Journal of the Louisiana Association for Health, Physical Education, Recreation, and Dance

Journal of the Louisiana Association for Health, Physical Education, Recreation, and Dance FALL 2019 VOLUME 83 | NUMBER 1

Louisiana Association for Health, Physical Education, Recreation, and Dance www.lahperd.org

2019 BOARD OF DIRECTORS President: Karen Simpson karen.simpson@cpsb.org Past President: Susan Gremillion sgrem69@lsu.edu President-Elect: Kerri Lee kerri.lee@zacharyschools.org Vice President, Dance Division: K-Lynn McKey kmckey2@lsu.edu Vice President, General Division: Sandra Blaylock redtop319@outlook.com Vice President, Health Division: Angela Simonton asimonton@ebrschools.org Vice President, Physical Education Division: Christina Courtney cvilla3@lsu.edu Vice President, Sport and Leisure Division: Chaston LaCaze chaston.lacaze@rpsb.us Vice President-Elect, Dance: Jessica Keltner keltnerpe@yahoo.com Vice President-Elect, General: Megan Lee mlee119@lsu.edu Vice President-Elect, Health: Jena Blaire guicciblair@bellsouth.net Vice President-Elect, Physical Education: Ben Kern bendkern@gmail.com Vice President-Elect, Sport and Leisure: Lacey Deal ldeal@latech.edu Non-Voting Officers Executive Director: Lynn Williamson lewilliamson@cox.net Secretary: Sr. Jean Marie Craig jmcraigsbs@aol.com Parliamentarian: Lisa Johnson ljohns@lsu.edu Section Chairpersons Dance • Dance Education: Lonna Winslow lonna.winslow@stpsb.org • Performance Dance: Vacant General • Ethnic Minority: Lori Anderson lsingleton2@ebrschools.org • Exercise Science: Larry Proctor proctorl@gram.edu • Future Professionals: Dari Johnson djoh228@lsu.edu • Higher Education: Obadiah Simmons simmonsoj@gram.edu • Research: Jean Chen ychen@latech.edu Health • Health Education: Harriett Boddie heboddie@caddoschools.org • Health Promotion & Wellness: Julie Gill juliegill@lsua.edu Physical Education • Adapted: Allison Mayfield allison.mayfield@bossierschools.org • Elementary: Emily Laurent ejblaurent3@gmail.com • Middle/Secondary: Ashley Dugas ashley.dugas@cpsb.org Sport and Leisure • Athletic Training: Homer Williams, III homer.williams@cpsb.org • Coaching Education: Mitzi Lalande milalande@iberia.k12.la.us • Community and Outdoor Recreation: Jamie Tanner jamie.tanner@zacharyschools.org • Fitness/Leisure/Aquatics: Rose Chew chewr@gram.edu • Sport Management: Vacant Au Courant Editor: Dustin Hebert hebertd@latech.edu Journal Editor: Dan Denson ddenson@mcneese.edu; Journal Layout Designer: Dustin Hebert hebertd@latech.edu Convention Manager: Debra Toney debratoney2@gmail.com LAHPERD JOURNAL EDITORIAL BOARD Wynn Gillan, Southeastern Louisiana University; Bob Kelly, Southern University; Ron Byrd, Louisiana State University at Shreveport; Susan Lyman, University of Louisiana at Lafayette; Hans Leis, Louisiana College LAHPERD JOURNAL CONTRIBUTING EDITORS Millie Naquin, Southeastern Louisiana University; Jean Chen, Louisiana Tech University; Brad Strand, North Dakota State University

Journal of the Louisiana Association for Health, Physical Education, Recreation, and Dance FALL 2019 VOLUME 83 | NUMBER 1 CONTENTS REFEREED PAPERS Effectiveness of a Sports Skills Program for the Homeschoolers ...........................................................................1 YuChun Chen, Louisiana Tech University Positive Youth Sport Development for Community and Youth Sport Leaders.......................................................9 Bradford Strand and Carter Kruckenberg, North Dakota State University John Frank, Faribault High School Human Papillomavirus Prevention ........................................................................................................................19 Valerie G. Saba and Millie Naquin, Southeastern Louisiana University ADS AWARDS’ CRITERIA JOURNAL SUBMISSION GUIDELINES MINI-GRANT APPLICATION

Journal of the Louisiana Association for Health, Physical Education, Recreation, and Dance

REFEREED PAPER

EFFECTIVENESS OF A SPORTS SKILLS PROGRAM FOR THE HOMESCHOOLERS YuChun Chen Louisiana Tech University Abstract Measurement and evaluation is an essential part of the teaching and learning experience in physical education. Different approaches to evaluate program effectiveness in K-12 physical education and school curricula include using health-related and/or sport-related physical fitness components, physical activity level, motor skill performance, and psychological measures as evaluation outcome.

However, there is limited research examining the effectiveness of a program outside of physical education and school curricular. In the present study, a pre-/post-test (i.e., underhand rolling and cross-body throwing) was administered on 17 homeschoolers aged 5 to 12 years who attended an eight-session sports skills program taught by nine teacher candidates with the assistance of 31 college students majored in health and physical education or kinesiology and health promotion. Pairedsamples t tests showed significant improvements on the “arm movement” and “weight transfer” criteria, and successful attempts on the underhand rolling test. As for the cross-body throwing test, the homeschoolers showed significant improvement on the “holding the disc,” “disc placement,” “foot placement” and “weight transfer” criteria, and successful attempts. The program was somewhat as effective as significant improvement was found on six of the ten evaluating criteria and on the successful attempts of both skills.

Keywords: program effectiveness, sports skills, homeschool Introduction There are different approaches to evaluate program effectiveness. A considerable amount of intervention-based research on the effectiveness of K-12 physical education and school curricula was VOL. 83, NO. 1

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conducted using health-related and/or sport-related physical fitness components as the evaluation outcome (Dallolio, Ceciliani, Sanna, Garulli, & Leoni, 2016; Denchev, Dimitrov, Rohleva, & Dimitrov, 2011; Gallotta, Emerenziani, Iazzoni, Iasevoli, Guidetti, & Baldari, 2017; Gorely, Nevill, Morris, Stensel, & Nevill, 2009; Gortmaker, Peterson, Wiecha, Sobol, Dixit, Fox, & Laird, 1999; Jamner, Spruit-Metz, Bassin, & Cooper, 2004; Lucertini, Spazzafumo, de Lillo, Centonze, Valentini, & Federici, 2013; Neumark-Sztainer, Story, Hannan, & Rex, 2003; Pangrazi, Beighle, Vehige, & Vack, 2003; Pieron, Cloes, Delfosse, & Ledent, 1996; Salmon, Ball, Hume, Booth, & Crawford, 2008; Weiss, Phillips, & Kipp, 2015).

Other than the typical FitnessGram® testing items to assess the five health-related physical fitness components (i.e., aerobic capacity, body composition, muscular endurance, muscular strength, and flexibility), the yo-yo intermittent recovery test, 1000-meter run and handgrip strength test, for example, have also been used for data collection (Dallolio et al., 2016; Denchev et al., 2011). As for the sport-related physical fitness components, the Harre circuit, plate tapping and standing long jump tests, for instance, have been used to measure agility, balance, coordination, power, reaction time, and speed (Dallolio et al., 2016; Denchev et al., 2011; Gallotta et al., 2017; Lucertini et al., 2013).

Physical activity level and motor skill performance are the other two commonly used techniques to evaluate effectiveness of K-12 physical education and school-based interventions.

While some researchers simply counted minutes of physical activity during a designated time frame (Jamner et al., 2004; Jurg, Kremers, Candel, van der Wal, & de Meij, 2006; Pangrazi et al., 2003; Sallis, McKenzie, Alcaraz, Kolody, Faucette, & Hovell, 1997; Salmon et al., 2008; Simons-Morton, Parcel, Baranowski, Forthofer, & O’Hara, 1991), others assessed total time in moderate-to-vigorous physical activity using pedometer and accelerometer (Gorely et al., 2009; McKenzie et al., 1996; Pate, Ward, Saunders, Felton, Dishman, & Dowda, 2005; Webber et al., 2008). Besides, Gortmaker and colleagues (1999), Harrell, McMurray, Bangdiwala, Frauman, Gansky and Bradley (1996), and Kulinna, Corbin and Yu (2018) used self-reported data to FALL 2019

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estimate physical activity level of their participants.

Through direct, non-participant observation, another group of researchers determined physical activity level using systematic observation tools such as system for observing fitness instruction time (Fairclough & Stratton, 2006; McKenzie, Sallis, Prochaska, Conway, Marshall, & Rosengard, 2004; van Beurden, Barnett, Zask, Dietrich, Brooks, & Beard, 2003). As for motor skills, van Beurden et al. (2003) assessed eight fundamental movement skills on 1,045 elementary school aged students, while a few others gathered and analyzed data on manipulative skills such as catching, throwing and kicking (Lopes, Stodden, & Rodrigues, 2017; McKenzie, Alcaraz, Sallis, & Faucette, 1998; Pieron et al., 1996).

Psychological measures have also been examined in evaluating effectiveness of K-12 physical education and school-based interventions.

Christodoulidis, Papaioannou, and Digelidis (2001) measured teacher-initiated motivational climate, goal orientations, perceived effort and enjoyment, attitudes, intentions, and behavior towards exercise on 105 tenth graders. A similar study was conducted on seventh graders by Digelidis, Papaioannou, Laparidis, and Christodoulidis (2003).

Some other intervention programs were aimed to increase physical activity by improving enjoyment, self-perception, self-competence, self-efficacy, and social support (Dudley, Okely, Pearson, & Peat, 2010; Gorely et al., 2009; Jamner et al., 2004; Neumark-Sztainer et al., 2003; Salmon et al., 2008; Weiss et al., 2015). Furthermore, Jurg et al. (2006) examined perceived advantage and habit strength of physical activity, while Pieron et al. (1996) looked into attitude towards school and physical education.

Compared to the considerable amount of previous research in K-12 physical education and school-based interventions, only a few studies have been done outside of such setting. Baghurst and colleagues used afterschool running and rowing programs to examine physical performance (e.g., fitness and motor skills) and psychological changes (e.g., self-concept and perceived appearance) on children and youth (Baghurst & Fink, 2018; Baghurst, Fink, & Adib, 2016; Baghurst, Price, & Fink, 2017; Baghurst, Tapps, & Adib, 2015; Fink & Baghurst, 2016). Also investigating in afterschool programs, Trost, Rosenkranz, and Dzewaltowski VOL. 83, NO. 1

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(2008) looked into the physical activity levels among children. El-Ashker (2018), on the other hand, examined the effectiveness of a boxing training program on 32 male adults’ physical fitness (e.g., lead hand punches, rear hand punches and total punches under 30 seconds) and technical performance (e.g., defensive and offensive skills).

