part 1 “Building a Diverse Team” Read Chapter 8 in your text on Diversity, Equit

part 1 “Building a Diverse Team”
Read Chapter 8 in your text on Diversity, Equity, and Inclusion.
You are the new coach of a cross-country running team. You have welcomed two different exchange students onto your team for the season. Page 180 of your textbook highlights some of the cultural issues you may face as you coach these new athletes. The list includes norms, values, beliefs, behaviors, clock-based time, interpersonal space, eye contact, reluctance to state a firm opinion, and silence.
For your discussion this week, choose four of these issues. Once you have chosen these issues, describe them briefly and design an inclusive solution for each issue that will help these new athletes become cohesive members of the team.
Part 2 responds to two peers
Peer1 Moving to a different area can be hard on a family especially the kids in school. So coaches can act as a buffer for the stress of moving to a new place. ” The goal of most sport and exercise psychology professionals and exercise professionals is to design interventions and use strategies that allow people of all backgrounds to feel welcomed and included in the programs.” (Weinberg and Gould, 2024, pg 180) So there are something’s that other cultures do differently than here in the US.
First is the norms. On a cross country team men and woman will mostly be running together at least at the start and in practice. A way that we could make this easier for the new runners is to first ask them how they did it over in their country and also ask if they would feel more comfortable keeping it that way. If so then Practice could be changed to where men run with the men and women with the women. Second cultural issue could be the values and ideals. Some coaches want the kids to play even if there is a family emergency. That for one is not right. If there is a family issue that arises then the athlete should be with their family. Third is eye contact. There are some cultures that it is disrespectful to look the person talking in the eyes. Just understanding that the student is still listening respectfully will take some stress away from trying to fit in. The fourth is the silence. Just because they did not say anything does not mean that they did not listen.
All these also come down to the coach being able to adapt to having a different culture within the students. That will be able keep the student athlete comfortable and competitive.
WC:302
References
Weinberg, R. S., & Gould, D. (2024). Foundations of Sport and Exercise Psychology (Eighth) Human Kinetics.
Peers2 Norms are the unwritten rules that govern behavior within a society or group. They can vary greatly from one culture to another. For example, in some cultures, it’s normal to arrive late for an appointment, while in others, punctuality is highly valued. Solution: To address this, I would hold a team meeting where we discuss the importance of punctuality and consistency in our training sessions. I would also encourage the athletes to share their own cultural norms, so we can understand and respect each other’s backgrounds.
Interpersonal Space refers to the physical distance people feel comfortable maintaining between themselves and others (Weinberg, 2023). In some cultures, people are comfortable with close physical proximity, while in others, more space is preferred. As a solution I would conduct a session on personal space and its importance in different cultures. I would emphasize the need for respecting each other’s personal space during training and competitions, and encourage open communication if anyone feels uncomfortable.
Eye Contact: In some cultures, maintaining eye contact is a sign of respect and attentiveness, while in others, it can be seen as aggressive or disrespectful. Regarding resolve, I would explain the cultural differences in eye contact to the team, emphasizing that in our team, we consider eye contact as a sign of attentiveness and respect. However, I would also stress that no one should feel uncomfortable, and if they do, they should feel free to discuss it with me or the team.
The interpretation of silence can also vary across cultures. In some, it’s seen as a sign of respect and attentiveness, while in others, it’s seen as a sign of disinterest or disagreement. To initiate problem solving, I would encourage open communication within the team. If someone is silent, I would check in with them to ensure they understand and are comfortable with what’s being discussed. I would also encourage the team to see silence not as disinterest, but potentially as a cultural difference or a sign that someone is thinking or processing information.
WC: 336
Reference
Weinberg, R. S., & Gould, D. (2023). Foundations of sport and exercise psychology (8th ed.). Human Kinetics.
PART 3
this annotated bibliography you will need to locate at least 4 relevant journal articles from Keiser’s online library, Google Scholar, or Research Gate.
What is an annotated bibliography?
It is an organized list of sources (referenced in APA format), such as books, journals, newspapers, magazines, reputable web pages, etc., each of which is followed by a summary or description of the source.
Annotations may consist of all or part of the following list of items, depending on the purpose of the bibliography:
describe the content (focus) of the source
describe the usefulness of the source
evaluate the reliability of the source
discuss any conclusions the author(s) may have made
note key points from the article relevant to your final project
describe your reaction to the source
What does an annotated bibliography look like?
The following in an example source from an annotated bibliography:
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults.
American Sociological Review, 51 (4), 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.