Ready Know the Pride the Students Feel in Accomplishing Their Goals and Learning About Heart Healthy Activity

OAHPERD Leadership Publication Guidelines Future Focus is the official Executive Committee Division Chairs Special Appointments scholarly publication of the Ohio Association President Adult Development & Learning Necrologist of Health, Physical SUe SUTHERLAND Claudia Grimes CLAUDIA GRIMES Education, Recreation, The Ohio State University Akron Public Schools Akron Public Schools and Dance. Future Focus is a refereed journal, and Past President Dance Parliamentarian manuscripts are blindly KEVIN LORSON ERIN BARRETT ROBERT STADULIS reviewed by the writer’s Wright State University Trinity High School, Kent State University Garfield Heights peers unless otherwise noted (e.g., columns from All-Ohio Representative TRACI GRISSOM Health Special Committees OAHPERD officers, con- Scottish Corners Elementary, MEGGAN HARTZOG tinuing special sections Dublin Schools Allen County Educational Convention Manager such as “Best Practices” Service Center, Lima CAROL FALK and “The Coaching Fairfield Middle School Treasurer Toolbox”). Manuscript (Retired) lisa gundler Higher Education guidelines and submis- Fairfield Intermediate School vacant sion dates are detailed Hoops for Heart Liaison on the last page. Future TRACI GRISSOM Secretary Physical Education Focus is published in elec- Scottish Corners Elementary, MArY LAVINE selene KellEy Dublin Schools tronic form; e-version @ Youngstown State University Gahanna Middle School www.OHAHPERD.org. South Jump Rope for Heart Liaison Trustees SASHA TAYLOR JAMES COOK Recreation Change of Address/ Bell Creek Intermediate Retired Claire Copa Incorrect Address University of Toledo RUTHIE KUCHAREWSKI If you cannot access University of Toledo Standing Sport Science the e-copy on the al stephens vacant Committee Chairs OAHPERD website, Toledo Public Schools or if your e-address has Advocacy & Public Relations Student changed, please notify kevin lorson Executive Director/Convention Josh Petro the Executive Director: Wright State University and Exhibits Coordinator Defiance College Lisa Kirr LISA KIRR Executive Director Columbus Jordyn van horn Awards & Recognition Defiance College STACY SLACKFORD 17 South High St., Ste. 200 BARNES Columbus, OH 43215 Editorial Advisory Whole Child Aurora City Schools P: 614-221-1900 Committee HEATHER VILVENS F: 614-221-1989 University of Cincinnati Editorial Board E: [email protected] Robert Stadulis www.ohahperd.org GARRY BOWYER Kent State University Miami University Agency Liaisons Finance, Investment & Review Advertising Rates for ERIN HUTZELMAN Ohio Department of Education Baldwin Wallace University lisa gundler Future Focus Tiffany Kloeppel Fairfield Intermediate School Columbus Business card size $50.00 RUTHIE KUCHAREWSKI Quarter-page ad $75.00 University of Toledo Governance & Nominating Half-page ad $125.00 Ohio Department of Health Pam Bechtel MARY LAVINE Laura Rooney Bowling Green State University Full-page ad $225.00 Youngstown State University Columbus All advertising copy Social Justice & Diversity must be high-res PDF MICHAEL SHERIDAN Takahiro Sato format. See inside back Frazeyburg Intermediate & Kent State University cover for deadlines. Elementary Schools Make checks payable to TED SPATKOWSKI Student Services Liaison OAHPERD. Walsh University EMILY LOVE St. Charles Borromeo Parish Copyright © 2018 by School, Parma the Ohio Association for Health, Physical Education, Recreation and Dance. 2018 Vol. XXXVIII No. 1 The Ohio Association for Health • Physical Education • Recreation • Dance CONTENTS

Energy, Engagement, Possibilities Sue Sutherland, OAHPERD President...... 2

Important Jump Rope For Heart/Hoops For Heart Announcement Sue Sutherland, OAHPERD President...... 4

Association News Lisa Kirr, OAHPERD Executive Director...... 5

Ohio Jump Rope For Heart/Hoops For Heart News Sasha Taylor and Traci Grissom...... 6

Editor’s Comments Bob Stadulis ...... 8

Updating Your Coaching Toolbox: Bridging the Gap Between Coaching Research and Practice From Toxic to Transformational… A Journey Through Coaching Michael P . Sheridan ...... 10

Refereed Article An Inquiry Concerning the Developmental Experiences of Former Junior Ice Hockey Players in North America Christopher T . Ginley, Seungbum Lee, Laura Richardson and Alan S . Kornspan...... 15

2018–2019 & 2017–2018 OAHPERD Budgets Compared...... 28

OAHPERD Pays Substitutes...... 30

Student Writing Award...... 30

OAHPERD Scholar...... 31

OAHPERD Membership Form...... 31

Guidelines for Authors ...... 32

Design and Production: Marilyn Paselsky

FutureFocus 1 Spring/Summer 2018 Energy, Engagement, Possibilities Sue Sutherland, OAHPERD President

continue to be amazed at the health education in Ohio schools and, level of energy and engagement more specifically, for K–12 Health I of OAHPERD members and the Education Standards. These twenty- possibilities that are occurring as a five OAHPERD members, who come result of these efforts. As an organi- from all across the state, answered zation, we have much of which to be the call to lend their support for the proud and I would like to take time advocacy efforts for SB 287. This is a to celebrate some of these accom- wonderful example of how member plishments. First and foremost, due energy and engagement can support to the tireless work of Kevin Lorson, OAHPERD in achieving its mission. Health Education Standards are The SHAPE America Convention being considered in the Ohio Senate, took place in Nashville, TN from 132d General Assembly, through March 20–24, 2018. OAHPERD SB 287. Kevin’s energy and engage- members were in Nashville in full force ment with this process over the past from students (undergraduate and few years has resulted in the possibility of K–12 Health graduate), teachers, faculty, retirees, and Board members. Education Standards in Ohio. Without Kevin’s sustained Our members were involved in numerous presentations, commitment to this cause and his persistence in the face engaged in a variety of regional and national committees, of the numerous challenges he has faced along the way, represented OAHPERD at Jump and Hoops For Heart the possibility of Health Education Standards at this time events, and were recipients of regional awards. To highlight would not exist. Kevin has not been alone in these efforts, a couple of these accomplishments, I want to congratu- but he should be lauded for taking the charge and moving late Sasha Taylor who received the Midwest Elementary this agenda forward. Teacher of the Year award! I would also like to congratu- On May 16, 2018 twenty-five OAHPERD members late Pam Bechtel on completing her successful tenure as converged on the Ohio Statehouse for OAHPERD’s Speak Midwest AHPERD President. I look forward to Out Day for Health Education Standards (see photo below). OAHPERD members continuing to represent, provide The purpose of this day is to meet with members of both leadership, and have a positive impact at the regional and the House and Senate to advocate for the importance of national level. On April 21, 2018 the OAHPERD Executive Committee consisting of Kevin Lorson, Mary LaVine, Lisa Gundler, Traci Grissom, Jim Cook, Ruthie Kucharewski, Al Stephens, Lisa Kirr, and myself met at Ohio State University for a mini retreat. This was the first time in many years that the Executive Committee has had the opportunity to spend time engaging in productive, focused discussion regarding advancing the mission of the organization. I can tell you that being in a room with these dedicated, hardworking, and visionary professionals was both humbling and energizing for me. Rest assured Energy, Engagement, Possibilities, continued pg. 3

FutureFocus 2 Spring/Summer 2018 Energy, Engagement, Possibilities, continued from pg. 2 that your Board of Directors is fully committed to their Although I realize there are still six months until our role in the oversight of the organization and advancing Convention, I am excited about the 2018 Convention. The OAHPERD’s mission. We look forward to sharing further theme this year is Energy, Engagement, Possibilities. Thanks information with you as we move forward with these dis- to the energy, effort, and enthusiasm of Carol Falk and cussions and deliberations. her convention committee this year is shaping up to be One initiative that was introduced in the Board of yet another amazing convention. A few of the highlights Directors meetings over the past year was the notion of to date include: OAHPERD Working Groups. The purpose of these groups • Keynote speaker, Keli Smith Puzo, a two-time is to provide a structure that allows for ongoing work in, Olympian and US Field Hockey Hall of Fame member through, and between Board meetings to advance our mis- • Pre-convention workshops from US Tennis Association sion and to address specific needs as and when they arise. and US Field Hockey. Each working group will ideally have representation from The call for proposals for the 2018 Convention is open the Executive Committee, Board of Directors, OAHPERD and is an excellent way to be engaged and to share your members, and other stakeholders as appropriate. We cur- energy and knowledge with other professionals. Submit rently have the following six working groups: Advocacy, your proposal by June 13th on the OAHPERD website. Convention, Membership, Professional Development, I look forward to seeing you all in November in Kalahari, Revenue, and Social Media and Marketing. We are looking if not before! to fill these groups with OAHPERD members who have Last, but by no means least, I would like to extend my the energy to be engaged in helping OAHPERD to realize sincere thanks and gratitude for all the energy, effort, com- the possibilities that await. Engaging in a working group is mitment, and hard work that our Executive Director, Lisa a wonderful way to be involved in OAHPERD and to give Kirr and our Executive Assistant, Sarah Dailey put into back to the organization. Look for more details on how to OAHPERD. We would be lost without them! get involved in upcoming e-blasts.

Corporate and Institution Recognition Companies and organizations can support and be involved in OAHPERD. Corporate membership includes: • Complimentary exhibit booth and special recognition at Annual Convention • Complimentary Quarter page ad in Future Focus. Logo included in convention mobile app. • Recognition on OAHPERD’s website with link to company’s website • 10% discount on sponsorships American Dairy Association Creative Health Products Mideast G & G Fitness Arnold Fitness Skatetime School Programs Kids & Teens Expo Teams of Tomorrow The following colleges and universities have committed to the HPERD profession by joining OAHPERD as an institutional member. Benefits include savings for students, student leadership opportunities, advertising opportunities, convention activity involvement, and much more. University of Akron University of Mount Union Bowling Green State Ohio University University The Ohio State University, Defiance College Dept. of Human Sciences Kent State University University of Toledo Indiana University of Wright State University Pennsylvania Youngstown State University

FutureFocus 3 Spring/Summer 2018 Editor’s Note: While this issue was being prepared, and after the President’s Message was formulated, important developments concerning the Jump Rope and Hoops For Heart Programs occurred. President Sutherland has added the following letter to her message.

