It is clear to see from these two charts, figures 8 and 9, that a trend regarding the confidence and demeanor factors, and movement of the needle, resulted in a quite noticeable, positive trajectory after several weeks. The researcher presumes it is safe to say, and as noted by earlier cited sources, the self-esteem of each participanting student did as well. Competitive repetition, fitness coaching, and the planned running exercises are all meant to increase participant engagement and blood flow. However, and arguably most importantly, these are intended to supply additional oxygen to the brain, which is an often-over-looked result of running and helps with better brain function. Taken together this resulted in a near tripling of the previously shown low threshold data from figures 4, 5, 6 and 7 obtained from the beginning of the assessment/season. Continued>
Above are figures 6 and 7 are a pair of results of the initial, formal and informal, observations process. To determine if athletic and football related skills taught to students with and without disabilities, would not only help them to establish camaraderie, perform more confidently and increase their self-esteem, but with the ultimate goal of becoming more confident academically, students were assessed before, during, and after interventions/practices and games, took place. This assessment took place over an eight-week period and evaluated five areas. Those were a) running, e.g. speed at the 40-yard dash and the quarter mile, b) throwing the football, c) catching the football, d) demeanor and e) confidence. Important to make note of here is that unlike data from the previous two charts, labeled 4 and 5, in which 'experience' and 'confidence' did not correspond to each other, other attributes such as 'confidence' and 'demeanor' at this young age do seem to move in unison.
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