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- All Subjects: Teamwork
- All Subjects: Ability Emotional Intelligence
- Creators: Carter, Phillip
- Member of: Theses and Dissertations
- Resource Type: Text
Description
It's the last Friday before break, everyone is excited and rush to put on their uniform. The class eagerly lines up for morning stretches and the P.E. Instructor announces, "Today we're playing... DODGEBALL!" Half the class cheers eyeing their friends with a competitive smirk, while the other half tremble in their sneakers mentally reliving their last terrifying red rubber ball experience. Dodgeball's polarizing popularity has created an uproar in the public-school system with many claiming that the traditional sport is beneficial while others assert it's dangerous and lobby for its prohibition citing recent damages and lawsuits. Dodgeball is a sport that far most often elicits vivid memories of gym class; however, there is a rich and active history of competitive dodgeball worldwide. Dodgeball's resurgence since the popular film of the same name in 2004 has sparked a competitive flair for the game and quickly gained the attention of sports media which has highlighted the team-focused competitive aspect of the beloved sport. The sport of dodgeball was originally developed in Africa over 200 years ago and first observed by a missionary named Dr. James Carlisle (History of Dodgeball)1. The concept of the sport was exceptionally crude, as the African tribes used large rocks and putrefied matter to continuously pelt the opposing players. The defending team would gather around their downed player to deflect projectiles and allow their teammate to recover. Dr. Carlisle recognized that the tribesmen used the sport as a means to build trust and demonstrated remarkable athleticism amongst their warriors. Dr. Carlisle introduced this innovative team-based sport to his colleagues in England instead utilizing leather balls; however, the doctor quickly recognized that his colleagues didn't possess the necessary strength, agility, nor teamwork to compete in the game at its current state. The sport was updated and played on an open field with no set area restrictions. The game was similar to a large-scale chess match in which opposing teams aim to strategically trap and aggressively target players in order to remove them from play. The sport was played this way for a century until in 1884 when Phillip Ferguson from Yale University brought the competition to America with a new set of guidelines. The reformed sport included a definite number of players, dodgeballs, and predetermined space for the competition leading to widespread adoption by the American school system. Today, dodgeball has emerged as a competitive sport with multiple regional competitive leagues around the country and even two distinct professional dodgeball leagues in which teams can earn prize money, sponsorships, and for elite teams, world championship glory. Dodgeball is often recognized as a popular activity in the public school physical education system and has been a cornerstone of the course exemplifying sportsmanship, leadership, and athletic skills through coordinated team play since inception; however, in recent years, the sport has come into scrutiny as lawsuits resulting from damages and concerned parents voice against the activity.
ContributorsHorton, John Joseph (Author) / Sadusky, Brian (Thesis director) / Carter, Phillip (Committee member) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention.
The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.
Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.
Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
ContributorsZuniga, Alison Kara (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray (Committee member) / Caruso, David (Committee member) / Arizona State University (Publisher)
Created2019