Dear OAHPERD members:

In the late 1970s, thanks to the foresight of physical education teacher and SHAPE America (formerly AAHPERD) member Jean Barkow of Milwaukee’s Riverside High School, a partnership between SHAPE America and the American Heart Association was formed. The purpose of this partnership was to engage teachers, students, and the community in heart healthy education and physical activity. The Jump Rope For Heart and Hoops For Heart programs have impacted millions of children, teachers and families and raised a substantial amount for heart-health research. Over the past nearly 40 years, students and teachers across the state of Ohio have invested significant time and effort in both the Jump and Hoops For Heart programs, raising millions of dollars for heart-health research. If you have participated in this program in any way, you already know the pride the students feel in accomplishing their goals and learning about heart healthy activity. Please know that both OAHPERD and the American Heart Association truly appreciate and value your contribution to the program. The benefits of partnering in this program have allowed OAHPERD to further its vision of “keeping Ohioans healthy and active for a lifetime” in numerous ways. Over the decades, the partnership between SHAPE America and the American Heart Association has evolved, and the needs of our members have changed. After nearly 40 years, it is now time for SHAPE America and the state affiliates to head in a new direction with Jump Rope For Heart. On July 1, 2018, the Joint Project partnership between SHAPE America, its 51 state affiliate organizations, and the American Heart Association will conclude. The end of this partnership will impact SHAPE America, the American Heart Association, and more specifically OAHPERD, in a number of ways and we want to assure you that OAHPERD will continue to provide you with the tools necessary to keep Ohioans healthy and active for a lifetime. As of July 1, 2018, please note that all Jump Rope For Heart programs will be discontinued. We will honor the complimentary OAHPERD membership for teachers who have held a Jump Rope for Heart during the 2017–2018 school year. Please email Lisa Kirr ([email protected]) with the following information if you held a Jump or Hoops event during the 2017-2018 school year: Your name, email address, school building name, and full school address. In the coming months, OAHPERD is excited about the potential to build new opportunities and partnerships for school-wide programs that engage teachers, students, families, and the community in health and physical education and physical activity, while also raising funds for your schools, communities, and OAHPERD. As the end of the school year draws near, I wish you a restful, healthy, and active summer and look forward to partnering with you in the year ahead. Please look for more information in upcoming e-blasts about future possibilities. If you have any further questions, do not hesitate to contact me at [email protected].

Sincerely, Sue Sutherland OAHPERD President

FutureFocus 4 Spring/Summer 2018 OAHPERD Association News Lisa Kirr, OAHPERD Executive Director

t has already been a great year is open and I encourage you to sub- for the association! Thanks to mit your compelling proposal. If you Iour Advocacy Chair and Past have never been a presenter and you President, Kevin Lorson, OAHPERD are unsure of what to do, please con- has made an impact at the Ohio tact the OAPHERD office and we Statehouse. With two advocacy days can assign you with a presenter men- in April and May supporting SB 287, tor who will assist you along the way. Ohio is on its way to developing and Attendee registration will open in adopting health education standards. late summer. You can look forward Our President, Sue Sutherland, is a to another fun and educational con- visionary thinker with progressive vention November 28–30, 2018 at ideas and plans to continue mov- Kalahari Resort in Sandusky. ing the Association forward with its I hope that you find our e-commission and vision for a healthy and munications helpful and informa- physically active Ohio. In March, tive. Catch up with OAHPERD, our I attended the SHAPE America National Convention in monthly e-News, is delivered to your inbox the first week Nashville. I left the convention with new ideas for our state of each month. Additional updates are sent out as needed convention this year and met many repeat and prospective in order to keep you well informed. exhibitors. I enjoyed networking and brainstorming with My responsibility as your Executive Director is to work other Executive Directors and sharing ideas with leaders with the members and the Board of Directors to make from other states. In June, I will meet again with state the organization the best that it can be. The success of leaders at the annual Society for Association Management OAHPERD also depends upon your support and involve- Leadership Development Conference. ment. If you have any ideas for me or OAHPERD, please The 2018 OAHPERD convention planning is right on do not hesitate to email at [email protected] or call me schedule and we have some great pre-convention workshops (614) 228-4715. to offer this year. Our keynote speaker will be Keli Smith Let’s keep moving towards a bright future full of Energy, Puzo of USA Field Hockey fame. The call for proposals Engagement, and Possibilities!

OCA-WPES Scholarship! 2018 OAHPERD Elections The OCA-WPES scholar- Nominations are being recruited for the 2018 ship is to be awarded to OAHPERD Election. Executive Committee positions either a female or male to be voted upon in this election are the President- undergraduate student Elect and the Secretary. Please contact Pam Bechtel, or young professional in [email protected] or (419) 410-4310 for Nomination HPERD-related fields. The Forms and Agreement to Run Forms. Voting will take place fund must first reach $5,000 at the convention in November at Kalahari. before the Awards and OAHPERD Division Vice Chairs to be elected are in the Recognition Committee can Health Division, Higher Education, Recreation Division, and begin awarding money to Sport Science. These positions will be filled at the Division deserving individuals. The meetings held during the 2018 convention. funds are currently at $4,031.18. Read more about the legacy or make your donation at https://ohahperd.site-ym.com/ page/wpesscholarship?

FutureFocus 5 Spring/Summer 20182017 Help Kids Thrive Through Health and Physical Education

by 2029 RONG 50 MILLION ST

pproximately 50 million students are currently enrolled Ain America’s elementary and secondary schools (grades pre-K to 12).

SHAPE America wants to ensure that by the time today’s preschoolers graduate from high school in 2029, all of America’s students are benefitting from the skills, knowledge, confidence, desire and opportunities to enjoy healthy, meaningful physical activity. #SHAPE50Million

Get Involved! Learn how you can engage, activate and advocate to help solidify public support for health and physical education at www.shapeamerica.org/50Million

FutureFocus 6 Spring/Summer 2018 Jump Rope For Heart & Hoops For Heart

A Big THANK YOU on Behalf of the OAHPERD Board Email us to receive your free OAHPERD membership. Thank you for all that you do with Jump and Hoops in your local buildings and school districts. All Jump and Hoops Coordinators who completed an event during the 2017–2018 school year in Ohio will receive a complimentary one year membership to OAHPERD. This is a $50 value and allows you to register for the OAHPERD Annual State Convention at a reduced rate. It is easy! To receive your free OAHPERD membership, please email Lisa Kirr at [email protected] with your name, your email address, your school If you have any questions or building name, and full school building address. would like more information on either the OAHPERD membership or Jump Scholarship, please do not hesitate to reach out! And remember — above all, OAHPERD’s Jump take care of your own heart too! Enjoy your summer and Scholarship may your personal adventures Please check into the OAHPERD website this summer to see updates on include some peaceful moments the OAHPERD Jump Scholarship. This is a monetary award given to an that will in turn renew your pro- undergraduate student at this year’s OAHPERD State Convention, who fessional teaching spirit for the has assisted a Jump or Hoops Coordinator during their student teaching next school year. experiences in the past school year. There is a short application process and transcripts are needed. The deadline will be updated soon, but could be as early as August 1, 2018. Sasha Taylor OAHPERD JRFH State Coordinator sasha taylor@bss. k12. oh. us.

Traci Grissom OAHPERD HFH State Coordinator grissom_traci@dublinschools net.

FutureFocus 7 Spring/Summer 2018 Editor’s Comments Bob Stadulis

ome important changes have in November as well as innovative occurred within the OAHPERD attempts to enhance communication Sdue to financial constraints. The within the association. The JRFH/ revised 2018–2019 OAHPERD bud- HFH coordinators, Sasha Taylor get has been included for perusal on and Traci Grissom, share impor- pages 27–30. One direct effect upon tant announcements concerning Future Focus is the suspension of a OAHPERD membership for coordi- Fall/Winter issue. The next issue is nators who completed a JRFH/HFH anticipated to be published in the event as well as eligibility for a scholar- spring of 2019. We will still consider ship for students who assisted a JRFH/ submissions on a rolling basis with a HFH effort while student teaching. deadline for submissions for the next The Editorial Board continues to issue to be January 31, 2019. seek potential authors to mentor. The The current issue has a sports timing for the next issue seems ideal theme. The usual Coaching Toolbox for presenters at the November state column by Sheridan focuses upon developmental aspects of convention to adapt their convention presentations into coaching. The scholarly article by Ginley et al. investigates Future Focus articles. The Editorial Board is especially the developmental experiences of junior ice hockey players. interested in “best practices” articles in which our highly OAHPERD officers share the creations to bring the competent and creative professionals can share their out- Association forward especially with respect to better com- standing techniques and strategies with the rest of Ohio munication and providing direction. President Sue shares a practitioners. Please consider accepting this challenge to new initiative with the formation of “working groups.” Our become one of Ohio’s leading professionals by sharing your Executive Director highlights the 2018 State Convention expertise with your profession.

89th OAHPERD Annual Convention Nov. 28–30, 2018 Great Convention room rate! Kalahari Resorts, Sandusky, Ohio For more information on the annual convention and other November 27—November 29: offerings from OAHPERD, contact Lisa Kirr at Lisa@AssnOffices . $119/night com or at 614-228-4715 . November 30: $139/night To book a room follow this link: All rooms include 4 waterpark https://stay kalahariresorts. com/ohio#groupSignIn. passes! Bring your family and Your group booking ID is: 27465 extend your stay. Enter Group Code when prompted, press continue and follow on-screen instructions .

FutureFocus 8 Spring/Summer 2018 CALL FOR CASE STUDIES

Tell Us About Your Successful HPE Programs

Easy-to-submit, easy-to-read! SHAPE America is creating a series of two-page summaries of inspiring projects and programs that exemplify best practices.

As an educator, you know that well-designed health and physical education programs are important to student success. Yet many in your community may not be aware of what you do and how effectively you can help children embrace a lifetime of physical activity, adopt healthy habits, cope with stress, and improve the quality of their lives. That’s why SHAPE America is building a series of case studies that highlight best practices in SHAPE America’s new case study health education, physical education series supports its 50 Million Strong and physical activity programs. by 2029 commitment. Approximately 50 million students are currently enrolled in America’s elementary and secondary schools (grades pre-K to SUBMIT A CASE STUDY 12). SHAPE America wants to ensure A simple, online submission process makes it fast and easy! that by the time today’s youngest students graduate from high school Do you have an innovative, results-oriented health, physical education, or physical in 2029, all of America’s children are activity program to share? empowered to lead healthy and active Gain visibility and publicity for your program, your school, your community, and lives through effective health and your district by sharing examples of HPE programs that illustrate best practices. physical education programs. It’s easy to submit a case study for consideration — just ﬁ ll out the online form at shapeamerica.org/casestudies.

