Introduction
To begin with, it is necessary to mention, that students who usually do poorly during their studies should have an additional chance to complete their education. In most universities all over the world, these opportunities usually mean active participation in the university’s public life. This usually involves self-government institutions, arrangement and partaking in various celebrations, active research activity, and surely sports life of the university.
Arranged athletics suggests the university an opportunity to promote the physical, mental, emotional, social, and moral increase of each partaker. Throughout circumstances that arise throughout arduous practice sittings, and sporty competitions, student sportsmen must not only study how to respond to their abilities and restrictions, but how to suitably respond to the actions of others. These responses outline corporeal and intellectual expansion and change. Due to the spirited, emotional origin of athletic challenges and the player’s apparent interest in the outcome, they are more vulnerable to modification than in many instructive adjustments. To ensure that these modifications are optimistic, all stages of sports should be skillfully arranged and performed.
To attain triumph in athletics, the partakers are required to train their brains and bodies to counter immediately and efficiently the different challenges that happen throughout the itinerary of play. This, surely, corresponds to studies to efficiently deal with challenges that happen later in life. The world of competence is often neither gentle nor overly kind. In this world, however beneath effectual course, the person (student) may grow toward societal adulthood by studying:
- Endurance to get the desired outcome;
- Sacrifice and common goal setting;
- To deal with minor physical and mental difficulties;
- To control emotional outbursts;
- To deal with fear;
- To be more self-reliant.
Effectual course
Some people regard participation in athletic programs as a privilege, and consider, that students who do not have enough grades should not be allowed to be involved in sports life. The fact is that these people do not take into account the fact that physical activity improves brain activity, as it is known, that combining of physical and mental activities positively impact the all-round development of the personality: to relax the brain it is recommended to engage oneself in sports or other physical activity and vice versa.
Some educators consider, that students will be able to play sports forever and that they will need a good education to be able to find a job when they are finished playing sports. In this case, it is supposed, that the privilege of doing sports would encourage students to improve their academic achievements. Some students believe that university sports are more important than academics as they suppose that if they do well in athletics they will not require education to get into university, all they would require is an athletic scholarship.
It is necessary to mention, that both these views are extremely wrong. Physical and mental activity should be balanced, as different parts of the brain are activated while combining activities. One of the greatest examples may be the sample of education in Europe until the 20th century: children of noble people, we’re taught to fencing, shooting, riding (as it empowered the body) alongside general education and arts (music, drawing, dancing), as en educated person should have all-round erudition and training.
Luckily, lots of colleges recognize that inner- and intercollegiate sports and various competitions for students are an essential part of the overall educational practice and aim of the college. The intercollegiate athletic agenda at Miami Dade College strives to enrich the lives of participants by offering quality coaching, facilities, and sustain services, with equal action and resources obtainable to all partakers, despite race, gender, religious conviction, marital status, age, nationality or ethnicity, difficulties or financial resources.
The intercollegiate sports program will work incorporation with its energetic, multi-cultural society to provide reachable and high-quality control and bearing by maintaining the requirements of the student-athlete in the middle of decision-taking. Only the uppermost averages of sportsmanship and demeanor are expected of students, coaches, staff, and administrators linked with the intercollegiate athletic and club sports program colleges and universities.
Students are often interested not only in sports or athletic programs. Some kind of adrenalin affairs like skydiving, diving, banjo-jumping, rafting, and so on, or something calm like hiking, backpacking, or just an open-air picnic is extremely adored by youth. Thus, these activities should be supported, as young people should be occupied with something, to prevent them from smoking, drinking, or drug-using. Collective activity improves friendly relations among the members of the group, and any physical activity stimulates the improvement of brain activity as it has been stated above, and also as a healthy way of life improves the functioning of the whole organism.
The general aim of the sport at High School
The general aim of the sport and athletic program at High School is to offer student-athletes pleasant and challenging athletic surroundings which underline the achievement of both physical abilities and strong nature expansion. The program intends to enhance the students, outstanding sportsmanship, strong workability and sense, spirit of collaboration, leadership skills, and such individual feature attributes as honesty, devotion, modesty, and adulthood.
The basis for the athletic programs is the view that trainers are teachers and role replicas of the averages are expected from the student partakers. Participation is open to all students who make a serious promise to their team.
University students study a great deal from their contribution in inter-university sports, involving lectures in sportsmanship, cooperation, competition, healthy way of life, and how to win and lose stylishly. The programs usually play a significant part in helping a student to enhance a healthy self-thought as well as a healthy body and mind. Competition adds to the university and society spirit and inspires all students, observers, as well as partakers to develop arrogance in their school and society.
Aims of sports programs
- To propose a wide-ranging program that is adaptable enough to meet the requirements of the apprentice contestant, yet strong enough to arrange the skilled sportsman for superior stages of the competition.
- To offer the highest quality sports agenda staffed with the most capable workforce obtainable.
- To enhance the notion of team character among all members of teams and also coaches.
- To train the essentials and technologies of each sport in a progressive, intended succession that is suitable for student-sportsmen at the high school level.
- To promote the optimistic features of competitive sports (enhancing the approach that determined to win is significant), while avoiding the unhelpful features of aggressive athletics.
- To offer a well-rounded program of intercollegiate rivalry designed to hearten contribution by a division of the student body which complements the enlightening aims;
- To promote corporeal strength and the expansion of physical skills and emotional control;
- To promote good sportsmanship, university courage, and devotion;
- To offer opportunities to join a high level of competition;
- To offer an opportunity for the undergraduates, facility, and staff to the spectator and admire good sports competition;
- To suggest to the students, power, and staff a rallying tip to help enhance pride.
Conclusion
Participation in athletics at university should be completely voluntary and without any restrictions.
References
Goff, K. G. (1999). Does Athletic Equity Give Men a Sporting Chance?. Insight on the News, 15, 38.
Gray, S., Mozafarian, S., Titelbaum, M., Kail, K., Morgan, D., Dalrymple, M., et al. (1998). What Do Students Want?. The Nation, 267, 11.
Reeves, K. (2006). Sports at Any Cost? to Fund Athletic Programs, Districts Find Corporate Sponsors and Reluctantly Expand Participation Fees. School Administrator, 63, 28.