Athletic Leadership Development Program Essay Example for Free

acrobatic leadershiphip Development Program striveThere is great motif to develop effective gymnastic management envisions in juicy naturalizes. asunder from the fact that students derive direct benefit from such programs, it is alike a good training preference since todays high school athletes will eventu anyy take shape as tomorrows brags leaders as coaches, trainers, athletic administrators, sports physicians, sports psychologists and former(a)wise capacities (Lanasa, Ciletti Lackman, 2005). amply school is a very important stage in which students prep be for the early by getting a good education, making friends and figure in other activities such as athletics. It is unfortunate, that m whatsoever schools have adopted budget cuts that under provide for sports, taking the opinion that money would be better spent on academics. Though it is right that academics come first, sacrificing high school sports is dangerous to the students high school experience as it affects their ability to perform at optimum academic levels (Amorose Horn, 2000). Sports be as well an important component that helps students develop into well-rounded adults who give full benefits to the country at large. INTRODUCTIONThis base will carry out a literature review to illustrate how a give lessons Athletic leadership Plan establishs to give students full benefits. In extension, the school as an asylum also derives high levels of achievement and satisfaction from the same. It will show how students with an interest in the field of training and discussion of athletes faecal matter effectively be prepared by the school athletic training programs. They are a perfect opportunity of gaining college and career preparation. These programs give an stamp down opportunity to the rack upment of information, certification, scholarships and networking for students (MacGregor, 2005).HOW TO DEVELOP A lead PROGRAM This section will evaluate the lead program adopted by W heeler High School in Indiana. It presents a situation that is appropriate to most high schools where there are potentially good pseudos but their hopes and targets fail to materialize due to lack of a well organized sports material and leadership in the school. On evaluation of the progress and areas that need change, Snodgrass notes that the foremost problem was the lack of player leadership in the students group up ups coupled with the lack of senior talent (2005).Borrowing from the object adopted by this school, this paper will give guidelines on how a school athletic leadership political platform stop be developed. Structure of the program An effective leadership program should start by identifying players that can participate in the plan. For starters, the first class could be made up of six senior and two next-to-last students who would meet weekly for two to three hours over a ten week period (Snodgrass, 2005). In this period, they would they would participate in th e curriculum by carrying out the following Interaction They are expected to visit and spend one or two hours in the curriculum each night (Snodgrass, 2005).From this interaction, the head of the plan identifies the strengths and weaknesses of the selected team by observing how they interact and how committed they are. This is the stage at which the leaders and those with skills valuable to the plan are identified. As they share ideas, hopes and aspirations, this pilot company can come up with an excellent innovation of the plan since they are better positioned to know what would work with their fellow student athletes and what would not. Activities strengthening core set The activities that strengthen core values are important as they set the plan in bowel movement with the rest of the student athletes.The pilot sort of eight should each be assigned a group of student with which they carry out these activities. This could occur in class for discussions and after knowing each o ther, the group members should engage in out of class activities. Group leaders are expected to call inbound players and engage with them with an aim of getting to know them intimately (University of Wisconsin, 2007). This is a very important step as the group leaders get in a position to identify strengths and weaknesses that might be private from the coaches and teachers.This enables the teams to avoid failures that commonly arise from the lack of proper understanding within the team. Leadership in callowness camps The eight members of the pilot team should serve as counselor at the summer youth camp. They are expected to take up roles such as teaching a position, coaching the team in flag football, running the punt-pass-kick contest etc (Young Edmonson, 2010). It should involve activities such as story narrations to emphasize the importance of team playing. The plan should be sure to implement a youth summer camp.The Handbook of Organizational Consulting psychology underscor es the importance of such camps in the development