Read sample case studies at shapeamerica.org/casestudies shapeamerica.org From Toxic to Transformational… Updating Your A Journey Through Coaching Toolbox: Coaching Bridging the Gap Between Coaching Research and Practice hen I first started coaching, I was “toxic.” I was not aware that I was toxic nor was I aware of By Michael P . Sheridan Wwhat “toxic coaching” was. However, years later I realized that, in my first attempts in coaching, my leadership style at the time could be described as “toxic.” I was What is this column all about? manipulative, coercive, overly dominant, and mostly only This column is the 18th in a series of articles in Future Focus concerned about how my players’ performance reflected written for coaches by a coach. The goal of this column is to on how I was coaching. For example, if our team played provide information to coaches about recent research that is well, then I often attributed it to my good coaching. If related to coaching in a user-friendly format. With this in mind, our team played poorly, then I frequently blamed their the author will briefly review a recent research article from a poor preparation for something that they did or did not do: either I accused them of not listening to the scouting professional journal, critique it, and offer practical applications report or I ranted at them for not paying enough attention for coaches to use in their everyday coaching. It is the author’s in film sessions. Rarely did I publicly take responsibility for intent to encourage a realistic bridging of coaching science to our errors. The atmosphere that I created as a young coach coaching practice through discussions of realistic applications could be summed up in the following unspoken words: of research. This column will be written with coaches as the “What is wrong with you? I told you to defend the weakside intended audience with the following assumptions: on this play. I can’t believe that you are making me look bad.” 1. Some coaches are interested in applying recent research The conundrum that characterized my toxic style of leader- from coaching science to their coaching. ship as a young coach was that I had no idea what I could control (e.g., my own actions and attitude) nor did I under- 2. Most coaches do not have easy access to professional stand what I could not control (e.g., players’ performances). journals that provide scholarly research on coaching This lack of self-awareness often lead to a team culture that science, nor do many coaches have time to read, was noxious, where players were unaccountable for their understand, and digest articles in these publications. actions and where my frustration bubbled over into angry 3. Many of the scientific articles are written in a language tirades. Yikes! What a recipe for disaster! that is appropriate for scholarly (academic) publications, I became a head college coach at the tender age of 27, but many of the writings are difficult to understand, thus and at that point in my career I thought that I had all the making the application of the results to coaching practice answers. It was no wonder that I rolled my eyes when it was difficult. pointed out to me that there was a better way to lead than to coerce, manipulate and belittle players into getting them to “Bridging the Gap between Coaching Research and Practice” do what you wanted them to do. Like many young coaches, is intended to offer coaches access to recent research in an I modeled the coaching behaviors that I saw and adopted easy-to-use set-up so that coaches may apply this knowledge the style from some of my previous coaches that I experi- to their coaching. If coaches also learn how to dissect and enced as an athlete. Therefore, when it was my turn to take analyze research from reading this column, then this would the lead, I unfortunately passed on some of these boorish be beneficial. Questions, comments, or suggestions about coaching tactics. Luckily, as I grew older and a little wiser, I current and / or future articles and topics are welcomed at realized that there were more effective ways to lead a team. [email protected]. However, as a young coach, I would have never envisioned myself becoming a “transformational coach.” In fact, at that

FutureFocus 10 Spring/Summer 2018 time, my coaching peers and I viewed According to Turnnidge and Côté, Article Review “transformational” coaches as soft few coach development programs Turnnidge, J., & Côté, J. (2017). and weak-minded. Transformational focus on helping coaches learn more Transformational coaching work- coaches were more concerned with about interpersonal and intrapersonal shop: Applying a person-centred making sure that the players were skills, traits that many of us would approach to coach development happy instead of demanding their best refer to as “soft skills.” According to programs. International Sport performance. My coaching peers and these authors, the focus on develop- Coaching Journal, 4, 314–325. I derided transformational coaches ing coaches’ professional knowledge https://doi.org/10.1123/iscj.2017-0046 because, from our standpoint, they and behavior in coach development were “players’ coaches” who simply programs may be related to the more According to Turnnidge and Côté let the inmates run the asylum. In traditional conceptualization of how (2017), “TFL theory represents a our self-indulged worlds, good coach- coaching has been defined: that follower-centred approach to the es were “in control of their teams” coaches develop athletes’ skills for the leadership process, in which leaders whereas coaches who did not control purpose of individual development (i.e., coaches) aim to develop follow- their teams (e. g., “transformational”) and to win games. Other researchers ers (i.e., athletes) into future leaders were feeble. Wow, was I wrong! by using empowering and inspiring Interestingly, we now know that behaviours” (p. 316). Furthermore, much of the empirical literature study- the authors explain (p. 316) that TFL ing coaching shows that effective • is comprised of four dimensions, coaches are more “player-centered” referred to as the four I’s: “Idealized and they encourage players to have a Effective coaches influence (coaches gain their athletes’ more active role in their own develop- trust and respect by acting as positive ment (de Souza & Oslin, 2008). An are more “player- role models), inspirational motivation autonomy-supportive coach encour- (coaches inspire athletes with a com- ages players to be self-directed and centered” and they pelling vision of the future by foster- provides opportunities for them to ing perceptions of meaning and team make decisions about their own train- encourage players unity), intellectual stimulation (coaching and development. Research shows to have a more es encourage critical thinking and that autonomy-supportive coaches creativity by engaging athletes in the can often create environments that active role in their learning process), and individualized can lead to higher levels of athletes’ consideration (coaches show genuine commitment and increased player own development care and concern for each athlete’s motivation (Amorose & Horn, 2000). unique needs and abilities).” So, in order for me to become less • The objective of Turnnidge and “toxic,” I had to challenge some of my Côté’s research (2017) was to develop a previously held biases toward trans- workshop that was based upon empiri- formational leadership and attempt cal evidence from previous research to be more open minded about the have sought to investigate how coach in the area of transformational leader- possibility that such a leadership development programs have used ship and coaching. The workshop was approach might enable me to grow behavioral change theories such as designed “to enhance coaches’ leader- professionally. Self-Determination Theory (SDT, ship skills, and ultimately improve the According to Turnnidge and Côté Deci & Ryan, 2000) and Achievement quality of their interpersonal relation- (2017), many coach development Goal Theory (AGT, Nicholls, 1989) ships” (p. 319). The workshop was programs focus on teaching coaches to train coaches. Turnnidge and Côté designed for coaches who work with about professional knowledge, devel- used Transformational Leadership athletes ages 12–18 from a variety of oping effective coaching behaviors, Theory (TFL, Bass & Riggio, 2006) sports, levels and contexts (individual and teaching coaches how to improve in a coach development workshop and team sport coaches). Participants the teaching of technical and tacti- in an attempt to improve the inter- in the workshop openly discuss and cal skills. In other words, in many personal and intrapersonal skills of provide personal examples from their coach development programs, coaches coaches. Therefore, this article will experiences on topics such as leader- mostly learn more information about discuss the results of this research and ship in sport, self-leadership, coaching their sport and teaching sport skills. provide applications for coaches. leadership, and coaching effectiveness.

FutureFocus 11 Spring/Summer 2018 Following these icebreakers, trans- oriented leadership and low relation- could provide coaches with more formational coaching is introduced, ship orientation (Lunsford & Padilla, tools to help their athletes improve. with particular emphasis on applying 2015). Neutral style of leadership One of the findings of the research the four “I”s. Interactive sessions are seems to imply passive, uninvolved was that some youth coaches believed included where participants role play, leadership. This style could be char- that one of the roadblocks in devel- analyze video clips of coaching, and acterized by a leader who abandons oping transformational leadership practice applying transformational or isolates him or herself from his behaviors was due to lack of oppor- coaching tactics through active par- subordinates, leading to disengage- tunities. Therefore, it seems that the ticipation in simulated coaching sce- ment. By contrast, according to authors’ workshop met some of the narios. Finally, coaches are divided Lunsford and Padilla, transactional needs of the participants by provid- into small groups and dyads to make leadership is characterized by leading opportunity to learn and practice commitments with each other on ership being a “transaction between transformational coaching behaviors. plans they have for slowly integrating the easer and the subordinate” (p. lessons learned from the workshop 200). Finally, Lunsford and Padilla Applications for Coaches into their coaching behaviors over the describe toxic leadership in the The greatest strength of Turnnidge ensuing twelve months. Participants following manner: “1) toxic leader- and Côté’s (2017) workshop are prob- choose specific due dates along with ship is neither absolute nor entirely ably the practical applications that are specific goals for applying some of destructive; 2) involves dominance, provided during the training session for the transformational concepts that are coercion and manipulation rather coaches. For example, the authors use learned in the workshop. Follow-up than influence, persuasion and com- the four I’s of transformational coach- readings and support materials are mitment; 3) is selfish in orientation; ing to encourage coaches to apply the- provided to help participants integrate 4) compromises the quality of life ory to actual coaching practice. Table what was learned in the workshop to for the participants or detracts from 1 describes the four “I”s and identifies their actual coaching practice. the main purpose of the organiza- a typical toxic coaching behavior for In order to help participants bet- tion; and 5) is not solely the result of each I along with the potential out- ter understand transformational destructive leaders but is also related come if the behavior persists. style coaching, Turnnidge and Côté to susceptible followers and condu- Reflecting on my early coaching (2017) describe and compare other cive environments” (p. 67). career, I wish that I could have told leadership styles including: laissez- Participants from this workshop that young coach that he should pay faire, neutral, transactional and generally indicated that the work- more attention to his players and what toxic coaching. Laissez-faire style shop was effective in fostering their they might have been going through coaching can be described as low task own growth as coaches which in turn personally at that time. Furthermore,

TABLE • 1 Practical Application of the 4 “I”s of Transformational Coaching Idealized influence Inspirational motivation Intellectual stimulation Individualized consideration Demonstrate good role model Provide a positive vision of Include athletes in their own Demonstrate care and concern behaviors the future development for athletes as individuals

Toxic coaching behaviors to reduce or eliminate (with potential outcomes if continued)

“My goal is to win “I don’t know what is Screaming at an official “You are never going to the conference wrong with you? Why can’t after a questionable call! be a great player.” championship.” you remember this play?” If coaches model poor While this seems like a statement Coaches who do not include Coaches who disregard the behaviors then it is likely that a coach would never make, this nor take into account what their following statement: “Everyone is players will also complain kind of coercion and belittlement players want to accomplish run going through something” (see Love, about poor officiating . is more common than we would the risk that there will be a 2018), often lose connections with like to believe . culture of demotivated athletes . their players which then can lead to the deterioration of the player-coach relationship .

FutureFocus 12 Spring/Summer 2018 instead of viewing player autonomy as a lesson learned long ago that is best Bass, B. M., & Riggio, R. E. (2006). a weakness in my coaching, I would demonstrated by one of my favorite Transformational leadership (2d ed.). have told that young coach to involve coaching maxims: “It’s not about the New York: Psychology. the players more in their own devel- Xs and the Os; it’s about the Jimmys de Souza, A., & Oslin, J. (2008). opment and problem solving. Finally, and the Joes.” A player-centered approach to instead of demeaning a mistake that a Thanks to all my former players coaching. JOPERD: The Journal of player made, I would tell the younger who tolerated my growth and devel- Physical Education, Recreation & me to work harder to provide a clear opment. I am not sure that I ever Dance, 79(6), 24–30. picture of what I thought the player became a transformational coach but Deci, E. L., & Ryan, R. M. (2000). could achieve if he was willing to put in I am grateful to them for all of the The ‘what’ and ‘why’ of goal the time and effort to work to accom- lessons that I learned from them that pursuits: Human needs and the self-determination of behavior. plish his goals. However, I suspect have made a difference in my life! Psychological Inquiry, 11, 227–268. that like most development, my own Readers are invited to email com- coaching growth occurred in stages by ments and/or questions about this Love, K. (2018). Everyone is going through something. Retrieved from periodically taking some steps back- article to: [email protected] https://www.theplayerstribune.com/en-us/ ward followed by some steps forward. articles/kevin-love-everyone-is-going I am not certain that, as my coaching References -through-something career evolved, many of my coaching Amorose, A. J., & Horn, T. S. (2000). Lunsford, L. G., & Padilla, A. (2015). peers nor former players would have Intrinsic motivation: Relationships Destructive and toxic leadership. referred to me as a “transformational with collegiate athletes’ gender, In I. O’Boyle, D. Murray & P. coach.” However, I did try to embrace scholarship status, and perceptions Cummins (Eds.), Leadership in sport some of the concepts of transforma- of their coaches’ behavior. Journal (pp. 63–78). New York Routledge. tional coaching. These concepts can of Sport and Exercise Psychology, 22, Nicholls, J. G. (1989). The competitive ethos be more pragmatically summarized in 63–84. and democratic education. Cambridge, MA: Harvard University Press. Turnnidge, J., & Côté, J. (2017). Transformational coaching workshop: Applying a person-centred approach to coach development programs. International Sport Coaching Journal, 4, 314–325.

