奥克兰assignment代写:大学体育的因素代表

2017-06-12 14:19

校际田径牢牢盘踞在Bowen和莱文的教学学习环境的概念。他们承认这是大学生活的一个方面，它不去任何地方，也不应该，因为它给参与其中的许多人提供了丰富的课外经验。作者正确地确定了影响大学体育的因素代表了教学环境中的每个领域：个人、组织和社会。他们分析中的投入既有个人的，也有组织的，包括学生的个人学术和人口学特征，以及组织特征，如招聘。奥克兰assignment代写:大学体育的因素代表.信仰是有基础的组织和社会价值，有助于运动员的表现不佳，尤其是那些招募。作者建议大学校长加强领导和更好地协调学术和体育目标，以改善体育教学环境。大学体育协会的原则体现了这一愿景：“首先，体育是整个教育过程的组成部分，应该以与学校的中心学术任务相一致的方式进行。第二，学生运动员应与其他学生在入学、经济资助和学术项目上的标准进行衡量。第三，每一所大学的首席执行官将最终负责每一个学校的体育控制”（Bowen，第35页）。该nescac建国原则同样是铰接的，虽然它变得清晰，通过招生和成绩的差距，会议在会议目标没有建立的研究。
奥克兰assignment代写:大学体育的因素代表
Intercollegiate athletics is firmly entrenched in Bowen and Levin's concept of the teaching-learning environment. They acknowledge that it is an aspect of college life that is not going anywhere; nor should it, as it provides a rich extracurricular experience to many of those who participate in it. The authors correctly identify that the factors influencing college sports represent each realm of the teaching-learning environment: individual, organizational, and societal. The inputs in their analysis are both individual and organizational, including the individual academic and demographic characteristics of students as well as organizational characteristics such as recruitment. The belief that emerges is that there are underlying organizational and societal values that contribute to the underperformance of athletes, particularly those who are recruited. The authors suggest that the teaching-learning environment surrounding athletics would be improved with stronger leadership from college presidents and better coordination of academic and athletic goals. The principles of the University Athletic Association embody this vision: "First, athletics is integral to the overall educational process of the institution and should be conducted in a manner consistent with the institution's central academic mission. Second, student athletes shall be measured against the same standards as other students in admissions, financial aid, and academic programs. Third, the chief executive officer at each university shall be ultimately responsible for the control of athletics at each institution" (Bowen, p. 35). The founding principles of the NESCAC are similarly articulated, though it becomes clear through the admissions and achievement gaps established in the research that the conference falls short in meeting its goals.

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