Tag: Curriculum & Instructional Design

[Solved] Chapter 12: Emotional Development in Middle Childhood

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**files (2)** – ## M6WA1AndM6WA2.docx – EmotionalDevelopmentinMiddleChildhoodCH12Notes.docx **## M6WA1AndM6WA2.docx** **M6 WA#2: Observation of Emotional Development** **Assignment: Observation of Emotional Development in Early Childhood** **Objective:** **To observe and analyze the emotional develo…

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**files (2)**

– ## M6WA1AndM6WA2.docx

– EmotionalDevelopmentinMiddleChildhoodCH12Notes.docx

**## M6WA1AndM6WA2.docx**

**M6 WA#2: Observation of Emotional Development**

**Assignment: Observation of Emotional Development in Early Childhood**

**Objective:**

**To observe and analyze the emotional development of students in a classroom setting, focusing on how children in kindergarten through third grade manage their emotions and interact with others.**

**Assignment Instructions:**

**Classroom Observation:**

·
**Arrange to observe a classroom with children in kindergarten through third grade. Ensure you have permission from the school or teacher to conduct your observation.**

·
**During the observation, focus on the emotional development of at least 5 students. Observe how they handle their emotions in various situations, such as during classroom activities, interactions with peers, and responses to teacher guidance.**

·
**Take detailed notes on your observations, ensuring that children’s real names are not used. Instead, label each child with a code such as "Boy #1," "Girl #2," etc.**
**_Keep your notes, they will need to be submitted with your typed observation._**

**Document Your Findings:**

·
**After completing your observation, type up your findings in list form, describing the emotional behaviors you observed in each child.**

·
**Example format:**

·
**Boy #1: Kicked a chair out of frustration and did not respond to the teacher's warning.**

·
**Girl #1: Was quick to aid a classmate who fell at recess and showed kindness and support.**

·
**Boy #2: Appeared anxious when called on in class and hesitated before speaking, looking down at his desk.**

·
**Girl #2: Laughed and smiled while playing with friends, demonstrating positive social interactions.**

·
**Boy #3: Became upset after losing a game and withdrew from the group, crossing his arms and pouting.**

**Write a Reflection:**

·
**After documenting your findings, write a 1-page reflection on the emotional development you witnessed. Address the following questions in your reflection:**

·
**Was the emotional behavior you observed age-appropriate? Consider the typical emotional milestones for children in this age group.**

·
**Did you notice any differences in emotional development between boys and girls? If so, describe them.**

·
**Do you believe that culture or socioeconomic status (SES) plays a role in the emotional development you observed? Provide your reasoning and any evidence from your observations.**

**Submission Requirements:**

·
**Handwritten observation notes.**

·
**Typed list of observations for 5 students, formatted as described.**

·
**1-page reflection discussing the emotional development observed and analyzing it based on age-appropriateness, gender differences, and the potential influence of culture or SES.**

**M6 WA #1: Case Study**

**Assignment: Case Study – Developing Coping Skills in a 1st Grade Student**

**Objective:**

**To analyze a case study of a 1st grade girl struggling with emotion regulation and to devise a comprehensive strategic plan to help her develop effective coping skills, using insights from Chapter 12 of your textbook.**

**Case Study Scenario:**

**Shonese, a 1st grade student, has been struggling with regulating her emotions in the classroom. When faced with challenges, such as difficult math problems or changes in routine, Shonese often becomes upset and has outbursts where she cries or acts out. For example, during a recent math lesson, she grabbed a classmate’s pencil out of frustration and then kicked her chair when the teacher asked her to return it. These behaviors indicate that Shonese may be using aggression both to resolve problems and to release pent-up emotions.**

**Shonese also frequently cries in class. Sometimes, she cries as a way to express her frustration and release feelings, while at other times, she seems to cry in hopes of eliciting help or comfort from her teacher or peers. Her teacher has noticed that after these outbursts, Shonese tends to ruminate, dwelling on negative thoughts and becoming increasingly withdrawn. Although she is able to regulate her emotions in familiar settings like the school bus, Shonese struggles more in the classroom, especially when her mother is not present. Shonese's teacher wants to help her develop better coping skills to manage her emotions more effectively during the school day.**

**Assignment Instructions:**

**Read Chapter 12:**

·
**Review Chapter 12 in your textbook, focusing on the development of emotion regulation and coping strategies in children. Pay special attention to the progression of these skills across childhood and the different strategies children use to manage their emotions.**

·
**Refer to Table 12.1 in your textbook for examples of more constructive coping strategies that could be beneficial for Shonese.**

**Analyze the Case Study:**

·
**Carefully analyze Shonese’s situation, considering her age, the contexts in which she struggles with emotion regulation, and the typical developmental milestones for coping skills in children her age.**

·
**Consider how Shonese’s current coping mechanisms, such as aggression, crying, and rumination, are impacting her ability to function in the classroom.**

**Devise a Strategic Plan:**

·
**Develop a detailed strategic plan to help Shonese improve her emotion regulation and learn effective coping skills. Your plan should include:**

·
**Identification of Triggers: Describe the specific situations or triggers that lead to Shonese’s emotional outbursts, such as frustration with tasks or changes in routine.**

·
**Constructive Coping Strategies: Using Table 12.1 as a guide, outline the constructive coping strategies you would teach Shonese to replace her current behaviors. Explain how these strategies align with her developmental stage and how they can help her manage her emotions more effectively.**

·
**Social Support: Discuss the role of social support in Shonese’s emotion regulation, including how her teacher and peers can support her in the classroom. Include strategies for encouraging positive peer interactions and creating a supportive classroom environment.**

·
**Reappraisal Techniques: Incorporate reappraisal strategies to help Shonese reframe challenging situations in a more positive light, reducing her reliance on aggressive or emotional outbursts.**

·
**Classroom Environment: Suggest modifications to the classroom environment or routine that could help Shonese feel more secure and less prone to emotional outbursts. Consider strategies for reducing triggers and providing a calm, predictable environment.**

·
**Parental Involvement: Propose ways to involve Shonese’s parents in supporting her emotional development, both at home and in collaboration with the school. This could include strategies for reinforcing coping skills at home and maintaining open communication with the teacher.**

**Submission Requirements:**

·
**Your strategic plan should be 2-3 pages in length, clearly organized, and written in a professional, academic style.**

·
**Use headings and subheadings to structure your plan.**

·
**Cite specific concepts and research from Chapter 12 to support your strategies.**

**EmotionalDevelopmentinMiddleChildhoodCH12Notes.docx**

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**EmotionalDevelopmentinMiddleChildhoodCH12Notes.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/emotionaldevelopmentinmiddlechildhoodch12notes-docx)