Michael P. Sheridan, Ph.D., has more than 30 years of experience in education as a head college and high school coach, teacher, and administrator. Sheridan is an editorial board member and Associate Editor of the International Sport Coaching Journal (ISCJ), a peer- reviewed journal for coaching education professionals. Sheridan is also a member of the editorial board of Future Focus, a refereed journal for the Ohio Association of Physical Education, Recreation and Dance (OAHPERD). Dr. Sheridan recently co-authored a book chapter titled Career Decision Making in Gould and Mallett’s (in press) Sports Coaching Handbook. Sheridan is an elementary physical education teacher in the Tri- Valley School District.

FutureFocus 13 Spring/Summer 2018 FutureFocus 14 Spring/Summer 2018 Refereed Article An Inquiry Concerning the Developmental Experiences of Former Junior Ice Hockey Players in North America* By Christopher T . Ginley, Seungbum Lee, Laura Richardson and Alan S . Kornspan *In this article, “hockey” will always refer to ice rather than field hockey.

The purpose of this study was to examine the developmental experiences of former Tier III junior ice hockey players. Specifically, it is to determine if these players would describe similar experiences that the higher competitive level Tier I players had such as challenges and identity. Semi-structured interviews were conducted with seven former players who competed at the level of Tier III. The interviews were recorded and analyzed to determine common themes related to developmental experiences of these players. Results of the study revealed the types of developmental experiences of junior hockey players as they pursue excellence during the investment stage of their athletic career, the period where the athletes are to focus on one single sport with high amount of practice. The two most common themes found were “challenges” and “identity.” All the former junior hockey players in the present study described undergoing challenges during the course of their junior hockey career. Participants described the specific challenges they experienced which included living away from home, dealing with on-ice issues, and not being given the same opportunities which other players received. The findings of the present study also discovered that the sport of junior hockey was a central component of their participants’ identities while participating in junior hockey. Detailed discussion as to emergent themes such as life experience, relationships, passion, and athleticism were also provided. The present study found that junior hockey players at the Tier III level in the United States reported similar developmental experiences as junior hockey players participating at the higher competitive Tier I level. Keywords: developmental experience, junior hockey, competitive level, identity, challenges

s more and more organized Townlee (2017) of the USA Hockey Tier I has only one league in the youth and adolescent sports Magazine, there has been an upward country, the United States Hockey Aopportunities across the coun- trend in youth hockey participation League (USHL), and it is comprised try became available (Holt, 2016; (see http://sportseventsmagazine.com/ of the athletes playing at the high- Taks & Scheerder, 2006), scholars in Hockey-Participation-Increases/). The est level of competition of amateur the field of sport psychology started increase in hockey has been docu- hockey in the world. Top performing to pay attention to the developmen- mented at all levels of play from begin- athletes between ages 16–20 years- tal experiences of athletes as they ners through juniors. Experienced old are eligible for Tier I. All expens- progress through their sport partici- and talented youth hockey players es, including training, competition, pation (e.g., Côté, 1999). However, may choose to play junior hockey as academics and lodging, are provided only in recent decades have research- there are currently over 200 junior by the team. Tier I attracts top tal- ers begun to systematically exam- level teams across the United States. ent and showcases athletes nation- ine the developmental progression USA Hockey structures junior hock- ally for transitions to both National that elite athletes encounter as they ey into three distinct tiers, for ages Collegiate Athletic Association pursue athletic goals (e.g., Côté & 16–20, which are separated by level (NCAA) and professional playing Vierimma, 2014). of competition. Each tier functions competition. One sport that experienced notice- independently, as each tier has its Tier II also has only one USA able participation growth in recent own organizational mission and goals Hockey-sanctioned league, the North years is junior hockey. According to (Leitner, 2016). American Hockey League (NAHL),

FutureFocus 15 Spring/Summer 2018 consisting of teams throughout the investigated the developmental III junior hockey players. Tier I is United States. Quite similar to Tier I, experiences of former Tier III junior designed to provide a very competi- all hockey expenses are covered with hockey players. Additionally, more tive opportunity to the players so the exception of lodging but still importantly, given young athletes that they can become elite athletes offering high level skill and competi- are likely to encounter emotional in amateur ice hockey internation- tion at Tier II. Tier II is considered challenges as they pursue elite sport ally (see http://nahl.com/the-nahl/junior- the second-highest competitive level career (Bruner, Munroe-Chandler, & hockey-in-the-us/) whereas Tier III of junior hockey with many elite ath- Spink, 2008), a better understanding competition is focused upon regional letes who did not make Tier I playing of these athletes and their emotional opportunities (see http://nahl.com/ at this level. challenges can serve to guide support the-nahl/junior-hockey-in-the-us/). Each Tier III is very different and com- which can help them both physically tier functions independently and has prised of three sanctioned leagues: and psychologically. its own mission and goals. A better the Eastern Hockey League (EHL), understanding of junior hockey and the North American 3 Hockey its developmental experience at all League, and the Rocky Mountain tiers can contribute to the body of Junior Hockey League. The teams • literature and potentially aid athletes in these leagues are located through- and their families when trying to deal out the United States. Expenses are A better with challenges to be faced. Coaches not covered by the team and fami- and administrators may also use the lies pay varying fees often termed understanding of findings to better the experience of “pay to play.” The financial compo- these athletes and the junior ice hockey athlete. nent may range for a single player from $5,000 to excess of $10,000 their emotional Literature Review per season (Russon, 2014). It is com- Developmental Model of Sport monly required that junior hockey challenges can Participation (DMSP) players will live with a host family One theory that has been pro- or in hockey parlance a “billet fam- serve to guide posed to guide research on the devel- ily” during the season due to the opmental experiences of athletes is geographic location of teams. Tier support which can the Developmental Model of Sport III is considered the amateur level Participation (DMSP) (Côté, 1999). with many athletes setting personal help them both DMSP is used as a theoretical frame- goals to train and move up tiers to work for this study as it offers a very play at I or II. Other players strive physically and specific, yet comprehensive, frame- to gain acceptance to NCAA and psychologically. work to comprehend involvement the American Collegiate Hockey in sport (Côté, 1999). This model Association (ACHA) teams. suggests that an athlete progresses Due to the ladder structure of • through three age related stages of competitive teams within the tiers, athletic development. The first phase combined with the young ages of identified was the sampling stage the athletes deciding to participate, Accordingly, the purpose of this which was theorized to occur from recently researchers viewed junior study is to investigate and explore approximately ages 6 to 12. This is hockey as a subject matter in the the developmental experiences and followed by the specialization stage context of sport psychology (e.g., challenges that former Tier III level which occurred from ages 13 to 15. Côté & Soberlak, 2003; Dubé, players experience while participat- DMSP suggested that the third stage Schinke, Hancock, & Dubuc, 2007; ing in junior hockey. Such investi- of athletic development is the invest- MacCosham & Gravelle, 2016; gation seems necessary given that ment stage which begins around the MacDonald, 2012; McCoy, 2015). previous research has been conduct- age of 16. In the investment stage, the While these studies examined dif- ed to understand the developmental athlete begins to commit exclusively ferent issues associated with junior experiences of Tier I major junior to one sport and intensely trains with hockey players such as emotional hockey players whereas no studies the goal of becoming an elite athlete. challenges, social support, and identi- have specifically investigated the If the athlete decides to commit to ty as a player at Tier I level, few studies developmental experiences of Tier trying to reach an elite level status,

FutureFocus 16 Spring/Summer 2018 it is during this time period that they spend an inordinate amount of time onstrating their hockey skill. Bruner begin to focus on highly intense spe- in deliberate practice during the early et al. (2008) also found that junior cialized deliberate practice. years of training. Specifically, inter- hockey players discussed dealing with Research has suggested that in views with four junior hockey play- off-the-ice challenges such as being order for athletes to reach an elite ers older than 20-years-old who had traded to a different team. Grygar level of performance in their chosen competed in the Canadian Hockey (2013) also found that former junior sports it is necessary for the athlete, League (CHL) and had a contract of hockey players had various emotion- around age 16, to begin to accumu- the National Hockey League (NHL) al challenges while participating as late many hours of deliberate prac- were conducted for longitudinal and well as difficult financial challenges. tice (e.g., Côté & Vierimma, 2014). detailed explanation of the partici- The players interviewed expressed Because of the intense focus, desire, pants’ involvement throughout their displeasure with the financial sup- and commitment necessary to reach careers. In fact, they found that most port they received while participat- an elite level of performance during of the deliberate practice hours of ing in junior hockey. McCoy (2015) the investment stage, it is important intense commitment began when described the emotional experiences that coaches, administrators, and athletes reached approximately age of former junior hockey players that other supporting staff (e.g., athletic 16 as they moved into the investment were interviewed as an emotional trainers) understand the challeng- stage of athletic development. This “rollercoaster” due to the various es that athletes experience during transition, as the elite athlete moves challenges they faced, and similarly, this stage of athletic development. from the specialization stage into Norris (2017) found the command According to MacPhail and Kirk the investment stage of training in style practices that coaches utilized (2006), there seems to be more sup- the sport of hockey, can be difficult created emotional challenges for port (e.g., training, parents, etc.) for (Soberlak & Côté, 2003). junior hockey players. further development available to the Bruner et al. (2008) investigated Thus, investigators have studied athletes from supporting staff, school, various emotional challenges experi- the type of support provided to junior and coach as time and intensity for enced by junior hockey players while hockey players to help them deal with practices are dramatically increasing. training to compete at an elite level the various emotional issues expe- By having an understanding of the (Tier I) and categorized these chal- rienced. For instance, Dubé et al. developmental experiences that occur lenges into on-ice and off-ice issues. (2007) examined the various forms during this time, practitioners will be Junior hockey players reported sever- of social support junior hockey play- better able to provide the necessary al on-ice issues including dealing with ers received and found that a main support to athletes while they are negative coaching behavior, earning source of support was provided by engaged in their athletic pursuits. By playing time, worry about the out- teammates, coaches, teachers, and doing so, the athletes can participate come of producing points, and dem- the community. McCoy (2015) in sports activities in an environment where they can receive support in a structured and organized way (Côté, Murphy-Mills, & Abernethy (2012). Junior hockey experience Researchers have begun to examine and analyze junior level ice hockey and how athletes progress through the investment stage of their athletic career (Allain, 2014; Bruner, Munroe- Chandler, & Spink, 2008; Dubé et al., 2007; Gravelle & MacCosham, 2016; MacCosham & Gravelle, 2017; McCoy, 2015; Roy & Cimire, 2017; Soberlack & Côté, 2003). In support of the DMSP theory, Soberlak and Côté (2003) found that elite junior hockey players on average did not

