Annotated+Bibliography


 * Annotation # 1 **[[file:annotate bib article 1.pdf]]

Bodey, Kimberly J. "Allowing private youth sport endeavors at public facilities." JOPERD--The Journal of Physical Education, Recreation & Dance 82.7 (Sept. 2011): 4. Expanded Academic ASAP. Web. 27 Sept. 2011. .
 * MLA Citation: **

**INFORMATION:** Author’s credentials:  The author, Kimberly J. Bodey, works as an associate professor of the Department of Kinesiology, Recreation, and Sport at Indiana State University, and is also a member of the JOPERD Editorial Board.

Scope and purpose of the work: This article is a persuasive piece.

Intended Audience: This article is directed towards park board members, community sport managers, and administrators.

Thesis or main idea: Bodey examines whether or not the practice of parent-run youth sport groups renting athletic spaces at public facilities should be allowed. Ultimately, Bodey believes that park board members and community sport managers should examine long-term rental agreement policies, and administrators should ensure that the youth-sport league is managed in such a way that it fulfills its mission statement.
 * SUMMARY **

Summary of main arguments:
 * Allowing long-term rental agreements benefit the public facility by creating revenue, benefit the parent-run athletic league by guaranteeing spaces to play, and benefit the community by creating youth sport organizations that may otherwise be unavailable
 * Youth sports are an important aspect of our culture; therefore, programs should be developed within communities in order to ensure the emotional, physical, social, and educational well-being of kids

Summary of evidence:
 * EVIDENCE **
 * 47 million children between the ages of 5 and 18 participate in youth sports every year
 * The growth of youth sports would not occur if parents, along with children, did not enjoy them/think they are important to the development of a child
 * Adults believe that sports help kids by improving their health, self-esteem, and competitiveness while also learning about respect, courage, discipline, leadership, and commitment (as well as having fun)
 * Most parent-managed leagues cite 5 basic concepts: teaching sport skills and life skills, creating a positive environment, preventing harm, and allowing kids to have fun

Evaluation of research: The work does seem clear, logical, and well-researched, especially because Bodey cites both the National Standards for Youth Sports and the National Standards for Sport Coaches.
 * EVALUATION **

Evaluation of scope: The topic has been adequately addressed, because Bodey recognizes the counter-argument but uses logical and relevant examples to argue her side.

Evaluation of author bias: The author does take a stance, probably because she, as a board member for JOPERD and a professor in the Department of Kinesiology, Recreation, and Sport, is very passionate about athletics.

This article did help with my research, because it shows what parents believe their children get out of participating in youth sports, and also shows how important having athletic facilities for children to play on are. Finally, the article drew my attention to the National Standards for Youth Sports and the National Standards for Sport Co aches, both of which would probably be worth investigating further to learn more about my topic.
 * REFLECTION: **


 * Annotation # 2 **[[file:annotated bib 2.pdf]]

Boreham, Colin, and Chris Riddoch. "The physical activity, fitness and health ofchildren." // Journal of Sports Sciences // 19.12 (2001): 915. // Expanded Academic ASAP //. Web. 28 Sept. 2011. .
 * MLA Citation: **

**INFORMATION:** Author’s credentials: Colin Boreham works at the University of Ulster in Jordanstown (Northern Ireland) in the Department of Sport and Exercise Science. Chris Riddoch is employed at the University of Bristol (United Kingdom) in the Department of Exercise and Health Science.

Scope and purpose of the work: This is mainly an informative report, but urges that more research be done on the effects of fitness on children.

Intended Audience: This piece is most likely aimed towards people in the exercise science field.