**## M6WA1AndM6WA2.docx**

**M6 WA#2: Observation of Emotional Development**

**Assignment: Observation of Emotional Development in Early Childhood**

**Objective:**

**To observe and analyze the emotional development of students in a classroom setting, focusing on how children in kindergarten through third grade manage their emotions and interact with others.**

**Assignment Instructions:**

**Classroom Observation:**

·
**Arrange to observe a classroom with children in kindergarten through third grade. Ensure you have permission from the school or teacher to conduct your observation.**

·
**During the observation, focus on the emotional development of at least 5 students. Observe how they handle their emotions in various situations, such as during classroom activities, interactions with peers, and responses to teacher guidance.**

·
**Take detailed notes on your observations, ensuring that children’s real names are not used. Instead, label each child with a code such as "Boy #1," "Girl #2," etc.**
**_Keep your notes, they will need to be submitted with your typed observation._**

**Document Your Findings:**

·
**After completing your observation, type up your findings in list form, describing the emotional behaviors you observed in each child.**

·
**Example format:**

·
**Boy #1: Kicked a chair out of frustration and did not respond to the teacher's warning.**

·
**Girl #1: Was quick to aid a classmate who fell at recess and showed kindness and support.**

·
**Boy #2: Appeared anxious when called on in class and hesitated before speaking, looking down at his desk.**

·
**Girl #2: Laughed and smiled while playing with friends, demonstrating positive social interactions.**

·
**Boy #3: Became upset after losing a game and withdrew from the group, crossing his arms and pouting.**

**Write a Reflection:**

·
**After documenting your findings, write a 1-page reflection on the emotional development you witnessed. Address the following questions in your reflection:**

·
**Was the emotional behavior you observed age-appropriate? Consider the typical emotional milestones for children in this age group.**

·
**Did you notice any differences in emotional development between boys and girls? If so, describe them.**

·
**Do you believe that culture or socioeconomic status (SES) plays a role in the emotional development you observed? Provide your reasoning and any evidence from your observations.**

**Submission Requirements:**

·
**Handwritten observation notes.**

·
**Typed list of observations for 5 students, formatted as described.**

·
**1-page reflection discussing the emotional development observed and analyzing it based on age-appropriateness, gender differences, and the potential influence of culture or SES.**

**M6 WA #1: Case Study**

**Assignment: Case Study – Developing Coping Skills in a 1st Grade Student**

**Objective:**

**To analyze a case study of a 1st grade girl struggling with emotion regulation and to devise a comprehensive strategic plan to help her develop effective coping skills, using insights from Chapter 12 of your textbook.**

**Case Study Scenario:**

**Shonese, a 1st grade student, has been struggling with regulating her emotions in the classroom. When faced with challenges, such as difficult math problems or changes in routine, Shonese often becomes upset and has outbursts where she cries or acts out. For example, during a recent math lesson, she grabbed a classmate’s pencil out of frustration and then kicked her chair when the teacher asked her to return it. These behaviors indicate that Shonese may be using aggression both to resolve problems and to release pent-up emotions.**

**Shonese also frequently cries in class. Sometimes, she cries as a way to express her frustration and release feelings, while at other times, she seems to cry in hopes of eliciting help or comfort from her teacher or peers. Her teacher has noticed that after these outbursts, Shonese tends to ruminate, dwelling on negative thoughts and becoming increasingly withdrawn. Although she is able to regulate her emotions in familiar settings like the school bus, Shonese struggles more in the classroom, especially when her mother is not present. Shonese's teacher wants to help her develop better coping skills to manage her emotions more effectively during the school day.**

**Assignment Instructions:**

**Read Chapter 12:**

·
**Review Chapter 12 in your textbook, focusing on the development of emotion regulation and coping strategies in children. Pay special attention to the progression of these skills across childhood and the different strategies children use to manage their emotions.**

·
**Refer to Table 12.1 in your textbook for examples of more constructive coping strategies that could be beneficial for Shonese.**

**Analyze the Case Study:**

·
**Carefully analyze Shonese’s situation, considering her age, the contexts in which she struggles with emotion regulation, and the typical developmental milestones for coping skills in children her age.**

·
**Consider how Shonese’s current coping mechanisms, such as aggression, crying, and rumination, are impacting her ability to function in the classroom.**

**Devise a Strategic Plan:**

·
**Develop a detailed strategic plan to help Shonese improve her emotion regulation and learn effective coping skills. Your plan should include:**

·
**Identification of Triggers: Describe the specific situations or triggers that lead to Shonese’s emotional outbursts, such as frustration with tasks or changes in routine.**

·
**Constructive Coping Strategies: Using Table 12.1 as a guide, outline the constructive coping strategies you would teach Shonese to replace her current behaviors. Explain how these strategies align with her developmental stage and how they can help her manage her emotions more effectively.**

·
**Social Support: Discuss the role of social support in Shonese’s emotion regulation, including how her teacher and peers can support her in the classroom. Include strategies for encouraging positive peer interactions and creating a supportive classroom environment.**

·
**Reappraisal Techniques: Incorporate reappraisal strategies to help Shonese reframe challenging situations in a more positive light, reducing her reliance on aggressive or emotional outbursts.**

·
**Classroom Environment: Suggest modifications to the classroom environment or routine that could help Shonese feel more secure and less prone to emotional outbursts. Consider strategies for reducing triggers and providing a calm, predictable environment.**

·
**Parental Involvement: Propose ways to involve Shonese’s parents in supporting her emotional development, both at home and in collaboration with the school. This could include strategies for reinforcing coping skills at home and maintaining open communication with the teacher.**

**Submission Requirements:**

·
**Your strategic plan should be 2-3 pages in length, clearly organized, and written in a professional, academic style.**

·
**Use headings and subheadings to structure your plan.**

·
**Cite specific concepts and research from Chapter 12 to support your strategies.**

**EmotionalDevelopmentinMiddleChildhoodCH12Notes.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/emotionaldevelopmentinmiddlechildhoodch12notes-docx)

**## M6WA1AndM6WA2.docx**

**M6 WA#2: Observation of Emotional Development**

**Assignment: Observation of Emotional Development in Early Childhood**

**Objective:**

**To observe and analyze the emotional development of students in a classroom setting, focusing on how children in kindergarten through third grade manage their emotions and interact with others.**

**Assignment Instructions:**

**Classroom Observation:**

·
**Arrange to observe a classroom with children in kindergarten through third grade. Ensure you have permission from the school or teacher to conduct your observation.**

·
**During the observation, focus on the emotional development of at least 5 students. Observe how they handle their emotions in various situations, such as during classroom activities, interactions with peers, and responses to teacher guidance.**

·
**Take detailed notes on your observations, ensuring that children’s real names are not used. Instead, label each child with a code such as "Boy #1," "Girl #2," etc.**
**_Keep your notes, they will need to be submitted with your typed observation._**