Positive results were found in the majority of the intervention-based research as the experimental group was purposefully given the treatment to enhance the learning experience while the control group stayed the same. It would be interesting to see if similar results will be yielded without an intervention. Besides, compared to other approaches, studies using motor skills to determine the program evaluation outcome were rare (ElAshker, 2018; Lopes, Stodden, & Rodrigues, 2017; McKenzie, Alcaraz, Sallis, & Faucette, 1998; Pieron et al., 1996; van Beurden et al., 2003).

Lastly, Gabriel, DeBate, High, and Racine (2011) claimed that some of the ineffectiveness of physical activity programs might be caused by a failure to involve all stakeholders such as parents, administrators and community members in the process. Therefore, current literature warranted research that involves different parties that share the same interest in educating physically literate individuals. The purpose of the study was to examine the effectiveness of a sports skills program for the homeschoolers. In other words, the aim was to examine if the program, without an intervention, could help improve the two sports skills (i.e., underhand rolling and cross-body throwing) among the homeschoolers in the community.

Methods Participants The participants for this study were 17 homeschoolers (7 female and 10 male) aged from 5 to 12 years (m=7.06, sd=1.78). None of them had public/private school experience; hence, they had no formal physical education before. Six of the 17 homeschoolers had participated in extracurricular physical activities prior to attending this sports skills program and/or at the time; four played basketball and the other two played tee-ball. The 17 homeschoolers came from seven families; one FALL 2019

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family had four children enrolled in the sports skills program, two families had three children enrolled, three families had two children enrolled, and one family had one child enrolled. The homeschoolers were brought to the university gymnasium by their parents on Wednesdays from 2 to 3 pm for the sports skills program.

The Homeschool Sports Skills Program The program was built into a 200-level teacher education activity course at a university in the southeastern United States as part of the early field experience for the 31 college students majored in Health and Physical Education (HPE) or Kinesiology and Health Promotion. Nine teacher candidates (i.e., HPE majors who had fulfilled the requirement to be admitted in the teaching program) enrolled in the elementary methods courses during the same quarter served as the instructors of the program. The homeschoolers were divided into four groups by age. The teacher candidates and college students were assigned into one of the four groups and stayed in the same group from the beginning to the end of the program.

There were eight sessions total, all sessions were planned and delivered by the teacher candidates. In order to incorporate the content taught in this individual sport and physical activity course, underhand rolling and cross-body throwing skills were selected to be the focus of the program.

As the teacher candidates were leading the sessions, the college students were either working closely with the homeschoolers on a 1-1 or 2-1 teacher-tolearner ratio (depending on the attendance), videotaping the teaching and learning activities, taking pictures of the participants, or completing an observation sheet on the side. Parents were welcome to stay upstairs on the bleachers during the sessions and were encouraged to practice the skills at home between sessions.

Data Collection A pre-test on the two focused skills was administered on the first session of the program. For the underhand rolling test, the homeschoolers who were 5-7 years old used a 6.3-inch foam ball (Image 1) to knock down a bowling pin (15 inches in height VOL. 83, NO. 1

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and 9.3 oz in weight) that was 8 feet away from the foul line. The homeschoolers who were 8 years and older used the same equipment, but the pin was set 10 feet away from the foul line. For the cross-body throwing test, the homeschoolers who were 5-7 years old threw a putt and approach disc (Image 2) into a portable disc golf catcher (Image 3) that was 6 feet away from the foul line. The homeschoolers who were 8 years and older also used the same equipment for the test, but the disc golf catcher was set 9 feet away from the foul line. The distance between the pin/catcher and the foul time was determined from a pilot test with a 7-year-old boy and a 9-year-old boy three weeks before the program had begun.

Each homeschooler was given three trials (10 attempts per trial) for both tests. Due to limited equipment, two groups started with the underhand rolling test and the other two groups started with the cross-body throwing test. After everyone had gone through their respective test, the groups switched locations in the gym and proceeded to the next test.

Each homeschooler within the group took turns on each trial, so they had a break in between the three trials. A post-test on the same skills was administered on the last session.

Using a self-developed rubric, the videotaped pre- and post-tests were evaluated by the program director, who was a physical education teacher education faculty with more than ten years of experience in the field. The evaluating criteria included holding the ball, aiming, arm movement, foot placement and weight transfer on the underhand rolling test, and holding the disc, disc placement, throwing, foot placement and weight transfer on the cross-body throwing test. On the scale of 1 (unacceptable), 2 (acceptable), and 3 (excellent), the program director watched the videotapes and evaluated everyone’s performance.

Successful attempts were also recorded from 0 to 10 for each trial. A successful attempt was counted when the bowling pin was knocked down by the foam ball or the disc hit the chains and stayed inside the catcher. When the homeschoolers stepped on the foul line, it was considered an unsuccessful attempt.

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Data Analysis The overall intra-rater reliability was achieved with an agreement of 87.3%. The best of the three trials from each homeschooler was entered and analyzed using SPSS. Paired-samples t tests (p < .05) were used to identify any statistically significant mean difference between the pre- and post-tests by the evaluating criteria and successful attempts. All p values reported in this study were two-tailed and equal variances assumed values.

Results and Discussions Underhand Rolling Test Paired-samples t tests indicated significant improvements on arm movement (t(16)=-5.416, p=.000), weight transfer (t(16)=-2.704, p=.016), and successful attempts (t(16)=-3.773, p=.002).

Although the performance was still “unacceptable”, the homeschoolers’ arm movement was improved from 1.12 (sd=.332) to 1.76 (sd=.562). The majority of them were able to push forward and follow through, but rarely did they bring the arm straight back before pushing forward. They also had a hard time keeping the arm straight backward and forward during the pendulum movement.

The homeschoolers’ ability to transfer weight was significantly improved from the “unacceptable” (m=1.82, sd=.636) to the “acceptable” category (m=2.29, sd=.849). After six sessions of working on the underhand rolling skill, the majority of them were able to transfer their weight from the back leg to the front let, although some of them still performed the entire movement using their upperbody strength only.

The average successful attempt was also significantly improved from 2.71 (sd=1.263) on the pre-test to 5.24 (sd=2.278) on the post-test. A handful of successful attempts were marked off because the homeschoolers stepped on the foul line.

When the teacher candidates did not correct them, the homeschoolers tended to stay the same. In several occasions, the teacher candidates did not correct the homeschoolers until the end of the trial.

According to the evaluating rubric, the homeschoolers were expected to “hold the ball on the bottom with the favorite hand, and the nonVOL. 83, NO. 1

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favorite hand places gently on the side of the ball.”

This “holding the ball” criterion is critical to the underhand rolling skill because it is closely related to the other sports skills such as bowling and bocce ball. Without holding the ball correctly from the beginning, an individual may not be able to improve the entire movement during practice, and consequently may not perform her/his best ability during a game. Unfortunately, neither the teacher candidates nor the college students noticed this critical technique. The teacher candidates did not demonstrate or teach the homeschoolers how to hold the ball correctly, and the college students also failed to correct them (i.e., teacher candidates and homeschoolers) during the tests and regular sessions. As a result, all homeschoolers scored 1 (on the 3-point scale) on the pre- and post-tests.

Aiming and foot placement were the other two evaluating criteria that were found insignificant, but the results were worth discussing. None of the homeschoolers held the ball in front of the shoulder and in line with the target on the pre-test (m=1.00, sd=.000). Instead, they all held the ball in front of their body, so when they brought the arm back, it would not be a straight backward motion. A couple of the homeschoolers did improve but their effort was not impactful enough to yield a significant difference on the post-test (m=1.24, sd=.664). The shoulder, the ball, and the bowling pin are supposed to be in line to produce the optimal aiming mechanism. Unfortunately, either the teacher candidates did not emphasize this particular teaching point, or the homeschoolers were unable to comprehend the aiming mechanism during the eight-session period, the “aiming” criterion remained under the “unacceptable” category. Unlike aiming, the homeschoolers’ foot placement was “acceptable” on the pre-test (m=2.18, sd=.883).

Although the mean score remained under the same category, it increased slightly on the post-test (m=2.29, sd=.920).

Cross-body Throwing Test Significant improvements were found on holding the disc (t(16)=-5.101, p=.000), disc placement (t(16)=-5.607, p=.000), foot placement (t(16)=-3.429, p=.003), weight transfer (t(16)= -5.101, p=.000), and successful attempts (t(16)= FALL 2019

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-2.495, p=.024). The homeschoolers improved from the “unacceptable” (m=1.47, sd=.800) to the “acceptable” category on holding the disc (m=2.65, sd=.702). On the pre-test, several homeschoolers held the disc with their thumb on top and only index finger underneath the disc, which was not very stable to begin with, leave alone throwing it with a force. After correction and countless practice during the sessions, the majority of them were able to keep their index finger against (or tuck in underneath) the edge of the disc and spread out the remaining fingers underneath the disc.

According to the evaluating rubric, the homeschoolers were expected to hold the disc at waist level and keep it parallel to the ground. Their performance was “unacceptable” on the pre-test (m=1.24, sd=.437). Similar to the underhand rolling test, many of them held their disc in front of their body, and consequently, they either threw the disc to the side or did not generate enough force to make it into the catcher. Although the post-test score showed them barely made it under the “acceptable” category (m=2.00, sd =.500), the improvement was significant.

Unlike other throwing skills, disc/frisbee throwing requires an individual to step on the foot that is on the same side of the throwing arm. With an efficient use of weight transfer, the individual will be able to generate more force than s/he will be without the lower-body assistance. The mean scores were “unacceptable” on both foot placement (m=1.65, sd=.702) and weight transfer (m=1.53, sd=.800) on the pre-test. On the bright side, the homeschoolers demonstrated significant improvement on both skills on the post-test as the “foot placement” criterion showed a mean score of 2.35 (sd=.931) while the “weight transfer” criterion was 2.71 (sd=.686).

Despite the small increasing amount, the homeschoolers’ successful attempts on the crossbody throwing test were also significantly improved from 3.47 (sd=2.672) to 4.65 (sd=2.290). Similar to the underhand rolling test, many successful attempts were marked off because of the foul line violation penalty.

The “throwing” criterion was the only insignificant finding on the cross-body throwing test. The mean scores were both under the “unacceptable” category on the pre-test (m=1.47, VOL. 83, NO. 1

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sd=.514) and on the post-test (m=1.76, sd=.437).

According to the video footage, the homeschoolers had a hard time flicking the wrist and keeping the disc parallel to the ground when releasing the disc.

They rarely pointed at the target at the end also. As opposed to the flicking motion, many of them tosses or threw the disc instead.