Thesis or main idea: The authors believe that more research should be done (i.e. long-term longitudinal studies spanning childhood through adulthood) in order to better study the three main benefits (see below) from childhood physical activity that have been proposed.
 * SUMMARY **

Summary of main arguments: Three main benefits of physical activity for children:
 * Direct improvement of childhood health and quality of life (healthier cardiovascular muscles, leaner, higher peak bone masses)
 * Direct improvement of health as an adult (higher bone masses reduce osteoporosis/avoid obesity and problems associated with it)
 * Maintaining physical activity into adulthood (active children more likely to be active adults)

Summary of evidence:
 * EVIDENCE **
 * Young children make up ways to stay active, older children participate in organized sports/exercise on playgrounds – variety of movement incorporates many muscle groups
 * o Promotes cardio-respiratory development, muscular strength, endurance, speed, power, flexibility
 * In adults, higher physical activity leads to a reduced risk of: coronary heart disease, stroke, hypertension, depression, and some cancers
 * Obesity as a child often tracks into adulthood
 * o Adults who were obese as children still have increases morbidity and mortality, regardless of adult weight
 * o Overweight children suffer from social/economic discrimination
 * Physical activity in children increases peak bone mass by 7-8%, helping to reduce the risk of osteoporosis

Evaluation of research: The work is clear, logical, and well-reasoned, supported by the numerous studies/scholars that the authors cite throughout the paper.
 * EVALUATION **

Evaluation of scope: The topic has been adequately addressed because the authors discuss the research already done but also point out holes where more studies are needed.

Evaluation of author bias: The authors take a stance towards more research because they are interested in studying the effects of physical activity on children, due to their professions.

This source was very helpful to my research, because it pointed out the medical benefits that physical activity has on children, rather than just the mental ones. Also, it looked at how physical activity not only benefits people as children, but also for the rest of their lives, which I agree with.
 * REFLECTION: **

** Annotation # 3 **

** MLA Citation: ** Raakman, Elaine. "Justplay: a revolutionary approach to youth sport administration and sportsmanship ." //JOPERD - The Journal of Physical Education, Recreation & Dance// 77.6 (2006): 20. //Expanded Academic ASAP//. Web. 5 Oct. 2011. .

**INFORMATION:** Author’s credentials: Elain Raakman is the president of Justplay Sports Services in Burlington, Ontario.

Scope and purpose of the work: This article is an informational report on Justplay.

Intended Audience: The intended audience is youth sport researchers and administrators.

<span style="font-family: Arial,Helvetica,sans-serif;">** SUMMARY ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Thesis or main idea: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">By compiling and studying statistics, sports administrators can improve behavior management. Justplay, a program based on the collection, organization, and study of data about games in sports leagues, supports efforts to structure youth sports in order to contribute to good citizenship in children.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of main arguments:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Participation in sports can help develop engaged and balanced citizens
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Society needs to emphasize sportsmanship rather than outcome in order for children to obtain all benefits from sports

<span style="font-family: Arial,Helvetica,sans-serif;">** EVIDENCE ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of evidence:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The goals of the first youth sports organizations were focused on the development of good citizenship and good sportsmanship
 * o Pop Warner football, 1929, and Little League, 1938
 * o Reiterating principles from the “father of modern Olympics,” Baron de Coubertin
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Lance Armstrong
 * o In his book, //Every Second Counts//, says “A team is just another version of a community”
 * o Community doesn’t have members, has citizens; citizens have citizenship (servant of the community); to be successful as a team, must have community mindset
 * o Serve community/team, invest in community/team, recognize small part of bigger picture/member of team
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">School sports should not just focus on outcome – 90% parents in Manitoba, Canada, want behavior, attitude, fair play, sportsmanship to be components of physical education grade
 * o Only 45% of children (5-17) in America involved in sport outside of school
 * o Sports/physical education in school offers children potential benefits of physical activity and opportunity to build good citizens

<span style="font-family: Arial,Helvetica,sans-serif;">** EVALUATION ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of research: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">This article is very clear, logical, and well-reasoned, and cites many different experts/studies.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of scope: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Yes, the topic has been addressed thoroughly.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of author bias: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The author is motivated to praise the organization Justplay because she is the founder of it; however, she still presents information about sports in general, not just what her organization does for youth sports. <span style="font-family: Arial,Helvetica,sans-serif;">** REFLECTION: ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">This source was very helpful to my research. First of all, I learned about Justplay, an organization which works to promote good citizenship in children through sports. Also, I saw a new perspective on youth sports – rather than just teaching children life lessons (i.e. responsibility, teamwork, etc.) and promoting physical health, sports also help to build good citizens which benefits the entire country.