**Document Your Findings:**

·
**After completing your observation, type up your findings in list form, describing the emotional behaviors you observed in each child.**

·
**Example format:**

·
**Boy #1: Kicked a chair out of frustration and did not respond to the teacher's warning.**

·
**Girl #1: Was quick to aid a classmate who fell at recess and showed kindness and support.**

·
**Boy #2: Appeared anxious when called on in class and hesitated before speaking, looking down at his desk.**

·
**Girl #2: Laughed and smiled while playing with friends, demonstrating positive social interactions.**

·
**Boy #3: Became upset after losing a game and withdrew from the group, crossing his arms and pouting.**

**Write a Reflection:**

·
**After documenting your findings, write a 1-page reflection on the emotional development you witnessed. Address the following questions in your reflection:**

·
**Was the emotional behavior you observed age-appropriate? Consider the typical emotional milestones for children in this age group.**

·
**Did you notice any differences in emotional development between boys and girls? If so, describe them.**

·
**Do you believe that culture or socioeconomic status (SES) plays a role in the emotional development you observed? Provide your reasoning and any evidence from your observations.**

**Submission Requirements:**

·
**Handwritten observation notes.**

·
**Typed list of observations for 5 students, formatted as described.**

·
**1-page reflection discussing the emotional development observed and analyzing it based on age-appropriateness, gender differences, and the potential influence of culture or SES.**

**M6 WA #1: Case Study**

**Assignment: Case Study – Developing Coping Skills in a 1st Grade Student**

**Objective:**

**To analyze a case study of a 1st grade girl struggling with emotion regulation and to devise a comprehensive strategic plan to help her develop effective coping skills, using insights from Chapter 12 of your textbook.**

**Case Study Scenario:**

**Shonese, a 1st grade student, has been struggling with regulating her emotions in the classroom. When faced with challenges, such as difficult math problems or changes in routine, Shonese often becomes upset and has outbursts where she cries or acts out. For example, during a recent math lesson, she grabbed a classmate’s pencil out of frustration and then kicked her chair when the teacher asked her to return it. These behaviors indicate that Shonese may be using aggression both to resolve problems and to release pent-up emotions.**

**Shonese also frequently cries in class. Sometimes, she cries as a way to express her frustration and release feelings, while at other times, she seems to cry in hopes of eliciting help or comfort from her teacher or peers. Her teacher has noticed that after these outbursts, Shonese tends to ruminate, dwelling on negative thoughts and becoming increasingly withdrawn. Although she is able to regulate her emotions in familiar settings like the school bus, Shonese struggles more in the classroom, especially when her mother is not present. Shonese's teacher wants to help her develop better coping skills to manage her emotions more effectively during the school day.**

**Assignment Instructions:**

**Read Chapter 12:**

·
**Review Chapter 12 in your textbook, focusing on the development of emotion regulation and coping strategies in children. Pay special attention to the progression of these skills across childhood and the different strategies children use to manage their emotions.**

·
**Refer to Table 12.1 in your textbook for examples of more constructive coping strategies that could be beneficial for Shonese.**

**Analyze the Case Study:**

·
**Carefully analyze Shonese’s situation, considering her age, the contexts in which she struggles with emotion regulation, and the typical developmental milestones for coping skills in children her age.**

·
**Consider how Shonese’s current coping mechanisms, such as aggression, crying, and rumination, are impacting her ability to function in the classroom.**

**Devise a Strategic Plan:**

·
**Develop a detailed strategic plan to help Shonese improve her emotion regulation and learn effective coping skills. Your plan should include:**

·
**Identification of Triggers: Describe the specific situations or triggers that lead to Shonese’s emotional outbursts, such as frustration with tasks or changes in routine.**

·
**Constructive Coping Strategies: Using Table 12.1 as a guide, outline the constructive coping strategies you would teach Shonese to replace her current behaviors. Explain how these strategies align with her developmental stage and how they can help her manage her emotions more effectively.**

·
**Social Support: Discuss the role of social support in Shonese’s emotion regulation, including how her teacher and peers can support her in the classroom. Include strategies for encouraging positive peer interactions and creating a supportive classroom environment.**

·
**Reappraisal Techniques: Incorporate reappraisal strategies to help Shonese reframe challenging situations in a more positive light, reducing her reliance on aggressive or emotional outbursts.**

·
**Classroom Environment: Suggest modifications to the classroom environment or routine that could help Shonese feel more secure and less prone to emotional outbursts. Consider strategies for reducing triggers and providing a calm, predictable environment.**

·
**Parental Involvement: Propose ways to involve Shonese’s parents in supporting her emotional development, both at home and in collaboration with the school. This could include strategies for reinforcing coping skills at home and maintaining open communication with the teacher.**

**Submission Requirements:**

·
**Your strategic plan should be 2-3 pages in length, clearly organized, and written in a professional, academic style.**

·
**Use headings and subheadings to structure your plan.**

·
**Cite specific concepts and research from Chapter 12 to support your strategies.**

**EmotionalDevelopmentinMiddleChildhoodCH12Notes.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/emotionaldevelopmentinmiddlechildhoodch12notes-docx)

November 6, 2026
[Solved] lawson Anticipated Findings and Personal and Professional Implications

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachmens **files (5)** – ## ProjectdescriptionallchaptersSpring2026rev.2.8.26-2.doc – ## lawsonAssignment4andfinal.docx – ## RobertLawsonDevelopmentofHypothesisStatementorResearchQuestion3.docx – ## RobertLawsonAssignment2DevelopmentofaResearchProposal1.docx – RobertLawsonAssignment3Dev…

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Assignment Prompt & Instructions

Please see attachmens

**files (5)**

– ## ProjectdescriptionallchaptersSpring2026rev.2.8.26-2.doc

– ## lawsonAssignment4andfinal.docx

– ## RobertLawsonDevelopmentofHypothesisStatementorResearchQuestion3.docx

– ## RobertLawsonAssignment2DevelopmentofaResearchProposal1.docx

– RobertLawsonAssignment3DevelopmentofaResearchProposal.docx

**## ProjectdescriptionallchaptersSpring2026rev.2.8.26-2.doc**

[removed]

**## lawsonAssignment4andfinal.docx**

**Assignment 4**

**Anticipated Findings and Personal and Professional Implications** _(minimum of two additional pages in length – minimum of 10 total pages for the total length of the research proposal, do not count the cover page)_(
_Chapters 7 -13 of the text)_

a. This paper should constitute your research proposal with all five chapters included, and
**must contain previously suggested corrections**.

b. Predict the outcome of the proposed study, based on review of the research, expert opinion and personal experience.

c. Relate the results of your study to your review of the literature.

d. Submit a properly formatted reference page with a minimum of five professional/academic references.

e. Appropriately cite sources and quote authors in APA 7th edition format.

