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High school Essay Sports influence life of peoples and nations , and play an important role and essential part for people on daily basis by creating an atmosphere full cooperation and affiliation, and strengthen the social ties for being an integral part of the public education process. Studies show that regular physical activity with healthy eating habits, is considered the most effective and healthy weight control. Whether trying to lose weight or maintain it. It doesn’t matter what kind of physical activity that an individual make, whether by participating in sports, doing daily house task , or business-related work. Participating in Sports have big impact on acquiring the ability to understand oneself and others, and how to deal with them and a sense of responsibility in building social relations and development for society as a whole. Sports connect individuals by feeling their mental and physical abilities. In brief, research have indicated the correlation between physical activities and undergraduate/ high school students for different age group. The benefits of being involved in sports and the degree of influence on student’s grades, by reducing anxiety caused by psychological and social troubles despite the time consumed in performing the activity. This refers to find the right balance between sports and studies. Introduction â€Å"Asound mind in a sound body, is a short, but full description of a happy state in this World: he that has these two, has little more to wish for; and he that wants either of them, will be little the better for anything else. † (John Locke, Some Thoughts Concerning Education, 1693). Sports considered part of recreational activities, which allow many opportunities to the individual to play the role more effectively through exercises that can take positive advantage of the physical skills Intellectual ability. Regular exercise helps protect from heart disease, stroke, high blood pressure, insulin-independent diabetes, obesity, back pain, osteoporosis, and can also improve your mood and prevent life pressures. Exercises also increase the good cholesterol HDL in the body and reduces LDL cholesterol and improve the flow of blood, and increase the ability to work under pressure . Experts advise a workout of 20-30 minutes three times or more per week, and perform muscle exercises at least twice a week. Sports and students In sports, most people often see advantages in just building shapes. However, there are also many social and individual advantages. Participating in physical activities one of the most fulfilling encounters students can have. While meanings taught in sporting can be precious, in an age when skilled sportsmen are forsaken college for the sake of engaging in contracts worth large figures. Most university sportsmen never achieve the high end, and the ones who do are normally done enjoying by age 33. Keeping the self-discipline to execute well on the stage as well as in the class room can set you up for success long after your enjoying days are over. Sports educate learners the idea of group connections â€Å"there is no I in team†. Sports help learners realize that cooperating as a group means more achievements, and the projects that they will work towards become a lot easier. Teamwork even moves into the class room for group projects. It is important for learners to learn how to work together to achieve a objective. Just like in sports, if your team mate is having difficulties, you help them pick up the slack to get to your objective. In the class room, this might mean that they create an additional page of an task for a group or make an additional glide for a venture. Being a member of a group whether it be golf ball, beach ball, or even in a class room can be a very fulfilling encounter for all learners. Benefits of participating in physical activities Improving health and exerting students’ surplus energies. Obeying the competition or societal rules and constraining delinquent behaviors (such as cheating, acting violently, consuming illegal substances, and drinking excessive alcohol, etc) Promoting societal values, integrity and building character Enhancing confidence, motivation, sense of empowerment, and self-esteem Providing social interaction, fun and enjoyment Offering opportunities for education and career in sports Expanding life experience and making more friends Knowing how to deal with failure and difficult situation Developing life-skills (Blinde, Taub, Han, 1993; Coakley, 2007; Eitzen Sage, 2008; Hudson, 2000; JOPERD, 2004; Shaffer, Wittes, 2006; Woods, 2006; Woodruff Schallert, 2008). Sports in High Schools Academic qualifications for student-athletes in public high schools fitness activities has many variations and has been changing over the past many decades. But how far have we come in motivating sportsmen in the classroom? The term student-athlete implies that the person engaged with education and sporting is both a good student in the class room and an active and effective individual on an fitness team. In theory, academic proficiency is a requirements for fitness contribution. It has been proven that high schools sportsmen usually have a greater GPA than non sportsmen (Eitzen Tale, 1993). As school regions and fitness administrators work to show responsibility to the mother and father in their respective communities through the modification of fitness codes, it is essential address the issue of student sportsman academic performance. Efforts to change academic qualifications for high schools sportsmen began in 1983, amongst powerful resistance from trainers, mother and father, and others (Wolf, 1983). In 1984 the condition of Texas introduced a No Pass No Play rule that mentioned that sportsmen could not have any failing qualities if they were to join in a sporting action (Richards, 1987). A specialist selected 125 great schools across 48 declares and compared their specifications for fitness qualifications. The focus was on four specific academic qualifications areas: 1. Minimum personal GPA for fitness contribution. 2. Maximum variety of Fs that an sportsman can have and still take part. 3. The time period for athletic-academic revocation for sportsmen that dont achieve the lowest specifications. 