[]
 * Annotation # 4 **

<span style="font-family: 'Times New Roman',serif;">Reynolds, Gretchen. "Phys Ed: Can Exercise Make Kids Smarter?" The New York Times 15 Sept. 2010: n. pag. The New York Times. Web. 10 Oct. 2011. <http://well.blogs.nytimes.com/2010/09/15/phys-ed-can-exercise-make-kids-smarter/>.
 * MLA Citation: **

**INFORMATION:** Author’s credentials: Gretchen Reynolds has been a sports and fitness writer for over 10 years. She began working for Runner’s World and Bicycling magazine and is now a contributor to O: The Oprah Magazine and Women’s Health. Her articles appear online weekly in the New York Times’ “Well blog” and are published monthly in the New York Times Magazine.

Scope and purpose of the work: This article is an informative piece but suggests that children should exercise more in order to increase brain function.

Intended Audience: This article is intended for parents, physical education teachers, and anyone who cares about a child’s degree of intelligence.

Thesis or main idea: Due to a study performed on 9 and 10 year olds in Illinois, researchers have learned that exercise increases the size of the basal ganglia, located in the brain, which can increase I.Q.
 * SUMMARY **

Summary of main arguments:
 * Fitness affects the immature human brain by increasing the size of the basal ganglia as well as the hippocampus causing “enhanced neurocognition” in young people
 * Aerobic exercise increases brain function and I.Q.

Summary of evidence:
 * EVIDENCE **
 * Researchers asked children to run on treadmills and sorted them into highest-, median-, and lowest-fit categories
 * o Only the highest- and lowest-fit children took part in the study in order to provide the greatest contrast
 * o Kids completed cognitive challenges to test how they filtered out unnecessary information and respond to relevant cues, as well as get their brains scanned using an MRI
 * o Fit children had larger basal ganglia which helps maintain attention and “executive control” as well as the ability to coordinate actions and thoughts efficiently
 * o Children had similar socioeconomic backgrounds, body mass indexes, and other variables which means that being fit increased their ganglia
 * In a second test, another group of 9 and 10 year olds were categorized by fitness level but completed tasks associated with complex memory
 * o Complex memory associated with hippocampus
 * o MRI scans showed these children had larger hippocampi
 * 20 minutes of walking before a test raised children’s test scores
 * Swedish study published in2009 showed that better fitness associated with higher IQ
 * o Even with identical twins, the fitter the twin the higher the IQ
 * o No connection between muscular strength and IQ – aerobic exercises produce growth factors and proteins that stimulate brain activity

Evaluation of research: This work is very logical and clear. It is evident that it is well-researched because the author cites 3 different studies and provides links to two of the studies.
 * EVALUATION **

Evaluation of scope: The topic is definitely adequately addressed, as the author discusses various studies as well as the different effects that exercise has on developing brains.

Evaluation of author bias: The author’s stance is that children should get more aerobic exercise; however, she is not biased but rather motivated by evidence.


 * REFLECTION: **

From this source, I learned about more effects that exercise has on developing human brains. Although I knew about the emotional and some physical effects, I was unaware that fitness can actually increase IQ and parts of the brain. Also, I learned about 3 different studies that researchers have done, meaning that I am now able to research these studies further to get more information about the physical effects that exercise has on children.

<span style="font-family: 'Times New Roman',serif;">Donaldson, Sarah J., and Kevin R. Ronan. "The effects of sports participation on young adolescents' emotional well-being." Adolescence 41.162 (2006): 369. Expanded Academic ASAP. Web. 12 Oct. 2011. <http://go.galegroup.com/ps/i.do?&id=GALE%7CA150966287&v=2.1&u=erde79591&it=r&p=EAIM&sw=w>.
 * Annotation # 5 **[[file:effects of sport participation on adolescents' well-being.pdf]]
 * MLA Citation: **

**INFORMATION:** Author’s credentials: Sarah Donaldson, MA, works in the School of Psychology at Massey University in Palmerston North, New Zealand. Kevin Ronan holds a Ph.D. and a professor of Psychology (Clinical) in the School of Psychology and Sociology at Central Queensland University in Australia.