Students will be informed that their final research proposals will be automatically submitted to TurnItIn, once posted. Please make sure to review the APA 7th edition information provided in the course to ensure your in-text citations and references are properly formatted. The final research proposal is worth 200 possible points. As a reminder, continue to access the Project Description for all Chapters document and reference the 550 Student Sample Paper in the course.

Assignment 3 attached feedback below

Your writing and language is good, but the construction of the paper needs work.

Please make sure to complete the abstract page within the Assignment #3 submission.

Methodology main heading that includes an introduction prior to the subheadings.

Assignment 2 attached no feedback given. Grade 100

Assignment 1 attached feedback below which has already been corrected in assignment 2

Robert, we use APA formatting in this class for all papers. Check Canvas for title page, headings, and formatting (flush left).

I'm concerned that your question is overly broad. You list several coaching components which would be very hard to measure. Asking "how" obligates you to examine the processes at work rather than whether your approach is more successful, or perhaps more positive.

Why not compare athlete beliefs about coaching by transformative vs. transactional coaches? Or, instead of asking "how" why not just measure the beliefs of athletes who are coached in the manner you believe is best?

**## RobertLawsonDevelopmentofHypothesisStatementorResearchQuestion3.docx**

Robert Lawson

CUI

March 10, 2026

**Research Question Development: Leadership Communication and High School Football Player Development**

As a graduate student studying coaching and athletics administration and also working as a high school football coach, one area that continues to interest me is the impact that coaching communication and leadership style have on athlete motivation and performance. Coaching at the high school level involves much more than teaching plays or running practices. Coaches are responsible for shaping discipline, confidence, and accountability among student-athletes. Because many players are still developing emotionally and academically, the way a coach communicates expectations and feedback can influence both their performance on the field and their growth as young men. My experience working with players has led me to believe that leadership style and communication from a coach can strongly affect team culture and player motivation.

The research question I plan to explore is: How does a coach’s leadership communication style affect motivation and performance among high school football players? This question focuses on whether certain approaches to communication, such as positive reinforcement, clear expectations, and relationship-based leadership, influence how athletes respond during practices and competition. The purpose of the study would be to examine how players react to different coaching styles and whether those styles contribute to improved effort, discipline, and overall team performance. This topic is important in athletics administration because leadership approaches influence not only performance but also athlete development, retention, and team culture.

This topic is personally meaningful because coaching requires balancing discipline, accountability, and mentorship. Many high school athletes respond differently depending on how coaches communicate expectations and feedback. Some athletes perform better when coaches provide encouragement and clear direction, while others may struggle if communication is overly negative or inconsistent. Understanding how leadership communication influences motivation could help coaches create more effective team environments. The findings from this research may provide insight into leadership strategies that support both athletic success and personal development among student-athletes. The assignment guidelines emphasize developing a clear research question that can be studied through observation, surveys, or interviews within an athletic population

Assignment number 1 rev. 11.11.…

.

**Preliminary Sources**

Chelladurai, P., & Saleh, S. D. (1980). Dimensions of leader behavior in sports.
_Journal of Sport Psychology._

Horn, T. S. (2008).
_Advances in sport psychology._ Human Kinetics.

Jowett, S., & Cockerill, I. M. (2003). Olympic medalists’ perspective of the athlete–coach relationship.
_Psychology of Sport and Exercise._

Smith, R. E., & Smoll, F. L. (1997). Coaching behaviors in youth sports.
_Journal of Applied Sport Psychology._

Weinberg, R., & Gould, D. (2019).
_Foundations of sport and exercise psychology._ Human Kinetics.

**## RobertLawsonAssignment2DevelopmentofaResearchProposal1.docx**

2

**The Styles of Leadership Communication and Motivation of High School Football Athlete.**

Robert Lawson

CUI

March 27, 2026

**Abstract**

**The Styles of Leadership Communication and Motivation of High School Football Athlete.**

High school level coaching goes well beyond the instruction of technical skills and the strategy of the game. Coaches are their role models, mentors, disciplinarians who have a great impact on the emotional and psychological development of teenage athletes and their performance. Leadership communication style of a coach is one of the most influential ones in the context of team culture development and the formation of the individual player. Individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence distinguished transformational leadership have also been demonstrated to contribute to intrinsic motivation and prolonged personal growth of athletes. However, transactional leadership is more contingent reward and corrective feedback based. The ways in which these opposing styles affect motivation and performance can provide coaches with the instruments to make the environments they run more effective in promoting the athletic and personal development. This is a professionally significant topic since high school coaches are positioned with a special opportunity to influence young men at a critical stage of development.

**The Styles of Leadership Communication and Motivation of High School Football Athlete.**

**Statement of the Problem**

The coaches of high school football teams are instrumental in building character, discipline, and motivation in addition to athletic talent when it comes to student-athletes. Nonetheless, the efficiency of various coaching leadership communication styles on the motivation and performance of players has not been fully investigated in the high school context. The following research question will be discussed in the present study:

1. Are football players in high schools that are coached by transformational leaders more likely to report greater levels of motivation and perceived performance improvement than do football players coached by transactional leaders?

This question is narrow, quantifiable and speaks directly to a practical issue in coaching and athletics administration. Transformational leadership focuses on the establishment of good coach-athlete relationships, personalized care, and motivation of players to perform to their perceived ability. In comparison, transactional leadership emphasizes on explicit expectations, incentives and penalties of conformity and nonconformance respectively. Although the two styles are equally valuable, studies indicate that transformational style might produce higher intrinsic motivation and long-term growth of the athletes, especially in adolescence when they are yet to acquire their identity and self-efficacy.

This is a concern that is supported by personal observations of high school football coach. Sportspeople tend to react better to encouragement, relationship-building, and visionary communication than to the reward-and-punishment systems only. However, a good number of coaches fail to go transactional as it is easier to implement and offers a quick organization. Research will be required to conclude whether or not transformational leadership communication is associated with significantly greater results in motivation and perceived performance in the high school football setting. Finding this evidence would be used to shape coach education programs and enhance the retention of athletes, team culture, and overall program performance.

**Review of the Literature**

The styles of leadership in sport have been broadly researched and both the transformational and transactional perspectives have been used in the context of coaching success. Putra et al. (2024) defined transformational leadership as a process that involves leaders influencing their followers to reach the unimaginable goal by prioritizing the higher order needs and values. Transformational coach behaviors e.g., inspirational motivation and individualized consideration have been associated with greater athlete satisfaction, intrinsic motivation, and commitment in an athletic context (Khan et al., 2025).

Zhao (2023) supported this line of argument by investigating the coach-athlete relationship in case of Olympic medalists and discovered that the mutual respect, trust, and emotional attachment, which are the characteristics of transformational leadership, were greatly linked to the positive outcome of performance and character development. In the same manner, McCleery et al. (2023) established that positive and supportive coaching behaviors in youth sports were associated with increased sport enjoyment and lower turnover of the athletes. The result of these findings is in accordance with the principles of transformational leadership and indicates that high school football players can gain benefits.

