LAHPERD Journal | Spring 2015

Louisiana Association for Health, Physical Education, Recreation, and Dance

www.lahperd.org

This Issue’s Highlights AWARDS REFEREED PAPER Reducing Stress for Peak Performance in Athletes RESEARCH ABSTRACT The Economic Value of a State Cross Country Meet

LAHPERD Journal SPRING 2015 VOLUME 78 | NUMBER 2

2015 BOARD OF DIRECTORS Voting Officers

President: Emily Beasley [email protected] Past President: Wanda Hargroder [email protected] President-Elect: Bonnie Richardson [email protected] Vice President, Dance Division: Pam Burzynski [email protected] Vice President, General Division: Christina Courtney [email protected] Vice President, Health Division: Wynn Gillan [email protected] Vice President, Physical Education Division: Karen Simpson [email protected] Vice President, Sport and Leisure Division: Eliska Joseph

Non-Voting Officers Executive Director: Bill Dickens [email protected] Secretary: Sr. Jean Marie Craig [email protected] Parliamentarian: Lisa Johnson [email protected] Vice President-Elect, Dance: Kevin Brooks [email protected] Vice President-Elect, General: Deborah Fournet [email protected] Vice President-Elect, Health: Darrius Hughes [email protected] Vice President-Elect, Physical Education: Teresa Guillot [email protected] Vice President-Elect, Sport and Leisure: Summer Campbell

Section Chairpersons Dance

Dance Education: Cissy Whipp [email protected] Performance Dance: Shamanda Sanders [email protected]

General Ethnic Minority: Vacant Exercise Science: Tyler Farney Future Professionals: Kara Deutch [email protected] Higher Education: Randy Albert Research: Vacant

Health Health Education: Brittany Prejean [email protected] Health Promotion & Wellness: Kentrel Smith [email protected]

Physical Education Adapted: Kristi Long [email protected] Elementary: Cammie Maturin [email protected] Middle/Secondary: Carrie Landry [email protected]

Sport and Leisure Athletic Training: Vacant Coaching Education: Bing Athey [email protected] Community and Outdoor Recreation: Doug Athey [email protected] Fitness/Leisure/Aquatics: Valeria Altazin [email protected] Sport Management: Michael Moulton [email protected]

Specialty Appointment Members

Au Courant Editor: Dustin Hebert [email protected] Journal Editor: Dan Denson [email protected]; Journal Layout Designer: Dustin Hebert [email protected] Jump Rope for Heart/Hoops for Heart Coordinator: Joanna Faerber [email protected] Convention Manager: Susan Gremillion [email protected]

LAHPERD JOURNAL EDITORIAL BOARD

Wynn Gillan, Southeastern Louisiana University; Bob Kelly, Southern University; Lisa Dardeau, McNeese State University; Ron Byrd, Louisiana State University at Shreveport; Susan Lyman, University of Louisiana at Lafayette; Connie LaBorde, Louisiana Tech University (Retired); Hans Leis, Louisiana College

LAHPERD JOURNAL CONTRIBUTING EDITORS Kathy Hill, Tour de Fitness; Rudy Macklin, Governor’s Council on Physical Fitness; Joan Landry, Picard Center for Child Development and Lifelong Learning; David Bellar, Research

LAHPERD Journal SPRING 2015 VOLUME 78 | NUMBER 2

AWARDS Elementary School Physical Education Teacher of the Year ............................................................................1 Ellen Gillentine Adapted Physical Education Teacher of the Year ...................................................................1 Ethnic Minority Award ......................................................................................................................................2 Health Educator of the Year – Public Health .....................................................................................................2 Honor Award .....................................................................................................................................................3 Middle School Physical Education Teacher of the Year ...................................................................................4 Mini-Grant .........................................................................................................................................................5 Pathfinder Award ...............................................................................................................................................5 Scholar Award ...................................................................................................................................................6 Taylor Dodson Young Professional Award .......................................................................................................6 RESEARCH ABSTRACT The Economic Value of a State Cross Country Meet ........................................................................................7

Michael A. Moulton, Lyndzee Greene, Courtney Tegtman, Heather Greer, and Fletcher Jonson, Northwestern State University

REFEREED PAPER Reducing Stress for Peak Performance in Athletes ...........................................................................................7 Leslie Forest and Millie Naquin, Southeastern Louisiana University ADS AWARDS’ CRITERIA JOURNAL SUBMISSION GUIDELINES MINI-GRANT APPLICATION

Help us name the LAHPERD Journal! TomaketheJournalmorerecognizableintheHPERDdisciplines,weareseekingsuggestionstorenameit.ThenewtitleshouldbeconciseandincludekeywordsthatareinclusiveoftheHPERDdisciplines.Doyouhaveanysuggestions?Pleaseemailthemtodustin@[email protected]!

LAHPERD JOURNAL | SPRING 2015 | 1

AWARDS

ELEMENTARY SCHOOL PHYSICAL EDUCATION TEACHER OF THE YEAR

Kathleen Guedry

Kathleen Guedry has been teaching at Dutchtown Primary School for 20 years. She has been teaching Physical education for 11 years. She is most known for her positive and enthusiastic approach to teaching. The “Guedry Twist” is her signature way of turning

old games into modern games that fit the needs of her students. She focuses on the “Group Expectations,” Partner Chat Etiquette, and Partner Feedback routines established in her class to foster success within her program. By fostering a positive atmosphere within her classroom, a “Fitness is fun” motto has been established and reassures students that being fit is not a chore but a positive choice. Within the last three years, she has written three grants to enhance the physical education (P.E.) program: “Game On” (co-writer) - Wii Gaming System to focus on dance and movement, “Fitness For Fun” - Skillastics game to promote innovative exercise and team work, and “P.E. Goes Musical” - to combine different genres of music into elements of my P.E. lesson. She is always striving to find that new idea to motivate her students to move. Kathleen received her bachelor’s degree in elementary education from the University of Louisiana at Lafayette in 1991. In 2009, she completed the Supervision of Student Teachers course. Kathleen loves sharing her knowledge and passion for teaching with her students. She feels her student teachers give her motivation to be her best. Kathleen has been married to Todd Guedry for the last 20 years. They have two beautiful daughters who attend Dutchtown High School. The family

loves to spend time together watching each other play sports or attending their beloved Ragin’ Cajuns’ football games.