Scope and purpose of the work: The purpose of this study was to examine the relationship between children’s participation in sports and their emotional well-being, which includes emotional and behavioral problems as well as various aspects of self-concept.

Intended Audience: This article is intended for sports educators, such as parents, teachers, and coaches, as well as other researchers who are interested in further studying the effects of sports on children.

Thesis or main idea: Participation in sports has a positive effect on emotional and behavioral well-being. Also, particular areas of sports participation were found to be associated with positive self-concept.
 * SUMMARY **

Summary of main arguments:
 * Youth sport helps develop important traits
 * Youth who participate in sports exhibit fewer behavioral problems than children who are not as active
 * Children who participate in sports have higher self-esteem than those who do not

Summary of evidence:
 * EVIDENCE **
 * Organized sport has been linked to cultivating behaviors such as cooperation, unselfishness, positive attitudes, stress management, perseverance, risk-taking, and the ability to handle frustration
 * o Children learn how to cooperate and build relationships with their peers through playing with others
 * One American study - Jeziorski learned youth who participated in sports earned better grades, behaved better in school, had a lower drop-out rate, were less likely to use cigarettes and drugs, and attended school more frequently than their peers who did not participate in sports
 * Children classified as “high participators” in sports had higher levels of perceived athletic/social competence and global “self-worth” than “low participators”
 * o Participation in sports affects some areas of self-concept (i.e. athletic, social, and physical) – self-concept is multidimensional
 * o Participation in organized sports leads to strong social skills (making youth feel better about themselves) and provide a socially-acceptable way to release energy
 * o Those who participated in organized sports reported lower levels of delinquency, aggression, anxiety, and problems with peers

Evaluation of research: The work is very clear, as the article is organized well and split into different sub-headings. Also, the authors not only address their own study but many studies that other people have done on youth and sports.
 * EVALUATION **

Evaluation of scope: The area of study has been very well addressed, not only by the authors but by studies done by many of their colleagues.

Evaluation of author bias: The authors take a stance towards more research being done on the topic of youth and sports, as well as on sports educators becoming aware of the need of self-perception in children, meaning putting less of an emphasis on winning and more of an emphasis on children improving themselves and their own skills.

From this source, I l<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">earned much more about the effects that organized sports have on the behavioral aspects of children. For example, due to the study done by the authors, as well as other studies that they cited, I learned that participation in sports leads to lower levels of delinquency and anxiety and more cultivated social skills. This strengthens my argument because it shows that sports has a very positive impact on children when they are young as well as throughout the rest of their lives, showing the i mportance of youth sports and exercise.
 * REFLECTION: **

<span style="font-family: Arial,Helvetica,sans-serif;">Dodd, Virginia J., et al. "High school youth and suicide risk: exploring protection afforded through physical activity and sport participation." Journal of School Health 78.10 (2008): 545. Expanded Academic ASAP. Web. 14 Oct. 2011. <http://go.galegroup.com/ps/i.do?&id=GALE%7CA186320799&v=2.1&u=erde7959 1&it=r&p=EAIM&sw=w>.
 * Annotation # 6 **[[file:high school youth and suicide risk.pdf]]
 * MLA Citation: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> **INFORMATION:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Author’s credentials: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">All authors work at the University of Florida. Lindsay A. Taliaferro, doctoral candidate, R. Morgan Pigg, Jr., and Virginia J. Dodd, PhD, work in the Department of Health Education and Behavior. Barbara A. Rienzo, PhD, works in the College of Health and Human Performance, while M. David Miller, PhD, works in the Department of Educational Psychology.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Scope and purpose of the work: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The purpose of the study was to see if sports were a protective factor against youth suicide, and whether or not participation in sports reduced feelings of hopelessness.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Intended Audience: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">This article and study is intended for the National Institute of Mental Health (and other mental health professionals) as well as other researchers and parents, teachers, coaches, and teens.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**SUMMARY** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Thesis or main idea: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Frequent, vigorous activity reduced the risk of hopelessness and suicidality among male adolescents, and sport participation reduced these risks for both males and females.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of main arguments:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Sports participation is a significant factor in reducing suicidal feelings among both males and females
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Sports provide social support and integration, helping to protect adolescents against suicide