By comparison, transactional leadership, a contingent-reward based leadership and management-by-exception, has also proven to be useful in a sport setting. Jin et al. (2022) recognized the dimensions of leader behavior in sports and observed that in high pressure competitive situations, athletes tend to adopt directive and structured leadership styles. Transactional aspects may bring the clarity and instantaneous information that many adolescent athletes need to develop skills and discipline in the team. O’Reilly (2026) also admitted that transactional leadership might work well in setting up of routines and accountability especially in team sports such as football where coordination and compliance are necessary.

Nevertheless, the studies also point at specific drawbacks of a strictly transactional strategy. Over-rewarding and over-punishing students with outside rewards and punishment tend to hinder intrinsic motivation in the long run, particularly in young athletes. This issue is especially applicable to high school environments, where players are still finding their identity and potentially may need relationship-based, inspirational leadership more. Comparative studies of the two styles have tended to conclude that transformational style is more effective in promoting long-term motivation and well-being even though transactional behaviors are still considered to be fundamental supportive factors (Aljumah, 2023).

The literature on leadership communication styles in high school football is well grounded to conduct research. Although transformational leadership seems to have a potential to increase motivational and performance levels, there are not many studies that directly compared perceptions of players in such a population. The gap that the present proposal fills is the investigation of the statement that high school football players coach whose coaching method is based more on transformational techniques instead of transactional techniques are more likely to report higher motivation and perceived improvement in performance in comparison with coaches whose method is based more on transactional techniques.

**References**

Aljumah, A. (2023). The impact of extrinsic and intrinsic motivation on job satisfaction: The mediating role of transactional leadership.
_Cogent Business & Management_,
_10_(3), 2270813.
[https://www.tandfonline.com/doi/pdf/10.1080/23311975.2023.2270813](https://www.tandfonline.com/doi/pdf/10.1080/23311975.2023.2270813)

Jin, H., Kim, S., Love, A., Jin, Y., & Zhao, J. (2022). Effects of leadership style on coach-athlete relationship, athletes’ motivations, and athlete satisfaction.
_Frontiers in Psychology_,
_13_, 1012953.
[https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1012953/pdf](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1012953/pdf)

Khan, I. U., Amin, R. U., & Saif, N. (2025). Individualized consideration and idealized influence of transformational leadership: Mediating role of inspirational motivation and intellectual stimulation.
_International Journal of Leadership in Education_,
_28_(6), 1322-1332.
[https://www.researchgate.net/profile/Saif-Naveed/publication/361080539_The_contributions_of_inspirational_motivation_and_intellectual_stimulation_in_connecting_individualized_consideration_and_idealized_influence/links/63b3ba57a03100368a4b4346/The-contributions-of-inspirational-motivation-and-intellectual-stimulation-in-connecting-individualized-consideration-and-idealized-influence.pdf?origin=journalDetail&_tp=eyJwYWdlIjoiam91cm5hbERldGFpbCJ9](https://www.researchgate.net/profile/Saif-Naveed/publication/361080539_The_contributions_of_inspirational_motivation_and_intellectual_stimulation_in_connecting_individualized_consideration_and_idealized_influence/links/63b3ba57a03100368a4b4346/The-contributions-of-inspirational-motivation-and-intellectual-stimulation-in-connecting-individualized-consideration-and-idealized-influence.pdf?origin=journalDetail&_tp=eyJwYWdlIjoiam91cm5hbERldGFpbCJ9)

McCleery, J., Tereschenko, I., Li, L., & Copeland, N. (2023). Gender differences in coaching behaviors supportive of positive youth sports experience.
_Women in Sport and Physical Activity Journal_,
_31_(2), 63-72.
[https://journals.humankinetics.com/view/journals/wspaj/aop/wspaj.2022-0024/wspaj.2022-0024.xml](https://journals.humankinetics.com/view/journals/wspaj/aop/wspaj.2022-0024/wspaj.2022-0024.xml)

O'Reilly, G. (2026). An investigation into transformational, transactional, and laissez-faire leadership styles and how they influence team culture in high-performance sports teams in Ireland (Doctoral dissertation, Dublin, National College of Ireland).
[https://norma.ncirl.ie/9104/1/glennoreilly.pdf](https://norma.ncirl.ie/9104/1/glennoreilly.pdf)

Putra, M., Riana, I. G., Supartha, I. W. G., & Rahyuda, A. (2024). Exploring the implementation of Transformational Leadership in government, business, and higher education organizations.
_Community Practitioner_,
_21_, 734-750.
[https://www.researchgate.net/profile/Made-Putra-7/publication/379507890_Exploring_The_Implementation_Of_Transformational_Leadership_In_Government_Business_And_Higher_Education_Organizations/links/660c8ea4b839e05a20b883d9/Exploring-The-Implementation-Of-Transformational-Leadership-In-Government-Business-And-Higher-Education-Organizations.pdf](https://www.researchgate.net/profile/Made-Putra-7/publication/379507890_Exploring_The_Implementation_Of_Transformational_Leadership_In_Government_Business_And_Higher_Education_Organizations/links/660c8ea4b839e05a20b883d9/Exploring-The-Implementation-Of-Transformational-Leadership-In-Government-Business-And-Higher-Education-Organizations.pdf)

Zhao, C. (2023). Advancing our understanding of coach leadership: exploring the transformational leadership, coach-athlete relationship, and leading through crisis (Doctoral dissertation, Loughborough University).
[https://repository.lboro.ac.uk/articles/thesis/Advancing_our_understanding_of_coach_leadership_exploring_the_transformational_leadership_coach-athlete_relationship_and_leading_through_crisis/25002902/1/files/44062139.pdf](https://repository.lboro.ac.uk/articles/thesis/Advancing_our_understanding_of_coach_leadership_exploring_the_transformational_leadership_coach-athlete_relationship_and_leading_through_crisis/25002902/1/files/44062139.pdf)

**RobertLawsonAssignment3DevelopmentofaResearchProposal.docx**

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**## ProjectdescriptionallchaptersSpring2026rev.2.8.26-2.doc**

[removed]

**## lawsonAssignment4andfinal.docx**

**Assignment 4**

**Anticipated Findings and Personal and Professional Implications** _(minimum of two additional pages in length – minimum of 10 total pages for the total length of the research proposal, do not count the cover page)_(
_Chapters 7 -13 of the text)_

a. This paper should constitute your research proposal with all five chapters included, and
**must contain previously suggested corrections**.

b. Predict the outcome of the proposed study, based on review of the research, expert opinion and personal experience.

c. Relate the results of your study to your review of the literature.

d. Submit a properly formatted reference page with a minimum of five professional/academic references.

e. Appropriately cite sources and quote authors in APA 7th edition format.