4. A sticking to personal condition association guidelines for academic qualifications. As this research indicates, only a tiny proportion of great schools in the United States have attached a lowest GPA to their academic specifications for fitness qualifications. The tutorial institutions that had minimal requirements justified these requirements by stating that sporting keep children in school; if they were not qualified to join in sporting, these learners would drop out. Some of the schools in the research indicated that they incorporated a quality factor to their qualifications but later removed this requirements from their fitness code because of opposition from trainers and mother and father. Additional justifications from fitness administrators protecting low academic specifications included that fitness applications must remain student-friendly and that all learners, regardless of what their qualities, should have the right to join. A variety of fitness administrators revealed that they would like to have even reduced academic specifications than those already in position. In schools that had powerful academic specifications, fitness administrators revealed learners modified to the specifications once they were set in position. One fitness director mentioned that children know what the lowest GPA is to be qualified so they will do what is required. In fact, he even thought that they could raise the quality factor to 2. 5 and the student-athletes would adjust in an issue of your energy and effort. One high school in Canada that had a lowest GPA of 2. 5 maintained the right to hold an sportsman out if the trainers felt that the student-athlete was not performing up to his or her prospective, even if the grade that the student maintained is 3. 0. When public schools educational applications are under heavy analysis, fitness applications with low academic requirements are only harming themselves by letting their sportsmen just get by. The fitness applications in this research that have challenged their learners in the class room with greater academic requirements over a many decades have been successful in improving the quality of factor earnings. Students modified to the educational demands set by the fitness applications and the variety of learners that were announced ineligible was consistent with the variety that were announced ineligible under the reduced academic requirement. Scholarship or grant Availability Most universities provide money to sportsmen in the form of educational grants. With 3. 1 million secondary university graduate students this year and only 450,000 of those playing college fitness programs, qualities play a part in obtaining grants and financial aid unless you are being enrolled by an upper-tier institution. College sports and students College activities have progressively become a fundamental element of college student lifestyle. As viewers or through direct contribution, college activities can impact learners in many different ways. Physical teachers and game experts would agree that fitness contribution brings numerous physical, emotional, educational and community advantages to the members. More specifically, many positive educational advantages were discovered to be associated with intercollegiate game contribution. Research supported that college student-athletes were often more engaged in academic and university activities than their non-athlete peers (Wolniak, Pierson, Pascarella, 2001). Student-athletes were also more likely to exchange discovered life and perform abilities, self-esteem and personality (i. e. , reliability and work-ethics) into their selected profession areas (Weis, 2007). In addition, effective fitness programs that continually win more games entice student-athletes and non-student-athletes with higher academic ratings, hence helping the instructors of the organization as a whole. (Mixon, Trevino, Minto, 2004). Because there are so many academic advantages associated with fitness contribution, Valente (2006), a lecturer of songs, mentioned that her songs learners could certainly learn about abilities and features such as goal establishing techniques, exercising carefully and being on time from student-athletes. In comparison to the advantages of fitness contribution, several specific research analyzing the effect of fitness contribution on intellectual studying of college student-athletes review different results in resistance to the advantages that are detailed in these passage. These data indicated that fitness contribution had either adverse organization or no effect on male college student-athletes’ academic inspiration, development, and studying ability Wolniak, Pierson, Pascarella, 2001). Other research also found that learners who took part in intercollegiate sporting did not have a better GPA or greater results in intellectual studying and inspiration (Wolniak et al. , 2001) in comparison to those learners who were not sportsmen. Therefore, this indicates that the literary works facilitates the idea that college sporting in fact does have many advantages to the individual sportsman and organization, but the level to which the effect goes may not be concretely identified. The question that follows then is: will there be any damaging emotional or physical? Effect if an sportsman displays a advanced level of fitness identification and game commitment? Obviously, sportsmen with a strong fitness identification might tend to ignore other factors of lifestyle in order to meet up with their sportsman role, which can increase the danger of public problems. The scores of comparative importance of two life-roles extracurricular actions and relationship were found to be extremely low for a group of sportsmen. However, indicated that top level race sportsmen did not have the same ranking. This may indicate that some sportsmen are still able to balance their public and fitness lifestyle without suffering from emotional problems. Also added that the student-athletes at females universities were more involved in instructors, yet did not vary in how long spent in extracurricular actions and in the quantity of student participation. This may suggest that living a w ell-balanced educational, public, and fitness lifestyle can possibly be possible philosophy. In addition to community issues, research that student-athletes often begin their college profession with vague or nonexistent profession objectives and spend heavily in their fitness positions (Lally Kerr, 2005; Burns Kerr, 2003). They handle with dual-role details, full-time sportsman and full-time college student, at the same time in their early college decades. As they become upperclassmen and complete their enjoying qualifications, they progressively choose to spend money on the latter identification fully to