ELLEN GILLENTINE ADAPTED PHYSICAL EDUCATION TEACHER OF THE YEAR

Sandra Blaylock

Sandra Blaylock has been an educator for 36 years. She received a Bachelor of Science degree in 1977 followed by a Master of Education degree in health and physical education in 1978 from Delta State University in Cleveland, Mississippi. Sandra continued her education by

earning a “Plus 30” with additional certification in adapted physical education (A.P.E.). In 1985, Sandra completed an Education Specialist degree in administration and supervision from Louisiana State University. Sandra began her teaching career in Natchez, Mississippi, where she taught physical education and coached girls’ sports at the middle and high school levels. Sandra then made the move to Louisiana to pursue another degree and began teaching on the elementary level where she was introduced to A.P.E. and special needs students. It was here that she found her “teaching niche.” From that time to the present, she has taught A.P.E., and she performs gross motor evaluations throughout the school system and volunteers in Special Olympic events in the East Baton Rouge Parish Schools. Throughout her career in A.P.E., Sandra served as a team member to revise the Competency Test for Adapted Physical Education (CTAPE) and to develop the “LaMAP” and “CLAS” instruments. She was also selected to revise the Louisiana State Department of Education’s Curriculum Guide for A.P.E. and conducted related in-services and workshops throughout the state. In addition to


LAHPERD, Sandra is a member of Who’s Who Among America’s Teachers and Volunteers In Mission through the First United Methodist Church of Baton Rouge. As a role model and a mentor for other A.P.E. educators, Sandra works to instill the importance of high expectations for all students, to emphasize individual sensitivity, and to always be an advocate for her students.

ETHNIC MINORITY AWARD

Venessa Livingston-Cormier

Venessa Livingston-Cormier holds a Bachelor of Science Degree in health and physical education and a master’s degree in sports administration from Grambling State University. She attended Centenary College to earn a Supervisor of Student Teachers’ endorsement and earned her

“Plus 30” and administration and supervision endorsement through McNeese State University. As a LAHPERD member, Venessa has served as president and P.E. vice president. She currently serves as the past president, the mini-grant coordinator, Election Committee chair, and Audit Committee chair. She has received several grants and has presented at numerous parish and state conferences, including the Teaching aNd Technology (TNT) and Louisiana Association for Computer Using Educators (LACUE) conferences. Venessa is no stranger to community and volunteer services. She has volunteered as a chess instructor for children and adults and has coordinated and supervised school/family participation of the Pancreatic Cancer Walk, Jump Rope for Heart, and Breast Cancer Walk. In

addition, she sponsored a Fuel Up to Play 60-school kickoff at the Basile Community Park. As an avid advocate of health and physical education, Venessa is hoping that in years to come there will be even a greater population of ethnic minorities becoming a part of our organization.

HEALTH EDUCATOR OF THE YEAR – PUBLIC HEALTH

Breezy Rourk

Breezy Rourk is a Sulphur native, living in Lafayette, where she works full-time as a community education program coordinator at the Woman’s Foundation, Inc. She coordinates and implements the Puberty Outreach Program while contacting public and private schools in the

Lafayette area to market the Foundation’s services. She developed a program curriculum for “Kids on the Geaux,” a pediatric weight management program, where she assists teaching the 12-week program to children ages 8- 14 and their families. “Kids on the Geaux” is also offered as an outreach program. Breezy coordinates and instructs the program at public and private schools in Lafayette during the chosen school’s P.E. classes. She coordinates and instructs the Tweens/Teens with Life Choices Program to help mentor pre-teen and teenage girls to help make them aware of important decisions and to value self-worth. She has created the “Peace, Love, and Mediate” program for middle school and high school students that focuses on conflict resolution. Breezy is also a certified Safe Sitter Instructor and has collaborated with other organizations in volunteer efforts, done numerous television interviews, and presented at state and local conferences and meetings. Breezy is a graduate of the University of Louisiana at Lafayette. She holds a bachelor’s


degree in kinesiology with a concentration in health promotion and wellness. She is currently pursuing a master’s degree there with a focus in health promotion, recreation, and sport management. She is expected to graduate May 2016. Breezy serves on the LAHPERD Board of Directors as past vice president of the Health Division. She is a committee member for the Lafayette Parish School System Community Task Force and the Louisiana Healthy Community Coalition for Region 4/Acadiana. She is also a proud Phi Mu alumnae from the University of Louisiana at Lafayette.

HONOR AWARD

Charity Bryan

Charity Bryan has a long and distinguished career in the health and related disciplines that began as an undergraduate student at Samford University in Birmingham, Alabama, in 1994. Since then, Charity has been active in the Alabama AAHPERD and LAHPERD. In addition to

her involvement at the state level serving as LAHPERD president-elect, president, and ast president, she has served Southern District AAHPERD/SHAPE America as well as SHAPE America. Charity is currently serving as the vice president of the General Division of the Southern District Board of Directors. She has held the office of co-editor and editor of Southern Links newsletter and has or is currently serving on the Elementary Teacher of the Year Award Committee, Future Professional Award Committee, Taylor Dodson Young Professional Award Committee, and the Human Resources Committee. Her service to LAHPERD includes serving as vice president of the Physical Education Division,

chairing the Outstanding Student Major Award Selection Committee, and coordinating the LAHPERD leadership conference. Charity’s involvement with AAHPERD (now SHAPE America) includes being a delegate assembly task force committee member, student services committee, Phase I Proposal Reviewer for Research Grant Programs, and AAHPERD Program Reviewer for the 2010 National Convention and Exposition. She has been a member of the National Association for Sport and Physical Education (NASPE), the National Association of Girls and Women in Sport, the Research Consortium, the American Kinesiology Association, and the American Educational Research Association. Her nominator added this about Dr. Bryan, “Service such as this should not go unnoticed or unrecognized as she represents Louisiana in a most honorable and distinguished way. She gives of her time and has gone beyond the realm of normal contributions. Her leadership, her organizational skills, and her true loyalty to this profession is deserving of LAHPERD’s highest honor.”

Chuck Duncan

Chuck Duncan has contributed tirelessly to the mission of LAHPERD and has served the membership through his past work as vice president of the General Division, a member of the Special Awards Committee, and as president.

Through his work with the Louisiana Department of Education and the Grade Level Expectation (GLE) development, Chuck has always represented LAHPERD with diligence and professionalism. In addition to the many hours needed to complete the GLEs, Chuck has shared his expertise in pedagogy and elementary school teaching and learning by presenting numerous times


at LAHPERD and other conventions and workshops. Chuck’s commitment does not stop at working with colleagues and practicing teachers. Nationally, he has successfully nominated three students in the last three years to the NASPE Student Major of the Year Award program. In each of these instances, these students have been LAHPERD future professionals. Students were recognized during the AAHPERD National Convention, and, because of Chuck’s diligence, Louisiana and LAHPERD have been well-represented. The election of president-elect presents a challenging three years for any individual. During the president-elect year, one spends a great deal of time learning management skills, traveling to represent the association, and building camaraderie among board members. The presidential year is spent planning and implementing personal initiatives and the convention. As past president, Chuck served as the Nominating Committee chair and was a member of various other committees. To quote his nomination letter, “Very few volunteer members of an association have the passion and dedication for their state AHPERD like Dr. Duncan. He is an extremely accomplished member of AHPERD and has a tremendous work ethic.”