<span style="font-family: Arial,Helvetica,sans-serif;">** EVIDENCE ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of evidence:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Both male and female athletes showed reduced risks of hopelessness and suicide compared to nonathletes, especially those who played multiple sports
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">There is less suicide risks for adolescents who see their family, friends, and peers as accepting of them; have more positive relationships; and feel connected to school
 * o Females who feel isolated from their communities had significantly higher suicide risks than those in tighter friendship groups (such as sports teams)
 * Harrison and Narayan (two researchers of a different study) reported that “those involved in team sports…were most likely to report high self-esteem and least likely to report sadness, anxiety, and suicidal behavior”
 * o Adolescents who participate in athletics feel social integration once they become part of a team (includes other players, coaches, parents, community, and trainors)
 * o Teams provide opportunities for players to interact with peers and adults in order to achieve a common goal
 * o Females also participate in sports to increase their fitness level and athletic skills as well as make friends/enjoy group interactions, improving mental health
 * o The President's Council on Physical Fitness and Sports reported that “sport participation can enhance mental health by offering adolescent females positive feelings about body image, improved self-esteem, tangible experiences of competency and success, and increased self-confidence”
 * o Pederson and Seidman (two other researchers) discovered that females’ team sport experiences in early adolescence contributed to increased self-esteem in middle adolescence, and participation in high school sports led to greater self-esteem in college years

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**EVALUATION** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of research: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The work is very clear and logical, as the article is broken up into different headings (i.e. method, analysis, discussion, physical activity, sports participation, and conclusion), and is obviously well-researched due to the many references to other researchers and studies.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of scope: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The topic has been adequately addressed, evident through the lengthy discussion of the researchers’ findings and references to other studies.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of author bias: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The authors encourage researchers to conduct future investigations on the relationship between youth sports, physical activity, and suicide in order to benefit suicidal youth, parents, teachers, community youth organizations, and mental health clinicians.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**REFLECTION:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">From this source, I learned that participating in sports does have an effect on the mental health of adolescents, especially females. Not only does participating in sports raise self-esteem during adolescence, but also later in life. Participating in sports and being part of a team helps adolescents feel included, which lowers the rate of suicide, as well as benefits their physical health. This article benefitted my research because it proved that participating in sports has a significant effect on the mental health of teens and may even save lives.


 * Annotation # 7 **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Martinek, Tom, and Don Hellison. Youth Leadership in Sport and Physical Education. New York: Palgrave Macmillan, 2009. Print.
 * MLA Citation: **

**INFORMATION:** Author’s credentials: Tom Martinek is a professor in the Department of Kinesiology at the University of North Carolina at Greensboro. Don Hellison is a professor in both the Department of Educational Psychology and the Department of Kinesiology at the University of Illinois at Chicago. Hellison’s book, //Teaching responsibility through physical activity//, was the inspiration for //Youth Leadership in Sport and Physical Education//.

Scope and purpose of the work: The authors want to create the ideal environment for positive youth development, one which is fun, engaging, and challenging for children but also has rules, requires responsibility, and enforces respect for themselves and others.

Intended Audience: The intended audience of the book is adults who are in charge of a youth sports program or want to start one.

