History and Philosophy of Interscholastic Sports
Interscholastic games can be the only chance for the development of these traits among the youth in the United States of America currently. Sports leaders in athletic programs of quality presently being scrutinized on their ability of efficiently developing morals, character and social responsibility of student-athletes. They assist in guiding through the modeling of behavior and this is one of the critical influence of interscholastic sports coaches (Yin, Zenong, and Justin 1447). Through serving as positive role models, efficient leaders in scholastic sports emphasize on the development of the character of younger athletes. In the process of modeling ethical behavior, coaches reinforce the essence of moral and ethical behavior. The more scholastic sport gained prominence, the more the recognition of the development of social goals and participation of athletes occurred.
Accordingly, scholastic athletes became firmly and purposefully formed in the late 1800s (Stephens, Larry and Laura 33). At this time, the relationship between the advancement of social responsibility and participation in sports was ascertained. The early 1990s Progressive Movement aimed at the reduction of affiliation of the youth to urban gangs and minimization of the socially harmful irresponsible behaviors among high school students. Scholastic athletics was regarded as an opportunity for the development of positive character traits and strengthening sound and ethical behavior. With the increase in the number of participants in these activities, county and city schools were considered as victors in football, basketball, and baseball. States planned contests for key sporting events. Notably, regulation, authority, and sustainability led to the establishment of the National Federation of High Schools (NFHS).
The National Federation of High Schools (NFHS) From the beginning of 1920, the NFHS has been at the forefront in developing interscholastic sports and activities which have overseen the success of students in their lives. This has been achieved through the provision of leadership for the supervising of these activities that’s support good citizenship, equitable opportunities and achievements in academics. It has also offered education and guidance for sports administrators across the United States of America. National Continuity for Athletic Administrators Since its inception in 1859, scholastic athletics has enjoyed continued growth and success. In 1976, there was the final realization of the need for continuity among administrators of athletic activities. It was in this year when NFHS Athletic Directors Advisory Committee pushed through the idea of forming a national organization of athletic administrators.
Until then, individual state director associations were regarded by NFHS as enough representation (Broglio 245). Many families are impacted by the students who are athletes in their families, especially those who have embraced social responsibility. This could impact on the communities of the nation. The young population will have the chance of developing essential character traits which makes them socially responsible and productive citizens. Therefore, athletic programming must have the capability of creating an environment where it is anticipated and accepted for people to care for one another and act for the greater good of everyone. Young athletes’’ social responsibility is impacted by role models, education environment, and character. , and Laura A. Schaben. "The effect of interscholastic sports participation on academic achievement of middle level school students.
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