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PrintSport Position Statements
|
Title |
Position Statement |
Position Statement |
| Availability and Access to AEDs, 2011 [pdf] NEW |
NASPE's position is that automated external defibrillators (AEDs) should be present in all schools and at all school-sanctioned athletic events/activities and venues. |
NASPE recommends that all physical education teachers, coaches, administrators, athletic trainers and school nurses have access to an AED on school property and at all school sanctioned athletic events/activities, and that they be provided annual training and certification in cardiopulmonary resuscitation (CPR) and AED use. |
| Guidelines for Participation in Youth Sport Programs: Specialization Versus Multiple-Sport Participation, 2010 [pdf] | NASPE's position is that for young people under the age of 15, sport specialization poses more risks than rewards. | Based on research findings across multiple fields, this document outlines 6 reasons to support varied sport experiences, and 10 recommendations for parents, teachers, and coaches. |
| A Philosophical Position on Physical Activity and Fitness for Physical Activity Professionals, 2009 [pdf] New | Participating in regular physical activity at a level sufficient to promote health-related physical fitness is an important behavior for professionals in all fields of physical activity at all levels, including coaches, K-12 teachers, physical educators and kinesiology faculty members at higher education institutions, and fitness professionals. | This document discusses the historical and contemporary relevance of role modeling in general, the key aspects of role model behavior relative to physical activity, fitness, influencing others, relieving stress and burnout. |
| Coach's Code of Conduct, 2009 [pdf] New | Coaches exert a profound impact on our youths; therefore, society sets high expectations for them. As such, whether coaches are compensated or work solely as volunteers, they are responsible for executing coaching as a professional. | The document provides an overview of Quality Coaches, Quality Sports: National Standards for Sport Coaches (NASPE, 2006), minimum expectations for coaching competencies in all sports, on all levels |
| Choosing the Right Sport and Physical Activity Program for Your Child, 2009 [pdf] New | All parents and guardians should assess program quality, both initially and periodically, to determine whether the program will provide a positive experience – physically, socially and emotionally − for their children. | This document provides a checklist to assist parents and guardians assessment of sport and physical activity programs based on administration and organization, safety, evaluating readiness for participation, commitment to a child's participation, and guidelines for determining future participation. |
| A Coach's Guide to Parental Roles and Responsibilities in Sport, 2009 [pdf] New | Parents play a vital role for all who participate in youth sport, and coaches play a vital role in fostering appropriate parental behavior. | This document provides specific and comprehensive guidelines to help coaches facilitate key factors such as communication, organizational meetings, participants' Bill of Rights, staff selection and mentoring, and a code of conduct. |
| Program Orientation for High School Sport Coaches, 2005 [pdf] | NASPE believes that prior to the start of each season, all high school head coaches, assistant coaches, and volunteer coaches should be required to participate in a comprehensive orientation to the sport program conducted by the appropriate school administrator of athletics to ensure compliance with local, state, and national policy. | This document outlines 22 key elements that school administrators should employ in a comprehensive coaching orientation program. |
| Rights and Responsibilities of Interscholastic Athletes, 2003 [pdf] | Interscholastic sports participation is a developmental, socialization opportunity that helps participants develop sport, self-discipline, and teamwork skills. In addition, participants gain an understanding for responsibilities, positive competition, conflict resolution, and fair play. All athletes should have equal access to these benefits by having full access to involvement in school sports, and further must accept the responsibilities related to sport involvement. | This document highlights 20 explicit rights and responsibilities for all interscholastic athletes as a basis for positive developmental experiences as well as successful team experiences. |
| Guidelines for After School Physical Activity and Intramural Sport Programs, 2001 [pdf] | NASPE believes that all children should receive basic instruction in motor skills and sport activities through comprehensive physical education programs, and that school-based programs promoting and providing physical activity should be available to students in elementary, middle and high school years. | The guidelines in this document provide teachers, school activity directors, administrators, and program leaders with basic information for planning and implementing physical activity and intramural programs for children in grades K-12. |
| Sexual Harassment in Athletic Settings, 2000 [pdf] | NASPE believes that in light of the heightened awareness of sexual harassment in society today, it becomes imperative for those in athletic settings to become knowledgeable about what types of behavior constitute sexual harassment and to be educated about healthy and positive ways for coaches, athletic directors, and athletes to interact. | This document uses federal legislation and support from professional agencies to define sexual harassment, provide concrete examples of inappropriate and unacceptable behaviors, and mechanisms for dealing with sexual harassment for coaches, students, and school administrators. |