MIDDLE SCHOOL PHYSICAL EDUCATION TEACHER OF THE YEAR

Debbie Perkins

Debbie Brown Perkins is the happy wife of 31 years to Dan Perkins, Jr. She has two sons, Dante’ Melachi and Drexel Amon Perkins. She is a member of The Word of Life Christian Center in Darrow, Louisiana. She earned her bachelor of science in kinesiology from

Southern University. For more than 10 years, she has taught dance at a free summer community camp

for the arts. She is a water safety instructor and still teaches swimming to area kids each summer. Her professional work experiences began as a graduate assistant in kinesiology at Southern University. After completing the master’s program there, she began working in the public school system. Her teaching assignments were in Assumption parish as a science teacher and volleyball, basketball, and track coach; in Ascension parish as an at-risk consultant, resource teacher, and basketball and track coach; and in St. James parish as a resource and P.E. teacher and volleyball, basketball, and track coach Her accomplishments and memberships include: club sponsor for students majoring in P.E. at Southern University; Honor Society sponsor at Lutcher Jr. High School; Teacher of the Year for St. James parish; Who’s Who Among America’s Teachers (8th. ed., vol. V); Region III facilitator for SAGEpe; Teacher of the Year for St. John the Baptist parish; certified Director of Physical Activities; Fuel Up to Play 60 program advisor and Hall of Fame inductee; and LAHPERD middle school P.E. section chair.

MINI-GRANT AWARD

Jeanette Foster

Mini-grant project description The purpose of this project is to introduce Pre-K and first graders to the KaZAM Balance Bike. Designed without pedals, the KaZAM Balance Bike allows little riders in Pre-K through first grade to develop balance

before introducing pedaling. The KaZAM frame design includes a foot rest area that allows smaller children proper feet placement for balancing and maintaining center of gravity, making it similar to riding a traditional bicycle.


Introducing the KaZAM bike into an early childhood program also supports current initiatives to ensure that every child in America has access to high-quality early learning opportunities. Moreover, it is important for children to have opportunities to develop basic motor skills and confidence and to develop the fundamentals of learning to ride a bicycle in a safe, supportive, age-appropriate setting such as in school P.E. programs on safe, soft surfaces. The implementation of this project will give students opportunities to strengthen their motor skills, build their self-confidence, and influence their attitudes toward fitness. In addition, it is hoped that this program will promote healthy lifestyles and make parents happy!

PATHFINDER AWARD

Amelia Lee

Amelia M. Lee is a retired professor and chair of the Department of Kinesiology at Louisiana State University. Her research interests focus on exploring how beliefs, expectations, motivations, and attitudes serve as

mediators between teaching and learning in physical activity settings. She is also interested in the study of gender differences in achievement-related cognition and behavior. She has published over 70 refereed research articles, made over 100 presentations, and co-authored four books on elementary P.E. She has served as editor of Quest, and has been on the editorial boards of Research Quarterly for Exercise and Sport, The Physical Educator, and Journal of Teaching in Physical Education. She has mentored 22 doctoral students, and several of these students have received outstanding dissertation awards from the American Educational Research

Association (AERA) Special Interest Group: Research on Learning and Instruction in Physical Education. Lee is an elected Fellow in the American Academy of Kinesiology and Physical Education and a Fellow in the Research Consortium of AAHPERD. In addition, she is a past president of the Research Consortium and served as the group’s representative to the AAHPERD Board of Governors. In 1994, she received the Texas Woman’s University Department of Kinesiology Outstanding Alumni Award. Other major accomplishments include being selected as the Scholar Lecturer for the AERA Special Interest Group, receiving the Honor Award from the Curriculum and Instruction Academy of NASPE, being selected to present the Research Consortium McCloy Lecture in 2001, and being named the 2003-2004 Alliance Scholar for AAHPERD. She served a three-year term on the Science Board for the President’s Council for Physical Fitness and Sport, was a member of the Coordinating Committee for the U.S. National Physical Activity Plan that was launched in May 2010, and currently serves as Executive Director of the American Kinesiology Association.

SCHOLAR AWARD

Birgitta Baker

Birgitta Baker is an associate professor in the School of Kinesiology at Louisiana State University where she studies predictors and outcomes of physical activity, sedentary behavior, and health. She earned her Bachelor of Human Kinetics degree from the University of

British Columbia, her M.S. in youth and family recreation from Brigham Young University, and her Ph.D. in leisure studies from the Pennsylvania State University.


Birgitta’s research, community engagement, and teaching focus on the mental and physical health and well-being of individuals and communities. Her current research projects include using physical activity as a supplement to traditional treatment for children with anxiety, examining the role of parks in promoting social capital and physical activity, and addressing social determinants of health in low-wealth communities through capacity building. This research is funded the Louisiana Board of Regents, the SHAPE America Research Consortium, and the U.S. Department of Housing and Urban Development. Birgitta serves on the Community Health Needs Assessment for Baton Rouge and the Louisiana State Comprehensive Outdoor Recreation Plan Advisory Team. She coordinates a partnership between her service-learning students and BREC, the Baton Rouge Recreation and Park Commission, to offer free after-school programs at two parks in low-income neighborhoods.

TAYLOR DODSON YOUNG PROFESSIONAL AWARD

Kerri Lee

Kerri Lee graduated from the University of Louisiana at Lafayette in 2005 with a bachelor’s degree in kinesiology and, later, a master’s degree in kinesiology from Louisiana State University. She has been an instructor for cheer, tumbling, water skiing, and Zumba and holds a

CrossFit Level 1 certification. She has been an active member of LAHPERD since 2005 and is a current SHAPE member. Kerri has been dance chair-elect and vice president-elect and vice president of the Dance Division. Outside LAHPERD, she has served as a chair with U.S.A. Water Ski, past and current ancillary chair as school health leader at Zachary Elementary School, flash

mob coordinator for Zachary Elementary School, Fitness Design for Women – National Collegiate Water Ski Association (NCWSA) Operations Committee Chair, and NCWSA flash mob director. In 2007-2008, Kerri was selected as the Kinesiology Student of the Year. In 2014, she was elected as the chief judge for the Water Ski/Wakeboard Pan American Olympic Festival in Morelos, Mexico. She was also a member of the Red Stick CrossFit regionals’ team in San Antonio, Texas. Kerri holds several national water ski titles including Women’s 1 Trick Champion and Overall Champion and is a three-time Women 1 Jump Champion. From 2003-2007, she was a member of the Ragin Cajun Water Ski team, winning two national team titles and the 2003 U.S.A. Water Ski Team of the Year award. Kerri has been a volunteer elected official for multiple international events as well as the youngest chief judge for a worlds’ event. She has also volunteered at the Sandy Hook Zumbathon and two Zumbathons benefitting Susan G. Komen Foundation. She has also helped with Fit to Serve day with Baton Rouge legislators and the L.I.F.E. program and is a volunteer track and cheer coach at Northwestern Middle School. Kerri presented at the 2012 and 2014 LAHPERD conventions, offered several water ski judging clinics, and presented Fit Girl and Fit Youth camps in Zachary, Louisiana. RESEARCH ABSTRACT THE ECONOMIC VALUE OF A STATE CROSS

COUNTRY MEET

Michael A. Moulton, Lyndzee Greene, Courtney Tegtman, Heather Greer, and Fletcher Jonson