FutureFocus 17 Spring/Summer 2018 also found that social support from a high athletic identity focused on major role in the difficult emotional teammates was an important com- the role of being a hockey player. challenges the former junior hockey ponent of helping junior hockey play- Similarly, MacCosham and Gravelle players had while participating in ers cope with emotional challenges. (2017) found that former junior junior hockey. Additionally, research by Norris hockey players, while participating While studies have begun to exam- (2017) revealed that a main source in junior hockey, identified them- ine the emotional challenges, social of social support for junior hockey selves as hockey players more than support, and identity of junior hockey players were friends, teammates, any other role during that time players, few studies have investigated coaches and also from a billet or host period. According to MacCosham the developmental experiences of for- family. Similarly, Dubé et al. (2007) and Gravelle (2017), everything else mer players who have participated revealed that coaches, teammates, besides hockey was given a much at the Tier III level. Accordingly, the teachers, and the community were purpose of this study was to investi- the main sources of support to play- gate and explore the developmental ers that were playing junior hockey experiences and challenges that for- in remote places in Canada. Dubé et • mer Tier III level players experienced al.’s (2007) study provided evidence while participating in junior hockey. supporting the need that athletes Since an overly require a strong network and founda- Method tion of support. exclusive athletic Participants It has been reported that partici- A total of seven (N = 7) former pation in junior hockey could lead to identity could male junior hockey players between emotional difficulties which may be lead to emotional the ages of 22 and 25 years old agreed related to the level of players’ athletic to participate in the study. Using con- identity (e.g., Bruner et al., 2008). difficulties venience sampling, the most acces- For instance, if a junior hockey play- sible participants were considered er has an exclusively high level of for athletes, for this research (Marshall, 1996). athletic identity at the expense of Specifically, a group of players cur- being involved in other important researchers rently playing club hockey for a single life roles, he may be prone to devel- NCAA Division I institution were oping emotional difficulties. It does have begun to asked if they were willing to partici- not seem surprising that many junior pate in the study. All participants had hockey players may have a high ath- examine junior formerly competed in junior hockey letic identity or “hockey identity” in the United States at the Tier III (Grygar, 2013, p. 38) since the time hockey players’ level of competition. Two participants and responsibilities toward hockey identification with completed one year of junior hockey, when participating are so intense. one participant completed two years, For example, as MacDonald (2012) the athlete role three participants completed three reported, junior hockey players inter- years, and one participant competed viewed had hockey events or practice four years. Six of the participants approximately six out seven days per • were from the United States and week. Thus, junior hockey players one participant was from Canada. often have little time remaining to After completion of junior hockey, participate in other life roles. lower priority and was not as impor- all participants then participated Since an overly exclusive athlet- tant to the junior hockey player, and in collegiate hockey in the ACHA ic identity could lead to emotional they found that being with family, in Division II level. difficulties for athletes, researchers school, and involvement in other lei- have begun to examine junior hockey sure activities were not a main prior- Procedures players’ identification with the ath- ity. Consistent with MacCosham and After gaining approval from the lete role (Grygar, 2013; MacCosham Gravelle’s (2017) findings, McCoy university Institutional Review Board & Gravelle, 2017; McCoy, 2015). (2015) also found that former junior (IRB), participants were provided Specifically, Grygar (2013) found hockey players had a high athletic with information about the purpose junior hockey players tend to have identity which may have played a of the study. After receiving permis-

FutureFocus 18 Spring/Summer 2018 sion to conduct the interview from process. Interviews were transcribed the selected participants, confidential and qualitative content was analyzed semi-structured interviews were con- using systematic coding of a priori ducted. The semi-structured face-to- and emergent themes. Themes were face interviews lasted approximately categorized into high, medium and 45 minutes and were audio-recorded low using operational definitions for transcribing. Hand written field based upon the frequency of the notes were also taken during and after appearance throughout the data. To • Can you describe your experience the interviews. At the start of each playing sports in your lifetime? improve inter-rater reliability, coding interview the first author of this study was conducted by two researchers. established a positive rapport in order • How did these experiences affect your decision to play junior hockey? to help participants feel comfortable Data Analysis with sharing and discussing their • How long did you play junior hockey? Data analysis began with tran- experiences (Fontana & Frey, 1994). • What team(s) did you play for? scribing the interviews into a word The semi-structured interview What leagues were they in? processing text format to then enable guide (see Figure 1) used to collect • What motivated you to play junior manually coding. Based upon investi- data was developed specifically for hockey? gators’ characteristics and prior the- the purposes of the present study. • Did you have any concerns about oretical understanding, an a priori Given the nature of this explorato- playing junior hockey? approach was implemented. To best ry research, the questions for semi- query data, the investigator generated • If possible, can you give me a brief structured interviews of this study anecdote of an experience that shows seven a priori themes. These themes were quite broad yet mainly derived why you liked/disliked playing junior were established prior to beginning from the DMSP (Côté, 1999). Using hockey during different stages? the interviews and the themes includ- Morgan and Krueger’s (1998) for- • Can you describe what the transition ed motivation, family, challenges, mat of interview guide, five main was like going from youth hockey to sacrifice, identity, and finances (see question areas were created, which junior hockey? Table 1). The inductive approach include opening questions, introduc- • Are there any other questions or topics to derive meaningful categories to tory questions, transition questions, that I should have asked about, but begin data analysis was drawn from key questions, and ending questions. didn’t, regarding your experience in previous literature related to junior As the interview progressed, addi- hockey? hockey as well as DMSP, the research tional follow-up questions based on question and previous conversations responses provided by each partici- Figure 1 . Interview Guide pant were asked (Rapley, 2004). The first set of questions requested par- TABLE • 1 ticipants to discuss and explain their A-priori Themes: Descriptions and Primary Examples experiences playing junior hockey. A-priori Additionally, the researchers were Themes Description Primary Example interested in learning about partici- Motivation The inner drive, whether tangible or intangible, Scholarship/ Success pants’ motivation to participate in to compete and go about tasks junior hockey and concerns they may have had about making the transi- Family Relatives who are related to you by blood that Brothers/Sisters provide a support system tion to participate in junior hockey. Another question was related to the Challenges Obstacles that one must go through Adversity various challenges that these play- Sacrifice Things that one must give up and pass over in Leaving home ers faced while participating in the order to achieve goals and objectives sport. Also, the researcher inquired Support Encouragement that is provided to assist Communication with about participants’ background someone family and demographic information. The Identity How one associates oneself to the outside Player biography/ nature of the interview questions is world and others Identification quite comprehensive and wide-rang- ing ensuring that the interviewer was Finances Money that is used to purchase material goods Financial resources and services used to pay team dues nondirective during the interview

FutureFocus 19 Spring/Summer 2018 TABLE • 2 A-priori code results — High Level Code (HLC) Emergent Themes: Descriptions and Primary Examples Identity. From the a-priori code list, Emergent only one theme in the data surfaced Themes Description Primary Example fitting the description of a HLC, Life Experience The occurrences that happen in An older junior hockey player that which shows multiple mentions of someone’s life that shape them into has been through both positive this theme as it appeared in the inter- the person that they are and negative experiences views. Of the 266 total a priori code throughout his hockey career mentions, 86 were of the “identity” Relationships Associations that one has Talking to your hockey coach and theme representing 32% of all a-priori with people developing a positive rapport that code mentions. All participants clearly will have intangible benefits articulated that the sport of junior Passion The excitement that one has for a Yelling encouragement and hockey was an integral part of their certain activity positive reinforcement to a person’s identities. For instance, participant 7 teammates mentioned, “Hockey has always been Athleticism The ability to consistently show the A player fighting through a bruised my escape. I knew I had to further attributes of passion, toughness, knee to score a winning goal my career to help get me out of the and physical play while playing the game at a high level town that seemed to be dragging me down.” Participant 7 strongly identified himself as someone who made with former athletes. Additionally, that surfaced in the data facilitated hockey an important part of his life. throughout the analysis, emergent a clear understanding of the devel- In conversations with participant 7, (posteriori) themes were drawn from opmental experiences of junior level he mentioned that while he was some- the data and coded (see Table 2). To hockey players. what concerned with school and edu- address subjectivity of the themes, data analysis employed two indepen- dent researchers, familiar with the TABLE • 3 topic of this study, to co-code the A-priori and Emergent Themes by Participant1 transcribed data. Researchers manually analyzed data for words and Participants P1 P2 P3 P4 P5 P6 P7 Total phrases that aligned with operational A-priori Themes definitions and frequency of theme Identities 19 15 10 13 8 8 13 86 occurrence was noted using high, medium and low categories of occur- Challenge 13 9 6 7 5 6 8 54 rence in the interviews. While analyz- Motivation 12 5 5 4 3 4 3 36 ing the data, words and phrases that Sacrifice 9 3 5 5 3 1 7 33 matched with the a priori themes were identified. Support 8 5 2 4 6 2 3 30 Family 2 3 1 2 1 2 4 15 Results Finances 3 0 3 4 2 0 0 12 Upon completion of thematic Totals 66 40 32 39 28 23 38 266 analysis, theoretical saturation was achieved. Findings that emerged Emergent Themes from the semi-structured interviews Athleticism 46 19 11 35 19 23 22 175 using both a-priori and emergent (high level & medium level) codes Relationships 18 8 3 17 11 3 14 74 revealed important overarching Life Experience 21 5 5 10 4 7 9 61 themes. Table 3 provides a summary Passion 16 8 5 10 6 5 4 54 of the number of interviewee men- Totals 101 40 24 72 40 38 49 364 tions of themes. Saliency of themes 1 Scores = the total number of occurrences of a theme’s mention within an interview

FutureFocus 20 Spring/Summer 2018 cation, he clearly valued hockey more. he never called, two weeks passed, I Sacrifice. Of the 266 total a priori Participant 7 dedicated many hours to called and they said they had already codes, the “sacrifice” theme surfaced honing his craft and dedicating him- had used up their American spots. I on 33 occasions representing 12% self to the sport of ice hockey, much at was sick of getting dicked around by of all a priori codes. Each of these the expense of his friends and family. coaches so I stopped looking for a interviewees sacrificed time, money A-priori code results — Medium team after that.” and pushed through tough on-the- ice physical training as well as the Level Code (MLC) Motivation. Of the 266 total a priori various off-the-ice emotional issues Challenges. The vast majority of the codes, 36 were identified under the to participate in junior hockey. For coding was medium level a priori theme “motivation” comprising 14% instance, they could have been simi- codes, and this category included of all a priori codes. Each of the par- lar to most of their peers and gone to “challenges.” Of the 266 total a pri- ticipants played junior hockey for spe- college immediately after high school ori codes mentioned, 54 were coded cific reasons whether it was internal graduation, but they wanted to chal- as the theme “challenges” represent- or external motivation. These reasons lenge themselves to try to reach an ing 20% of all a priori code men- included seeing playing junior hockey elite level of hockey. To play at this tions. Participant 2 and 4 provided as a way be admitted to college and level each of the former junior hock- examples of challenges experienced. to see how far they could go with ey players had to sacrifice things to Participant 2 explained that he had to their hockey careers. A good example make that happen. An example of the deal with the challenge of relocating of motivation is when participant 1 sacrifice theme is when participant 3 to play a high level of hockey from a mentioned, “I love hockey and I felt mentioned, “I missed a year of hock- city in Ontario, Canada to Ohio. “I like my time was up where I was and ey between my senior year and first got homesick the first couple days in with anything in life, I want to play at year of junior but because I could not the States and really just wanted to go the highest level possible, so I decided afford it.” This was a good example home. I didn’t think that junior hockey when I was 17 to take that next step of sacrifice because participant 3 had was for me,” he said. Eventually, par- and I started, just with anything. I “sacrificed” a year of playing hockey ticipant 2 dealt with living so far away had to work my way up.” When par- in order to save money to play hockey. from home and became one of the ticipant 1 was asked what motivated most respected players in the organi- him to play junior hockey, he said, Support. “Support” comprised zation for which he played. Another “The drive to say that I played at the 30 codes or 11% of a priori codes from example of challenges is when partici- highest level possible, being able to the participants. Each of these players pant 4 said, “I went to a tournament play with guys that are going NCAA had various forms of support enabling to be scouted for a team. The coach or pro. Just to play at the highest level junior hockey to become a serious spoke to me afterward and told me possible, to play for a chance to go to option. For some it was financial they had interest [in me] and that nationals and the highest stage, and and for others it was physical sup- they would be in touch throughout playing with the best guys from all port. The backing and support that the week with details. A week passed, around the world really.” players received was crucial in their