Conclusion The purpose of the study was to examine the effectiveness of a sports skills program for the homeschoolers. Evidently, the program was somewhat effective as significant improvement was found on six of the ten evaluating criteria and on the successful attempts of both skills. The current study concluded that, without an intervention, the program was still be able to help improve the two sports skills of the homeschoolers. Additionally, as suggested by Gabriel and colleagues (2011), involving the stakeholders could potentially help the effectiveness of the program. During the sessions, all parents stayed upstairs where they had a clear view of the teaching and learning activities. Some parents videotaped their children during the sessions. Although there was no data supporting that the parents had practiced the skills with their children at home, it was believed that involving the parents in this process had something to do with the effectiveness of this program. Lastly, this study aimed to add to the literature since there was a need for research that investigating motor skills, especially manipulative skills. After all, the process may seem tedious and time-consuming, appropriate assessments designed to inform instruction, provide feedback, and communicate progress are necessary in order to provide a quality program for the homeschoolers.

To extend this line of research, a few directions could be taken. First, increasing the number of participants from different parts of country could help make the population more representative.

Additionally, investigating teacher candidates’ teaching performance/behavior and how it impacts the learning outcome could help explain the relationship between process and product. Thirdly, fellow researchers could gather data about involvement of the stakeholders and examine how their involvement influences the teaching process FALL 2019

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and learning outcome. Lastly, psychological and psychosocial measures could be added to examine if a program, whether is physical education, schoolbased curriculum, after school program, or extracurricular program, is effectively designed to help develop physically literate individuals.

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McKenzie, T. L., Sallis, J. F., Prochaska, J. J., Conway, T. L., Marshall, S., & Rosengard, P. (2004). Evaluation of a two-year middle-school physical education intervention: M-SPAN. Medicine and Science in Sports and Exercise, 36(8), 1382-1388.

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Pieron, M., Cloes, M., Delfosse, C., & Ledent, M. (1996). An investigation of the effects of daily physical education in kindergarten and elementary schools. European Physical Education Review, 2(2), 116-132.

Sallis, J. F., McKenzie, T. L., Alcaraz, J. E., Kolody, B., Faucette, N., & Hovell, M. F. (1997). The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, play and active recreation for kids. American Journal of Public Health, 87(8), 1328-1334.

Salmon, J., Ball, K., Hume, C., Booth, M., & Crawford, D. (2008). Outcomes of a grouprandomized trial to prevent excess weight gain, reduce screen behaviours and promote physical activity in 10-year-old children: Switch-Play.

International Journal of Obesity, 32(4), 601612.

Simons-Morton, B., Parcel, G. S., Baranowski, T., Forthofer, R., & O’Hara, N. M. (1991).

Promoting physical activity and a healthful diet among children: Results of a school-based intervention study. American Journal of Public Health, 81(8), 986-991.

Trost, S. G., Rosenkranz, R. R., & Dzewaltowski, D. (2008). Physical activity levels among FALL 2019

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children attending a after-school programs.

Medicine and Science in Sports and Exercise, 40, 622-629. van Beurden, E., Barnett, L. M., Zask, A., Dietrich, U. C., Brooks, L. O., & Beard, J. (2003). Can we skill and activate children through primary school physical education lessons? “Move it Groove it” – A collaborative health promotion intervention. Preventive Medicine, 36(4), 493501.

Webber, L. S., Catellier, D. J., Lytle, L. A., Murray, D. M., Pratt, C. A., Young, D. R., … Pate, R. R. (2008). Promoting physical activity in middle school girls: Trial of activity for adolescent girls. American Journal of Preventive Medicine, 34(3), 173-184.

Weiss, M. R., Phillips, A. C., & Kipp, L. E. (2015).

Effectiveness of a school-based fitness program on youths’ physical and psychosocial health outcomes. Pediatric Exercise Science, 27, 546557.

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POSITIVE YOUTH SPORT DEVELOPMENT FOR COMMUNITY AND YOUTH SPORT LEADERS Bradford Strand and Carter Kruckenberg North Dakota State University John Frank Faribault High School Abstract Youth sports in America have become about individual achievement and prestige, garnered through hyper-competitive, contrived competitions.

This paper challenges the current notions of youth sports, juxtaposing positive youth development (PYD) values with contemporary trends among youth athletes. When it comes to youth sport development, one size does not fit all. Models that may produce success as young adults have shown when particular assets (positive identity, empowerment, and support) are the main focus on youth sport programs, it can decrease the likelihood of burnout and increase levels of enjoyment. Results include development of positive self-esteem, personal skills, and exposure to a positive, supportive setting. These assets can evolve into life skills of youth participants to contribute to society later in life. Coaching philosophy and communication with parents play a role in athlete development along with intentional development of philosophy. This includes coaches keeping ‘fun’ at the forefront, considering the context in which they operate, the performance demands of their sport, and the developmental level of their athletes.

Introduction The contribution of youth sport participation to academic and life success is widely recognized and continues to gain acknowledgement from current research (Singleton, 2016). However, those closely involved, especially the youth athletes, face many challenges throughout their athletic experience.

Some challenges include socioeconomic status of families, early pressure to specialize in a sport, emphasis placed on winning, and parent/coach relationships (Fraser-Thomas & Cote, 2006). These can lead to unsustainable physiological and sociological demands on youth athletes that often VOL. 83, NO. 1

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lead to preventable injuries and burnout, eventually resulting in a negative experience that is linked to our youth’s declining participation numbers (Bean, Fortier, Post, & Chima, 2014). Accordingly, there is a growing desire and recognized need for more healthy and sustainable models for youth athlete development, particularly those programs that provide more inclusive, diverse, and enjoyable participation and opportunities for fulfillment at all levels of individual athletic skill and achievement (Bergeron, 2018).

There is a need to extend our views of positive youth sport development to include the ‘culture’ of youth sports in general, including the underlying philosophy for developing youth athletes, relationships of youth sports leaders and athletes, coaching styles and practices, and parental expectations (Bergeron et al., 2015). Building a positive development and youth sport model that addresses the cultural and socioeconomic needs of youth is an avenue worth exploring. One size does not fit all; modifying a model that fits one’s program philosophy can help create guidelines for a sustainable model to develop healthy, resilient, and capable youth athletes, while providing positive experiences for all levels of sport participation and success.

The purpose of this paper is to review the literature of the positive youth development and sport models, and to provide a set of strategies designed to create positive sport experiences that can be implemented by program administrators, coaches, and parents. These strategies are rooted in a philosophy of youth sport that focuses on athlete development and on creating a positive sport experience. An emphasis will be placed on sport enjoyment, a positive approach, and cultivating relationships.

Positive Youth Development Research has shown there are both positive and negative outcomes associated with sport participation (Camiré, Trudel, & Forneris, 2012).

These findings help explain why there is a lack of evidence for the impact of sport participation on positive youth development (PYD). Sport by itself does not necessarily produce positive outcomes; rather the developmental benefits of sport FALL 2019

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participation are contingent on social contextual findings (Holt & Neely, 2007). Coaches, parents, peers, and the community play a big role on the social contextual factors and contribute to the ways in which youth sport is practiced and experienced (Greene, 2006; Taylor, Schweichler, Jorgensen, McKown, & Teresak, 2013).

There are developmental assets that are linked to the qualities and characteristics of programs intended to foster optimal youth development during adolescence. These assets are separated into two broad categories (internal assets and external assets). The internal assets represent the character of the individual focusing on the values and beliefs.

They include commitment, positivity, social competence, and positive identity. The external assets are linked to the individual's physical and psychosocial environment which includes support, empowerment, boundaries, and expectations. It is suggested that the more assets individuals possess, the less likely they are to engage in high risk behaviors. Youth who have more developmental assets are more likely to strive and succeed as young adults (Holt & Neely, 2007). Three particular assets (positive identity, empowerment, and support) should be the main focus on youth sport programs to decrease the likelihood of burnout and increase an individual's level of enjoyment. Sport provides a unique setting in which individuals can increase their self-esteem, build personal skills, and have a positive, supportive setting.

Youth Sports as Community Development Youth sports are continually hailed as providing a remarkable opportunity for young Americans to develop physically, socially, and psychologically (Fraser-Thomas & Cote, 2006). The ideal is for young athletes to take the skills learned through athletic experiences and apply them to their future as a citizen and community member. While many scholars agree with the notion that sports provide the environment for youth to develop positive skills for life (Bean, Kendellen, & Forneris, 2016; Chinkov & Holt, 2016; Danish & Nellen, 1997; Gould & Carson, 2008), the increasing competitiveness in youth sports has resulted in a shift from community-orientated activity, to the pursuit of individual achievement and prosperity VOL. 83, NO. 1

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(Chalk, 2018). It is clear, youth coaches must employ life skills education to foster positive youth development, shifting the focus of youth sports from individual vanity, back to community commitment.

Sport as Youth Development & Patriotic Duty Youth sports as a developmental activity began in the early nineteenth century. Early American implementation of Friedrich Ludwig Jahn-style gymnastics training can be traced back to the late 1820s (Swanson & Spears, 1995). While German American immigrant communities would build gymnastics programs for their youth, other groups began implementing different physical education programs. Hartvig Nissen, a Swedish immigrant, developed a manual for gymnastics movements also included information on diseases and other ailments (Nissen, 1899) for healthy physical development of the community’s youth. At the core of these early programs was a fundamental commitment to advance the ethnic communities from which they originated.

Gagen (2004) traced the origins of mainstream, widespread youth sports in America to the mission of Progressive civic organizations to build a healthy, patriotic citizenry. This point is further evidenced by the development of the YMCA, and other similar organizations, which sought to build a citizenry through physical exercise, patriotic duty, and Christian morality (Zald & Denton, 1963).

While clearly the origins of the YMCA were predicated on white, Christian, male children, Coalter (2007) argued that contemporary sports programs have the power to reach “at-risk” populations and instill community pride, as well as foster aspirational attitudes toward the future. In order to attain these goals, a broader understanding of youth development is necessary.

Albrecht and Strand (2010) stated, “Whether one believes organized sport represents a key to building character and physical fitness in children, or a distraction from academic success and freeplay activity, one conclusion in inevitable and indisputable; organized sport is here to stay” (p. 19).

To that end, the goal is for organized youth sport to represent, overall, a positive experience for the participants – a continued challenge for all who FALL 2019

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might be involved with organized youth today, and into the future.

The Five C’s of Youth Development Program If sport is to be used for youth development, criteria for successful implementation must be defined. In this case, the criteria for successful youth development is the five C’s: competence, confidence, connection, character, and compassion (Lerner, 2004; Little, 1993; Roth & Brooks-Gunn, 2003). This framework is especially beneficial as it promotes both personal development and contextual factors that foster PYD. Competence represents how one views his or her ability of doing something successfully or efficiently. It is the efficacy of one’s various abilities, whereas confidence is the positive self-worth and self-efficacy of an individual.