Northwestern State University Many cities and towns center their entire fiscal and calendar year preparing for these once a year events. Many civic leaders are convinced that these


events are vital to the financial success of their community due to the influx of monies generated. The purpose of this study is to determine what kind of economic impact the Louisiana High School Athletic Association State Cross Country Meet held in the city of Natchitoches. Seven different classifications of schools partake in the two-day cross country state championships every November. The city of Natchitoches as well as Northwestern State University prepares for the waves of people that travel to and stay in the city during the meet’s two day event. The researchers surveyed 116 subjects that were randomly selected. Out of the 116, 64 males were questioned and 52 females. With an estimated 5,000 attendees including 350 teams competing at the state cross country meet; hotels, restaurants, vendors, and the university all receive a certain amount of revenue due to this economic impact. . Results indicated that the total economic impact was $3,718,960. After our economic impact analysis we have concluded that this sporting event is a very successful boost to the Natchitoches economy as well as the surrounding areas of Alexandria and Shreveport. These results should assist the organizing group and the city to continue to obtain support from the community to encourage more vendor participation and help secure sponsorship dollars in order to insure that the Louisiana High School Athletic Association State Cross Country Meet will continue for many years to come. REFEREED PAPER REDUCING STRESS FOR PEAK PERFORMANCE

IN ATHLETES

Leslie Forest and Millie Naquin Southeastern Louisiana University

Introduction

According to Seaward (2015), stress is the experience of a perceived threat whether real or imagined. Student athletes are faced with pressures to excel in the classroom and in their chosen sport.

In an athletic setting, student athletes face harsh demands, such as rigorous training, traveling and competition schedules, injuries, and the constant pressure to win (Lu, Hsu, Chan, Cheen & Kao, 2012). Athletes have a dual role and may not be aware of the additional challenges and stress they may experience participating in the sport they enjoy and meeting academic standards. Sport participation is viewed as enjoyable, satisfying, and a way to relieve stress, although participation may also be a source of stress (Kimball & Freysinger, 2003). The ability to cope with challenges impacts stress levels in athletes and their overall success rates (Robinson, 2014).

Stress and Health and Athletes There are three types of stress, namely eustress, neustress, and distress. Seaward (2015) defines eustress as good stress, neustress as being neutral and neither good nor bad, and distress as bad or negative stress. Hans Selye, who first identified stress, defined stress as the nonspecific response of the body to any demand placed upon it to adapt, whether that demand produces pleasure or pain. Although there are different types of stress, Selye believed that our bodies do not distinguish between the types of stress we experience, whether good or bad (Selye, 1976). Stress has the ability to reduce the body’s immunity or resistance to disease. Stress can have detrimental effects on the immune system at times even causing delayed wound healing and impaired vaccination responses (Webster Marketon & Glaser, 2008). Negative emotions increase stress hormones that may increase an athlete’s susceptibility to illness and injury (Perna & McDowell, 1995). During stress the hormone cortisol is produced in the body providing fuel for the fight-or-flight phenomenon (Greenberg, 2013). It is responsible for increasing blood glucose levels to provide energy. During high-intensity and high-volume training, cortisol levels are elevated in athletes causing stress. According to Perna and McDowell (1995), when cortisol levels are elevated, chances of viral infections and athletic injuries increase.


Stress and Athletic Performance The Yerkes-Dodson Principle can be applied to explain how stress impacts athletic performance (Yerkes & Dodson, 1908). The curve shows that as stress increases, performance and health decreases. As health decreases, risks for disease and illness increase. See Figure 1. Some stress, specifically eustress, can increase performance (Seaward, 2015). According to Greenberg (2013), stress is often a motivator for peak performance. This principle suggests that there is an optimal amount of stress that is both healthy and appropriate to improve physical performance (Jones & Hardy, 1990).

Figure 1. Yerkes-Dodson Principle

Athletes who experience high stress in their lives suffer negative health consequences (Yi, Smith, & Vitaliano, 2005). The research examined 404 female high school athletes across 52 varsity sports. The individual capacity to cope in the presence of adversity and stressful life events was examined in these female athletes. This study found that non-resilient athletes tended to use the avoidance coping mechanism to cope, whereas resilient athletes tend to utilize problem-solving skills and seek social support in the presence of adversity. Stress can cause sport injuries in athletes. Anderson and Williams (1999) found that a combination of stressful sporting events, the athlete’s stress history, personality characteristics, and chosen coping style all contribute to the stress response. Their research determined a link between negative life events and athletic injury. Furthermore, athletes with the most negative life events experienced higher injury incidence rates. Johnson and Ivarsson (2010) studied 108 male and

female high school soccer players. The purpose of this study was to find factors that increased injury rates in athletes. During the study, 23% of the athletes suffered an injury. One major predictor was the athlete’s personality. Mistrust, worry, lack of coachability, and other negative life events combined with stress served as potential links in the injury rates that occurred among the soccer players. This supports Anderson and Williams’ (1999) findings that athletes with high stress levels have higher injury rates than athletes with low stress levels. It is important to help athletes cope with the stressors associated with athletic injury. Athletes’ perceptions of an injury often contribute to the stress reaction. Hedgpeth and Sowa (1998) further suggest that athletic trainers should be knowledgeable regarding stress theories and specific stress management techniques to help athletes as they rehabilitate injuries.

Athletes, Perceived Stress and Coping Athletes experience stressful situations daily in life. Their reactions to perceived stress are coping responses. Richard Lazarus (1984) defined coping as “the process of managing demands that are appraised as taxing or exceeding the individual’s resources.” Coping can involve both cognitive and behavioral measures that allows one to deal with any external and internal demands and conflicts that arise (Yi et al., 2005). According to Anshel, Jamieson, and Raviv (1996), coping is an individual’s preference to use a particular strategy in response to an acute stressor. Athletes are characterized according to their abilities to maintain well-being through stress and adversity. Each athlete is different, and his/her preferred coping style and strategy varies following stressful situations. Anshel and Anderson (2002) explored how athletes used coping strategies in response to acute stress. Their research linked coping styles and motor performance in 36 skilled male table tennis athletes. They found that athletes tend to utilize coping strategies in proportion to their coping styles and personalities. The study suggests the way athletes approached or avoided situations had a positive or negative effect on their


performance. Approach coping was a better predictor of performance. There are both positive and negative ways to cope. Problem solving coping allows one to reduce the size of a potential stressor and use rational thinking to decrease stress. Examples of positive coping strategies are seeking social support, using problem focused coping, and decreasing the size of the stressor or threat through positive thinking. Positive coping strategies are often called approach coping. Negative coping strategies are ineffective responses to stress. Examples of negative coping are avoidance, blaming, and victimization. These negative strategies lack a resolution to the perceived threat or stressor (Yi et al., 2005). Yi et al. (2005) compared resilient versus non-resilient athletes. Resilience is known as toughness or having the ability to bounce back from circumstances and overcome the stress of associated trauma, personal loss, and tragedy (Seaward, 2015). Resiliency can be an innate quality or a practiced life skill. Anshel and Anderson’s (2002) research found that resilient groups scored higher in the areas of problem-focused coping and lower in the areas of avoidance and blaming others. Resilient athletes were more likely to seek social support than non-resilient athletes. Non-resilient groups were more likely to utilize blaming and avoidance more frequently to cope. There were correlations between an athlete's approach and avoidance coping style.