Students will be informed that their final research proposals will be automatically submitted to TurnItIn, once posted. Please make sure to review the APA 7th edition information provided in the course to ensure your in-text citations and references are properly formatted. The final research proposal is worth 200 possible points. As a reminder, continue to access the Project Description for all Chapters document and reference the 550 Student Sample Paper in the course.

Assignment 3 attached feedback below

Your writing and language is good, but the construction of the paper needs work.

Please make sure to complete the abstract page within the Assignment #3 submission.

Methodology main heading that includes an introduction prior to the subheadings.

Assignment 2 attached no feedback given. Grade 100

Assignment 1 attached feedback below which has already been corrected in assignment 2

Robert, we use APA formatting in this class for all papers. Check Canvas for title page, headings, and formatting (flush left).

I'm concerned that your question is overly broad. You list several coaching components which would be very hard to measure. Asking "how" obligates you to examine the processes at work rather than whether your approach is more successful, or perhaps more positive.

Why not compare athlete beliefs about coaching by transformative vs. transactional coaches? Or, instead of asking "how" why not just measure the beliefs of athletes who are coached in the manner you believe is best?

**## RobertLawsonDevelopmentofHypothesisStatementorResearchQuestion3.docx**

Robert Lawson

CUI

March 10, 2026

**Research Question Development: Leadership Communication and High School Football Player Development**

As a graduate student studying coaching and athletics administration and also working as a high school football coach, one area that continues to interest me is the impact that coaching communication and leadership style have on athlete motivation and performance. Coaching at the high school level involves much more than teaching plays or running practices. Coaches are responsible for shaping discipline, confidence, and accountability among student-athletes. Because many players are still developing emotionally and academically, the way a coach communicates expectations and feedback can influence both their performance on the field and their growth as young men. My experience working with players has led me to believe that leadership style and communication from a coach can strongly affect team culture and player motivation.

The research question I plan to explore is: How does a coach’s leadership communication style affect motivation and performance among high school football players? This question focuses on whether certain approaches to communication, such as positive reinforcement, clear expectations, and relationship-based leadership, influence how athletes respond during practices and competition. The purpose of the study would be to examine how players react to different coaching styles and whether those styles contribute to improved effort, discipline, and overall team performance. This topic is important in athletics administration because leadership approaches influence not only performance but also athlete development, retention, and team culture.

This topic is personally meaningful because coaching requires balancing discipline, accountability, and mentorship. Many high school athletes respond differently depending on how coaches communicate expectations and feedback. Some athletes perform better when coaches provide encouragement and clear direction, while others may struggle if communication is overly negative or inconsistent. Understanding how leadership communication influences motivation could help coaches create more effective team environments. The findings from this research may provide insight into leadership strategies that support both athletic success and personal development among student-athletes. The assignment guidelines emphasize developing a clear research question that can be studied through observation, surveys, or interviews within an athletic population

Assignment number 1 rev. 11.11.…

.

**Preliminary Sources**

Chelladurai, P., & Saleh, S. D. (1980). Dimensions of leader behavior in sports.
_Journal of Sport Psychology._

Horn, T. S. (2008).
_Advances in sport psychology._ Human Kinetics.

Jowett, S., & Cockerill, I. M. (2003). Olympic medalists’ perspective of the athlete–coach relationship.
_Psychology of Sport and Exercise._

Smith, R. E., & Smoll, F. L. (1997). Coaching behaviors in youth sports.
_Journal of Applied Sport Psychology._

Weinberg, R., & Gould, D. (2019).
_Foundations of sport and exercise psychology._ Human Kinetics.

**## RobertLawsonAssignment2DevelopmentofaResearchProposal1.docx**

2

**The Styles of Leadership Communication and Motivation of High School Football Athlete.**

Robert Lawson

CUI

March 27, 2026

**Abstract**

**The Styles of Leadership Communication and Motivation of High School Football Athlete.**

High school level coaching goes well beyond the instruction of technical skills and the strategy of the game. Coaches are their role models, mentors, disciplinarians who have a great impact on the emotional and psychological development of teenage athletes and their performance. Leadership communication style of a coach is one of the most influential ones in the context of team culture development and the formation of the individual player. Individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence distinguished transformational leadership have also been demonstrated to contribute to intrinsic motivation and prolonged personal growth of athletes. However, transactional leadership is more contingent reward and corrective feedback based. The ways in which these opposing styles affect motivation and performance can provide coaches with the instruments to make the environments they run more effective in promoting the athletic and personal development. This is a professionally significant topic since high school coaches are positioned with a special opportunity to influence young men at a critical stage of development.

**The Styles of Leadership Communication and Motivation of High School Football Athlete.**

**Statement of the Problem**

The coaches of high school football teams are instrumental in building character, discipline, and motivation in addition to athletic talent when it comes to student-athletes. Nonetheless, the efficiency of various coaching leadership communication styles on the motivation and performance of players has not been fully investigated in the high school context. The following research question will be discussed in the present study:

1. Are football players in high schools that are coached by transformational leaders more likely to report greater levels of motivation and perceived performance improvement than do football players coached by transactional leaders?

This question is narrow, quantifiable and speaks directly to a practical issue in coaching and athletics administration. Transformational leadership focuses on the establishment of good coach-athlete relationships, personalized care, and motivation of players to perform to their perceived ability. In comparison, transactional leadership emphasizes on explicit expectations, incentives and penalties of conformity and nonconformance respectively. Although the two styles are equally valuable, studies indicate that transformational style might produce higher intrinsic motivation and long-term growth of the athletes, especially in adolescence when they are yet to acquire their identity and self-efficacy.

This is a concern that is supported by personal observations of high school football coach. Sportspeople tend to react better to encouragement, relationship-building, and visionary communication than to the reward-and-punishment systems only. However, a good number of coaches fail to go transactional as it is easier to implement and offers a quick organization. Research will be required to conclude whether or not transformational leadership communication is associated with significantly greater results in motivation and perceived performance in the high school football setting. Finding this evidence would be used to shape coach education programs and enhance the retention of athletes, team culture, and overall program performance.

**Review of the Literature**

The styles of leadership in sport have been broadly researched and both the transformational and transactional perspectives have been used in the context of coaching success. Putra et al. (2024) defined transformational leadership as a process that involves leaders influencing their followers to reach the unimaginable goal by prioritizing the higher order needs and values. Transformational coach behaviors e.g., inspirational motivation and individualized consideration have been associated with greater athlete satisfaction, intrinsic motivation, and commitment in an athletic context (Khan et al., 2025).