Character refers to an individual's respect of values, beliefs, and observance of community standards, and compassion is the development of affective pursuits. Compassion is a person’s sense of sympathy and empathy toward others. The last C is connection, which describes the positive bonds with others. Connections’ foundation is the positive bond youth make when entering into a development program.

When all 5 C’s are present, contribution may occur which enables youth to give back to their community and society. The 5C’s are therefore essentially measurable constructs that represent the desired outcomes of youth development (Holt & Neely, 2007). Lerner, Dowling and Anderson (2003) also posit an extension, or a result of successful youth development with another term: contribution. Acknowledgement of the foundational five “C’s” will lead to individuals who, through positive youth development experiences, can become contributing members of society. With increasing social issues intersecting into sports (Darnell, 2010), it is essential that sport, youth development programs remain focused on creating civic contributors. Although youth sports have transformational power, recently youth sports has traded the five C’s of youth development for an entirely different C: competitiveness.

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The Selfish Athlete A Washington Post article titled, “Why 70 percent of kids quit sports by age 13,” examined how increasing competitiveness has had a devastating effect on youth sport participation (Miner, 2016). The main reason given for quitting, “It’s not fun anymore.” As American youth quit sports, they also are shutting down potential opportunities for development. Similarly, those who do persist in such a competitive environment are now espousing the developmental elements of individuals seeking personal glory, or individual fulfillment.

Using the same C’s from above, one can analyze how hyper-competitive sports have influenced the development of a new generation of young, selfish athletes. One indicator of the selfish athlete is overconfidence. Cogburn, Horton, and McNeil (2017) argued that a “firm-coaching” style leads to increased attitudes of machismo. That is, young, male athletes displayed overly confident attitudes on the basis of their masculinity and “toughness” as defined by coaches employing a “firm” style of coaching. Firm-coaching identifies competitiveness, not development, as the major outcome for youth sports. Similarly, Hofseth, Toering, Jordet, and Ivarsson (2017) found that elite youth soccer players in England, who had unrealistic attitudes regarding their abilities, were less likely to maintain high performance levels throughout their careers. In this case, confidence and competence were the two youth development areas which were predicated on individual satisfaction, at the expense of a community contribution.

In terms of connection, young athletes now have a new vehicle: social media. Although a positive youth development model strives for connection with teammates, coaches, and stakeholders as well as schools and communities, contemporary athletes are finding connection online. In the interconnect, modern world, young athletes make innumerable connections, although they are often digitally with complete strangers. An analysis that was conducted of top football recruits in the nation yielded surprising information regarding self-presentation.

Frederick and Clavio (2015) discovered the top ten high school football recruits used the social FALL 2019

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media platform Twitter to engage in candid, and calculated, self-presentation. If connection is an element of positive youth development, this type of duplicitous, superficial behavior characterized as youth regression. A similar analysis was done on the popular social media platform Instagram, which proved young athletes reinforce gender stereotypes through their self-presentation (Smith & Sanderson, 2015), another superficial attempt at connection.

Athletic Development Models The long-term athlete development (LTAD) model has been used by many sporting programs across the world in an effort to more closely align training prescription with the timing and tempo of maturation as opposed to chronological age (Lloyd et al., 2015). Despite the application of the LTAD model by sport programs, researchers have questioned its view of athletic development and the fact that the model lacks any real empirical evidence (Ford et al., 2011). Furthermore, there is a lack of evidence to support the concept of “windows of opportunity,” to enable an individual to reach their athletic potential. The biggest challenge is fully understanding the interaction of training with age, growth, and maturation as youth and adolescents do experience natural occurring periods of accelerated adaptations during the developmental years.

More recently, researchers created the Youth Physical Development (YPD) model, which used existing empirical research from the development of individual components of fitness to establish an overall long-term strategy for physical development across childhood and adolescence (Lloyd et al., 2015). This model moved away from “athletecentered” terminology and placed an emphasis on the long-term development of physical abilities for all youth. This model is centralized around the development of movement and muscular strength for both youth and adolescents. YPD model puts emphasis on developing fundamental movement skills early in the development stages, then progressing to more sport specific skills.

Researchers also supported early exposure to resistance training, which enhances physical performance and reduces the risk of injury.

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which provide strategies for athletic development, it is important to understand that the models should be looked at as adaptable blueprints and should be modified based on the individual needs and level of maturation.

The Composite Youth Development (CYD) model demonstrates how existing models of youth physical development and talent development can be adapted and integrated to provide a more longterm progressive approach for the development of youth (Lloyd et al., 2015). The CYD model provides a framework of physical and psychosocial development starting with early childhood (investment years), middle childhood (sampling years), adolescence (recreation/specialization years). This new proposed model acknowledges that all fitness components are trainable at all the stages of development, and limited data exists related to the strategies for developing the psychosocial qualities in youth at different stages of maturation.

However, irrespective of the stage of development, the key goal of any practitioner working with youth should ensure the child or adolescent remains motivated for lifetime engagement with sports and physical activity (Lloyd et al., 2015).

Developing a Philosophy A coaching philosophy is a working definition of your values and what you stand for (Gilbert, 2017). It should have a direct correlation with and be representative of your behaviors and actions.

Establishing an effective coaching practice consists of developing a well thought out philosophy that prioritizes the physical, psychological, and social development of athletes; it is a crucial first step for coaches. When developing a philosophy, coaches should consider the context in which they operate, the performance demands of their sport, and the developmental level of their athletes.

The next step is to share the program philosophy with the parents holding a preseason meeting to generate parent support. This is an opportunity to speak with parents not only about the program philosophy but also ways to address the expectations for the particular team, methods preferred on contacting the coaches, parent expectations and code of conduct, and the policies associated with the program. These strategies can FALL 2019

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help build a positive working relationship with the parents and find positive ways to involve the parents in the program, while still keeping within the boundaries of the programâ&#x20AC;&#x2122;s philosophy. For parents who cannot attend the meeting, it is still possible to keep them informed by using weekly emails, or social media.

Maximize Inclusive Opportunities to Participate and Foster Prosocial Behavior Creating policies that maximize participation and good sportsmanship should be considered by youth sport leaders. Such policies could include ensuring equal playing time or giving athletes a chance to experience playing different positions while on the field or court. Participation could also be maximized by limiting team roster sizes or playing games in a small-sided format. Small-sided games by nature foster maximum participation and allow athletes to learn the game in context (Collins & Barcelona, 2018).

Maximizing participation also creates more opportunities for increased physical activity. Too often in recreational youth sports, athletes spend a significant amount of time standing around, waiting in line, and not moving. Youth sport leaders must also create environments in which social behavior is encouraged and reinforced through positive talk, a focus on team building, close supervision of practices and games, postgame social events, rewarding good sportsmanship, and applying appropriate consequences for poor sportsmanship.

Intentionally implementing such policies could be an important predictor of positive sport experiences for youth athletes.

Coaching Education and Mentorship Programs For coaches to be able to successfully implement developmentally appropriate practices requires a strong commitment to continued professional development. Coaching education programs should be considered to assist sport leaders in establishing meaningful relationships that enrich the personal assets of their athletes and foster their own intrapersonal and interpersonal skills. If the practices of coaches of children are to improve to the point where they can be considered VOL. 83, NO. 1

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developmentally appropriate a greater consideration is needed of how coaches operating in these contexts are educated.

Youth sport coaching education may not be possible given the cost and time requirements.

Therefore, community youth sport leaders could work with coaches in their contexts over a longitudinal period. By doing so, individual coaching practices can be better understood with recommendations for practice given which are more meaningful to the coach (Bailey, Cope, & Pearce, 2013). By establishing some type of formal coaching education and mentorship program regarding positive coaching skills, general physical training, injury reductions, and first aid should be encouraged.

Youth Sport Leader Guidelines That Foster Positive Youth Development Youth sport leaders must consider the overall goals of sport participation as well as the overall development of the athletes. Understanding these components will help in knowing when and how to provide an appropriate balance of the structure and expectations of the program. Emphasizing the core values of philosophy is also an effective strategy as it reinforces the components of sport that are within the athlete's control, while de-emphasizing winning.

Certainly, an approach in which â&#x20AC;&#x2DC;successâ&#x20AC;&#x2122; is defined by skill development over winning is something coaches need to become aware of and promote.

Creating a positive mastery task-oriented climate to help foster player enjoyment, reduce fear, and to help facilitate athletic development is an essential task that youth sport leaders should practice. The emphasis should be placed on skill development and building confidence of athletes.

One strategy to build the mastery mindset of an athlete is to incorporate and encourage SMART (specific, measurable, achievable, realistic and timely) goal setting and to encourage process goals over outcome goals.

Rewarding positive behaviors that are in line with the program philosophy is another key guideline to foster positive youth development. This may be as simple as handing out a t-shirt each week to a player who displayed good sportsmanship or great effort. Another example would be rewarding FALL 2019

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athletes by giving them ownership and choice during practice for displaying positive behaviors.

Teammates will notice this and try to emulate this behavior. It is a great way to intrinsically motivate the athletes.

It is also important that youth sport leaders develop a positive relationship with the athletes and parents. Coaches must be consistent and fair, and treat all athletes in the same manor, as consistency builds credibility. One way to help build a relationship is by starting a conversation with athletes about their lives outside of sports. This can go a long way in building positive relationships with athletes. Communicate effectively with the parents, send out weekly emails or social media blasts about the team goals and accomplishments.

Coaches also need to be intentional listeners, having an open mind with parent conversations.

Finally, make it fun! This is the number one reason why youth engage in sports; because they want to have fun. Bring excitement and enthusiasm everyday as a youth sport leader, as positive energy is contagious. Coaches with energy have a real presence, which draws people close. They command attention, which can sharpen an athlete’s focus and concentration. Having a positive, consistent, engaged presence with your players that shows you care about them and the team.

Coaching Life Skills for Positive Youth Development With a new generation of young athletes facing new challenges, as well as being inundated with messages from digital media, coaches must refocus on development. To coach with a developmental mindset, one must embrace coaching life skills.

Whereas Dworkin, Larson, and Hansen (2003) used up to six domains for youth development through sport, Danish, Forneris, Hodge, and Heke (2004) identified four domains for life skill development: behavioral, cognitive, interpersonal, and intrapersonal. By amalgamating these life skills domains with the foundational C’s from the above stated youth development framework, youth coaches have a structure that rededicates the focus of youth sports back onto the development of potential community contributors.

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In order to impart life skills to young athletes, coaches must be willing to acknowledge the learning process that must take place. Through implementation of Gould and Carson’s (2008) framework for life skills development, coaches are able to readily identify areas which offer learning opportunities. Communication is a skill that falls into the behavioral domain. Effectively communicating with coaches and peers is a learning outcome for a developing athlete (Danish et al., 2004). In the cognitive domain, coaches can assist young athletes by building positive decision-making skills, as well as fostering autonomy for athletes to confidently make decisions. Interpersonally, coaches must act as the conduit for young athletes to build relationships with each other. Finally, intrapersonal development is foster in young athletes when coaches build reflective skills like goal-setting in young athletes.

