Academic literature on the topic 'Sports Management|Educational leadership'

Changes in the economy associated with the emergence of various types and forms of economic activity, economic freedom, stimulate a creative and innovative approach to professional activity, a professional with leadership qualities is in demand. University complexes as centers of education, science and culture of the region accumulate and transmit innovative pedagogical experience from Central universities to branches, creating a modern educational space for the multidimensional development of personal qualities of students. Analysis of scientific research in the field of sociology, psychology, and leadership pedagogy allowed us to specify a set of qualities that characterize the future leader in various areas of management-industrial, sports, tourism, and educational. The formation and development of students ‘ leadership qualities includes a multi-aspect diagnostics of leadership. Diagnostic tools are characterized by a significant variety, due to the ambiguity of the idea of a set of personal qualities needed by the leader. Integrative assessment of leadership qualities requires the use of a representation of the profile of leadership qualities. To select diagnostic methods, a critical analysis of tools for diagnosing students ‘ leadership qualities was carried out. A matrix of conformity of the diagnosed quality and the methodology used to assess its development was created. The presented tools were used to determine the main directions of work on the development of these qualities in students. A computer program for individual assessment of a student’s leadership profile has been developed, which functions through a personal account on the University’s website. Diagnostics of students from different universities allowed us to track the dynamics of changes in the development of leadership qualities of graduates, to assess the effectiveness of the proposed pedagogical measures, and differences in the mentality of young people in large and small cities.

The article presents a critical analysis and assessment of the current state of foreign experience in monitoring and management of health, lifestyle and physical activity of student youth. An important aspect of lifestyle monitoring is the assessment of physical activity. However, monitoring is not an end in itself; its results are used to develop approaches and methods of correction, and to manage the situation. The concept of health management is becoming more and more popular as a set of measures to preserve and restore the health of large social groups. One such methodological approach is Teaching Personal and Social Responsibility (TPSR), a model that uses sports and physical activity to teach adolescents to become personally and socially responsible people. This model focuses on two sets of values: personal responsibility and social responsibility. Effort and self-reliance are goals of personal responsibility, while respecting and helping others is social responsibility. The model has been widely adopted as a program for at-risk youth. The Personal and Social Responsibility Questionnaire (PSRQ) was developed as an indicator for assessing young people’s perceptions of personal and social responsibility. Perceptions of personal and social responsibility are positively correlated with intrinsic motivation. Physical education programs based on health and lifestyle management principles can provide students with positive motivational and emotional experiences that will encourage them to continue participating in physical activity. Physical skills are trasferred into other areas of life activity (SBYD – Sports-Based Youth Development), it is claimed that sports can be used as a tool for psychological, emotional and/or academic development. The research has shown that many sports-based youth development programs contribute to the acquisition of life skills (e.g., leadership, self-control) with the ultimate goal of promoting positive social and academic outcomes for young participants. Researchers call this “life skills transfer” (i.e., the idea that the physical, behavioral and cognitive skills that young people acquire in sports can be used in non-athletic settings to promote healthy development). An important result of the development of the concept of monitoring and managing the health and lifestyle of young people is the formation of a consensus on this issue. According to this consensus, physical activity is seen as an all-encompassing term that consists of many structured and unstructured forms in and outside educational settings, including organized sports, physical education, outdoor recreation, motor programs, breaks, and active modes of transportation. such as cycling and walking.

Introduction. The article examines the potential of school-university partnership programmes for gifted and talented children. The purpose of this study is to determine the mechanisms for identifying and supporting gifted children by means school-university networks. Materials and Methods. To achieve this goal, the authors have reviewed a considerable amount of literature on giftedness, identification and support of gifted children with a focus on establishing school-university networks. A sample of leadership and teaching staff (n = 149) representing 44 municipalities of the Krasnodar Krai (Russian Federation) was surveyed in order to evaluate the effectiveness of identification, support and guidance of gifted students. The analysis of university websites was carried out in order to reveal the existing practices of partnerships with secondary and supplementary education settings aimed at identification and support of gifted children. To solve the revealed problems of gifted education, a model of school-university network encompassing the flagship university and secondary and supplementary education settings has been developed. Results. The study has revealed the following problems of provision for gifted and talented students: unrecognized special giftedness; underestimation of career guidance for gifted students; insufficient attention to social and emotional issues in the development of gifted children; lack of continuity in provision for gifted and talented individuals at different levels of education. The authors propose a model of the network between the flagship university and secondary education settings aimed at solving the above mentioned problems. The research findings include procedures of identifying and supporting gifted children by means of school-university partnership programmes for 9 domains of giftedness (academic (intellectual), technical, entrepreneurial, communicative, leadership, emotional, sports, artistic and vocational) in corresponding types of career-oriented activities (educational, research, scientific; technical design, business design, business communication, management, volunteering, sports, artistic creativity, production) using the facilities and human resources of the flagship university. Conclusions. The conclusion can be drawn that identification and support of gifted children and adolescents must be carried out in close connection with career guidance, taking into account the needs of the regional labor market. Building partnerships of the university, comprehensive secondary schools and supplementary education settings contribute to solving this problem.