of leadership plans. It is from such camps that the members emerge as a team understanding each other, with strong leadership and ready to work together (Fiedler, 2002). The above activities lay the earthing on which the plan can be built upon. After getting the required individuals to spearhead the program and the necessary team sprit, the plan can proceed into the next step in which it formally assembles the vanquish ideas and strategies for the leadership program in form of a blueprint discussed in the following section.PLANNING THE shape Snodgrass defines a blueprint as the abut of designing a leadership program in any field from start to finish (2005). It guides the implementation of the whole process and it gives guidelines on how to check progress and mastery levels. This paper will provide a blueprint that is divided into steps as follows abuse 1 Assembling the planning team According to the program adopted by the Leig h University for the summer of 2007, the planning team should comprise all the key stakeholders to build a program that is acceptable campus wide (Fiedler, 2002).It is imperative to fasten that all individual stakeholders understand the importance of athletics in the life of the students. Teachers and other members of staff should be ready to sacrifice some academic hours in order to bring the plan into track. In this university, the team consisted of coaches from the Athletic division, administrators and student-athletes as well as staff from the Dean of Students Office to attain a healthy balance (Young Edmonson, 2010). They should meet weekly to discuss the rest of the steps in the blueprint. Step 2 Conducting a leadership auditThe leadership audit is a systematic judgement of leadership development opportunities at the institution and beyond. A complete audit includes both internal and external reviews and inventories all leadership opportunities (Lanasa, Ciletti Lackman, 2 005). Internal audit The information from this audit should find out whether there are other leadership initiatives on campus in which student-athletes can participate (). Fiddler finds that often these programs are not intentional to directly increase the value of the students leadership and do not fundamentally affect Athletics as a whole(Amorose Horn, 2000).There should be goal setting and skill building workshops that are conducive to the unique schedules of student-athletes and athletics department staff. External audit This involves researching specific leadership opportunities at other institutions. This should particularly look for leadership development programs and spoken communication options within other institutions (Robinson Skinner, 2008). It can be make in neighboring schools that have highly successful leadership development programs to identify crucial aspects that can be adopted.It can also be done online or from other literature on the complete to set good standards for a comprehensive plan. Step 3 Identification of an anchor The anchor is another(prenominal) crucial aspect of the plan that should be in place. Young and Edmonson define it as the existing institutional purpose, outreach or reason that makes the programs efforts essential and justifies the investment of time, energy and resources to support the effort (2010). It helps in the acceptance of the plan since it does not appear as something totally alien. For instance the billing statement of Lehigh University isTo get on with tuition through the integration of teaching, research, and service to others (Young and Edmonson, 2010). To be in tandem with the schools mission statement, the Lehigh Athletics Mission Statement could be made to capture that of the institute, e. g. Our mission in the Lehigh Athletics Department is to advance learning to develop leadership, and to foster personal growth through comprehensive athletics programming. (Young and Edmonson, 2010). This w ay, the plan manages to entrench itself within existing institutional goals and hence all stakeholders can comfortably identify with it and work towards its implementation.As such, teachers for instance would drop their hard line stance towards the plan as they feel it helps in academics. Step 4 Determining the scope The scope is the extent of the leadership experience which encompasses aspects such as how deep the program will be embedded in institutional culture and the programmatic mission and learning objectives (Robinson Skinner, 2008). The scope should be connected to the vision, mission, and learning outcomes of the schools sports department.Vision the plan should be aimed at cultivating a culture of leadership which encourages self-awareness, commitment to team playing, and emphasis on values and actions that enhance a good athletic experience. (Amorose Horn, 2000) Mission the sports department should use the plan to complement and support the larger missions of the instit ution as a whole. This can be achieved with the use of the transformational leadership theory that enhances students