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Coaching Styles and its Effect on Team Performance
No full textIn order to find what coaching styles works best for performance and team qualities the leadership scale for sport and multidimensional model for leadership were used. The leadership scale for sport measures the major styles of coaching while the multidimensional model of leadership measure three aspects of a relationship that can determine successful coaching. In order to find information that was accurate and relatable to the topic, search terms like “coaching” “cohesion” and “performance” were used. After articles were found, results and findings were drawn from a synthesis article grid (appendix C). Themes and subthemes were then created from the articles and it was determined that coaching styles effect performance from the youth and high school levels all the way up through college and professional ranks. Findings showed the styles that were most prevalent in the lower levels (youth and high school) were democratic and social support due to the fact that those levels deal more with development and having fun. Surveys from studies on lower levels concluded that the more these styles were used, the more the athletes felt free and wanted to compete at their best. A democratic style of coaching was prevalent in higher levels, as it leads to more team cohesion and better freedom for athletes as well. One style that was not a popular style for any level was an autocratic style because it did not allow autonomy or freedom that athletes need to succeed. After the styles were introduced through the models and literature, implementation strategies were mentioned to help coaches put the styles to good use. It is important to understand the types of coaching styles, the ways to implement them, as well as knowing how each style increases performance and cohesion in higher levels as well as lower levels of sport
Potential effects of climate change on NRCS Wetland Restoration Easements: An ecohydrological assessment
No full textWater cycles are expected to change globally with predicted climate warming. Yet predicted shifts in hydrological regimes are rarely incorporated into wetland restoration planning, despite large investments in projects very susceptible to hydrological changes. We assessed potential effects of climate change on previously restored wetlands to identify siting and design issues for use in guiding adaptive management or planning future restoration projects. Five United States Department of Agriculture Natural Resources Conservation Service Wetland Reserve Easements in Genesee County, New York, were studied from 2013 through 2014. Elevations of surface water and groundwater were monitored, piezometric measurements made, and water chemistry and plant community data collected. Precipitation, surface water, and groundwater hydrologic data were used to relate each restored wetland to vulnerability of climate change. Although all five sites were functioning as planned, three sites had less vulnerability to climate change due to their connection to more stable sources of groundwater, position within the hydrological landscape, or design features that mimic the natural landscape. Suggestions for adaptive management on already implemented projects include actively managing water-control structures, enhancing microtopography, and increasing plant diversity by planting or seeding. Potential sites for future restoration projects should be ranked based on location in the watershed, presence of hydric soils, past and potential hydrological connections, and sustainability of hydrology, especially groundwater sourcing. Design options should attempt to mimic natural landscape features, refrain from overengineering, and allow for flexible management of hydroperiods
Barb Gifford, interviewed by Jessy Blackburn
Get PDFBarb Gifford was born and raised in Clifton Springs. She earned her Associate\u27s Degree at Mohawk Valley Community College, and then transferred to SUNY Brockport, where she earned her Bachelor\u27s Degree in Sociology. After having her first child, she and her family moved back to Clifton Springs and worked at the Clifton Springs hospital as a social worker for nearly thirty years. In early 2018, she moved back to Brockport to live closer to her daughter, who teaches at the Brockport Central School District, and to help take care of her grandchildren. As of November 2019, she has audited six courses at SUNY Brockport as part of the college\u27s Lifelong Learning Program
Elizabeth Banner, interviewed by Shannon Regelsberger
Get PDFElizabeth Banner was raised in the Brockport area, and many of her childhood friends were the children of contemporary Brockport College professors. She attended and graduated from the Brockport Central School District. She earned her Bachelor\u27s degree in music education at Ithaca College, then earned her Master of Arts in Liberal Studies at SUNY Brockport. Since the early nineties, Banner has taught two courses, children\u27s methods class for music and Intro to Music, at SUNY Brockport, while continuing to be involved in the drama department at the Brockport Central School District
Hunting for Harmony: The Skaneateles Community and Utopian Socialism in Upstate New York - 1825-1853
No full textThe Skaneateles Community was a utopian socialist commune that existed from 1843 to 1846 in Mottville, New York. Abolitionist lecturer John Anderson Collins founded the community on the non-resistance and no-government principles of abolitionist William Lloyd Garrison. Collins and his Skaneateles followers, so-called communitists, sought to live in a godless, harmonious, communist utopia, free of both chattel and wage slavery. They eschewed private property, declared the virtues of communitism and shared everything.
