December 7, , the Federal Supreme Court has heard oral arguments regarding the nationwide legalization of gambling on collegiate sports. These societal issues are creating a negative culture that threatens the success of Scholar-Athletes. Furthermore, this destructive mindset permeates into the classroom and all aspects of the educational experience in middle school, high school and college. Furthermore, this perception has a negative influence on how Student-Athletes perceive themselves and how they are represented in the media.

What's not working today is the mindset that athletics guarantees financial prosperity through professional sports. The social hyperbole and media coverage of wealth and scandals further conflates and cements the perceived linkage between the aspirations of the young athlete and the popularity of the professional athlete. This is a contributing factor in the degeneration and general disrespect being perpetuated by society on Scholar-Athletes.

It is unfair to our Scholar-Athletes to place pressure on them to work hard toward a professional athletic career.

To have this type of unrealistic and unfounded goal to play professional sports drains and derails the potential realistic opportunities available from other career options Lomax, There are many studies that estimate the probability of high school students competing in professional sports and college students participating in professional sports National Collegiant Athletic Association, In both cases, those percentages are very low raging from as high as 9 percent to as low as 0.

In contrast, the likelihood of an NCAA athlete earning a college degree is significantly greater, with graduation success rates reaching 86 percent NCAA, a.

Yet despite these statistics, young athletes continue to foster the unreasonably high expectation that they can actually become a professional athlete Harrison et al. Unbelievably, youth today believe that there is a greater chance of them achieving a professional sports career than obtaining a college degree NCAA, b. As a result, young athletes fail to devise an alternative plan in the event they do not achieve success in their athletic pursuits.

This failure becomes magnified in their perceptions of themselves and their future career potentials and opportunities Brewer et al. The reality is that athletes in high profile sports, such as football and basketball identify more closely with successful athletic achievement rather than occupational career success USA Today, A number of prominent scholars warn of the detrimental effect of having the single-minded obsession of sports fame Harrison, There are stigmas and labels that athletes attach to these images that are part of their perception of success.

These types of deficit perspectives are common amongst Student-Athletes, and these threaten a Student-Athlete's ability to choose a major in college Oseguera, Athletes view these deficits as major factors when trying to balance their academic, athletic, and social areas of life. As a result, many Student-Athletes never even consider a degree in science, technology, engineering and mathematics STEM. One of the most fundamentally important ongoing concerns facing Scholar-Athletes is their physical health and strength, and understanding how their nutritional choices affect the performance of their bodies.

As a result, there is a direct intrinsic linkage between Scholar-Athletes and their knowledge of health sciences. Student-Athletes have distinct experiences from non-athlete students at the college level Comeaux, Factors that influence their choice of a major include the class workload and frequency of daily homework, team practice each day of the week, study table requirements, mentoring by academic advisors, athletic meetings, weight training, athletic conditioning, treatment of injuries, game-day competition, travel, coaching expectations, media interviews, social life, and family.

As noted by Comeaux and Harrison , student-athletes experience an institution's social community through engagement with teammates and peers, coaches, faculty, and other on- and off-campus activities.

In addition to this, their academic experiences include tutoring sessions, classroom lectures, and faculty office hours Comeaux and Harrison, In turn, this unfounded faith in sports as the best road to success has a negative impact on the Student-Athlete's academic performance.

What has been working are the past and present institutional programs that are investing to create a new mindset among Student-Athletes in terms of their perceptions about education, sport and career ambitions.

One such institutional program, called the Bridge and Transition program established in at the University of Illinois Urbana-Champaign campus, was created to address the low graduation rate amongst football players during that time Cross, It was designed to provide assistance to a select group of underrepresented students, in which a designated number of football and basketball players were included. The Bridge component of the program was a 6-weeks summer program that provided 50 students with academic and career counseling, extensive academic support, personal development skill training, enrichment activities, and participation in skill-building and academic orientation curricula specifically designed for each cohort of students Cross, The Transition component of the program served those involved in Bridge and additional underrepresented students who were Freshmen and Sophomores who had not declared a major.

These students received the needed support, advice, and encouragement to be academically successful at the University of Illinois at Urbana-Champaign. The program was nationally known for its excellence in student academic achievement, retention and graduation rates. Yet despite this success, in the summer of , the Bridge program was discontinued.

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Apa saja penyebabnya? Capitol assault: the real reason Trump and the crowd almost killed US democracy. A simple calculation can stop artificial intelligence sending you broke. Held every four years since , the games have included travel to Northern Ireland, Australia and the Middle East. You would have a men's basketball team made up of twelve young men from twelve different countries. Doyle says that regardless of the differences in the players' backgrounds, "When you're on a team, you're on a team.

The idea of sports diplomacy is not new. On April sixth, , the first intimation of possible communications being established between the United States and Communist China came when Chinese Premier Zhou En-lai invited the United States' national table tennis team to the People's Republic of China for a match. It was the first officially sanctioned visit by the United States since and was quickly dubbed "Ping-Pong Diplomacy," or the "ping heard 'round the world.

Judy Bochenski Hoarfrost was fifteen years old and a player on the U-S team when she took part in the historic event. She says, "Their motto then was friendship first, competition second. Hoarfrost, who today lives in Portland, Oregon, and owns a company that sells Ping-Pong tables, says the experience in China offered a life-long lesson.

But Daniel Doyle at the Institute for International Sport says it's not always necessary to have a high-profile event such as the table tennis games to improve relations between two groups of peoples. More modest sports competitions can achieve the same end.