Effective Coping Mechanisms for Athletes There are effective cognitive and behavioral relaxation techniques that athletes can use to manage stress and improve athletic performance. Mental imagery is a cognitive technique that involves using the imagination to create images. Mental imagery is also known as visualization (Seward, 2015). Visualization gained popularity in the 1980s as Olympic athletes employed visualization therapy into their training regimens and experienced positive outcomes in their performance. In the clinical setting, visualization has been utilized by medical doctors to help athletes from all sports

reduce stress, anxiety, and increase confidence in their chosen sport (Newmark, 2012). Combined with practicing sport specific skills, visualization is an important key to improve performance. Athletes may use visualization before competition to help reduce anxiety or stress. This can help create an optimal level of stress for peak performance (Yerkes & Dodson, 1908). The steps to begin visualization are assuming a comfortable position, finding a comfortable place to concentrate, keeping a positive attitude, and choosing mental images that help reduce stress. Visualization can also allow the athlete to imagine his or herself performing in sport and incorporating positive changes to maximize performance (Seaward, 2015). The ABCDE technique can also be used to manage stress cognitively. This technique was developed by Albert Ellis to examine thoughts and beliefs that cause stress and anxiety (Ellis & MacLaren, 2004). Steps to initiate the ABCDE technique: A: Adversity (or recognize the stressor in a situation). B: Beliefs (or examine how you feel about the situation). C: Consider consequences of your actions. D: Dispute beliefs that are irrational or negative. E: Effect or notice your changed thoughts. Negative thinking can also hinder athletic performance and trigger the stress response. Toxic thoughts are repeated negative thoughts that pollute the way someone views him or herself. Toxic thoughts occur in the form of negative self-talk, blaming, pessimism, and magnifying situations to make them seem worse than reality. Cognitive restructuring or reframing is an effective coping technique used to counter toxic thoughts (Seward, 2015; Greenberg, 2013). Cognitive behavioral stress management (CBSM) is also an effective tool to reduce stress in athletes. This method focuses on how your thoughts influence your feelings and behaviors (Greenberg, 2013). Perna, Antoni, Baum, Gordon, and Schneiderman (2003) conducted a randomized clinical trial to assess CBSM using 40 collegiate


rowers. Their purpose was to assess if CBSM was an effective technique to reduce illness and injury rates in athletes. They found that the athletes who engaged in the CBSM technique reported lower occurrences of injury and illness (less health service visits) when compared to a control group of athletes who did not use the technique. This supports the notion that cognitive techniques such as CBSM are effective mechanisms to reduce stress, injury, and illness rates in athletes while improving athletic performance (Perna et al., 2003). When athletes are in stressful situations, by nature negative thoughts may flood their mind. They can accept what cannot be changed and take an optimistic approach to the situation. Athletes can also recite the Serenity Prayer or the Intercessory prayer during stressful times (Seaward, 2015; Greenberg, 2013). Both prayers focus on acceptance of what cannot be controlled and wisdom. Ridnour and Hammermeister (2008) studied the association between spiritual well-being, coping skills, and athletic performance in NCAA Division 1 athletes. Their research concluded that athletes with high spiritual well-being have better coping skills, and spirituality had a positive impact on performance. Further research suggests that spiritual well-being may serve as a buffer to stress and allow athletes to persevere through adversity (Hawks, Hull, Thalman, & Richins, 1995). In summary, cognitive restructuring tips for athletes include: giving yourself positive confirmations during performance; taking responsibility and controlling your own thoughts; meditating to clear your mind of toxic and negative thoughts; setting goals you can reach; and keeping a positive and optimistic outlook in every situation (Seaward, 2015). Behavioral relaxation techniques also help athletes lower the stress response and increase performance (Seaward, 2015). There are several relaxation techniques that help athletes reduce their stress. Diaphragmatic or deep breathing can be done by athletes to reduce stress and clear their minds. Also, yoga is an effective technique to reduce muscular tension and increase flexibility. Reduced

muscular tension and increased flexibility reduce susceptibility to athletic injury. Sharma (2009) studied the effects of Hatha yoga as a relaxation therapy in female college athletes. The research suggests that Hatha yoga is effective in decreasing athletes’ stress and can be added into training regimens to buffer the overall effects of overtraining. Relaxation techniques such as these help athletes to maintain optimal stress in the Yerkes-Dodson Law (1908) which is necessary for peak athletic performance. Social support groups such as the Fellowship of Christian Athletes (FCA) help athletes to refine spiritual beliefs and seek positive friends to share meaningful experiences with. Kristiansen and Roberts (2010) found that youth Olympic athletes used social support to cope with competition stress. Their research also suggests that coaches have a key role in providing social support and guidance to athletes, having a major impact on performance and enjoyment.

Conclusions There are many things in life that are beyond our control. Athletes are faced with demands to perform academically as well as to excel in their chosen sport. However, there are proven techniques that athletes can engage in and practice to reduce stress. These effective coping mechanisms include practicing visualization, deep breathing, yoga, and joining social support groups such as FCA. Also, athletes can practice the ABCDE cognitive technique and recite the Serenity Prayer to reduce negative or toxic thoughts when experiencing stress. Stress is an inside job; therefore it is important for athletes to restructure their thoughts and perceptions of stressors. Also, athletes need to find balance in life and strengthen inner peace by focusing on the things that they can control. Managed stress decreases vulnerability to disease and injury and allows for peak athletic performance.

References Anderson, M. B., & Williams, J.M. (1999). Athletic

injury, psychosocial factors and perceptual


change during stress. Journal of Sport Sciences, 17, 735-41.

Anshel, M., Jamieson, J., & Raviv, S. (1996). Cognitive appraisals and coping strategies following acute stress among skilled competitive male and female athletes. Journal of Sport Behavior, 24,128.

Anshel, M., & Anderson, D. (2002). Coping with acute stress in sport: Linking athletes’ coping style, coping strategies, affect, and motor performance. Anxiety, Stress and Coping, 15, 193-209.

Ellis, A., & MacLaren, C. (2004). Rational emotive behavior therapy: A therapist’s guide. California: Impact Publishers.

Greenberg, J. (2013). Comprehensive stress management (13th ed.). New York: McGraw Hill Companies.

Hawks, S. R., Hull, M., Thalman, R. L., & Richins, P. M. (1995). Review of spiritual health: Definition, role, and intervention strategies in health promotion. American Journal of Health Promotion, 9, 371-378.

Hedgpeth, E., & Sowa, J. (1998). Incorporating stress management into athletic injury rehabilitation. Journal of Athletic Training, 3, 372-374.

Johnson U., & Ivarsson A. (2011) Psychological predictors of sport injuries among junior soccer players. Scandinavian Journal of Medicine and Sport Science, 1, 129-136.

