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Full-Text Articles in Life Sciences
Sport Experiences Of Division I Collegiate Athletes And Their Perceptions Of The Importance Of Specialization, Eric M. Martin, Martha E. Ewing, Evelyn Oregon
Sport Experiences Of Division I Collegiate Athletes And Their Perceptions Of The Importance Of Specialization, Eric M. Martin, Martha E. Ewing, Evelyn Oregon
Kinesiology Faculty Publications and Presentations
The purpose of the current study was to investigate Division I athletes’ prior sport participation and athletes’ perceptions regarding sport specialization. Athletes (N = 1041) completed self-report surveys and indicated that participation in their collegiate sport began around nine years of age (M = 9.10, SD = 3.83). Athletes played a large number of sports in elementary and middle school with participation decreasing during high school. For those athletes who specialized in one sport, specialization occurred typically at 12.5 years of age. In addition, athletes past sport background and perceptions of specialization differed depending on their college sport with …
Stretched Too Thin?: The Relationship Between Insufficient Resource Allocation And Physical Education Instructional Time And Assessment Practices, Lindsey Turner, Tyler G. Johnson, Hannah G. Calvert, Frank J. Chaloupka
Stretched Too Thin?: The Relationship Between Insufficient Resource Allocation And Physical Education Instructional Time And Assessment Practices, Lindsey Turner, Tyler G. Johnson, Hannah G. Calvert, Frank J. Chaloupka
Kinesiology Faculty Publications and Presentations
With provisions in the Every Student Succeeds Act, attention to physical education (PE) programs in school will be crucial for developing well-rounded students. We assessed the availability of resources that have the potential to impact PE (staffing, continuing education, annual PE equipment budgets) in a nationally-representative sample of 640 U.S. public elementary schools. Higher student-to-PE teacher ratios were associated with students not receiving adequate instruction. Equipment budgets were minimal (median = $500) and 30% of schools had no budget at all. Additional financial support from federal and state education agencies would help schools to better meet recommendations for PE.