Implications for Practice Coaches are the fulcrum on which young athletes pivot. Positive youth development builds young athletes into productive community members; firm-coaching and over-aggressive competitiveness breeds narcissistic athletes.

Through the implementation of a positive youth development (the five C’s) framework, and the commitment to life-skills education, coaches create meaningful interactions for young athletes to develop. In order to create these experiences, coaches must acknowledge their role as an educator, commit to modeling positive behavior, and look beyond the score to determine the value of sports.

Consciously, or not, coaches are teaching young athletes. However implicit this fact is, conscious transfer of life skills is not such a given. Petitpas, Van Raalte, Cornelius, and Presbrey (2004) suggested that it would be naive to suggest that simply by participating in sports, young people would acquire the skills necessary for future success. With this in mind, the onus is on coaches to be active teachers of positive life skills. Instead of using a transactional mindset for interactions with athletes, coaches must choose to use an educational mindset. In fact, a championship-caliber coach, Jerry Tarkanian, was found to be teaching nearly a third of the time during practice (Bloom, Crumpton, FALL 2019

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& Anderson, 1999). An educator acknowledges mistakes as learning opportunities, and seeks mentoring relationships with athletes (Bloom, Durand-Bush, Schinke, & Salmela, 1998). Although teaching while coaching is crucial, coaches also have a duty to model the behaviors they impart to young athletes.

If young athletes are likely to model their coaches’ behavior, their coaches must behave properly. Values such as honesty, integrity, communication, and respect can be taught, but are much more likely to be replicated. This relationship between coach behavior and athlete development has manifested in a multitude of ways. In Little League baseball, players who had coaches who were trained and adhered to the governing body’s standards for coaches reported having higher selfesteem than athletes in a control group (Smith, Smoll, & Curtis, 1979). Similarly, college tennis athletes showed a positive relationship between personal motivation and coaching efficacy (Myers, Vargas-Tonsing, & Feltz, 2005).

Positive youth development through sports is influential not only to athletes, but to communities as well. Kay and Bradbury (2009) highlight the fact that young athletes who have been given a positive experience through youth sports developed social capital, as well as a sense of citizenship. Of course, these values are only attained through intentional coaching, and are at-risk of being overcome by over-competitive sports programs. Brustad (1988) found that thinking about the win-loss record, as well as parental pressure, played significant roles in influencing children’s enjoyment of youth sports.

Similarly, these two factors also contributed to competitive trait anxiety (Brustad, 1988).

Additionally, Scanlan, Carpenter, Lobel, and Simons (1993) found that the main factors contributing to the enjoyment of playing youth sports included positive interactions with teammates and having a supportive coach; competitiveness showed very little influence on enjoyment.

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multiple factors, including matching the child’s readiness with the demands of the sport, positive behavior from coaches and parents, realistic goal setting, and appropriate athletic developmental models in place (Merkel, 2013). Value can be taken from multiple models and adapting them as needed.

Taking into consideration both maturation and skill development of athletes, the YPD model emphasizes development of fundamental skills early on, then progresses to more sport specific skills.

Coaches who are establishing meaningful relationships with athletes have conversations with athletes about topics outside of sports, display clear communication with parents, and show behaviors that are fair and consistent.

When coaching philosophy includes promoting both goals of athlete participation and development, the right balance of structure can be incorporated.

This coaching approach reinforces components of sport within the athlete's control, taking the emphasis off winning and changes the narrative of success from ‘winning’ to skill development.

Evaluating the level of structure over time and using the concept as a blueprint that can evolve, can maximize fun, participation, and good sportsmanship. Surrounding children with a range of well-designed sport and physical activity contexts, and supporting them through appropriate policies will help create conditions that enable them to thrive, to lead healthy and satisfying lives, and to engage in their community in meaningful ways as adults (Holt & Neely, 2007).

Noted sportsman and President of the United States Theodore Roosevelt was aware sports were only a vehicle to other pursuits when he wrote to his son in 1903, “A man must develop his physical prowess up to a certain point; but after he has reached that point, there are other things that count more” (Bishop, 1919). In a very real sense, the life skills young athletes can develop are the other things President Roosevelt was talking about. If coaches take responsibility for being leaders of America’s youth, sports will once again become a breeding ground for individuals who will become community contributors.

Youth sport, when focused on the fundamentals, facilitates physical activity while providing enjoyment for young athletes. Fostering a positive youth sports experience is the accumulation of VOL. 83, NO. 1

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Kay, T., & Bradbury, S. (2009). Youth sport volunteering: Developing social capital? Sport, Education and Society, 14, 121-140.

Lerner, R. M. (2004). Liberty: Thriving and civic engagement among American youth. Thousand Oaks, CA: Sage.

Lerner, R. M., Dowling, E. M., & Anderson, P. M. (2003). Positive youth development: Thriving as a basis of personhood and civil society. Applied Developmental Science, 7, 172-180.

Little, R. R. (1993). What’s working for today’s youth: The issues, the programs, and the learnings. Paper presented at the Institute for Children, Youth, and Families Fellows’ Colloquium, Michigan State University, East Lansing, MI. Lloyd, R. S., Oliver, J. L., Faigenbaum, A. D., Howard, R., Mark B. A., De Ste Croix, Williams, C. A., … Myer, G. D. (2015). LongVOL. 83, NO. 1

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Term athletic development- Part 1. Journal of Strength and Conditioning Research, 29, 14391450.

Merkel, D. (2013). Youth sport: Positive and negative impact on young athletes. Open Access Journal of Sports Medicine, 4, 151-160.

Miner, J. W. (2016, June 1). Why 70 percent of kids quit sports by age 13. The Washington Post.

Retrieved from https://www.washingtonpost.com/news/parentin g/wp/2016/06/01/why-70-percent-of-kids-quitsports-by-age-13/?noredirect=on Myers, N. D., Vargas-Tonsing, T. M., & Feltz, D. L. (2005). Coaching efficacy in intercollegiate coaches: Sources, coaching behavior, and team variables. Psychology of Sport and Exercise, 6, 129-143.

Nissen, H. (1899). A manual of instruction for giving Swedish movement and massage treatment. Washington, D.C.: FA Davis.

Petitpas, A. J., Van Raalte, J. L., Cornelius, A. E., & Presbrey, J. (2004). A life skills development program for high school student-athletes.

Journal of Primary Prevention, 24, 325-334.

Roth, J. L., & Brooks-Gunn, J. (2003). What exactly is a youth development program?

Answers from research and practice. Applied Developmental Science, 7, 94-111.

Scanlan, T. K., Carpenter, P. J., Lobel, M., & Simons, J. P. (1993). Sources of enjoyment for youth sport athletes. Pediatric Exercise Science, 5, 275-285.

Singleton, S. (2016). The impact of sports participation on the academic achievement of African American girls. Unpublished doctoral dissertation. Liberty University, Lynchberg, VA. Smith, L. R., & Sanderson, J. (2015). I'm going to Instagram it! An analysis of athlete selfpresentation on Instagram. Journal of Broadcasting & Electronic Media, 59, 342-358.

Smith, R. E., Smoll, F. L., & Curtis, B. (1979).

Coach effectiveness training: A cognitivebehavioral approach to enhancing relationship skills in youth sport coaches. Journal of Sport and Exercise Psychology, 1, 59-75.

Swanson, R. A., & Spears, B. M. (1995). History of sport and physical education in the United States. Dubuque, IA: Brown & Benchmark.

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Taylor, A. C., Schweichler, J. T., Jorgensen, B. L., McKown, B. S., & Teresak, M. (2013, August).

Parental support behaviors for children in community soccer programs. The Sport Journal.

Retrieved from http://thesportjournal.org/article/parentalsupport-behaviors-for-children-participating-incommunity-soccer-programs/ Zald, M. N., & Denton, P. (1963). From evangelism to general service: The transformation of the YMCA. Administrative Science Quarterly, 8, 214-234.

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HUMAN PAPILLOMAVIRUS PREVENTION Valerie G. Saba and Millie Naquin Southeastern Louisiana University Abstract Preventing a health crisis should be prioritized by the risk level not only to the individuals who experience it but also the community in which they live. Human Papillomavirus (HPV) causes millions of health crises each year in the United States and worldwide. Affecting multiple age groups, the incidence and prevalence of HPV continues to rise.

The risk for the Human Papillomavirus is at a high level due to the unknown effects to each person who contracts it. Low or high-risk status is of no consequences related to the prevention because treatment is the only option once HPV is contracted. Thus, treatment should be prioritized accordingly to the strain contracted which can only be found after symptoms present. Prevention options are available. Education, physician consultation, and vaccines are some of the prevention avenues available. Websites, mandates, and community outreach can help raise awareness for the prevention of the Human Papillomavirus.

Health coaching including motivational interviewing of parents and youth has also been suggested as a prevention strategy. Removing the stigma of HPV and raising the education level of parents and youth along with physician influence can set the stage for informed decisions for prevention of HPV. Introduction There are many opportunities for women and men to take care of their health preventatively to avoid a health crisis. Reminders are abundant and include items such as push cards, prevention awareness advertisements, medication/vaccination commercials, and physician driven prevention tactics. The responsibility for deciding which health prevention efforts to prioritize is difficult, not only for ourselves but for family members as well. There may be health issues that are not only difficult to consider but are also difficult to prepare for. These issues may present at inconvenient times in life.

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and his or her own personal health experiences, knowledge and philosophy of health.

Sexually transmitted infections (STIs) can become a health crisis that may not be discussed openly is that of. Though uncomfortable for some to talk about STIs are unfortunate realities for most youth and adults in the United States (Centers for Disease Control and Prevention [CDC], 2019a). The Human Papilloma Virus (HPV) alone is responsible for affecting at least 79 million women and men in the United States (American Sexual Health Association [ASHA], 2019). HPV is the most common STI in the United States (CDC, 2019a).

HPV has no cure but is preventable (CDC, 2019d).

Those Affected The most common ages at which STIs are acquired are from 15 to 24. STIs affect people beyond teen years, into young adulthood, middle age, and even in their later years. There are approximately 14 million people diagnosed with HPV each year in the United States (ASHA, 2019).

Nine out of ten individuals have sexual contact with someone who has HPV (CDC, 2019d). The consequences of contracting HPV can follow a person throughout life with long term health effects.

It is common for not only the person who has the STI to be affected by the diagnosis but also those who support that person. It is not mandated by law that HPV be reported, but any previous partner should be contacted, and any future partners should be warned about a positive HPV result (CDC, 2019d). HPV can be temporary, resolving on its own with no symptoms presenting, or it can present with high risk symptoms having long term effects.