Thesis or main idea: Although in the past there was not an emphasis on physical activity programs for youth development and leadership, this is changing. The result is more support for the development of youth through sports and other physical activities.
 * SUMMARY **

Summary of main arguments:
 * Youth development was slow to recognize sports as a true development activity, rather than just a “hook”: a way to attract kids to an extracurricular program
 * Physical education is based upon “education through the physical” in order to take advantage of the active, interactive, and emotional aspects of physical activities
 * Once physical activity programs began to incorporate youth development, a number of sport-based youth leadership programs developed
 * Adding youth development programs to sports/developing sport-based youth development programs help the social, emotional, physical, and cognitive aspects of kids’ lives

Summary of evidence:
 * EVIDENCE **
 * Al Petitpas, sport psychologist, was one of the earliest leaders in the field of youth development through physical activity and developed two national sport-based development programs, First Tee and Play it Smart, as well one of the first institutes in higher education devoted to sport-based youth development (Youth Development through Sport Center at Springfield College)
 * First sign of shift towards recognizing sport-based youth development: “Sports-based youth development” in the 2007 issue of //New Directions in Youth Development//
 * Sports 37 – high school students were paid for spending 12 weeks with coach-mentors in order to learn how to be a sports mentor to kids during the summer. The program targeted students from high schools in the poorest, most violent sections of Chicago, and focused on developing teamwork, communication, critical thinking, work skills, demonstration, and explanation.
 * Project Coach - cross-age leadership sports program for underprivileged youth in Holyoke and Springfield, MA. The program taught high school students how to coach younger kids in sports while integrating non-cognitive skills (i.e. leadership) that can be transferred to life outside of sports. Project Coach also focused on developing young people in the community as “resources,” building the community by training young leaders and teaching non-cognitive skills to youth, and using resources in higher education (i.e. Smith College) to help in community development.

Evaluation of research: This work is very clear and logical, and is broken up into four chapters, each with separate subheadings in them, and is well-researched.
 * EVALUATION **

Evaluation of scope: This topic has definitely been well addressed, as the authors cite many other researchers, studies, and programs within the book.

Evaluation of author bias: The purpose of the book is to help sport and physical education leaders teach children other important lessons, such as leadership, through their programs. The authors provide evidence of why it is important to do so as well as outline ways in which to develop their programs.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">This article helped with my research because it brought to my attention other books and programs that strive to provide youth development through the context of sports. Also, I learned that many programs are centered on underprivileged adolescents and children in urban areas, which is where I am sending the athletic equipment that I collect for my project. These programs help both the teenagers, who learn to be good coaches and mentors, as well as the children, who get to play sports while learning about leadership and other such lessons.
 * REFLECTION: **


 * Annotation # 8 [] **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**MLA Citation:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Reynolds, Gretchen. "For Better Grades, Try Gym Class." The New York Times 10 Aug. 2011: n. pag. The New York Times. Web. 23 Oct. 2011. <http://well.blogs.nytimes.com/2011/08/10/how-gym-class-can-help-students-excel/>.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**INFORMATION:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Author’s credentials: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Gretchen Reynolds works as a sports and fitness writer for O: The Oprah Magazine, Women’s Health, and both the New York Times’ “Well Blog” and the New York Times Magazine.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Scope and purpose of the work: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">This article is an informative report on studies done on the relationship between activity and attention span.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Intended Audience: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The article is intended for school districts debating whether or not to cut their physical education programs, as well as teachers and parents.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**SUMMARY** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Thesis or main idea: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Exercise strengthened the ability to concentrate for both schoolchildren and laboratory rats, although some activities worked better than others.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of main arguments:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">138 schoolchildren from Rome, ages 8-11, completed different types of gym classes as well as an instructional class, and took a written test both before and after the classes
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Researchers have been studying rats who appear to have ADHD – the rats are twitchier than other rodents and can’t stop examining meaningless stimuli (i.e. a light that researchers shine into their cages – the rats keep returning to the light long after they should have learned that the light was unimportant and not affecting them)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Studies may help children with ADHD as well as all other children with concentration and focus during school

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**EVIDENCE** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of evidence:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Test scores increased the most after a 50-minute gym class that concentrated on endurance exercise (i.e. skipping, walking, and running for the entire class) and children showed better concentration
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Test scores also rose after a 50-minute gym class which had children learn skills with a ball (developing motor controls and motor adaptation abilities), but not as much as they increased in the other class
 * o Researchers think that asking kids to move and think caused an “excessive stress load” on their brains
 * Researchers at Dartmouth University gave adolescent rats a running wheel for three weeks and then began to shine a light in their cages
 * o Rats noticed the light but then moved on meaning running allowed the rats to focus on what was important in their cages