Jones, J., & Hardy, L. (1990). Stress and performance in sport. New York: John Wiley and Sons.

Kimball, A., & Freysinger V. J. (2003). Leisure, stress, and coping: The sport participation of collegiate student-athletes. Leisure Sciences, 25, 115-141.

Kristiansen, E., & Roberts, G.C. (2010). Young elite athletes and social support: Coping with competitive and organizational stress in “Olympic” competition. Scandinavian Journal of Medicine & Science in Sports, 20, 686-695.

Lazarus, R., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.

Lu, F. J. H., Hsu, Y. W., Chan, Y. S., Cheen, J. R., & Kao, K. T. (2012). Assessing college student-athletes’ life stress: Initial measurement development and validation. Measurement in

Physical Education and Exercise Science, 16, 254-267.

Newmark, T. (2012). Cases in visualization for improved athletic performance. Psychiatric Annals, 42, 385-387.

Perna, F.M., Antoni, M.H., Baum, A., Gordon, P., & Schneiderman, N. (2003). Cognitive behavioral stress management effects on injury and illness among competitive athletes: A randomized clinical trial. Annals of Behavioral Medicine, 25, 66-73.

Perna, F.M., & McDowell, S.L. (1995). Role of psychological stress in cortisol recovery from exhaustive exercise among elite athletes. International Journal of Behavioral Medicine, 2, 13-26.

Ridnour, H., & Hammermiester, J. (2008). Spiritual well-being and its influences on athletic coping profiles. Journal of Sport Behavior, 31, 81-92.

Robinson, J. N. (2014). Sources of stress and coping styles among student-athletes at North Carolina Central University. Retrieved from Digital Thesis. (1556074)

Seaward, B. (2015). Managing stress: Principles and strategies for health and well-being (8th ed.). Burlington: Jones & Bartlett Learning.

Selye, H. (1976). The stress of life. McGraw-Hill, New York.

Sharma, P. (2009). Effect of hatha yoga on stress and recovery of collegiate female athletes. Retrieved from ProQuest Digital Thesis. (1490192)

Webster Marketon, J., & Glaser, R. (2008). Stress hormones and immune function. Cellular Immunology, 252, 16-26.

Yi, J. P., Smith, R. E., & Vitaliano, P. P (2005). Stress-resilience, illness, and coping: A person-focused investigation of young women athletes. Journal of Behavioral Medicine, 28, 257-265.

Yerkes, R.M., & Dodson, J.D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18, 459-482.

COLLEGE OF EDUCATIONAL, PROFESSIONAL AND GRADUATE STUDIES

DEPARTMENT OF KINESIOLOGY, SPORT & LEISURE STUDIES (KSLS)

Mission. The Department of KSLS embraces the Mission of the College of Educational,

Professional and Graduate Studies and Grambling State University. The Department’s

mission entails a commitment to academic excellence, quality assurance and

accreditation of degree programs, as well as preparation of competent, skilled

professionals in kinesiology and leisure studies at the undergraduate level, and sports

administration at the graduate level.

Philosophy. The Department of KSLS provides an environment that encourages,

supports and nurtures student learning in the classroom, external settings and entry to

professional arenas. The faculty are effective facilitators of learning who serve as role

models, advisors and mentors; challenging majors to be the best that they can be.

Undergraduate Programs B.S., Kinesiology degree with Concentrations in:

Pedagogy

Health Promotion

Sport Management

B. S., Leisure Studies degree with Concentrations in:

General Recreation

Therapeutic Recreation

Graduate Program

M.S., Sports Administration (SPA)

For More Information Contact:

Department of Kinesiology, Sport & Leisure Studies

GSU Box 4244, Fredrick C. Hobdy Assembly Center – Ste 148

Grambling, LA 71245

Tel: (318) 274-2294 - Fax: (318) 274-3346 – www.gram.edu

A Constituent Member of the University of Louisiana System, Accredited by the Southern Association of Colleges and Schools

An Equal Opportunity Employer and Educator, Facilities Accessible to the Disabled

http://www.gram.edu/

Come to Southeastern for graduate school!

Department of Kinesiology and Health Studies Master’s Degree in Health and Kinesiology

Hammond campus within driving distance of New Orleans and Baton Rouge

Several concentrations from which to choose; tailor graduate study to your interests and goals

All coursework is offered in the evenings

Graduate assistantships are available

Concentrations

Exercise Science: Advanced study in exercise science focusing on exercise physiology, motor behavior, and sport & exercise psychology.

Health Studies: Develop skills and competencies in both theory and practice as a health educator, and for the Certified Health Education Specialist (CHES) Exam.

Health Promotion & Exercise Science: Combines health education skills and competencies with graduate study of exercise physiology and fitness testing.

Kinesiology: Involves focused study in selected disciplines. Students choose emphasis

areas from adapted physical education, exercise physiology, motor behavior, sport management, and sport & exercise psychology.

Phone: 985-549-2129 http://www.selu.edu/khs email: [email protected]

http://www.selu.edu/khs

School of Kinesiology Offering degrees in:

Bachelor of Science: Health and Physical Education -Teaching Certification in:

Health and Physical Education

Adapted Physical Education

Bachelor of Science: Kinesiology -Non-teaching Concentrations available:

Exercise Science

Health Promotion & Wellness (online program)

Sports Management

Bachelor of Science: Athletic Training

Master of Science in Kinesiology -Concentrations in:

Exercise and Sport Science

Health Promotion, Recreation and Sport Management

For more information contact:

University of Louisiana at Lafayette

School of Kinesiology

225 Cajundome Blvd.

Lafayette, LA 70506

(337) 482-6615

http://kinesiology.louisiana.edu/

Many health and fitness specialists are researching complex issues such as: Childhood Obesity Cardiovascular Disease Adult Onset Diabetes, and more.

Graduates who work in the Kinesiology field find careers in: Personal or Athletic Training Sport, Fitness or Recreation Management Cardiac Rehabilitation Health and Physical Education (P.E. Teaching and Coaching) Physical Therapy (after completing Physical Therapy school)

DEGREES IN KINESIOLOGYB.S. in Science with concentrations in:

Fitness and Sports Industry The Fitness and Sports Industry (FASI) concentration prepares students to enter the fields of fitness and sport industry or pursue advanced studies in athletic adminis-tration, sports administration, or fitness management. A successful recipient in this concentration may further their career by earning a minor in business administra-tion. The sport and fitness industry is rapidly expanding. As it continues to grow, the need for qualified employees continues to increase.

Exercise Science/Pre-Physical Therapy While the Exercise Science/Pre-Physical Therapy concentration prepares students for the application process to professional physical therapy programs, it will also prepare students for careers in the applied and clinical preventive settings, including, but not limited to cardiac rehabilitation, hospital-based wellness programs, com-munity fitness centers, or university and corporate well-ness programs. Students intending to pursue entry into a physical therapy program will be required to take additional hours and make substitutions as recom-mended by their academic advisor.