Zhao (2023) supported this line of argument by investigating the coach-athlete relationship in case of Olympic medalists and discovered that the mutual respect, trust, and emotional attachment, which are the characteristics of transformational leadership, were greatly linked to the positive outcome of performance and character development. In the same manner, McCleery et al. (2023) established that positive and supportive coaching behaviors in youth sports were associated with increased sport enjoyment and lower turnover of the athletes. The result of these findings is in accordance with the principles of transformational leadership and indicates that high school football players can gain benefits.

By comparison, transactional leadership, a contingent-reward based leadership and management-by-exception, has also proven to be useful in a sport setting. Jin et al. (2022) recognized the dimensions of leader behavior in sports and observed that in high pressure competitive situations, athletes tend to adopt directive and structured leadership styles. Transactional aspects may bring the clarity and instantaneous information that many adolescent athletes need to develop skills and discipline in the team. O’Reilly (2026) also admitted that transactional leadership might work well in setting up of routines and accountability especially in team sports such as football where coordination and compliance are necessary.

Nevertheless, the studies also point at specific drawbacks of a strictly transactional strategy. Over-rewarding and over-punishing students with outside rewards and punishment tend to hinder intrinsic motivation in the long run, particularly in young athletes. This issue is especially applicable to high school environments, where players are still finding their identity and potentially may need relationship-based, inspirational leadership more. Comparative studies of the two styles have tended to conclude that transformational style is more effective in promoting long-term motivation and well-being even though transactional behaviors are still considered to be fundamental supportive factors (Aljumah, 2023).

The literature on leadership communication styles in high school football is well grounded to conduct research. Although transformational leadership seems to have a potential to increase motivational and performance levels, there are not many studies that directly compared perceptions of players in such a population. The gap that the present proposal fills is the investigation of the statement that high school football players coach whose coaching method is based more on transformational techniques instead of transactional techniques are more likely to report higher motivation and perceived improvement in performance in comparison with coaches whose method is based more on transactional techniques.

**References**

Aljumah, A. (2023). The impact of extrinsic and intrinsic motivation on job satisfaction: The mediating role of transactional leadership.
_Cogent Business & Management_,
_10_(3), 2270813.
[https://www.tandfonline.com/doi/pdf/10.1080/23311975.2023.2270813](https://www.tandfonline.com/doi/pdf/10.1080/23311975.2023.2270813)

Jin, H., Kim, S., Love, A., Jin, Y., & Zhao, J. (2022). Effects of leadership style on coach-athlete relationship, athletes’ motivations, and athlete satisfaction.
_Frontiers in Psychology_,
_13_, 1012953.
[https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1012953/pdf](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1012953/pdf)

Khan, I. U., Amin, R. U., & Saif, N. (2025). Individualized consideration and idealized influence of transformational leadership: Mediating role of inspirational motivation and intellectual stimulation.
_International Journal of Leadership in Education_,
_28_(6), 1322-1332.
[https://www.researchgate.net/profile/Saif-Naveed/publication/361080539_The_contributions_of_inspirational_motivation_and_intellectual_stimulation_in_connecting_individualized_consideration_and_idealized_influence/links/63b3ba57a03100368a4b4346/The-contributions-of-inspirational-motivation-and-intellectual-stimulation-in-connecting-individualized-consideration-and-idealized-influence.pdf?origin=journalDetail&_tp=eyJwYWdlIjoiam91cm5hbERldGFpbCJ9](https://www.researchgate.net/profile/Saif-Naveed/publication/361080539_The_contributions_of_inspirational_motivation_and_intellectual_stimulation_in_connecting_individualized_consideration_and_idealized_influence/links/63b3ba57a03100368a4b4346/The-contributions-of-inspirational-motivation-and-intellectual-stimulation-in-connecting-individualized-consideration-and-idealized-influence.pdf?origin=journalDetail&_tp=eyJwYWdlIjoiam91cm5hbERldGFpbCJ9)

McCleery, J., Tereschenko, I., Li, L., & Copeland, N. (2023). Gender differences in coaching behaviors supportive of positive youth sports experience.
_Women in Sport and Physical Activity Journal_,
_31_(2), 63-72.
[https://journals.humankinetics.com/view/journals/wspaj/aop/wspaj.2022-0024/wspaj.2022-0024.xml](https://journals.humankinetics.com/view/journals/wspaj/aop/wspaj.2022-0024/wspaj.2022-0024.xml)

O'Reilly, G. (2026). An investigation into transformational, transactional, and laissez-faire leadership styles and how they influence team culture in high-performance sports teams in Ireland (Doctoral dissertation, Dublin, National College of Ireland).
[https://norma.ncirl.ie/9104/1/glennoreilly.pdf](https://norma.ncirl.ie/9104/1/glennoreilly.pdf)

Putra, M., Riana, I. G., Supartha, I. W. G., & Rahyuda, A. (2024). Exploring the implementation of Transformational Leadership in government, business, and higher education organizations.
_Community Practitioner_,
_21_, 734-750.
[https://www.researchgate.net/profile/Made-Putra-7/publication/379507890_Exploring_The_Implementation_Of_Transformational_Leadership_In_Government_Business_And_Higher_Education_Organizations/links/660c8ea4b839e05a20b883d9/Exploring-The-Implementation-Of-Transformational-Leadership-In-Government-Business-And-Higher-Education-Organizations.pdf](https://www.researchgate.net/profile/Made-Putra-7/publication/379507890_Exploring_The_Implementation_Of_Transformational_Leadership_In_Government_Business_And_Higher_Education_Organizations/links/660c8ea4b839e05a20b883d9/Exploring-The-Implementation-Of-Transformational-Leadership-In-Government-Business-And-Higher-Education-Organizations.pdf)

Zhao, C. (2023). Advancing our understanding of coach leadership: exploring the transformational leadership, coach-athlete relationship, and leading through crisis (Doctoral dissertation, Loughborough University).
[https://repository.lboro.ac.uk/articles/thesis/Advancing_our_understanding_of_coach_leadership_exploring_the_transformational_leadership_coach-athlete_relationship_and_leading_through_crisis/25002902/1/files/44062139.pdf](https://repository.lboro.ac.uk/articles/thesis/Advancing_our_understanding_of_coach_leadership_exploring_the_transformational_leadership_coach-athlete_relationship_and_leading_through_crisis/25002902/1/files/44062139.pdf)

**RobertLawsonAssignment3DevelopmentofaResearchProposal.docx**

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**## ProjectdescriptionallchaptersSpring2026rev.2.8.26-2.doc**

[removed]

**## lawsonAssignment4andfinal.docx**

**Assignment 4**

**Anticipated Findings and Personal and Professional Implications** _(minimum of two additional pages in length – minimum of 10 total pages for the total length of the research proposal, do not count the cover page)_(
_Chapters 7 -13 of the text)_

a. This paper should constitute your research proposal with all five chapters included, and
**must contain previously suggested corrections**.

b. Predict the outcome of the proposed study, based on review of the research, expert opinion and personal experience.

c. Relate the results of your study to your review of the literature.

d. Submit a properly formatted reference page with a minimum of five professional/academic references.

e. Appropriately cite sources and quote authors in APA 7th edition format.