The Panic of 1837, the first major depression of the Market Revolution made the 1840s a period of unprecedented socialist agitation and utopian practice. People sought a system that promised security and safety from the perils of speculation and market fluctuation. The Panic of 1837 aligned the material interests of the laboring class and the business class. Upstate New York became the Volcanic District of the socialist movement inspired by French thinker Charles Fourier. Fourierism’s doctrine of harmony between capital and labor made it attractive to both workers and businessmen affected by the depression.
The Skaneateles Community found favorable conditions in Upstate New York because of their comradeship with Fourierists. Unlike the Fourierists, the Skaneateles Community advocated the abolition of all private property. Though the Fourierists thought them too radical, but they encouraged the Skaneateles communitists and wanted them to succeed
The Effect of Fan Behavior on the Mental Health of A Sports Official
Get PDFSports officials often times hear verbal abuse that can cause them to second guess themselves because of the reactions they receive from spectators. If it is from fans, coaches or even players officials have a tremendous amount of pressure in order to get the call correct. This can lead to stress that could greatly impact the mental health of an official. The purpose of this synthesis was to review the literature on the impact of fan behavior on an official’s mental health
John A. Van de Wettering, interviewed by Kenneth O\u27Brien
Get PDFJohn A. Van de Wettering was President of SUNY Brockport from 1981 to 1997. Van de Wettering was the fourth president of the college. During his time as President Van de Wettering implemented an idea of “streamlining” administration and faculty to form better relationships with the college’s students. He also had to deal with letting faculty go due to budgetary restraints; during his presidency there were many times that the college was affected by its budget. There was also an increase in students coming into the college during his time in office. There was an increase in full time and part time enrollment as well as large increases in transfer students and graduate students. During his time as President, Van de Wettering made himself as available to the students as he could. He frequently participated in interviews for the Stylus, sometimes visited the dining halls and residence halls to visit with students and even made appearances on the College’s television show. Also during his presidency, the international education program was greatly expanded making it the largest in the SUNY system. He helped introduce Brockport to multiculturalism, global issues and cultural diversity. Dr. Van de Wettering expanded the campus by opening the MetroCenter in downtown Rochester before he retired
Albert W. Brown Interview #2
Get PDFAlbert W. Brown was the President of SUNY Brockport from 1965 to 1981. Brown was the third President of the college. During his time as President the College experienced a great period of growth. Enrollment grew throughout his term from 3,000-12,000 students. The college also changed from a Teacher’s College to a SUNY Comprehensive Undergraduate and Graduate Institution. He was instrumental in the development of programs such as Delta College, the Mature Adult College Program, the Peace Corp., the College Degree Program, the 3-1-3 High School College Articulated Program, the Washington Semester Program and the Philosophical Year.
In this interview, Brown discusses the Peace Corps program, SUNY Brockport\u27s physical education and athletics departments, and the student protests leading up to and following the burning of the Wari Katari center in May 1970
Using Culturally Responsive Teaching to Educate English Language Learners in the Elementary Literacy Classroom
No full textEnglish Language Learners in the United States are struggling to access grade-level content due to limited language proficiency. In non-responsive classrooms students’ learning styles are not activated, prior knowledge is overlooked, and meaningful cultural connections are not made. However, through the educational approach of Culturally Responsive Teaching, teachers can assist these culturally and linguistically diverse learners to access the same, grade-level content in meaningful ways. Additionally, teachers can also use Culturally Responsive Teaching in the classroom to meet the social emotional needs of English Language Learners and improve assessment outcomes. Specifically, I will focus on how Culturally Responsive Teaching can benefit elementary English Language Learners in the literacy classroom. Practices such as creating authentic lessons and activities, formative assessment, and using visuals to increase student comprehension are examined to boost achievement of English Language Learners. Through PD, teachers will learn about the benefits Culturally Responsive Teaching has on their students and will learn skills to build prior knowledge to engage English Language Learners in grade-level content. Teachers will create their own self-assessment and modify their own lessons and activities to practice the skills learned in the PD