Exercise Science The Exercise Science concentration prepares students for careers in the applied and clinical preventive settings, including, but not limited to cardiac rehabilitation, hospital-based wellness programs, community fitness centers, or university and corporate wellness programs, as well as entry into graduate exercise science programs. A successful recipient in this concentration may further their career by earning professional certifications from individual vendors and associations, such as Personal Training or Strength Conditioning.

Teacher Certification (K-12) The Health and Physical Education Certification (HPEC) concentration prepares students to teach K-12 health and physical education by providing coursework and experi-ences in the area of health and physical education. Students must earn a "C" or better in all coursework applied toward teacher certification.

M.S. in Exercise Science with concentrations in:

Clinical Exercise Physiology Students will gain the professional skills to design, implement and supervise exercise programming for those with chronic diseases and/or physical conditions. Learn how to assess the results of outcomes related to exercise services. Professionals in this field work in a variety of settings: hospitals, outpatient clinics, physician offices, university laboratories or hospital-based research facili-ties. A CAAHEP certified program.

Applied Exercise Science This concentration has a significant science focus on anatomy, physiology, biochemistry, and biomechanics of human movement, and applications to exercise and therapeutic rehabilitation. Students learn to specialize in performance research, rehabilitative therapies, and related analytical methods and procedures in applied exercise and therapeutic rehabilitation.

Sport, Fitness, and Recreation Management (Courses Available Online)This concentration is designed to appeal to those who wish to work in the business of sport, fitness and recreation, but not as an instructor or coach. The careers available in the field of sport, fitness and recreation man-agement are diverse and growing. Opportunities include program or facility directors, marketing and promotions, corporate sales, sporting goods, community programs, athletic directors and business managers, and sport or recreation management. Combined with the worldwide growth and influence of sports on society, new opportuni-ties continue to be created in a variety of settings.

CAREERS IN KINESIOLOGY

(photo - participants in the ULM Mile, coordinated by the Dept. of Kinesiology)

UNIVERSITY OF LOUISIANA AT MONROE

LAHPERD AWARDS’ CRITERIA For more information, contact the Executive Director, Awards Committee Chairperson, or specific award chairpersons identified.

Honor Award

1. The candidate’s contribution should have been made within the field of health education, physical education, recreation and dance.

2. The candidate should have rendered at least five years of meritorious service to the health education, physical education, recreation, or dance education professions in the state.

3. The candidate shall be one of high moral character whose contributions have most fully expressed the spirit of service which this award represents.

4. The candidate should have made a contribution to LAHPERD. 5. Any LAHPERD member who resides within the state may nominate a candidate by submitting the name and vita to the

nomination chairperson. 6. To be considered for the current year, all nominations must be in the hands of the chairperson by August 1. 7. The committee member who sponsors a candidate shall be responsible for forwarding five copies of a complete, accurate

biographical sketch to the chairperson. 8. The biographical sketch shall be topically organized, legible, and current. 9. To be considered for the current year, all biographical sketches must be submitted to the chairperson by August 1. 10. Insofar as possible, candidates shall not be advised that they are being considered for the award. 11. Submit nominations to Yvonne Calvin at [email protected].

Outstanding University/College Senior Major Award

1. The candidate shall be a full-time student of the university/college from which the nomination is made. 2. The candidate shall have attended the nominating university a minimum of two years. 3. The candidate shall be a member of LAHPERD at the time of the nomination. 4. The candidate shall have an overall grade point average of 3.0 or greater. 5. Any university/college faculty member in health, physical education, recreation, or dance, or a supervising teacher may nominate

a candidate by sending the name and a biographical sketch to the chairperson. The supporting information should include date, grade point average, honors and awards, membership(s) in professional organization(s), and a statement from the nominator as to why the student is worthy of the award.

6. All nominations must be submitted to the chairperson by August 1. 7. The person sponsoring the candidate shall be responsible for submitting a copy of a complete, accurate biographical sketch to the

chairperson. 8. The biographical sketch shall be topically organized, legible, and current. 9. To be considered for the current year, all biographical sketches must be submitted to the chairperson by August 1. 10. Submit nominations to Yvonne Calvin at [email protected].

Service Award

1. Any LAHPERD member who resides in the state may nominate a candidate who is worthy of consideration. Supporting information should include name, address, specific contribution/service to LAHPERD, and a statement from the nominator giving other information considered pertinent to the selection of a recipient for the Service Award.

2. Any individual who meets the criteria outlined for each of the awards may apply personally for the award or be nominated by a colleague.

3. A state winner is not eligible for the same award again until after four years. 4. Former district and national winners of the award are not eligible to participate in the same category for an award. 5. Submit nominations by May 20 to the Executive Director or Awards Committee Chair. 6. Submit nominees and information for special awards to: Sonia Tinsley at [email protected].

Secondary Physical Education Teacher of the Year Award 1. For the purposes of this award, a secondary physical education teacher is defined as an individual who has major responsibility

for teaching physical education in grades 7-12. 2. The candidate must be a current secondary physical education teacher with a minimum of three years’ experience. 3. The candidate must be a person who:

a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students.

b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Conducts a balanced and sequential curriculum. d. Assumes responsibility for his/her professional growth. e. Evidences professional commitment through membership and involvement in local, state, and national physical education

organizations.

Elementary School Physical Education Teacher of the Year Award 1. For the purposes of this award, an elementary physical education teacher is defined as an individual who has major responsibility

for teaching physical education in grades K-6. 2. The candidate must be a current elementary physical education teacher with a minimum of six years’ experience. 3. The candidate must be a person who:


b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Conducts a balanced and sequential curriculum that reflects and understanding of child growth and development. d. Assumes responsibility for his/her professional growth. e. Evidences commitment to the education profession by having served on state/regional/national committees and/or having

presented workshops of programs at these levels. 4. Current members of the COPEC Executive Committee are not eligible.

Health Educator of the Year Award 1. For the purposes of this award, a school health educator is an individual who has major responsibility for teaching health

education in grades K-12 or in a college/university setting. 2. The candidate must have a minimum of three years teaching experience. 3. In addition, the candidate must be a person who:


b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Presents a balanced and sequential curriculum based on the developmental, social, and psychological needs of the students. d. Assumes responsibility for his/her professional growth. e. Evidences commitment through membership and involvement in local, state, and national health organizations.

Dance Educator of the Year Award

1. For the purposes of this award, a dance educator is defined as an individual who has major responsibility for teaching dance at any level including grades K-12 and/or in a college/university setting.

2. The candidate must have a minimum of three years teaching experience. 3. In addition, the candidate must be a person who:


b. Teaches creatively and produces creative work by utilizing various methodologies causing innovative problem-solving learning experiences.

c. Presents a balanced and sequential curriculum based on the developmental, social, and psychological needs of the students. d. Assumes responsibility for his/her professional growth. e. Evidences commitment through membership and involvement in local, state, and national dance organizations.

Recreation Professional of the Year Award

1. For the purposes of this award, a recreation professional is defined as an individual who has major responsibility for teaching recreation pre-professionals/professionals or conducting recreation programming and/or administration in an educational, public, or private recreation setting.