FutureFocus 21 Spring/Summer 2018 development and skill as both junior emergent codes. There are two attri- “I have made countless friendships, hockey players and as young men. A butes of this theme. The first one learned the values of leadership and strong example of support was clearly is toughness. This theme is essen- how to work as a team for a com- evident with participant 5 when he tial to a successful junior hockey mon goal.” Participant 1 mentioned, stated, “After a game, one of our career as junior hockey is a physical “Outside of the rink, you’re always owners, [name redacted], now our game and being able to play physical together, that’s where you become a announcer for [team redacted] came and being able to be checked, hit, real family, all that free time outside up to me with a blessing. He told me and sometimes punched is crucial. of the rink traveling on the bus all that someone had donated the rest Participant 6 stated, “As the game over the place.” of my fee money. He told me just to progressed, it started to get chippy Emergent code results — Medium worry about hockey and playing the and there were some cheap shots level code (MLC) game.” This is a good example of tan- being thrown by both teams and it gible (financial) support from whoev- escalated into a line brawl off a face- Relationships. A theme that emerged er donated the rest of participant 5’s off in the neutral zone. The game and was mentioned quite often was fee money and of support from the the importance of “relationships.” owner of the team to tell him just Of the 364 total emergent codes, to focus on playing hockey. Another 74 relationship themes were coded example is when participant 2 stat- representing 20% of all emergent ed, “I’ve learned life lessons through codes. Relationships in junior hockey teamwork and responsibility that are quite unique in that players only have helped me progress along the have each other since they are away way. I look at the experience like from family and team rosters are not it is a network, the same as in col- very large. The athletes commonly lege we are told to start networking live together, eat together, and play with places of employment and get- together, while living away from home ting to know people. I’ve networked for the first time in their lives. A short through hockey.” Participant 2 net- quote from the interview with partici- worked through hockey. It is not only pant 1 was, “The best friends I made, a network of people who he might be I’m still playing with here” (“here” able to get him a job, but a network referring to where he was playing of support. This network of support college hockey). Another example was especially important for partici- of the theme was from participant 2 pant 2 because he moved by himself when he was referring to his junior from Canada to the United States at hockey career and networking (also a young age. He highlighted how his noted earlier under the “social sup- junior hockey support system was a port” attribute): “I look at the experi- big part of his junior hockey career. ence like it is a network … getting to know people. I’ve networked through Emergent code results — High ended up having a total of eight fights hockey.” Another example of relation- Level Code (HLC) including a fight I had partaken in.” ship is when participant 7 said; “The Additional themes appeared while Participant 7 also commented about bond you form with guys from all analyzing data from the interviews, the toughness needed to play junior around the world that lasts a lifetime, and these emergent themes expose hockey as follows, “He and I used one of my good buddies is a guy that meaningful data to assist with under- to fight every single time our teams used to play for [team redacted]. He standing participants’ junior hockey played each other because that’s what and I used to fight every single time experiences. Emergent codes were our teams needed us to do. They our teams played each other, and let “athleticism,” “life experience,” needed us to sacrifice ourselves and me tell you, we bonded through beat- “relationships” and “passion” (See our bodies for the momentum swing ing the hell out of each other because Table 2). or needed us to go get someone that’s what our teams needed us to Athleticism. Of the 364 total emergent straight after a dirty play and so on.” do.” Participant 6 exemplified the codes, 175 aligned with the theme Another attribute for this theme idea that you can become friends, “athleticism,” which was 48% of all was “teamwork.” Participant 5 stated, teammates, and so forth by doing

FutureFocus 22 Spring/Summer 2018 something you would normally not shaped who I was and since many of “identity” and “challenges” were think would bring friends together the experiences were from hockey. major themes discovered after ana- such as fighting. And hockey was a big part of who I lyzing the data. The first major a-pri- Life Experience. Two themes were was,” said Participant 7. ori theme was “identity.” The finding identified in the MLC results. One Passion. Of the 364 total emergent that former Tier III players highly theme was “life experience.” Of the code mentioned, 54 were related identified with the athlete role during 364 total emergent codes, 61 life to the theme of passion, which was their career is consistent with previ- experience mentions were identified 15% of all emergent code men- ous studies (MacCosham & Gravelle, in the data representing 17% of all tions. An example of passion is 2017; Norris, 2017) which also found emergent codes. While one can get when Participant 2 stated, “I grew that major Tier I players highly identi- life experience in a variety of ways, up watching junior hockey teams, so fied with their role as a hockey player. in junior hockey, a player can start growing up, it was something that I “Challenges” was another a-priori living like an adult while the rest said I always wanted to do.” Another theme also observed subsequent to of his peers are in college. A good example of this theme is when par- analyzing the data. As hypothesized, example is when participant 7 com- ticipant 6 offered, “The passion to all participants described experi- mented, “It’s regarded, by me as well compete is really what made me want encing challenges throughout their as many of my friends, that we won- to play junior hockey. I mean, every junior hockey career. The finding that der if we would be further in life had kid dreams of playing in a league that Tier III junior hockey players encoun- we not put life on hold for a few years. you can wear visors and take part in tered various emotional challenges But not a single one of us regret it tilts, so I was trying to fulfill a dream during their junior hockey playing because we were thrown in the fire I had as a kid.” career is also consistent with previous of having people own us. You can studies (Bruner et al., 2008; Grygar, be dropped or traded to anywhere at Discussion 2013; McCoy, 2015; Norris, 2017) any time at the age of 15–21. That is The purpose of this study was to of major Tier I junior hockey players some life experience if you ask me.” utilize qualitative methodology to who also revealed various emotional Playing junior hockey forces you to explore the developmental experi- challenges. It is concluded that both grow up quick. “The experiences had ences of former junior ice hockey Tier I and III players might experi- players who had par- ence very similar types of emotional ticipated at the Tier III rollercoasters during their athletic level of junior hockey careers (McCoy, 2015). Practically, in the United States. the importance of (emotional) sup- By doing so, this study port to the players is confirmed (Côté also determines if et al., 2012; MacPhail & Kirk, 2006). Tier III players would After analyzing the a-priori describe similar expe- themes for high and moderate occur- riences that major rence, additional themes emerged. Tier I players had in “Athleticism” was a major emergent regards to various theme observed after analyzing the emotional challenges, data. Two athleticism attributes were a strong identification identified: toughness and teamwork. toward their role as a These two attributes seem to keys hockey player, and the to a successful junior hockey career. importance of posi- Given the purpose of this study, this tive relationships and theme is important because if some- social support in order one wishes to succeed playing junior to cope with the chal- hockey, he must have athleticism. lenging demands of Without having athleticism, junior the sport. hockey will not be a good route to Among the main take because the players are expected findings of the cur- to consistently show athleticism to rent study was that continue to play.

FutureFocus 23 Spring/Summer 2018 The emergent theme of “rela- ment. This is consistent with Côté’s order to deal with the emotional chal- tionships” was closely related to the theory which suggested that parents lenges that occur while participating importance that junior hockey play- help their children through struggles. in junior hockey, the former junior ers placed on social support. The The results of the present study, in hockey players in the present study theme of “relationships” appeared as addition to the findings from previ- noted the importance of social sup- participants expressed thankfulness ous studies, have begun to illuminate port and the positive relationships for those who supported and helped the types of developmental experi- they developed while participating. them throughout their junior hockey ences that junior hockey players face This is also similar to the descriptions career. “Relationships” included the as they pursue excellence during the of the importance that Tier I junior bonds the athletes formed with peo- investment stage of their athletic hockey players placed on the impor- ple around them while playing junior careers. The present study found that tance of social support in previous hockey. The importance of having junior hockey players at the Tier III studies (Bruner et al., 2008; Dubé these positive relationships is consis- level in the United States reported et al., 2007; McCoy, 2015; Norris, tent with past literature. For instance, 2017). The families of these young the importance of social support in athletes, as well as their team coach- helping athletes deal with challenges, administrators and owners plus es was described in previous stud- • billet parents, can better relate to ies (Bruner et al., 2008; Dubé et al., these youngsters by becoming aware 2007; McCoy, 2015; Norris, 2017). Former junior of the issues that are being faced in While there was not clear sup- this investment stage. port to the use of the Developmental hockey players Model of Sports Participation Limitations (DMSP) prior to the study, which in the present Although the present study provid- led to the use of a-priori codes, the study noted the ed support for the previous findings results of the current study provid- about the developmental experiences ed support for Côté’s (1999) DMSP importance of of junior hockey players, limitations theoretical model. Participants dis- should be noted. First, it is not appro- cussed their experiences of playing social support priate to generalize the findings of junior hockey during the investment the current study to a larger sample stage. All of the participants in the and the positive of junior hockey and former junior current study invested much time, hockey players. Secondly, a small energy, and financial resources in relationships they convenience sample was studied in order to participate in junior hock- this investigation; the results may be ey. Increasing their level of commit- developed while different if other former junior hock- ment to achieve a higher level of skill participating. ey players who had different experi- in hockey was a main focus for all ences related to years of playing, the participants in the present study, location of the teams, and the coach- which is one of the main elements • ing styles of their former coaches had of this stage of athletic development been interviewed. (Côté, 1999). Another key element that Côté theorized to occur during similar developmental experiences as this stage is that parents develop an junior hockey players participating at Future Research increased interest in their child’s ath- the Tier I level. Hockey players who Future researchers should begin letic performance. The results of the had participated at the Tier III level of to utilize other research methods in present study support this conten- junior hockey were found to have sim- studying the developmental experi- tion since all participants mentioned ilar emotional challenges that Tier I ences of junior hockey players. For that their parents encouraged them level junior hockey players described. instance, further research utilizing to play junior hockey and follow their In addition, Tier I and Tier III junior different methodological approaches dreams. Additionally, participants hockey players appear to both highly is needed in studying junior hockey recounted that their parents attended identify with the importance of the athletes. Researchers may want to games when they could and provided role of being a hockey player dur- develop surveys to provide a larger frequent support and encourage- ing the investment stage. Finally, in sample of junior hockey players to

