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Essay / Research Paper Abstract
A 5 page essay comparing the structure of youth sports in Japan to the structure of youth sports in the United States, concentrating primarily on the schooling period that equates to middle- and early secondary school in the United States. Japanese students operate on a modified year-round school schedule and the school days are much longer than those of the U.S. In addition, more than half of the students of middle school age also attend private tutoring classes five and six nights each week, and three hours of homework daily from the public school is common. Japanese students have little time for sports activities of any kind, and the structures between the two countries are very different. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: D0_Ythsport.rtf
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Unformatted sample text from the term paper:
students summer vacation. Fall and winter are easier during the week: school-sponsored teams practices are conducted on the school grounds, so collecting everyone afterward is much more easily accomplished
for those multi-children households. Games and meets are on Saturdays, though, and going from one childs game to another can wear out already work-worn parents. Schools fortunate enough to
have a swimming pool will undoubtedly have the team to go with it. Swimmers practice time is rarely dependent on the weather, so they can even work their practice
time in before the school day begins. Japanese schools, however, believe the purpose of a school is to educate, and only educate. Since the school year begins in April
and ends in March (Griffin, 1991; p. 86), the issue of summer sports schedules does not exist. Students have a six-day weekly schedule and there is no opportunity for
Saturday games-its a regular school day (Walko, 1995; p. 363). Japanese students have little regular opportunity to play after their first two or three years of elementary school, but there
has been an increasing trend in recent years not to attend school one Saturday each month, in more the "American" style (Walko, 1995; p. 363). The club activities that
the teachers are required head are usually a sport or an art activity, and the teachers are not required to have any special training in the activity to which they
are assigned (Walko, 1995; p. 363). According to Walko, "The Japanese system assumes that a teacher is a teacher, and thus he or she can teach anything, including sports"
(1995; p. 363). Though Japanese students are certainly exposed to sports, only those who feel themselves destined for the professional sports of the country are interested in them as
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