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**EVALUATION** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of research: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The work is very clear and logical. It is evident that it is well-researched because the author quotes one researcher and has specific details of both studies that she discusses.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of scope: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The article is adequately addressed because the author discusses each study, rather than just simply mentioning them and moving on.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of author bias: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The author shows no bias, but rather presents the facts from the studies as they happened.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**REFLECTION:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Overall, this article helped my research because it proves that physical education and exercise not only help children develop physically but also benefits them in the classroom by allowing greater focus and concentration. Also, this article pointed out how exercise not only helps all children but especially those with ADHD, a fact of which I was previously unaware.


 * Annotation # 9 **[[file:AthletesHelpingChildrenPlay.pdf]]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**MLA Citation:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Dryden, Nikki. "Athletes Helping Kids Play." SwimNews Mar.-Apr. 2004: 22-23. SIRC. Web. 23 Oct. 2011. <http://www.sirc.ca/online_resources/documents/AthletesHelpingChildrenPlay.pdf>.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**INFORMATION:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Author’s credentials: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Nikki Dryden is a two-time Olympic swimmer, human rights lawyer, and ambassador for organizations which use sports to help children, such as Right to Play.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Scope and purpose of the work: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The purpose of the article is to inform people about //Right to Play// and the work that its athlete ambassadors do.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Intended Audience: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The intended audience is anyone who would like to make a donation, become a volunteer, or is interested in how this organization helps children.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**SUMMARY** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Thesis or main idea: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">//Right to Play// works to help disadvantaged children (HIV/AIDS orphans, refugees, etc.) in many different countries by implementing sports programs to enhance child development and develop communities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of main arguments:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Norwegian speed skater Johann Koss won 4 Olympic gold medals in 1994 and donated much of the money he won to children, becoming the lead Athlete Ambassador for Olympic Aid
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Olympic Aid aimed to show support for people in war-torn countries/other areas of distress from 1994-2000
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">In March 2001, Olympic Aid began to develop child/community programs using sport and play as the vehicle and became Right to Play in 2004 (to include both Olympic athletes and other sports figures as ambassadors)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Volunteer coaches work with communities to implement sport and play programs in order to improve child and community development by establishing community structures, coaching, and leadership
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Right to Play’s programs are part of the growing movement of “Sport for Development” (improves physical and emotional development while building stronger communities/relationships)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**EVIDENCE** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of evidence:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">There are Right to Play programs in Benin, Ethiopia, Ghana, Guinea, Israel, Palestine, Tanzania, Uganda, Kenya, Mali, Mozambique, Rwanda, Sudan, SierraLeone, Zambia, Pakistan, and Thailand
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Besides physical benefits, sports promote resilience, a connection to adults through coaching, a sense of safety through regular activity, self confidence, teamwork, communication, inclusion, discipline, respect, and fair play
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Ambassadors travel to countries and help children/women get involved in sport
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Right to Play showed ambassadors the effect that sports have had on their lives (i.e. confident, goal-oriented, assertive, determined)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Marylyn Chiang (Olympic swimmer) lived in Tanzania for a year through Right to Play and saw “changed in young women and men, and their attitudes toward women in sports”
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Ian Thorpe (Olympic swimmer) started his own organization, Fountain for Youth (assists organizations that support children with illnesses) after being a Right to Play ambassador
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">More than 500,000 children in 20 countries and 45 communities participate in Right to Play programs

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**EVALUATION** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of research: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The work is very clear and logical, and has obviously been well-researched as the author has direct quotations from ambassadors.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of scope: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The topic has been adequately addressed because the author discusses how Right to Play and sports in general benefit kids (socially, emotionally, and physically) and communities

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of author bias: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The author is obviously in favor of this organization but cites many examples of how the organization changes children’s’ lives

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**REFLECTION:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">This article was very helpful for my research because it showed me a new perspective of how athletics benefit children. Prior to this article I had only been reading about how children in America or other such modern countries benefitted from sports and exercise; however, this article showed me how it affects children in underdeveloped countries. Also, this article talked about how athletes use their fame, money, and sports knowledge to give back to the world.


