Concentration: The Right Things!
The right things come
down to program specific outcome goals.
These have been narrowed to four categories. Psychological Skills is the primary, and most
significant category. This category
details the foundational skills, performance skills, personal development
skills, and team skills. Though the additional categories of Individual Sport
Specific Skills, Individual Physical Skills, and Team Systems are key to
successful concentration and leadership within a basketball program, their real purpose is to serve as a
context in which to practice the Psychological Skills that lie at the heart of
concentration. These skills are trans-disciplinary. Another way of stating this is these are the skills that lie at the heart of the worthy truths that will bring significance into ones life in any context!
Ehrman (2011) states “ Sports need not be seen as separate from academics; rather they can work hand in hand with academics to educate and equip the whole person” (p. 205). As an athletics program within an educational institution it is imperative that we follow this co-curricular approach within our program. In fact, because a great many trans-disciplinary as well as disciplinary skills are covered within the provision of a well organized basketball program, the general "right things" provide here can and should be narrowed by attaching the many appropriate curriculum outcomes which are in fact key outcome of the program itself.
The co-curricular approach not only proves a programs academic value to the school community, but the attachment of academic disciplinary and trans-disciplinary outcome goals to each component actually serves to further define exactly what coaches are working so hard to teach. Additionally, when coaches and educators utilize a common language they better serve the student athlete.
It is recommended that coaches research the local, State/Provincial, and/or national curriculum applied within your region. A model of the utilization of the Co-Curricular Approach is provided within the Practical Application section.
Ehrman (2011) states “ Sports need not be seen as separate from academics; rather they can work hand in hand with academics to educate and equip the whole person” (p. 205). As an athletics program within an educational institution it is imperative that we follow this co-curricular approach within our program. In fact, because a great many trans-disciplinary as well as disciplinary skills are covered within the provision of a well organized basketball program, the general "right things" provide here can and should be narrowed by attaching the many appropriate curriculum outcomes which are in fact key outcome of the program itself.
The co-curricular approach not only proves a programs academic value to the school community, but the attachment of academic disciplinary and trans-disciplinary outcome goals to each component actually serves to further define exactly what coaches are working so hard to teach. Additionally, when coaches and educators utilize a common language they better serve the student athlete.
It is recommended that coaches research the local, State/Provincial, and/or national curriculum applied within your region. A model of the utilization of the Co-Curricular Approach is provided within the Practical Application section.