Different symptoms can affect men and women alike (CDC, 2019a). Some people who have the disease with no symptoms because they can still pass the virus on to a partner are considered carriers of the virus. HPV can only be spread through sexual contact or close skin to skin contact (CDC, 2019b).

Those who are more sexually active have greater chances of contracting the virus. Being sexually active at an earlier age also increases the risk for acquiring HPV. Most HPV cases have little or no symptoms, making identification a challenge and more easily spread (CDC, 2019a). When low-risk FALL 2019

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symptoms of HPV, such as genital warts, appear it is easier to detect. High-risk symptoms of HPV can include but are not limited to cancer cell detection.

HPV can be spread whether there are symptoms present or not.

Outcomes and Treatment HPV infections can be classified as low to highrisk, depending on the strain contracted. Low-risk HPV, such as papilloma warts, can appear on different genitalia areas such as vagina, penis, anus, but may also appear on the thighs, mouth, and throat. Examination of skin by a healthcare professional or physician of these areas can determine if HPV warts are present. HPV warts can be removed by a healthcare professional or physician but may return several times after treatment and can appear in different locations (CDC, 2019b). Severe or high-risk HPV can appear as pre/cancerous cells found on the cervix, penis, anus, and/or throat (CDC, 2019d). The best way to determine if one has high-risk HPV is through screening. Unfortunately, high-risk types of HPV are more difficult to treat if not detected in an early stage and can lead to infertility. The mouth has now become the most common overall area for cancer to develop from HPV (ASHA, 2019). Screenings are available to test mouth and throat cells for HPV. Papanicolau (Pap) smear screening tests for women can be the best way to determine whether cancer cells are present on the cervix. Screenings are recommended once a female turns twenty-one years old and every three years for those with normal results according to the United States Preventive Services Task Force (USPSTF), (2016).

Those with abnormal test results should follow healthcare professional/physician recommendations regarding repeat and follow up testing and screening. Separate HPV tests are performed to diagnose specific strains of HPV. An anal Pap smear screening test for men can determine if cancerous cells are present, but no HPV test has been approved by the Federal Drug Administration.

Treatment for high-risk HPV strains for women can range from mild treatment, with scraping of the cervix to remove the cancerous cells to more extensive treatment with a partial or complete hysterectomy. Despite this, each year of the 12,000 VOL. 83, NO. 1

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individuals diagnosed with cervical cancer, 4,000 die (CDC, 2019b).

There are 100 different types or strains of HPV, with forty linked to infecting the genital areas of both males and females (Northwestern Medicine, 2019). Some of the high risk strains which have been discovered to have severe consequences are identified as numbers 16, 18, 11 and 6 (CDC, 2019a). These particular strains are primarily responsible for genital warts and cervical cancer.

Research revealed that 67% of invasive cervical cancer cases came from the type 16 and 18 strains of HPV (Hopenhayn et al., 2014). Strains 6 and 11 are responsible for 90% of genital warts cases (Smith, Wilson, Pulczinski, & Ory, 2014). These strains along with others have been singled out and targeted for prevention due to their potential for long term severe effects. Prevention is the key to saving lives and avoiding long term effects of HPV. Prevention Prevention can include several behaviors. One that is considered to be the best and only 100% effective method is abstaining from having sex and other sexual relations as recommended by the State of Louisiana curriculum on Sex Education (State of Louisiana [SOL], 2019). Prevention tactics not included in the state guidelines are limiting the number of sexual partners, safer sex practices such as condom use, and vaccinations for girls and boys.

Education of our youth must be a priority for prevention of HPV. Since the State of Louisiana and local school districts determine the educational components which youth can learn regarding sex education, it is up to parents, friends, healthcare professionals, and physicians to fully educate youth.

As stated in Bulletin 741, there is a sex education component taught in middle school, grades 6 - 8, that occurs in a biology/science, physical hygiene, or health education class. Youth education should incorporate abstinence, include special education students, get the written permission of the parents/guardian, and allow any student to opt out of the educational component. In addition, the curriculum must be approved by a parental committee and the local educational governing authority (SOL, 2019). It is difficult for youth to

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make the proper prevention choices without being educated in such matters.

HPV infected individuals may need guidance from a parent, friend, educator, healthcare professional, physician, or any combination of individuals concerning the diagnosis and treatment. A physician or healthcare professional should always be consulted. This is a health crisis that demands immediate attention. Those who do not know what is happening to them or did not receive education on HPV might not know what treatment options are available.

Another primary prevention available is the use of vaccines. There are two vaccinations which help fight some of the high and low risk strains of HPV. Gardasil and Cervarix are the only two HPV vaccines approved by the FDA (Smith et al., 2014).

Gardasil protects against some of the most common strains (16, 18 and even 6, 11) and is approved for females as well as males. Cervarix protects against cancers caused by strains 16 and 18. It is recommended that youth get vaccinated between the ages of 11-12 (CDC, 2019a). The CDC and the Advisory Committee on Immunization Practices (ACIP) recommends that girls and boys get vaccinated prior to their first sexual contact.

Females can get vaccinated until the age of 26 and males can receive the vaccination up until 24 years of age. It is not as effective if you have already contracted HPV, but the vaccination can still prevent other strains that were not contracted previously. The vaccines are given in a two or three-part series of shots received at the pediatrician’s office, public health unit, or primary care provider’s office. After the first shot is administered, the second dose should be given within two months, and the third within six months of the first dose. It is recommended that those who are immunocompromised only be given two doses and at a later age (CDC, 2019c).

According to the Advisory Committee on Immunization (ACIP) from 2011-2014, just over 50% of female youths initiated the three-part vaccination process, but only 33% completed it (Smith et al., 2014). In 2018, the prevalence of HPV vaccination is still considered low at 48% of individuals, girls and boys, getting the complete three set dose needed. One of Healthy People 2020’s goals is to increase the vaccination rate to VOL. 83, NO. 1

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80% for boys and girls with another goal to decrease the proportion of individuals of the four most prevalent strains of HPV. According to Healthy People 2020, 28.1% females between the age of 13-15 years of age were vaccinated in 2012, an increase from 16.6% in 2008; only 6.9% of males were completely vaccinated in 2012 with no comparable data from 2008 (Healthy People 2020, 2018).

Interventions Beside instruction given in the classroom, educating youth on STI prevention regarding safer sexual practices is dependent on the people closest to them. A joint effort with the same message by parents, guardians, friends, healthcare professionals, and physicians would be most effective.

KidsHealth.org is an age-appropriate website that can assist with education in STIs. It has teaching guides and activities to increase knowledge for youth. This website has been developed for different age groups with tools to help parents, friends, or healthcare workers/educators to educate youth (KidsHealth, 2019).

In the Reiter et al. (2011) research, there was a gathering at a middle school which invited parents, staff, and local healthcare workers including physicians to attend an educational meeting regarding the health of the youth in the community.

At this meeting, a pre-test was given to the participants to obtain their knowledge of STIs and prevention. An educational component followed, and finally a post-test on knowledge. All participants had a low knowledge base regarding STIs and prevention, but the knowledge level rose after receiving the educational component (Reiter et al., 2011). Educating the community that supports youth in the prevention and diagnosis of HPV should be a priority in fighting this virus.

There is some discussion over whether there should be broader vaccination policies for entering school. In the article, Human papillomavirus (HPV), HPV-associated oropharyngeal cancer and HPV vaccine in the United States, Osazuwa-Peters discusses how vaccines have been shown to successfully decrease HPV and, by proxy, cervical and oropharyngeal cancers in the United States. It was further discussed how beneficial it would be to FALL 2019

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make HPV vaccines mandatory for school entry for middle school youth (Osazuwa-Peters, 2013). One researcher surveyed over 1300 college students with the majority not being vaccinated and not supporting vaccination mandates for school-aged boys and girls. Those who had been vaccinated were more likely to support such mandates (Smith et al., 2014).

There is also discussion about how to improve the knowledge base and awareness to improve prevention. It has been suggested to add a health coach into healthcare setting and especially physician visits to help guide and educate parents with these decisions. A component of health coaching, motivational interviewing, has been shown to improve partnership, acceptance, compassion, and evocation (Gagneur, Gosselin, & Dubé, 2018). This method of counseling could help parents make these decisions regarding vaccines and other health prevention decisions for youth. The more youth and parents receive education and guidance, the better chance we give our youth to deal with this health crisis appropriately and preventatively. This should be the goal for all communities.

Conclusion Parents, educators, and healthcare providers want the best for our youth. The decision for vaccination is made by the parents/guardians of children. This decision may be based on a parent/guardian’s beliefs (or lack of beliefs) in vaccinations, and a reflection of the stigma and bias on the behalf of the parent/guardian or healthcare provider in recommending vaccinations. Some decisions may be made on behalf of youth without consulting them. When college students were asked about this in a survey on HPV vaccine knowledge (Saba, 2016), some stated that “their parents did not know about these vaccines,” or believed it was “not needed, because they were not likely to get HPV.” College students also stated that “they were not aware,” and thought that “you can only get that as a kid,” when asked about getting the vaccines now.

According to the same study, parents’ education level was one of the greatest influencing factors affecting vaccination status. Those with higher education, even some college, were more likely to VOL. 83, NO. 1

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have their children vaccinated. Those with lower education or high school diploma were less likely to have their children vaccinated. Another important influencing factor was whether a physician recommendation was given.

Parents or guardians of young children are advised to prevent a condition that may be difficult to predict. Strategies including education and prevention for youth to stay safe and free of any health crisis is and should always be a priority.

Combined efforts can put youth on track to lead safer, healthier and happier lives.

References American Sexual Health Association [ASHA] (2019). STDs, STIs, HPV fast facts. Cancer: screening. Original release date: March 2012.

Retrieved from https://www.ashasexualhealth.org/stdsstis/hpv/f ast-facts/ Centers for Disease Control and Prevention [CDC] (2019a). Genital HPV infection - fact sheet.

Retrieved from https://www.cdc.gov/std/hpv/stdfact-hpv.htm Centers for Disease Control and Prevention [CDC] (2019b). HPV and men - fact sheet. Retrieved from https://www.cdc.gov/std/hpv/stdfact-hpvand-men.htm Centers for Disease Control and Prevention [CDC] (2019c). Human papillomavirus (HPV) vaccination: What everyone should know, one of the recommended vaccines, who should get the HPV vaccine? Retrieved from https://www.cdc.gov/vaccines/vpd/hpv/public/in dex.html Centers for Disease Control and prevention [CDC] (2019d). Genital Herpes - the facts, protect yourself and protect your partners - Brochure.

Retrieved from https://www.cdc.gov/std/herpes/thefacts/default.htm Gagneur, A., Gosselin, V., & Dubé, È. (2018).