The best universities pride themselves on developing the next generation of leaders as do the top sport management programs. Many sport management programs offer a leadership course, some at the graduate level. However, two questions emerge when discussing the teaching of leadership, namely, what do students need to know about area, and how can the topic be most effectively taught? A recent 12-month educational leave provided a cherished opportunity for the lead author to delve into the latest advancements in leadership and leadership development. The coauthor on this paper took a leadership course in his graduate sport management program and offered the perspective of an end-user. The authors provide an overview of the leadership development literature, profile three unique leadership courses offered in other disciplines, and provide sport management professors with information they should consider in developing and delivering their courses in leadership, especially at the graduate level.

With the world becoming flat with fluid boundaries, engineers have to be global in their outlook and their pedigree. Due to the need for international acceptance of engineering qualification, the incorporation of Outcome-Based Education (OBE) has become common and global accreditation treaties such as the Washington Accord have been ratified. Further, it becomes important, especially for an engineering university with a global outlook preparing its students for global markets, to ensure that its graduates attain the planned outcomes. Additionally, the higher education institutions need to make sure that all the stakeholders, including students, parents, employers, and community at large, are getting a quality educational service, where quality is categorized as (1) product-based ensuring that the graduate attained the planned outcomes and skills, and (2) process-based keeping an eye on whether the process is simple, integrated, and efficient. The development of quality movements, such as Total Quality Movement (TQM), Six Sigma, etc., along with quality standards such as ISO 9001 has been instrumental in improving the quality and efficiency in the fields of management and services. Critical to the successful deployment of a quality culture is the institutionalization of an integrated Quality Management System (QMS) in which formally documented processes work according to the Vision and Mission of an institute. At the same time, commitment to Continuous Quality Improvement (CQI) to close the loop through effective feedback, would ensure that the planned outcomes are attained to the satisfaction of all the stakeholders, and that the process overall is improving consistently and continuously. The successful adoption of quality culture requires buy-in from all the stakeholders (and in particular, the senior leadership) and a rigorous training program. In this paper, we provide a review of how a QMS may work for the provision of quality higher education in a 21st-century university.

The role of a teacher has always been challenging especially in the 21st century. Ranging from teaching, extra-curricular activities, sports, administrative, to non-academic matters, teachers teaching in the secondary schools tend to multitask their daily duties. Added with numerous responsibilities in the digital era, doing just one thing at a time seems to be very luxury yet awfully wasteful. Indeed, multitasking was considered essential in today’s work efficiency. Based on observation and empirical studies, multitasking tends to influence and contribute to teachers’ job satisfaction. Nonetheless, there are also gaps in the existing local literature pertaining to multitasking and job satisfaction amongst teachers in the Malaysian local school context. In view of this, the current study is conducted with the primary aim to investigate the relationship between multitasking and job satisfaction amongst the secondary school teachers in one of the districts of Klang, Selangor, Malaysia. A descriptive correlational research design using a mixed-methods approach was employed to explore the relationship between the two variables. Two instruments measuring multitasking by Woods, Boyd, Rand, Nardo and Boyd (2014) and Job Satisfaction survey by Spector (1997) were adapted to suit the local setting for data responded by 124 secondary school teachers. The quantitative findings revealed that there were significant, positive and moderate relationships between multitasking and job satisfaction. However, findings from the multiple regression indicated that only 11.3% of the variance in job satisfaction was contributed by multitasking. In addition, qualitative data tend to triangulate the quantitative findings. Besides positive responses, there were also voices that proposed otherwise. Consequently, all these findings lead to some important implications in terms of the corpus of knowledge and policy implication related to the two variables of educational management and leadership amongst the teachers cum instructional leaders in the academic setting.

This article reviews the development of interest in and concern for training and education of sport specialists. A review of research in competency-based education that relates to sport management and related fields provides an overview of the values of learning about specific job tasks of a sport manager. Competencies in sport management presented from a study of educational, municipal, and military settings show no significant difference between settings and certain significant differences in professional level. Further research is presented that shows differences in how educators and practitioners rate the importance of competencies in the field. Implications for practice suggest that more research is needed in order to gain further understanding of leadership requirements in the sport management profession.