FutureFocus 24 Spring/Summer 2018 further identify the various emotional References Gravelle, F., & MacCosham, B. (2016). Impact of casual leisure on serious challenges junior hockey players face. Allain, K. (2014). What happens leisure experiences and identity on In addition, the current study and in the room stays in the room: a Canadian junior hockey context. past studies have noted that junior Conducting research with young men Journal of the Canadian Association for hockey players have a high hockey in the Canadian Hockey League. Leisure Studies, 40(3), 325–343. identity. In order to understand how Qualitative Research in Sport, Exercise doi.org/10.1080/14927713.2016.1252939 athletic identity may relate to a junior and Health, 6(2), 205–219. hockey player’s emotions, research doi.org/10.1080/2159676X.2013.796486 Grygar, V. (2013). A struggle against the odds: Understanding the lived using a measure such as the Athletic Bruner, M., Munroe-Chandler, K., & experiences of Canadian Hockey Identity Measurement Scale (Brewer Spink, K. (2008). Entry into elite League (CHL) players. Unpublished sport: A preliminary investigation et al., 1993) could be correlated with master’s thesis, Brock University, St. into the transition experiences of scales that measure the ability to Catherines, Ontario. cope with stress. Also, researchers rookie athletes. Journal of Applied Holt, N. (Ed.). (2016). Positive youth should begin to descriptively analyze Sport Psychology, 20(2), 236–252. doi.org/10.1080/10413200701867745 development through sport. Routledge. the relationship between social sup- Leitner, J. (2016). Navigating the junior port and effectively coping with stress Côté, J. (1999). The influence of the hockey landscape. http://sportsevents in a large sample of junior hockey family in the development of talent in sport. The Sport Psychologist, 13(4), magazine.com/Hockey-Participation players. And, of course, investigat- 395–417. doi.org/10.1123/tsp.13.4.395 -Increases/ ing other sports and/or cultures that MacCosham, B., & Gravelle, F. (2017). utilize youth sport participation that Côté, J., Murphy-Mills, J., & Abernethy, B. (2012). The development of skill Leisure lifestyle’s influence on involves an investment stage could in sport. In N. Hodges & A.M. serious leisure: A look at dropout help determine which themes might Williams (Eds.), Skill acquisition in amateur junior ice hockey players. be consistent across sports and if the sport: Research, theory and practice Society and Leisure, 40(2), 213–227. DMSP model can be applied to other (pp. 269–286). New York: Routledge. doi.org/10.1080/07053436.2017.1328787 sports as well. Côté, J., & Soberlak, P. (2003). The MacDonald, C. (2012). That’s just developmental activities of elite ice what people think of a hockey player, hockey players. Journal of Applied right? Manifestations of masculinity Sport Psychology, 15(1), 41–49. among major junior ice hockey players. doi.org/10.1080/10413200305401 Unpublished master’s thesis, Concordia University, Montreal, Côté, J., & Vierimaa, M. (2014). The Quebec. developmental model of sport participation: 15 years after its first MacPhail, A., & Kirk, D. (2006). Young conceptualization. Science & Sports, people’s socialisation into sport: 29, 63–69. doi.org/10.1016/j Experiencing the specialising phase. .scispo.2014.08.133 Leisure studies, 25(1), 57–74. Dubé, T., Schinke, R., Hancock, D., Marshall, M. (1996). Sampling for & Dubuc, N. (2007). The social qualitative research. Family Practice, support experiences of major junior 13(6), 522–526. ice hockey players in a physically McCoy, L. (2015). Investigating athletic removed region of Canada. Journal career transitions of Canadian major of Sports Science & Medicine, 6(4), junior hockey players. Unpublished 393–400. master’s thesis, Calgary University, Fontana, A., & Frey, J. (1994). Calgary, Alberta. Interviewing: The art of science. Morgan, D., & Krueger, R. (Eds). In N. Denzin & Y. Lincoln (Eds.), (1998). Focus group kit. Thousand Handbook of qualitative research (pp. Oaks, CA: Sage. 361–376). Thousand Oaks, CA: Sage. North American Hockey League. Junior Hockey in the U.S. Retrieved from http://nahl.com/the-nahl/junior-hockey-in -the-us/

FutureFocus 25 Spring/Summer 2018 Norris, M. (2017). Exploring the Taks, M., & Scheerder, J. (2006). Youth Business of Sport at the University of experiences of elite male hockey players. sports participation styles and market Akron. His research lies in the field of Unpublished master’s thesis, Queens segmentation profiles: evidence marketing and management applied to University, Kingston, Ontario. and applications. European Sport the field of sport. Rapley, T. (2004). Interviews. In C. Management Quarterly, 6(2), 85–121. Seale, G. Gobo, J. Gubrium, & D. doi.org/10.1080/16184740600954080 Silverman (Eds.), Qualitative research Townlee, P. (2017). USA Hockey reports Laura Richardson (Ph.D.) is deeply practice (pp. 15–33). Thousand Oaks, increase in participation. http:// committed to raising awareness and CA: Sage. usahockeymagazine.com/article/2016-03 implementing weightism pedagogical Roy, J., & Camiré, M. (2017). A season- /navigating-junior-hockey-landscape practices as a Professor of Instruction at long case study examining alcohol the University of Akron. She uses qual- use and misuse in Canadian junior itative mixed methods to understand hockey. Qualitative Research in Sport, obesity stigmatization and fat bias with Exercise and Health, 9(3), 354–371. Christopher T. Ginley (MSEd) recently emphasis on students’ perceptions. doi.org/10.1080/2159676X.2017.1292304 graduated from the University of Akron where he obtained a master degree in Russon, R. (2014, March 2). Pay-to-play sport science/coaching with the concen- is where it’s at. Retrieved from http:// Alan S. Kornspan (Ed.D) directs the tration on sport administration. His www.hockeynewsnorth.com/aaa/pay-to sport studies program with options in research interest includes junior hockey -play-has-become-the-way-to-go/ coaching and sport management at the players’ development. Soberlak, P., & Côté, J. (2003). The University of Akron. He also coordinates developmental activities of elite ice the graduate program option in sport hockey players. Journal of Applied Seungbum Lee (Ph.D.) teaches Sport science/coaching. His research interests Sport Psychology, 15(1), 41–49. Planning/Promotion, Fundamentals of include the history of sport psychology doi.org/10.1080/10413200305401 Management Strategies in Sport, and and coaching.

Physical Education • Standard-based Curriculum Consulting • Physical Education Evaluation Implementation Health Education • Standard-based Health Education Curriculum • Innovative Health Education Lessons • Opioid Abuse Prevention Curriculum Whole School, Whole Community, Whole Child • Classroom Activity Breaks • Aligning student health and academic achievement OAHPERD • ESSA: Securing Title IV Funding with WSCC • Social & Emotional Climate: Anti-Bullying Need a workshop for your school? Professional • Reserve your workshop at least one month in advance. • Cost includes experienced trainer and all workshop materials (up to 40 attendees). • Hosts provide meeting space and equipment. Development Workshop rates: • Full Day (6 hours): $1,350 • Half Day (2 hours): $800 Workshops To schedule a workshop, contact Lisa Kirr, Executive Director, at [email protected] or call (614) 228-4715

FutureFocus 26 Spring/Summer 2018 INDIANA UNIVERSITY OF PENNSYLVANIA MED HEALTH AND

PHYSICAL EDUCATION CONTACT US DR. DAVID WACHOB GRADUATE COORDINATOR Phone: 724-357-3194 E-mail: [email protected]

K-12 TEACHER COMMUNITY CERTIFICATION HEALTH (HYBRID) EDUCATION This track is designed for students who are This track focuses on advocating and instructing interested in earning Pennsylvania teacher health-related topics in the community, certification in K-12 Health and Physical government, or private settings. Graduates Education. The majority of coursework can can seek employment as leaders in agencies be completed online, which is perfect for the involved in the training and prevention of health- working adult. Students in this track are required related behaviors and conditions. Graduates will to attend a five-week summer residency at IUP have the prerequisite knowledge eligible to take and complete a 6-12 credit student-teaching the National Commission for Health Education experience. Teachers who are certified in Credentialing (NCHEC) Certified Health another area and wish to add health and physical Education Specialist (CHES) exam. education to their credentials only need to complete six semester hours of student teaching. Students certified in another K-12 content area will complete an internship experience. ADAPTED ATHLETIC PHYSICAL ACTIVITY COACHING This track is designed for students who have This track is designed for students with career an interest in working in school, community, or goals in athletic coaching at various levels. recreational settings where adapted physical Graduates in this program will demonstrate activity programs are offered. Graduates will the pedagogical knowledge and experience demonstrate the ability to develop, instruct, and necessary to work as a leader in the sports assess programming for individuals with various coaching profession. This certification is disabilities. Graduates will have the prerequisite recommended for anyone who has an interest knowledge eligible to take the Adapted Physical in coaching athletes at various levels of sports, Education National Standards (APENS) Certified including collegiate, community youth sports Adapted Physical Education (CAPE) exam. programs, school districts, adapted sports programs, or private sports clubs.

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FutureFocus 27 Spring/Summer 2018 2018–19 & 2017–18 OAHPERD Budgets Compared

May 1st to April 30th

2018–2019 2017– 2018 2018–2019 2017– 2018 INCOME Budget Budget EXPENSES Budget Budget Memberships Operating Expenses Professional 1 yr $ 16,000 $ 16,000 President $ 1,000 $ 2,000 Professional 2 yr $ 570 $ 1,000 Past President $ 0 $ 0 Professional 3 yr $ 1,200 $ 1,200 President Elect $ 0 $ 1,000 Corporate $ 3,300 $ 3,300 All Ohio Representative $ 0 $ 1,500 Student @ $ 25 $ 1,500 $ 1,200 Executive Director $ 47,000 $ 45,000 Senior Student @ $ 40 $ 340 $ 100 Treasurer $ 0 $ 500 Institutional Student @ $ 20 $ 2,130 $ 2,000 Recording Secretary $ 0 $ 500 Retired @ $ 25 $ 100 $ 125 Future Focus $ 7,775 $ 13,000 Institutional @ $ 200 $ 2,000 $ 2,400 Newsline $ 0 $ 6,400 Library Serials $ 100 $ 200 AHA/AHA Coordinators $ 5,750 $ 6,250 First Time Professional $ 1,200 $ 1,200 Trustee $ 0 $ 100 AHA Divisions JRFH/HFH $ 40,000 $ 98,000 Dance $ 0 $ 100 Convention Higher Ed $ 0 $ 100 Exhibits $ 6,000 $ 6,500 Adult Dev . & Learning $ 0 $ 100 Merchandise $ 3,000 $ 2,000 Necrology $ 0 $ 100 Preconference Registration $ 1,800 $ 1,000 Health $ 0 $ 100 Registration $ 66,000 $ 66,000 Physical Ed $ 0 $ 100 Sponsors $ 1,000 $ 1,500 Recreation $ 0 $ 100 Sports Sciences $ 0 $ 100 Other Student Division $ 0 $ 100 Advertising $ 100 $ 150 Stipend $ 0 $ 100 Coord . School Health Div . $ 0 $ 0 Travel $ 0 $ 1,500 Grants $ 0 $ 0 Printing $ 0 $ 100 Interest Income $ 50 $ 50 Supplies $ 0 $ 100 OCA/WPES Award Funds $ 1,000 $ 200 Miscellaneous $ 0 $ 300 Royalties $ 50 $ 0 Coord . School Health Div . $ 0 $ 100 Scholarship donations $ 1,250 $ 1,250 Summer Outing $ 600 $ 600 Committees Unrestricted Donations $ 0 $ 200 Memorial Scholarship $ 1,000 $ 4,000 Workshops $ 0 $ 5,000 Honors & Awards $ 650 $ 800 Grants and Research $ 0 $ 3,000 Total Income $ 149,290 $ 211,175 Ohio Gold $ 600 $ 600 Whole Child/CSH $ 0 $ 2,500 All Other Committees $ 0 $ 0