explore non-sport profession options (Wiechman Bill, 1997). This suggestion may imply that student-athletes don’t necessarily view enjoying game as the most essential or the only essential action in their lives. Exercises female students Crawford and Eklund (1994) found that highly whole body anxious female college students preferred work out settings that deemphasized the whole body. Hart (1991) reported that highly whole body anxious students tended to exhibit more protective work out behaviors (e. g. , positioning themselves in the back of an work out class, wearing loose fitting clothing) than did their less anxious peers. Having demonstrated that female students social whole body stress is reduced and that whole body esteem is enhanced with participation in a university-based workout program, it may be useful to begin exploring potential mediators of this effect. One possibility is that participation in fitness classes leads to familiarity with work out settings, which, in turn, reduces stress. This reduced stress may lead to a change in exercisers whole body concerns regardless of their actual figure. If familiarity with work out settings per se is found to be one of the main components of work out related stress reduction, then development of work out settings that reduce participants social whole body stress would be warranted. Another possibility is that changes in social whole body stress and whole body esteem occur mainly as a result of changes in various whole body measures (e. g. , weight, human extra fat, whole body size). Although McAuley et al. (1995) found involvement in work out classes to be associated with changes in figure and social whole body stress, other researchers (Blessing, Wilson, Puckett, Ford, 1987; Ford, Puckett, Blessing, Tucker, 1989) have found no significant changes in the bodyweight or whole body composition of female college students participating in aerobic dance classes over an eight-week period. It is also possible that changes in social whole body stress are associated with changes in other psychological factors such as self-concept. McInman and Berger (1993) found exercisers with high and low social whole body stress differed in terms of self-concept. Perhaps changes in self-concept associated with work out are reflected in concomitant changes in social whole body stress. Research methodology : My research methodology requires gathering relevant data from the specified documents and compiling databases in order to analyze the material and arrive at a more complete understanding and historical reconstruction of Sport. I hope to shed light on the following questions through my research: 1) Which category below includes your age 2) Please select your gender 3) Employment Status: Are you currently†¦? 4) Are you enrolled in†¦? 5) What program are you currently registered for? 6) Your current GPA is between 7) On how many occasions do you participate in sports and physical activities a week? 8) If no, what would be the reason for not participating in sports and physical activities? 9) If so, do you participate on sports organized by the university? 10) Do you find sports and physical activities handy to your studies While giving the research paper for students some of them were interested some of them no I also give for students outside AUE, I gave for Middlesex University after finishing the research paper and collecting data I started to put it on Microsoft Excel. Here is the charts showing the percentage of each Q’s: Conclusion In conclusion, activities impact not on students alone, but also in many other parties involved as well. Participation in any physical programs is a great way to get engaged and understand useful life training. Sports is something many people will never ignore. Most learners will never perform an structured game again after secondary university. Comprising your colleagues, your group, and your university has an amazing beneficial impact on any youngster. References Ghassan Mohammed Sadiq Fatima Yassin Al Hashimi. . (Mosul, Library for printing and publishing. Page 10 (1988). Eitzen, S. Sage, G. (1989) Sociology of North American Sport, 4th edition. Dubuque, Iowa: WM. C. Brown Publishers. Eitzen, S. Saga, G. (1993). Sociology of North American Sport, Dubuque, Iowa:WM. C. Brown Publishers. 4th edition. McGrath, E. (1984). Blowing the whistle on Johnny,@ Time 30 January p. 80. Richards, D. (1987). No-pass pulse, Dallas Morning News 6 October 1987, pp. B1, B14. Wolf, C. (1983). Playing for keeps, New York Times Magazine, 30 October 1983, pp. 32-53 Blinde, E. M. , Diane E. Taub, D. E. , and Han, L. (1993). Sport participation and womens personal empowerment: Experiences of the college athlete. Journal of Sport Social Issues, 17, 47-60. Coakley, J. (2007). Sport in society: Issues and controversies (9th ed. ). Boston, MA: McGraw-Hill. Hudson, A. (2000). Effects of athletic involvement on the social life: A study of 68 track and field athletes. Unpublished manuscript. JOPERD (2004). Benefits of high school athletic participation. The Journal of Physical Education, Recreation Dance, 75(7), 10. Shaffer, D. R. , Wittes, E. (2006). Women’s precollege sports participation, enjoyment of sports, and self-esteem. Sex Roles, 55(3/4), 225-232. Woods, R. B. (2006). Social issues in sport. Champaign, IL: Human Kinetics Woodruff, A. L. , Schallert, D. L. (2008). Studying to play, playing to study: Nine college student-athletes’ motivational sense of self. Contemporary Educational Psychology, 33(1), 34-57. Eitzen, S. , Sage, G. (2008). Sociology of North American Sport (8th ed. ). Boulder, CO: Paradigm Publishers. Crawford, S, Eklund, R. C. (1994). Social physique anxiety, reasons for exercise, and attitudes toward exercise settings. Journal of Sport Exercise Psychology, 16, 70-82. Hart, E. (1991, October). The influence of exercise experience on social physique anxiety and exercise behavior. Paper presented at the annual meeting of the Association for the Advancement of Applied Sport Psychology Savannah GA. McAuley, E. , Bane, S. M. , Mihalko, S. L. (1995). Exercise in middle-aged adults: Self-efficacy and self-presentational outcomes. Preventive Medicine, 24, 319-328. Blessing, D. L. , Wilson, G. D. , Puckett, J. R. , Ford, H. T. (1987). The physiological effects of eight weeks of aerobic dance with and without hand-held weights. American Journal of Sports Medicine, 15, 508-510. Mclnman, A. D. , Berger, B. G. (1993). Self-concept and mood changes associated with aerobic dance. Australian Journal of Psychology, 45, 134-140.