A parallel system of inclusive and special education persists in Ireland despite attempts to move towards integrated provision for students with Special Educational Needs and Disabilities (SEND) along a flexible continuum of support. Even in mainstream schools, duality exists and discrete delivery of special education continues to create ‘siloed’ approaches to education for some students. This paper outlines a research and knowledge exchange initiative involving a higher education institution and a management body for post-primary schools in Ireland attempting to develop integrated, school-wide, systematic and collaborative approaches to inclusive and special education. Theoretically underpinned by Hornby’s model of Inclusive Special Education (2015) and a conceptualisation of the SENCO role in the Irish context, a pilot process was implemented to support the development of an integrated response to a continuum of need. A year after initial implementation a review was undertaken. Focus group and individual interviews with SENCOs, Curriculum Leaders and Principals in six schools indicate that the initiative, while still in its infancy, raised awareness about inclusive special education amongst staff and provided data-informed approaches to education. The centrality of leadership in promoting school-wide approaches to inclusive special education also emerged. Finally, the importance of situated community of practice approaches to professional learning were identified as critical to leading change in schools.

The Relationship of Management Style and Job Satisfaction among PE TeachersThe present study was conducted with the purpose of determining the relationship between management style of physical education responsibilities with job satisfaction of sport teachers and determination of the relationship between transformational and transactional leadership of physical education authorities with job satisfaction of sport instructors.After recognition of relationships between management style and leadership with job satisfaction, a step is taken towards recognition of effective factors for improvement of organization; therefore, such research is considered as optimized and appropriate solutions for recognition of the management and organization's problems and difficulties, for presenting guidance.This study is based on the opinions of 181 male and female physical education teachers from five districts of the education and instruction department of Esfahan, in which the type of management style of physical education authorities of all five districts of education and instruction of Esfahan and job-satisfaction of the teacher were evaluated through two questionnaires, the confidentiality of which was computed via Cronbach's alpha-coefficient.Results of the study showed that the relationship between management style and leadership of physical education authorities and sport teachers' job-satisfaction with P<0.01 level has been positive and significant. Also, the relationship between transformational and transactional management style of physical education authorities and job-satisfaction of teachers with p<0.01 level has been positive and significant too. Amongst other results of this study with regard to e.g. sex, age, marital status, field of education, educational degree, and previous work-record of P.E teachers and their job-satisfaction, the relationship for those with p<0.01 level has not been significant.

Abstract Introduction: Generation is called for the human community, which is born in the same time frame, shaped by similar events, tendencies or developments. Y-generation; born between 1981-1999, 40% of our country's population, are the most active community of labor life. There are 4860 Hemophilia A and 878 Hemophilia B patients in our country and 45% of them are members of Y-generation. Compliance is the most important problem in the management of this congenital bleeding disorder. It is necessary to recognize, understand, communicate and cooperate with Y-generation PwHs. Materials and Methods: In our multicentre cohort study, between November 2016 and May 2017, 65 Y-generation PwHs and 56 caregivers (totally 121) were included and the focus groups were conducted with face to face interviews. Results: While the rate of regular prophylaxis remained at 46% in the answers given by the PwHs individuals, their caregivers reported it as 71% which is significantly different. Intravenous administration and other physical difficulties respectively were reported as major problems for not doing prophylaxis regularly by PwHs and their caregivers (60% and 25%). The other reported problems are supply of medication (15% and 18%), treatment periods and emotional support (17% and 9%). It has been identified that the items Y-generation PwHs and their caregivers most need are; medication and treatment support, emotional support, social inclusion, financial support, and specialized centers (HTC) that offer hemophilia management like hemophilia treatment centers, respectively. When the usage of social media was questioned, for PwHs and their caregivers, it was found that; Facebook was 85% - 55%, Instagram was 83% - 32% and Youtube was 74% - 21%. Discussion: Y-generation PwHs, do not show sufficient care to maintain the gold standard prophylaxis. To be successful, the treatment should be individualized, the life conditions and activities of the patient should be taken into account and the patient should be included in the decision making. Considering Y-generation PwHs and their caregivers priorly requests for support for accesing medication and treatment in our country.; it is important to underline that it should not be the only purpose in the management and adequate education is necessary for the comprehensive care. In this respect, it will enable a more active life and the time-spent outside the house, for social activities like sports and travelling will increase. In conclusion; It is important to understand, negotiate and cooperate with Y-generation PwHs in order to be successful in the management of the disease. In order to emphasize the contribution of prophylaxis on quality of life, the number of educational platforms (camps, meetings, etc.) where PwHs and their caregivers can reach the right information, should be increased and; primarly, multidisciplinary Hemophilia Treatment Centers should be established under the leadership of a hematologist. Disclosures No relevant conflicts of interest to declare.