FutureFocus 28 Spring/Summer 2018 2018–19 & 2017–18 OAHPERD Budgets Compared (continued)

May 1st to April 30th

2018–2019 2017– 2018 2018–2019 2017– 2018 EXPENSES (continued) Budget Budget EXPENSES (continued) Budget Budget Conferences/Workshops Convention Workshops $ 0 $ 4,000 SHAPE America Rep . $ 0 $ 500 SHAPE America Delegates $ 0 $ 500 Audio Visual $ 2,500 $ 2,500 Ohio Student Leadership Conf . $ 1,000 $ 4,000 Speaker $ 1,200 $ 1,000 Summer Outing $ 600 $ 800 Entertainment $ 3,500 $ 4,500 Trade Shows $ 0 $ 750 Staff $ 1,700 $ 1,500 SHAPE Midwest Student Ldrs . $ 0 $ 2,000 Facility $ 8,500 $ 8,500 Executive Committee/Board Technology/App $ 3,500 $ 3,500 Mileage $ 0 $ 9,000 Supplies $ 300 $ 1,000 Other $ 0 $ 100 Exhibits $ 5,000 $ 5,000 Board Meetings $ 1,500 $ 6,500 Gifts $ 1,500 $ 2,500 Meals/Breaks $ 21,000 $ 20,000 Other Communications MISC $ 50 $ 50 General Printing $ 1,400 $ 1,400 Merchandise $ 1,400 $ 3,500 General Postage $ 300 $ 300 Transportation $ 0 $ 0 General Telephone $ 1,000 $ 1,000 Committee $ 1,000 $ 2,500 Supplies $ 1,200 $ 1,200 Postage/Shipping $ 0 $ 50 Miscellaneous $ 0 $ 0 Printing $ 2,000 $ 2,500 Misc. & Special Requests Stipends $ 1,250 $ 1,250 Web Page/ Membership Management $ 4,800 $ 4,800 Social $ 3,000 $ 4,000 IRS Tax Preparation $ 1,100 $ 6,000 AHA Social $ 600 $ 500 Ohio Attorney General fee $ 200 $ 200 Pre-convention Workshop $ 1,500 $ 800 Insurance Liability $ 1,200 $ 1,150 Total Expenses $ 144,475 $ 209,000 Bank Charges $ 100 $ 100 Advocacy $ 3,500 $ 6,000 NET INCOME $ 4,815 $ 2,175 Misc $ 100 $ 100 Unrealized Gains/Losses $ 0 Credit Card Service fee $ 2,500 $ 2,500 2% to reserves $ 43 50. Technology $ 700 $ 700 BHSA $ 0 $ 0 Prior Year Expense $ 0 $ 0

FutureFocus 29 Spring/Summer 2018 OAHPERD Pays Substitutes

OAHPERD will pay for substitutes so that Board members may attend required meetings during the year . In order to take advantage of this offer, send the following to the OAHPERD Executive Director: 1. A letter from the school administrator stating that the school district will not pay for Student Writing Award professional release days . Each year the Editorial Board of OAHPERD 2. An invoice from the school district indicating considers Future Focus articles submitted by the correct amount to be remitted . graduate and undergraduate students for annual OAHPERD Student Writing Awards . 3. A completed OAHPERD Voucher (vouchers Each award consists of a check for $100 and can be obtained from the Executive Director a waiver of membership dues for the year . An or OAHPERD Treasurer) . award may be given to one undergraduate OAHPERD will send a check directly to student and one graduate student each year, the school district . We hope that this will but only if submitted articles meet the criteria encourage a better rate of participation by our listed here . officers in OAHPERD matters . 1. Submitted articles must meet Future Focus Letters, invoices, and vouchers should be standards of quality. mailed to the OAHPERD Executive Director: 2. Submitted articles should follow Future Lisa Kirr Focus guidelines for authors . OAHPERD Executive Director 3. Articles may be on any subject related to 17 South High Street, Suite 200 the concerns of Health, Physical Education, Columbus, OH 43215 Recreation, and Dance . P: 614 -221-19 0 0 4. Only single-author articles will be F: 614-221-1989 considered . E: Lisa@assnoffices com. 5. At the time of submission, the author of the submitted article must be a member of OAHPERD . 6. Articles considered for the award must not have been previously published and must not be concurrently submitted for publication elsewhere . 7. Articles must be submitted on or before July 31 to be considered for an award to be given at the following December’s convention .

FutureFocus 30 Spring/Summer 2018 OAHPERD Scholar Credentials/Materials Required: 1 . List Name, Rank and/or Title, The Ohio Association for Health, Physical Education, Recreation, and Dance Professional Affiliation, Research is accepting credentials from all candidates who qualify for the “OAHPERD Areas/Interests, Address, Phone and Scholar” award. The OAHPERD Scholar designation will recognize OAHPERD’s Fax Numbers, and e-mail address . research leaders by honoring their achievement in HPERD-related scholarship 2 . List publications in APA format and disseminated through OAHPERD. The OAHPERD Scholar designation is attach a scanned copy of the Future intended to (a) be one of distinction within OAHPERD and Scholars’ own Focus “Table of Contents” page for academic communities, and (b) encourage high standards of research and other each publication . forms of scholarship among OAHPERD’s members. There is no voting process associated with this scholarly recognition; there is 3 . List presentations in APA format and, simply a qualification process. Members qualify as OAHPERD scholars upon if available, attach a copy of the attaining a certain scholarly record. Minimum criteria (both A & B below) must OAHPERD Convention Program page be met: containing name and presentation title for each presentation . A. Publications: All OAHPERD Scholars must have published at least 5 refereed articles in the OAHPERD journal, Future Focus. 4 . Mail all materials to the current Future B. Presentations: All OAHPERD Scholars must have made 5 presentations Focus Editor no later than October 1 at the annual OAHPERD convention. of the application year . Announcement of newly recognized OAHPERD Scholars will take place E-mail to the Future Focus Editor, at the annual OAHPERD awards ceremonies. Robert Stadulis: futurefocus res@gmail. com.

Online Membership Registration is

Membership Form available at www.ohahperd.org (Effective Date 2018–2019)

❑ New Member ❑ Renewal Oahperd Member (______Years) Division Interest Membership Type Rank from (1–3) ❑ 1 Year CORPORATE $550 Company Name (For Corporate Membership only) _____ Adult Development ❑ 1 Year Professional $50

Last Name (or “Referred by” OAHPERD Member—Corp. Mbrship only) _____ Dance ❑ 1 Year First-Time Professional $35 _____ Health ❑ 2 Year Professional $95 First Name (or Contact Person for Corporate Membership) _____ Higher Education ❑ 3 Year Professional $140 ❑ Preferred Mailing Address _____ Physical Education 1 Year Student $25 _____ Recreation ❑ 1 Year Sr. Student $40* City _____ Sports Sciences ❑ 1 Year Institution Student $20** _____ Student Division ❑ 1 Year Institution $200 State Zip ❑ 1 Year Retired $25 ( ) ( ) Payment Home Telephone Work Telephone *Senior student two-year membership option ❑ Personal Check includes one year professional membership School/Agency/College ❑ O.E.A. Payroll Deduction **Students—receive a $5 discount if your ❑ American Heart Association institution is a member of OAHPERD. Please verify membership before mailing reduced fee. Levels (K–6, 7–9, etc.) ❑ Honorary Life Member Please charge my: ❑ Visa ❑ MasterCard ❑ Discover ❑ Amer. Express Position Exp. date: E-mail Address Name as it appears on card

Corporate Website Card No:

❑ Scholarship Gift $ ______❑ Memorial Gift $ ______3-digit security code on back of card: Make Check Payable To: Oahperd Signature: Mail To: OAHPERD, 17 South High St., Ste. 200, Columbus, OH 43215 ❑ Send information on OAHPERD services for ethnic minorities, individuals Questions? Call 614-221-1900 or [email protected] with disabilities and women. (Checking this box is strictly voluntary)

FutureFocus 31 Spring/Summer 2017 Guidelines for Authors Manuscripts References photographs must give permission Each manuscript should be formatted All articles should contain references. to have their photo published. Copies of permission requests and for 81⁄2 by 11-inch paper, with 1-inch For writing text citations, follow APA margins on all sides, using Microsoft style. Note that references should authorizations should accompany Word for PC, Times-Roman style now include a DOI notation (if using the manuscript. When authors and 12 point font. All copy must the 6th Edition). Reference section quote extensively from other works, be double-spaced except direct listings should be recent, brief, and they must send photocopies of the quotations of three or more lines, presented in alphabetical order. Each original work’s title page, copyright which are to be single-spaced and reference cited in the article must be page, and pages on which the indented. Style should conform to the listed, and only those cited should be quotation appears. American Psychological Association’s included. Sources should be docu- Reviewing and Editing (APA) Style Manuals (either 5th or mented in the body copy by inserting 6th Editions). Manuscripts can be the surname of the author(s) and the Each article is reviewed by the editor up to 25 pages in length, including date of the published work inside and submitted for blind review references. Pages must be numbered parentheses directly following the to two or more Editorial Board consecutively with a running head. reference. members. Articles usually require some revisions by the author(s). Organization Illustrations and Photos Authors for articles not accepted may Provide an abstract, short introduc- Future Focus welcomes any photo be invited to revise and resubmit. tion, body, and short conclusion to graphs, tables, charts, diagrams, Accepted articles are subject to your manuscript. Research articles and art as illustrations for your editorial changes to: improve clarity, should use the standard format: manuscript. Each graphic should conform to style, correct spelling Introduction, Review of Literature be numbered and referenced in and grammar, and fit the space (can be integrated within the the manuscript. Extensive statisti- allotted to the article. Manuscript Introduction), Methods, Results, cal information should be reported submission implies author and Discussion-Conclusions. in tables, but data included in the acceptance of this agreement. Authors should provide subheads tables should not be duplicated in and tertiary heads throughout the the text. Captions and sources for Deadlines manuscript for easy readability and data presented in the graphic should Manuscripts are reviewed on a rolling organization. The author’s name be included in the manuscript. basis when received. The next issue or related information should not Photographs may be black and white to be published shall be available in appear on any manuscript pages. or color, and should be hi-res digital April or May 2019. To be eligible to photos in jpeg format (300 dpi or Cover Sheet appear in this issue, the manuscript ,1800 3 1200 pixels are preferred). should be received by Jan. 31. An In a separate file, please provide the Photos embedded within the text of electronic version of the manuscript following: the manuscript must also be supplied is required and should be sent, along • Title of manuscript. as separate files. Tables and figures with illustrations and/or photos, as • The name, position, mailing should be located after the Reference an email attachment to the editor at address, telephone number, and section at the end of the manuscript, [email protected]. email address for all authors. with indications in the manuscript • Short biography of about where the table or figure should be Articles for OAHPERD’s news- 30–35 words that states the placed when published. letter, Catch up with OAHPERD, present professional position, should be submitted to: area(s) of specialization, and Permissions Lisa Kirr research interests for all authors. Authors are responsible for Executive Director, OAHPERD • Date of submission. obtaining written permission and 17 South High St., Ste. 200 The cover sheet will not be copyright release, if necessary, for Columbus, OH 43215 included when sent to reviewers as quoted materials, cartoons, and or manuscripts are blind reviewed. other illustrations used. Persons in Email: [email protected]

FutureFocus 32 Spring/Summer 2018