2. In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing the values and desired outcomes of recreation. b. Demonstrates enthusiasm for the recreation professional and his/her role in it. c. Shows interest in and sensitivity to the needs of students, clients, and fellow professionals. d. Utilizes various methodologies and implements creative, innovative, safe, and effective courses/recreations programs based

on: i. the developmental, social, and psychological needs of students and clients; and

ii. the philosophies, purposes, needs, and resources of the sponsoring institution. e. Assumes responsibility for his/her professional growth and evidences professional commitment through membership and

involvement in local, state, and national recreation organizations.

Taylor Dodson Young Professional Award 1. Candidates should be less than 40 years of age. 2. Candidates’ contributions should have been made within the fields of physical education, health education, recreation, research,

and dance, or to the profession through such allied field as science, education, or community service. 3. Candidates should have rendered at least five years of meritorious service to the physical education, health education, recreation,

or dance professions in the Southern District. 4. Candidates should have been members in good standing of AAHPERD for at least the five consecutive years prior to receiving

the award.

5. Candidates for the award should have gained prominence in some of the following: a. Excellence in teaching b. Outstanding administrative achievement c. Leadership in professional associations, including state and national d. Contributions to professional literature e. Outstanding community service

6. Deceased members or those who have moved out of the district should not receive the award nor should the award be given because a person holds a particular job.

Scholar Award

1. Criteria for selection of the Scholar shall include, but not be limited to the following: a. The individual selected should have scholarly presentations. b. The individual should be an active scholar in his/her discipline. c. The individual selected must be a LAHPERD member. d. The individual selected should be capable of communication to groups in the various disciplines.

Gillentine Award

1. Candidates must be adapted physical education teachers, where the majority of their teaching duties are in adapted physical education, in Louisiana and current LAHPERD members.

2. The following criteria are considered: a. Teaching performance b. Innovative abilities c. Involvement with local and state organizations d. Volunteer community work e. Research and scholarly activities specific to adapted physical education

GUIDELINES FOR SUBMITTING ARTICLES TO THE LAHPERD JOURNAL Electronic Submissions Only (Revised Spring 2014)

The LAHPERD Journal is published twice a year, usually the fall and spring, by the Louisiana Association for Health, Physical Education, Recreation and Dance. Articles should be emailed to the editor, Dr. Dan Denson [email protected]. Articles should be submitted by January 15 to be considered for the April issue and by August 15 for the October issue. Current LAHPERD members have priority for publication space.

1. The Manuscript Manuscripts should follow the form and style of the current edition of Publications Manual of the American Psychological Association and must be double-spaced, 12-point Times New Roman font with standard margins. All of the authors’ names, titles, and institutions should be listed on the cover sheet. Prepare the manuscript in Microsoft Word format and attach author’s statement (see Author’s Statement below). All correspondence should be addressed to the lead author unless otherwise specified. Limit manuscripts to eight pages or about 2,500 words.

2. Tables and Illustrations All tables and figures must be titled. Tables may be embedded in the text at the appropriate place or on separate pages. Use tables for reporting extensive statistical information. Data in tables should not be duplicated or extensively discussed in the text. Artwork (graphics, photos, etc.) should be of high resolution to ensure that pixilation or blur is avoided. Please attach artwork as a separate file.

3. Author’s Statement The author(s) must provide a statement certifying that the article has not been published or concurrently submitted for publication elsewhere.

4. Refereed Papers Only position papers and research manuscripts that meet submission criteria will be considered for blind external review. Each paper will be submitted to three members of the LAHPERD Journal editorial board. Papers are reviewed for content and clarity. Specifically, each paper will be gleaned for 1) identification of the problem and purpose of the study, 2) description of methodology including statistical procedures used, 3) reporting of findings, 4) consistency of conclusions and findings, and 5) quality and appropriateness of references. Lead authors will be notified of the status of the manuscript. Papers may be accepted as is, accepted with minor revisions, conditionally accepted pending revisions, or rejected. Only papers that make a contribution to the profession will be accepted for publication.

5. Documentation References should be listed at the end of the article and should be arranged in alphabetical order. Each reference cited in the article must be listed and only those cited should be included in the reference page. Follow the form and style for citing and listing references in the current edition of the Publications Manual of the American Psychological Association

6. Announcements Any announcements and last minute news items must be submitted electronically prior to layout of the journal. Contributors are advised to use Microsoft Word, 12-point Times New Roman font format for all attachments. Avoid first person sentence structure. Be sure to title attachment for inclusion in the LAHPERD Journal.

7. Non-Refereed Papers Program development essays, teaching methods, and related papers are welcome. Authors are encouraged to submit photographs, diagrams and tables as necessary with these papers. These papers will be reviewed by the in-house editorial staff, which consists of the managing editor and the copy editor. Some revisions may be necessary. The editorial staff reserves the right to edit these papers when necessary to maximize available space.

8. Abstracts All completed abstracts accepted for presentation at the fall LAHPERD conference will be published in the spring issue of the LAHPERD Journal. Incomplete abstracts will be returned to the author(s) to be completed. Complete abstracts should contain: 1) problem statement, 2) purpose of the study, 3) methods, 4) major findings, and 5) conclusions. Limit abstract to 500 words.

9. Advertisements The LAHPERD Journal has free available space for advertising of select university programs*. All advertisements should be submitted as high resolution files (see #2. Tables and Illustrations above). Professional product and service vendors are invited to advertise. Rates for vendors are: $100 per issue for full page; $50 per issue for 1/2 page; and $25 per issue for 1/ 4 page.

*Free ad space is available to departments that are represented by membership.

LAHPERDMINI‐GRANTAPPLICATIONFORM1. Print these directions.

2. Type your Application.

3. Be sure to answer all the questions.

4. Mail completed form by May 1st each year to:

Christina Courtney, Mini‐Grant Coordinator University Laboratory School 45 Dalrymple Dr. Baton Rouge, LA 70803

PageOneProjectTitle:SignatureofApplicant:SignatureofPrincipaland/orSupervisorApplicant’sName:Applicant’sPosition/TitleSchoolName:SchoolAddress:SchoolSystem/Parish:WorkPhone:WorkFAX:Workemail:HomePhone:Homeemail:PageTwoGeneralProjectSummary(1or2paragraphs)Specifics:

1. What is the main idea of this project? 2. Why do you think there is a special need for this project? 3. Give a time schedule of events 4. Approximately how many students will be affected by this project? 5. How will you describe whether your objectives have been achieved and whether your project is

successful? 6. Attach 1‐3 lesson plans you could use within this project. 7. Detail your budget request. Include specific information such as kinds of materials and equipment

needed, sources of supply and costs, or travel/lodging information.

Budgetexample:ITEM SUPPLIER/SOURCE AMOUNT BUDGETED

Alpha Fit U.S. Games $375.00

Conference Registration Fee SDAHPERD $150.00

Total $525.00

Documents

LAHPERD Journal | Spring 2015