Motivational interviewing: A promising tool to address vaccine hesitancy. Vaccine, 36(44), 6553-6555.

Healthy People 2020 (2018). Immunization and infectious diseases, IID-11.4. Retrieved from

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http://www.healthypeople.gov/2020/datasearch/Search-the-Data?nid=4657 Hopenhayn, C., Christian, A., Christian, W. J., Watson, M., Unger, E. R., Lynch, C. F., & Cozen, W. (2014). Prevalence of human papillomavirus types in invasive cervical cancers from seven US cancer registries prior to vaccine introduction. Journal of Lower Genital Tract Disease, 18(2), 182-188.

KidsHealth (2019). Grades 6 to 8: Health problems: Infections, diseases, & conditions, STDs teacherâ&#x20AC;&#x2122;s guide. Retrieved from https://classroom.kidshealth.org/classroom/6to8/ problems/conditions/stds.pdf Northwestern Medicine (2019). Healthy tips: 5 surprising facts about HPV. Retrieved from http://www.nm.org/healthbeat/healthy-tips/fivesurprising-facts-about-hpv/ Osazuwa-Peters, N. (2013). Human papillomavirus (HPV), HPV-associated oropharyngeal cancer, and HPV vaccine in the United Statesâ&#x20AC;&#x201D;do we need a broader vaccine policy? Vaccine, 31(47), 5500-5505.

Reiter, P. L., Stubbs, B., Panozzo, C. A., Whitesell, D., & Brewer, N. T. (2011). HPV and HPV vaccine education intervention: Effects on parents, healthcare staff, and school staff.

Cancer Epidemiology and Prevention Biomarkers, 20(11), 2354-2361.

Saba, V. (2016). HPV vaccination: Knowledge, beliefs, and uptake. Unpublished manuscript, Department of Kinesiology and Health Studies, Southeastern Louisiana University, Hammond, LA. Smith, M. L., Wilson, K. L., Pulczinski, J. C., & Ory, M. G. (2014). Support for HPV vaccination mandates for both females and males. American Journal of Health Behavior, 38(6), 831-838.

State of Louisiana, Board of Elementary and Secondary Education (2019). Bulletin 741.

Louisiana Handbook for School Administration.

Retrieved from http://bese.louisiana.gov/documentsresources/policies-bulletins United States Preventive Services Task Force [USPSTF] (2016). Final update summary: Cervical. Retrieved from

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https://www.uspreventiveservicestaskforce.org/ Page/Document/UpdateSummaryFinal/

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FEBRUARY 11 - 14, 2020 HYATT REGENCY BIRMINGHAM 1000 Riverchase Galleria, Birmingham, AL 35244 For reservations click above or call 402-593-5098 Use code G-3DON

PREREGISTRATION To preregister click above to access online process and/or mail-in form or go to asahperd.org/hpl-summit-2020. Preregistration deadline January 20.

PROGRAM INFORMATION To access a complete list of sessions, click on Program Information above or go to asahperd.org/hpl-summit-2020 TUESDAY, FEBRUARY 11 - 1/2 DAY WORKSHOPS STARTING @1:00 PM

• PUSH it! (Physical Uplifting School Health)

• Trauma Informed Schools: What Physical and Health Educators Need to Know

• LiiNK Project: Producing Resilient Children in a Sedentary, High Tech Culture • Increase MVPA Using IHT Zone Heart Rate Monitors • American Kinesiology Association’s Core for Kinesiology Degree Programs: Establishing the Foundation for Health and Physical Literacy

WEDNESDAY, FEBRUARY 12

• 1st General Session 8:30 am - 9:45 am • Hourly Breakout Sessions 10:00 am - 5:15 pm • Exhibits Gala & Taste of the States 6:00 pm - 8:00 pm

THURSDAY, FEBRUARY 13

• 2nd General Session 8:30 am - 9:45 am • Hourly Breakout Sessions 10:00 am - 5:15 pm • All Summit Party & Silent/Live Auction 6:00 pm - 10:00 pm

FRIDAY, FEBRUARY 14

• Hourly Breakout Sessions - 8:00 am -12:00 pm • Research Poster Presentations

KEYNOTE SPEAKERS 1st General Session - Wednesday, February 12

John Ratey, M.D., Harvard University, Author of SPARK: The Revolutionary New Science of Exercise and the Brain

2nd General Session - Thursday, February 13

Joy Deupree, Ph.D., MSN, University of Alabama at Birmingham, Chair, Health Literacy Partnership of Alabama and Melanie Lynch, M.Ed., OPEN National Trainer, 2016 Health Education Teacher of the Year, SHAPE America WWW.ASAHPERD.ORG/HPL-SUMMIT-2020

NO MEMBERSHIP REQUIRED PREREGISTRATION FEES $130 Professionals $ 45 Future Professionals $ 45 Retirees

ONSITE FEES

$175 Professionals $ 65 Future Professionals $ 65 Retirees

AFTER HOURS HIGHLIGHTS

All Summit Party & Silent/Live Auction

• Enjoy great music from DJ Steve Sills and bid on sports memorabilia, travel and other amazing items!

Exhibits Gala & Taste of the States • Come see what exhibits have to offer and have a Taste of the States!

FEATURED SPEAKERS • Kevin Lorson, Ohio, Role of HPE Teachers in the Opioid Crisis

• Hal Lawson, New York, Trauma and Mental Health Literacy

• David Geslak, Illinois, Challenging Autism with Exercise

• Kim Graber, Illinois, Developing Effective Teacher Education

• Mary Margaret Scalici, Alabama, Dance for Students with Special Needs

• Robert Sinibaldi, Florida, Adapted PE • Timothy Alexander, Alabama, Overcoming Adversity in Athletics and Life For more information contact: Dr. Charity Bryan, Summit Director cbryan4@kennesaw.edu

DEPARTMENT OF KINESIOLOGY, SPORT & LEISURE STUDIES (KSLS) COLLEGE OF EDUCATIONAL AND GRADUATE STUDIES

Undergraduate Programs B.S., Kinesiology degree with Concentrations in: x Health Promotion x Pedagogy x Sport Management B. S., Leisure Studies degree with Concentrations in: x General Recreation x Therapeutic Recreation Graduate Program M.S., Sports Administration (SPA) For More Information Contact: Department of Kinesiology, Sport Leisure Studies GSU Box 4244, Fredrick C. Hobdy Assembly Center – Suite 148 Grambling, LA 71245 Tel: (318) 274-2294 - Fax: (318) 274-3346 – www.gram.edu

A Constituent Member of the University of Louisiana System, Accredited by the Southern Association of Colleges and Schools An Equal Opportunity Employer and Educator, Facilities Accessible to the Disabled

The Nicholls State University Human Performance Education program provides aspiring candidates seeking employment within the K-12 school system as Health & Physical Educators or aspiring Sports & Conditioning Coaches great opportunities and experiences to prepare them for their life’s work. The Human Performance Education program’s courses play a huge roles in the curriculum that emphasizes Personal and Community Health, Personal Fitness, Sports Conditioning, Coaching, Sports and Health Psychological as well as Motor Learning, Kinesiology, and Exercise Physiology. Additionally, there are many opportunities to interact with school aged students while teaching and gaining valuable field experience through HPE methods courses, our partnership with Max Chapter School within Nicholls’ campus, and the online course offerings in Adaptive Physical Education. Nicholls’ HPED program Bachelor of Science degree gives you a “TRUE” foundation in order for you to begin your future as a Health & Physical Educator.

College of Education Department of Teacher Education Human Performance Education Program Program Chair: Dr. Dennis Guillot 132 Polk Hall Phone: 985.448.4296 E-mail: dennis.guillot@nicholls.edu The Department of Allied Health Sciences is an interdisciplinary group of educational programs offering opportunities for entry-level undergraduate education to prepare students for advanced educational and clinical practice options as health care professionals. The department uses innovative on-campus and online components to achieve its mission of preparing professionals for today’s health care market. Allied health refers to occupations that support, aid, and increase the efficiency of primary care clinical specialists. Health Sciences concentrations include: Pre-Professional, Pre-Athletic Training, Communicative Disorders, and Nutrition and Food Services. We invite you to become a member of our allied health family at Nicholls State University where you will learn, live, and become primed to be a leader in health care!

College of Nursing and Allied Health Department of Allied Health Sciences Program Chair: Dr. Jennifer Plaisance 108 Gouaux Hall Phone: 985.493.2611 Email: jennifer.plaisance@nicholls.edu

Come to Southeastern for graduate school!

Department of Kinesiology and Health Studies Master of Science in Health and Kinesiology x x x x

Hammond campus within driving distance of New Orleans and Baton Rouge Several concentrations from which to choose; tailor graduate study to your interests and goals All coursework is offered in the evenings Graduate assistantships are available

Concentrations Exercise Science: Advanced study in exercise science focusing on exercise physiology, motor behavior, and sport & exercise psychology.

Health Studies: Develop skills and competencies in both theory and practice as a health educator, and for the Certified Health Education Specialist (CHES) Exam.

Health Promotion & Exercise Science: Combines health education skills and competencies with graduate study of exercise physiology and fitness testing.

Kinesiology: Involves focused study in selected disciplines. Students choose emphasis areas from adapted physical education, exercise physiology, motor behavior, sport management, and sport & exercise psychology.

Phone: 985-549-2129

http://www.selu.edu/khs

email: khs@selu.edu

Master of Science Degree with two concentration areas: Exercise and Sport Science and Health Promotion, Recreation and Sport Management The Master of Science Degree in Kinesiology is intended to prepare researchers and practitioners to develop, administer, and implement broadbased programs. Both thesis and non-thesis tracks are available.

Assistantship, fellowship, and scholarship opportunities are available!

For more information about the Kinesiology graduate program: Website: kinesiology.louisiana.edu Email: kinesiology@louisiana.edu Phone: 337-482-6615

For more information about the grad school and financial aid: Website: gradschool.louisiana.edu Email: gradschool@louisiana.edu Phone: 337-482-6965

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LAHPERD AWARDS’ CRITERIA For more information, contact the Executive Director, Awards Committee Chairperson, or specific award chairpersons identified.

Honor Award The candidate’s contribution should have been made within the field of health education, physical education, recreation and dance.

2. The candidate should have rendered at least five years of meritorious service to the health education, physical education, recreation, or dance education professions in the state.

3. The candidate shall be one of high moral character whose contributions have most fully expressed the spirit of service which this award represents.

4. The candidate should have made a contribution to LAHPERD. 5. Any LAHPERD member who resides within the state may nominate a candidate by submitting the name and vita to the nomination chairperson.

6. To be considered for the current year, all nominations must be in the hands of the chairperson by August 1.

7. The committee member who sponsors a candidate shall be responsible for forwarding five copies of a complete, accurate biographical sketch to the chairperson.

