Samil-Ferman Publication - 1 1 Review Paper . 2

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  Review  Paper . Teacher-coach role conflict in school-based physical education  Teacher-coach role conflict in school-based physical educa- tion in USA: a literature review and suggestions for the fu- ture Ferman Konukman   ¹, Bülent Agbuğa   ², Şamil Erdoğan   ³, Erdal Zorba  4 , Giyasettin Demirhan  5 , İlk- er Yılmaz  6 Physical Education, USA;  Pamukkale University, School of Sport Sciences & Technology, Denizli, Tur- key;  3  The American University Girne, School of Physical Education and Sport, Turkish Republic of North  Cyprus;  Gazi University, School of Physical Education and Sport, Ankara, Turkey;  Hacettepe Uni- versity, School of Sport Sciences & Technology, Ankara, Turkey;  Anadolu University, School of Physical  Education and Sport, Eskişehir, Turkey Summary Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work envir- onments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different roles and role conflicts may create stress among PE teachers who also coach. The history of physical edu- cation shows that there are contextual factors that promote PE teacher-coach role conflict. The aim of this paper is to analyse these contextual factors via using a literature review analysis and to provide suggestions about teacher- coach role conflict for school-based physical education in USA. Key Words:  Physical education – Coaching – Role conflict University of New York, Brockport, NY 14420, USA fkonukma@brockport.edu Introduction Teaching is a highly demanding occupation that requires effort and commitment. In a typical day, teachers instruct many classes, execute various activities around the school campus, and contribute to committees; a majority of teachers have extracurricular assignments such as coaching athletics in schools. These multi-faceted responsibilities often result in full time exhaustive job conditions [2,6,12,23,25,29]. For many physical education (PE) teachers, coaching a sport is perceived as an expected extracurricular professional commitment. However, coaching is unlike many extracurricular activities in that it demands very intense job performance and daily planning throughout the year. School athletic teams are expected to participate in league tournaments with advancement to state championships and coaches are publicly held accountable for the performance of their teams. School physical education programmes have coaching courses and taught coaching skills to their students. In addition, physical
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This note was uploaded on 03/11/2010 for the course BESYO SYON 310 taught by Professor Samilerdogan during the Spring '10 term at Istanbul Bilgi University.

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Samil-Ferman Publication - 1 1 Review Paper . 2

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