leadership skills and understanding (Fiedler, 2002). It should accomplish a sense of community among al stakeholders focusing on the value of demonstrable leadership.Learning outcomes these are the benefits that the students should derive from participating in the Athletic Leadership Program. Firstly, they enhance their knowledge of elemental leadership skills and principles. Others are interpersonal skills, integrity, peer motivation, self awareness and the value of diversity in both situation (University of Wisconsin, 2007). This will enhance their wellbeing in every field of life in school and beyond. Step 5 Shaping the philosophy A philosophy is important in shaping an appropriate vision, mission and goals for a comprehensive Athletic Leadership Program.Robison and Skinner put forward two examples of philosophy that can be used to achieve this end. They do so by addressing the unique needs of student-athletes, teams and coaches (2008). The Transformational Leadership Theory is the primary philosophy in which the program is embedded. It describes a course of action where both leaders and participants engage in a mutual, ongoing process of raising one another to higher levels of motivation, lesson reasoning, and self-consciousness (Robinson Skinner, 2008). This encourages collaboration and interdependence within participants by appealing to social and community focused values.Principle-Centered Leadership Theory this theory is based on principle based leadership. Leaders are required to boil down their practices in natural based practices. Their values can only be effective if they remain truthful to these guiding principles, which are identified as continually learning, service-oriented, radiate positive energy, believe in other people, lead balanced lives, see life as an adventure, are synergistic, and exercise for self-re new-fashio nedal (Robinson Skinner, 2008). Step 6 Selecting delivery framework These are the strategies and individuals to be used for teaching participants about leadership.This includes positional leaders and emerging ones. positional leaders include coaches and captains who are directly responsible of development of athleticism in individual-student athletes which will eventually lead them to winning championships (Fiedler, 2002). Emerging leaders include students joining the program and those who have been it for a epoch and want to further their leadership skills. This way, the plan ensures that it has a never ending supply of talent and new leadership, i. e. it is sustainable. Step 7 Select Assessment and Evaluation StrategiesThis step ensures that intentional assessment and evaluation tools will are available. It is recommended that the implementation of the blueprint is assessed after the first full year of implementation. The tools to be used for this assessment may include focus g roups, student-athlete exit interviews, pre- and post-surveys, student-athlete post-season evaluations, etc (University of Wisconsin, 2007). This process is meant to explore needs, outcomes and satisfaction derived from the plan. CONCLUSION A School Athletic Leadership Plan like the one outlined above will go a long way in accomplishing a varied range of needs in the school.It clearly shows the need to implement an effective plan from which students can derive numerous benefits. The step by step process is imperative in creating a leadership program which is self sustaining and which is deeply rooted in the institutional goals and vision. This ensures that it is embraced by all. REFERENCES Amorose, A. J, and Horn T. S (2000). Intrinsic Motivation relationship with collegiate athletes gender, scholarship status, and perceptions of their coaches behavior. Journal of sport and exercise psychology. 22(1), 63 84. Fiedler, F. E (2002). Proactive ways to improve leadership performance.Han dbook of organizational consulting psychology, 76 105, San Francisco Jossey-Bass Lanasa, J. , Ciletti, D. and Lackman, R. (2005). conception a Model for Improved Outcomes Among Students- Athletes in Sports Education. Left Coast Press. Retrieved, sixth August, 2010http//lcoastpress. metapress. com/index/6jp60m3240x253mm. pdf MacGregor, G. M. (2005). Designing Student Leadership Programs Transforming the Leadership Potential of Youth. Youthleadership. com Robison, T. I and Skinner, T. (2008). The Athlete and the Grade Change. Cases in Educational Leadership. Retrieved, 6th August, 2010http//jel.sagepub. com/cgi/content/abstract/11/1/106 Snodgrass, S. (2005). Building a high school leadership program. Gale, Cengage Learning. University of Wisconsin. (2007). A Grounded Theory Of High Quality Leadership Programs Perspectives From Student Leadership Development Programs In Higher Education. capital of Wisconsin University of Wisconsin. Young, J. and Edmonson, S. (2010). High School Athl etic Directors and Educational Leadership Traits A Conceptual Analysis of the Literature. Retrieved, 6th August, 2010http//www. ncpeapublications. org/attachments/ expression/33/m34613. pdf