The Teaching And Learning Of Football In Schools And Colleges

A collection of chapters investigating the important role played by PE and sport in independent schools, from contributors including former Olympic medallists Roger Black and Jonathan Edwards, Rugby World Cup winning coach Sir Clive Woodward and Baroness Campbell, Chair of UK Sport. Edited by Dr Malcolm Tozer, former director of PE and housemaster at Uppingham School.

Why Do So Many Kids HATE School? A Paradigm Shift Is Necessary In Education. And Now, A Colledge Football Coach Offers Such Reform. As coaches, we have opportunities that teachers do not. Coaching is a performance based working relationship that relies on the mastery of fundamentals and technique to create a competitive advantage. Coaches are held accountable for an athlete's performance on and off the field. This leads us very quickly to a fork in the road. We can bend the rules academically, and manipulate the system so that they can get through and stay eligible, or we can invest deeply in them and help them technically and fundamentally so that they can become legitimate, independent performers in all areas of life. I see myself at the center of the paradigm shift, which is based on skills and ideas, not subjects and orders. Study hall, medication, tutoring and other conventional forms of intervention aren't what we need. They aren't the long-term solution. We need sustained performance based change that is built on fundamentals and technique. If we are going to effect permanent, long-lasting, fundamental change, the paradigm shift has to begin somewhere other than in the schools. Therefore, parents and educators must pursue such change individually through a program like Academic Gameplan. Academic Gameplan is a coaching based program that teaches the rules, fundamentals and techniques to the game of school. The life skills we teach are SOLID, SIMPLE, and REPEATABLE. AGP is the ROCK upon which students are building lifelong success!

The mark of a great coach is a constant desire to learn and grow. A hunger to use whatever can make them better. The best-selling author of Teach Like a Champion and Reading Reconsidered brings his considerable knowledge about the science of classroom teaching to the sports coaching world to create championship caliber coaches on the court and field. What great classroom teachers do is relevant to coaches in profound ways. After all, coaches are at their core teachers. Lemov knows that coaches face many of the same challenges found in the classroom, so the science of learning applies equally to them. Unfortunately, coaches and organizations have a mixed level of understanding of the research and study of the science of learning. Sometimes coaches and organizations build their teaching on myths and platitudes more than science. Sometimes there isn’t any science applied at all. While there are thousands of books and websites a coach can consult to better understand technical and tactical aspects of the game, there is nothing for a coach to consult that explicitly examines the teaching problems on the field, the court, the rink, and the diamond. Until now. Intended to offer lessons and guidance that are applicable to coaches of any sporting endeavor including everyone from parent volunteers to professional coaches and private trainers, Lemov brings the powerful science of learning to the arena of sports coaching to create the next generation of championship caliber coaches.

The President of Williams College faces a firestorm for not allowing the women's lacrosse team to postpone exams to attend the playoffs. The University of Michigan loses $2.8 million on athletics despite averaging 110,000 fans at each home football game. Schools across the country struggle with the tradeoffs involved with recruiting athletes and updating facilities for dozens of varsity sports. Does increasing intensification of college sports support or detract from higher education's core mission? James Shulman and William Bowen introduce facts into a terrain overrun by emotions and enduring myths. Using the same database that informed The Shape of the River, the authors analyze data on 90,000 students who attended thirty selective colleges and universities in the 1950s, 1970s, and 1990s. Drawing also on historical research and new information on giving and spending, the authors demonstrate how athletics influence the class composition and campus ethos of selective schools, as well as the messages that these institutions send to prospective students, their parents, and society at large. Shulman and Bowen show that athletic programs raise even more difficult questions of educational policy for small private colleges and highly selective universities than they do for big-time scholarship-granting schools. They discover that today's athletes, more so than their predecessors, enter college less academically well-prepared and with different goals and values than their classmates--differences that lead to different lives. They reveal that gender equity efforts have wrought large, sometimes unanticipated changes. And they show that the alumni appetite for winning teams is not--as schools often assume--insatiable. If a culprit emerges, it is the unquestioned spread of a changed athletic culture through the emulation of highly publicized teams by low-profile sports, of men's programs by women's, and of athletic powerhouses by small colleges. Shulman and Bowen celebrate the benefits of collegiate sports, while identifying the subtle ways in which athletic intensification can pull even prestigious institutions from their missions. By examining how athletes and other graduates view The Game of Life--and how colleges shape society's view of what its rules should be--Bowen and Shulman go far beyond sports. They tell us about higher education today: the ways in which colleges set policies, reinforce or neglect their core mission, and send signals about what matters.

This volume provides unique insight into how American colleges and universities have been significantly impacted and shaped by college football, and considers how U.S. sports culture more generally has intersected with broader institutional and educational issues. By documenting events from the nineteenth and twentieth centuries including protests, legal battles, and policy reforms which were centred around college sports, this distinctive volume illustrates how football has catalyzed broader controversies and progress relating to race and diversity, commercialization, corruption, and reform in higher education. Relying foremost on primary archival material, chapters illustrate the continued cultural, social, and economic themes and impacts of college athletics on U.S. higher education and campus life today. This text will benefit researchers, graduate students, and academics in the fields of higher education, as well as the history of education and sport more broadly. Those interested in the sociology of education and the politics of sport will also enjoy this volume.

GERALD R. FORD (1913-2006), the thirty-eighth president of the United States, grew up in Grand Rapids, Michigan, and by all accounts modeled exemplary behavior. In this biography Hendrik Booraem carefully examines that image and the reputation that Ford earned during his early years, telling about Ford's life up until his graduation from the University of Michigan in 1935. Booraem uses in-depth research of numerous written sources — plus interviews with some twenty people who personally knew Ford — to show how Jerry Ford excelled at academics and athletics, forging his way through challenges, family difficulties, economic setbacks, and more on his way to a remarkable political career. Booraem's historical portrait offers fascinating insight into the early years of this president who sought to heal the nation at a very low point in its history.