8. The biographical sketch shall be topically organized, legible, and current.

9. To be considered for the current year, all biographical sketches must be submitted to the chairperson by August 1.

10. Insofar as possible, candidates shall not be advised that they are being considered for the award.

11. Submit nominations to Yvonne Calvin at calviny@gram.edu.

1.

Outstanding University/College Senior Major Award The candidate shall be a full-time student of the university/college from which the nomination is made.

The candidate shall have attended the nominating university a minimum of two years.

The candidate shall be a member of LAHPERD at the time of the nomination.

The candidate shall have an overall grade point average of 3.0 or greater.

Any university/college faculty member in health, physical education, recreation, or dance, or a supervising teacher may nominate a candidate by sending the name and a biographical sketch to the chairperson. The supporting information should include date, grade point average, honors and awards, membership(s) in professional organization(s), and a statement from the nominator as to why the student is worthy of the award.

6. All nominations must be submitted to the chairperson by August 1.

7. The person sponsoring the candidate shall be responsible for submitting a copy of a complete, accurate biographical sketch to the chairperson.

8. The biographical sketch shall be topically organized, legible, and current.

9. To be considered for the current year, all biographical sketches must be submitted to the chairperson by August 1.

10. Submit nominations to Yvonne Calvin at calviny@gram.edu.

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Service Award Any LAHPERD member who resides in the state may nominate a candidate who is worthy of consideration. Supporting information should include name, address, specific contribution/service to LAHPERD, and a statement from the nominator giving other information considered pertinent to the selection of a recipient for the Service Award.

Any individual who meets the criteria outlined for each of the awards may apply personally for the award or be nominated by a colleague.

A state winner is not eligible for the same award again until after four years.

Former district and national winners of the award are not eligible to participate in the same category for an award.

Submit nominations by May 20 to the Executive Director or Awards Committee Chair.

Submit nominees and information for special awards to: Sonia Tinsley at tinsley@lacollege.edu.

Secondary Physical Education Teacher of the Year Award For the purposes of this award, a secondary physical education teacher is defined as an individual who has major responsibility for teaching physical education in grades 7-12.

The candidate must be a current secondary physical education teacher with a minimum of three years’ experience.

The candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Conducts a balanced and sequential curriculum. d. Assumes responsibility for his/her professional growth. e. Evidences professional commitment through membership and involvement in local, state, and national physical education organizations.

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Elementary School Physical Education Teacher of the Year Award For the purposes of this award, an elementary physical education teacher is defined as an individual who has major responsibility for teaching physical education in grades K-6.

The candidate must be a current elementary physical education teacher with a minimum of six yearsâ&#x20AC;&#x2122; experience.

The candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Conducts a balanced and sequential curriculum that reflects and understanding of child growth and development. d. Assumes responsibility for his/her professional growth. e. Evidences commitment to the education profession by having served on state/regional/national committees and/or having presented workshops of programs at these levels.

Current members of the COPEC Executive Committee are not eligible.

Health Educator of the Year Award For the purposes of this award, a school health educator is an individual who has major responsibility for teaching health education in grades K-12 or in a college/university setting.

The candidate must have a minimum of three years teaching experience.

In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Presents a balanced and sequential curriculum based on the developmental, social, and psychological needs of the students. d. Assumes responsibility for his/her professional growth. e. Evidences commitment through membership and involvement in local, state, and national health organizations.

Dance Educator of the Year Award For the purposes of this award, a dance educator is defined as an individual who has major responsibility for teaching dance at any level including grades K-12 and/or in a college/university setting.

The candidate must have a minimum of three years teaching experience.

In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Teaches creatively and produces creative work by utilizing various methodologies causing innovative problem-solving learning experiences. c. Presents a balanced and sequential curriculum based on the developmental, social, and psychological needs of the students. d. Assumes responsibility for his/her professional growth. e. Evidences commitment through membership and involvement in local, state, and national dance organizations.

Recreation Professional of the Year Award For the purposes of this award, a recreation professional is defined as an individual who has major responsibility for teaching recreation pre-professionals/professionals or conducting recreation programming and/or administration in an educational, public, or private recreation setting.

In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing the values and desired outcomes of recreation. b. Demonstrates enthusiasm for the recreation professional and his/her role in it. c. Shows interest in and sensitivity to the needs of students, clients, and fellow professionals. d. Utilizes various methodologies and implements creative, innovative, safe, and effective courses/recreations programs based on: - the developmental, social, and psychological needs of students and clients; and - the philosophies, purposes, needs, and resources of the sponsoring institution. e. Assumes responsibility for his/her professional growth and evidences professional commitment through membership and involvement in local, state, and national recreation organizations.

Taylor Dodson Young Professional Award Candidates should be less than 40 years of age.

Candidatesâ&#x20AC;&#x2122; contributions should have been made within the fields of physical education, health education, recreation, research, and dance, or to the profession through such allied field as science, education, or community service.

Candidates should have rendered at least five years of meritorious service to the physical education, health education, recreation, or dance professions in the Southern District.

Candidates should have been members in good standing of AAHPERD for at least the five consecutive years prior to receiving the award.

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Candidates for the award should have gained prominence in some of the following: a. Excellence in teaching b. Outstanding administrative achievement c. Leadership in professional associations, including state and national d. Contributions to professional literature e. Outstanding community service Deceased members or those who have moved out of the district should not receive the award nor should the award be given because a person holds a particular job.

Scholar Award Criteria for selection of the Scholar shall include, but not be limited to the following: a. The individual selected should have scholarly presentations. b. The individual should be an active scholar in his/her discipline. c. The individual selected must be a LAHPERD member. d. The individual selected should be capable of communication to groups in the various disciplines.

Gillentine Award Candidates must be adapted physical education teachers, where the majority of their teaching duties are in adapted physical education, in Louisiana and current LAHPERD members.

The following criteria are considered: a. Teaching performance b. Innovative abilities c. Involvement with local and state organizations d. Volunteer community work e. Research and scholarly activities specific to adapted physical education

GUIDELINES FOR SUBMITTING ARTICLES TO THE JOURNAL Electronic Submissions Only (Fall 2016) The Journal is published electronically twice a year, usually the fall and spring, by the Louisiana Association for Health, Physical Education, Recreation and Dance. Articles should be emailed to the editor, Dr. Dan Denson ddenson@mcneese.edu. Articles should be submitted by January 15 to be considered for the April issue and by August 15 for the October issue. Current LAHPERD members have priority for publication space.

1. The Manuscript Manuscripts should follow the form and style of the current edition of Publications Manual of the American Psychological Association and must be double-spaced, 12-point Times New Roman font with standard margins. All of the authors’ names, titles, and institutions should be listed on the cover sheet. Prepare the manuscript in Microsoft Word format and attach author’s statement (see Author’s Statement below). All correspondence should be addressed to the lead author unless otherwise specified. Limit manuscripts to 12 pages or about 4,800 words.

2. Tables and Illustrations All tables and figures must be titled. Tables may be embedded in the text at the appropriate place or on separate pages. Use tables for reporting extensive statistical information. Data in tables should not be duplicated or extensively discussed in the text. Artwork (graphics, photos, etc.) should be of high resolution to ensure that pixilation or blur is avoided. Please attach artwork as a separate file.

3. Author’s Statement The author(s) must provide a statement certifying that the article has not been published or concurrently submitted for publication elsewhere.

4. Refereed Papers Only position papers and research manuscripts that meet submission criteria will be considered for blind external review. Each paper will be submitted to three members of the LAHPERD Journal editorial board. Papers are reviewed for content and clarity. Specifically, each paper will be gleaned for 1) identification of the problem and purpose of the study, 2) description of methodology including statistical procedures used, 3) reporting of findings, 4) consistency of conclusions and findings, and 5) quality and appropriateness of references. Lead authors will be notified of the status of the manuscript. Papers may be accepted as is, accepted with minor revisions, conditionally accepted pending revisions, or rejected. Only papers that make a contribution to the profession will be accepted for publication.

5. Documentation References should be listed at the end of the article and should be arranged in alphabetical order.

Each reference cited in the article must be listed and only those cited should be included in the reference page. Follow the form and style for citing and listing references in the current edition of the Publications Manual of the American Psychological Association 6. Announcements Any announcements and last minute news items must be submitted electronically prior to layout of the journal. Contributors are advised to use Microsoft Word, 12-point Times New Roman font format for all attachments.

Avoid first person sentence structure. Be sure to title attachment for inclusion in the LAHPERD Journal.

7. Non-Refereed Papers Program development essays, teaching methods, and related papers are welcome. Authors are encouraged to submit photographs, diagrams and tables as necessary with these papers. These papers will be reviewed by the in-house editorial staff, which consists of the managing editor and the copy editor. Some revisions may be necessary.

The editorial staff reserves the right to edit these papers when necessary to maximize available space.

8. Abstracts All completed abstracts accepted for presentation at the fall LAHPERD conference will be published in the spring issue of the LAHPERD Journal. Incomplete abstracts will be returned to the author(s) to be completed. Complete abstracts should contain: 1) problem statement, 2) purpose of the study, 3) methods, 4) major findings, and 5) conclusions. Limit abstract to 500 words.

9. Advertisements The LAHPERD Journal has free available space for advertising of select university programs*. All advertisements should be submitted as high resolution files (see 2. Tables and Illustrations above). Professional product and service vendors are invited to advertise. Rates for vendors are: $100 per issue for full page; $60 per issue for 1/2 page; and $30 per issue for 1/ 4 page. All ads are subject to review and rejection by the editors and/or the Executive Board of LAHPERD. *Free ad space is available to departments that are represented by membership in LAHPERD.

LAHPERD MINI-GRANT APPLICATION FORM 1.

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Print these directions.

Type your Application.

Be sure to answer all the questions.

Mail completed form by May 1st each year to: Christina Courtney, Mini-Grant Coordinator University Laboratory School 45 Dalrymple Dr. Baton Rouge, LA 70803 Page One Project Title: Signature of Applicant: Signature of Principal and/or Supervisor Applicant’s Name: Applicant’s Position/Title School Name: School Address: School System/Parish: Work Phone: Work FAX: Work email: Home Phone: Home email: Page Two General Project Summary (1 or 2 paragraphs) Specifics: 1.

What is the main idea of this project?

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Why do you think there is a special need for this project?

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Give a time schedule of events 4.

Approximately how many students will be affected by this project?

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How will you describe whether your objectives have been achieved and whether your project is successful?

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Attach 1-3 lesson plans you could use within this project.

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Detail your budget request. Include specific information such as kinds of materials and equipment needed, sources of supply and costs, or travel/lodging information.

Budget example: ITEM Alpha Fit Conference Registration Fee

Total

SUPPLIER/SOURCE U.S. Games SDAHPERD

AMOUNT BUDGETED $375.00 $150.00

$525.00