 * Annotation # 10 **[[file:Youth Sports in America.pdf]]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**MLA Citation:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Seefeldt, Vern D., and Martha E. Ewing. "Youth Sports in America: An Overview." PCPFS Research Digests 2 ser. 11 (1997): n. pag. The President's Council on Fitness, Sports, and Nutrition. Web. 24 Oct. 2011. <http://www.fitness.gov/publications/digests/youthsports.pdf>.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**INFORMATION:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Author’s credentials: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Vern D. Seefeldt is a professor of the Institute for the Study of Youth Sports at Michigan State University. Martha E. Ewing is an associate professor of Sport Psychology at Michigan State University.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Scope and purpose of the work: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The purpose of this article is to inform readers of the many benefits that youth sports has on society and on individuals as well as to show the negative consequences that may result if sports are not well run.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Intended Audience: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">This article is intended for coaches, directors of youth sports program, and parents.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**SUMMARY** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Thesis or main idea: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Sports participation that emphasizes skill-building and acceptable responses to personal relations and situations is a proven aid in youth education.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of main arguments:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">1996 Surgeon General’s Report on Physical Activity and Health documents benefits of regular physical activity for adults and youth
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">1997 – CDC published “Guidelines for Schools and Communities for Promoting Lifelong Physical Activity”
 * o Role of physical education in promotion of active lifestyles for youth
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Sports can provide opportunities for social development because social/moral requirements of sports parallel how to act in society
 * o Positive development of youth in sports doesn’t just come from participation – must be through sports experiences which foster positive experiences and minimize negative ones
 * o Psychological readiness for competition occurs through sports
 * o Potential to enhance moral development through social interactions in sports – sports participants less likely to be involved in delinquent behavior
 * o Participation in sports alternative for gang membership

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**EVIDENCE** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Summary of evidence:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">CDC “Guidelines” - note benefits of regular physical activity in childhood/adolescence (improved strength, endurance, healthy bones/muscles, self-esteem, blood pressure, cholesterol levels and decreased anxiety and stress)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Physical education programs being cut for curricular activities more “useful” for students (especially high school) but these programs are basis of fundamental movement skills, physical activity behavioral development, physical fitness attributes and necessary for students who don’t participate in sports
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Competition:
 * o Children have desire to compare skills with others, thus learning about themselves (5 or 6 years old)
 * o Reaches level of cognitive maturity that allow them to understand competition (8 or 9 years old)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Delinquency
 * o Coleman (1995): if not for athletics, “rebellion against school, the rate of drop-out, and the delinquency of boys” would be far worse than it is
 * o Delinquency discouraged by teamwork, effort, achievement in sports as well as lack of unstructured time and belief that hard work leads to good outcomes
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Gang membership
 * o Reasons to join a gang: fills void in life created by alienation from family/peers, poor grades in school, low self-esteem; provides affiliation, self-worth, companionship, and excitement
 * o Youth sports good substitute for gangs: sports at young age allow for positive filling of void in child’s life

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**EVALUATION** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of research: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The work is very clear and logical and is obviously well-researched as evidenced by the amount of references and other studies that the authors cite.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of scope: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The topic has been adequately addressed because the authors go into detail about every point that they make.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Evaluation of author bias: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">The authors believe that youth sports help children and adolescents and encourage opportunities for children to participate in sports.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**REFLECTION:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">This article helped with my research because it brought the CDC’s “Guidelines for Schools and Communities for Promoting Lifelong Physical Activity” to my attention. Also, it went into depth about how sports contribute to a decrease in delinquency and gang membership, which I did not know before reading. It added to my knowledge because it provided more information on prior knowledge as well as showed me new benefits that sports have on youth.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**WORKS CITED** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> Uzoma, Kay. "How Many Youth Participate in Sports in the U.S.?" //Livestrong//. the Lance Armstrong Foundation, 2011. Web. 14 June 2011. <http://www.livestrong.com/article/373329-how-many-youth-participate-in-sports-in-the-u-s/>.