Racism in Australian Sports History Essay

Pages: 8 (2781 words)  ·  Style: APA  ·  Bibliography Sources: 8  ·  File: .docx  ·  Level: College Senior  ·  Topic: Sports

SAMPLE EXCERPT . . .
The Girri Girii Sport Academy enters the academy with high self-efficacy. Generally it has been believed that students with positive-identity are possibly to be associated with the success of the school and in order for the school to attain a positive self-identity then the students have no option except perceiving value in schooling.

According to (Craven, 1989)), the aspiration of evaluated Indigenous students as well as the results based on the self-concept indicates that of course indigenous students do have lower self-concept as derived from the academic facets of self-concept. Other researchers have associated identity to vocational education and illustrate that individuals tend to connect to the practices of their communities by valuing place and its learning impacts. There suggestion is on effective programs in vocational education, incorporate a place within the learning process as well as capitalizing on whatever has been brought by the learners.

The applied intervention by the Sporting Chance Program entails factors that have been suggested in research findings that do contribute to the development of positive self-identity young Indigenous students. Such factors are: role models- especially Indigenous role models; school systems and activities vocational education, curriculum and indigenous cultural events; significant people within the school included in the program; and family and wider Indigenous community.

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From the intervention students have the opportunity of becoming peer leaders in educating primary partners new skills in sporting as well as young leaders in Indigenous cultural events. Within the program the coordinator has a significant role to play in delivering a quality teaching program which engages the students including curriculum and vocational education which result to receiving credential across a range of areas by the students like in referee tickets, first aid among others.

Essay on Racism in Australian Sports History Assignment

Another evaluation regarding the impact of Playing for success, a program of United Kingdom schools, having the outcome the same as the one of Sporting Chance found that to select a student will definitely benefit in developing a positive ethos thus encouraging and welcomes students, as well as emphasizing personalized learning with constant feedback hence contributing a lot to the program's success and outcome of the students, (Marsh, H.W., Byrne, B.M., & Shavelson, R., 1998). The same ethos was established earlier. The concept is from believing that when students stay in school longer there will be a greater opportunity for them in gaining employment, further education and training, hence they experience improved life choices.

According to (Twigger-Ross and Uzzell, 1996), feeling of self-efficacy will be maintained in case the environment facilitates or does not interfere with an individual daily lifestyle. It is also believed that from taking part in extra-curricular activities, one will be in apposition of having a stronger sense of belonging resulting to development of an identity of a place. It is a fact that students who develop a positive relationship with a school will most likely complete year 12. The Girri Sports Academy establishes a platform where students can be involved in various co-curriculum activities. All through the year, students in the academy may participate in sporting opportunities, camps, and excursions.

A number of factors that contribute to a greater commitment and connection of schools exist. A positive self-identity (who we are and what our mind think we are) will always bring an improved outcome for Indigenous students. Various factors are involved on the impacting the outcomes of Indigenous students, for example, 'significant others' or vicarious experience provided by role models. The other factors are: teacher, school, support, curriculum, models as well as encouragement that are given by community, peers and family members. Apart from these there are curriculum issues such as cultural understanding, vocational education and career education. The entire factors tend to be part of delivery of the academy.

Most of the Indigenous go through more challenges on their journey to adulthood as well as in their socio-economic exclusion, youth suicide, lower life expectancy and especially barriers to access employment. It is of importance for young people to be provided with opportunities that can assist them in meeting the challenges on their journey. Just like the Girri Sport Academy, through sports, support the building of strong communities where every member becomes respected and valued thus making them to develop leadership skills, and team work in the process of learning through sports and structured activities sequenced that they can apply in building on previous experience, and creating a bond with the community. Students who are in the sport academy work with the primary school partners very closely in making sure that they build upon sports skills. They are also involved in strengthening community in terms of regular community meeting where they invite guest (various people of the community).

Conclusion

Sports have largely contributed to the reduction of the gap between the aboriginal with others. As much as it does this, it as well contribute a lot to the academic success of the Aboriginal initiatives such as the one of Girri Sports Academy. It has gained the confidence of such individuals through exposing them to the public as equally of worth people. Through sports the people have learnt to respect them during the sports and even cheer and call their names as one of their own; though to some extend it ends immediately the sports ends while a few learns to appreciate them even further. This has portrayed greatly the extend of racism that exist in Australia which calls for strong intervention to find a way of stopping it. Through the lay down acts in the bill of rights, there is hope to the Aboriginal that the manner of racism that they are experiencing will come to an end. There have been well defined rules and regulations with penalties for the individuals who are found to violate them thus it protects people of the Aboriginal origin from segregation and other kinds of racism from happening. When the sport has developed self-efficacy or self-identity in an individual through the existing academies then the Aboriginal will be in a position to develop much better in their educational levels and in the society.

Reference

Colin Tatz, (1980). Aborigines in sport, Australian Society for Sport History, Retrieved August 24, 2012 from http://www.la84foundation.org/SportsLibrary/ASSHSSH/ASSHSSH03.pdf

Colin Tatz, (1995). "Obstacle Race: Aborigines in Sport." Retrieved August 24, 2012 from http://www.hreoc.gov.au/racial_discrimination/whats_the_score/pdf/introduction.pdf

Craven, R.G. (1989). An examination of self-concept: The interrelationship of teachers', parents and children's perceptions of self-concept, and their influence in enhancing

self-concept. Unpublished B.A. Honours Thesis, University of Sydney, Australia. Retrieved August 25, 2012 from http://www.aare.edu.au/99pap/bur99425.htm

Marsh, H.W., Byrne, B.M., & Shavelson, R. (1998). A multifaceted academic self-concept:

Its hierarchical structure and its relation to academic achievement. Journal Of Educational Psychology, Retrieved August 25, 2012 from http://ehlt.flinders.edu.au/education/iej/articles/v7n4/green/paper.pdf

McNamara L, (2000) 'Tackling Racial Hatred: Conciliation, Reconciliation and Football' in Australian Journal of Human Rights. Retrieved August 25, 2012 from http://www.hreoc.gov.au/racial_discrimination/guide_law/index.html.

McNamara L, (2001) 'on the field and off the field: Sport and Racial Hatred', Paper for the Racism and Civil Society: A national summit on racism, Canberra. Retrieved August 25, 2012 from http://www.hreoc.gov.au/racial_discrimination/conferences/worldconference/mcnamara.html

Purdie, N (2000) 'Self-Identity for Indigenous Students and Its Relationship to School

Outcomes' Commonwealth Department of Education and Training & Youth Affairs.

Retrieved http://ehlt.flinders.edu.au/education/iej/articles/v7n4/green/paper.pdf

Twigger-Ross, C.L. & Uzzell, D.L. (1996). 'Place and Identity processes', Journal of Environmental Psychology, vol.16,pp 205-220. Retrieved August 25, 2012 from http://www.aare.edu.au/08pap/con08748.pdf [END OF PREVIEW] . . . READ MORE

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