Students will be informed that their final research proposals will be automatically submitted to TurnItIn, once posted. Please make sure to review the APA 7th edition information provided in the course to ensure your in-text citations and references are properly formatted. The final research proposal is worth 200 possible points. As a reminder, continue to access the Project Description for all Chapters document and reference the 550 Student Sample Paper in the course.

Assignment 3 attached feedback below

Your writing and language is good, but the construction of the paper needs work.

Please make sure to complete the abstract page within the Assignment #3 submission.

Methodology main heading that includes an introduction prior to the subheadings.

Assignment 2 attached no feedback given. Grade 100

Assignment 1 attached feedback below which has already been corrected in assignment 2

Robert, we use APA formatting in this class for all papers. Check Canvas for title page, headings, and formatting (flush left).

I'm concerned that your question is overly broad. You list several coaching components which would be very hard to measure. Asking "how" obligates you to examine the processes at work rather than whether your approach is more successful, or perhaps more positive.

Why not compare athlete beliefs about coaching by transformative vs. transactional coaches? Or, instead of asking "how" why not just measure the beliefs of athletes who are coached in the manner you believe is best?

**## RobertLawsonDevelopmentofHypothesisStatementorResearchQuestion3.docx**

Robert Lawson

CUI

March 10, 2026

**Research Question Development: Leadership Communication and High School Football Player Development**

As a graduate student studying coaching and athletics administration and also working as a high school football coach, one area that continues to interest me is the impact that coaching communication and leadership style have on athlete motivation and performance. Coaching at the high school level involves much more than teaching plays or running practices. Coaches are responsible for shaping discipline, confidence, and accountability among student-athletes. Because many players are still developing emotionally and academically, the way a coach communicates expectations and feedback can influence both their performance on the field and their growth as young men. My experience working with players has led me to believe that leadership style and communication from a coach can strongly affect team culture and player motivation.

The research question I plan to explore is: How does a coach’s leadership communication style affect motivation and performance among high school football players? This question focuses on whether certain approaches to communication, such as positive reinforcement, clear expectations, and relationship-based leadership, influence how athletes respond during practices and competition. The purpose of the study would be to examine how players react to different coaching styles and whether those styles contribute to improved effort, discipline, and overall team performance. This topic is important in athletics administration because leadership approaches influence not only performance but also athlete development, retention, and team culture.

This topic is personally meaningful because coaching requires balancing discipline, accountability, and mentorship. Many high school athletes respond differently depending on how coaches communicate expectations and feedback. Some athletes perform better when coaches provide encouragement and clear direction, while others may struggle if communication is overly negative or inconsistent. Understanding how leadership communication influences motivation could help coaches create more effective team environments. The findings from this research may provide insight into leadership strategies that support both athletic success and personal development among student-athletes. The assignment guidelines emphasize developing a clear research question that can be studied through observation, surveys, or interviews within an athletic population

Assignment number 1 rev. 11.11.…

.

**Preliminary Sources**

Chelladurai, P., & Saleh, S. D. (1980). Dimensions of leader behavior in sports.
_Journal of Sport Psychology._

Horn, T. S. (2008).
_Advances in sport psychology._ Human Kinetics.

Jowett, S., & Cockerill, I. M. (2003). Olympic medalists’ perspective of the athlete–coach relationship.
_Psychology of Sport and Exercise._

Smith, R. E., & Smoll, F. L. (1997). Coaching behaviors in youth sports.
_Journal of Applied Sport Psychology._

Weinberg, R., & Gould, D. (2019).
_Foundations of sport and exercise psychology._ Human Kinetics.

**## RobertLawsonAssignment2DevelopmentofaResearchProposal1.docx**

2

**The Styles of Leadership Communication and Motivation of High School Football Athlete.**

Robert Lawson

CUI

March 27, 2026

**Abstract**

**The Styles of Leadership Communication and Motivation of High School Football Athlete.**

High school level coaching goes well beyond the instruction of technical skills and the strategy of the game. Coaches are their role models, mentors, disciplinarians who have a great impact on the emotional and psychological development of teenage athletes and their performance. Leadership communication style of a coach is one of the most influential ones in the context of team culture development and the formation of the individual player. Individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence distinguished transformational leadership have also been demonstrated to contribute to intrinsic motivation and prolonged personal growth of athletes. However, transactional leadership is more contingent reward and corrective feedback based. The ways in which these opposing styles affect motivation and performance can provide coaches with the instruments to make the environments they run more effective in promoting the athletic and personal development. This is a professionally significant topic since high school coaches are positioned with a special opportunity to influence young men at a critical stage of development.

**The Styles of Leadership Communication and Motivation of High School Football Athlete.**

**Statement of the Problem**

The coaches of high school football teams are instrumental in building character, discipline, and motivation in addition to athletic talent when it comes to student-athletes. Nonetheless, the efficiency of various coaching leadership communication styles on the motivation and performance of players has not been fully investigated in the high school context. The following research question will be discussed in the present study:

1. Are football players in high schools that are coached by transformational leaders more likely to report greater levels of motivation and perceived performance improvement than do football players coached by transactional leaders?

This question is narrow, quantifiable and speaks directly to a practical issue in coaching and athletics administration. Transformational leadership focuses on the establishment of good coach-athlete relationships, personalized care, and motivation of players to perform to their perceived ability. In comparison, transactional leadership emphasizes on explicit expectations, incentives and penalties of conformity and nonconformance respectively. Although the two styles are equally valuable, studies indicate that transformational style might produce higher intrinsic motivation and long-term growth of the athletes, especially in adolescence when they are yet to acquire their identity and self-efficacy.

This is a concern that is supported by personal observations of high school football coach. Sportspeople tend to react better to encouragement, relationship-building, and visionary communication than to the reward-and-punishment systems only. However, a good number of coaches fail to go transactional as it is easier to implement and offers a quick organization. Research will be required to conclude whether or not transformational leadership communication is associated with significantly greater results in motivation and perceived performance in the high school football setting. Finding this evidence would be used to shape coach education programs and enhance the retention of athletes, team culture, and overall program performance.

**Review of the Literature**

The styles of leadership in sport have been broadly researched and both the transformational and transactional perspectives have been used in the context of coaching success. Putra et al. (2024) defined transformational leadership as a process that involves leaders influencing their followers to reach the unimaginable goal by prioritizing the higher order needs and values. Transformational coach behaviors e.g., inspirational motivation and individualized consideration have been associated with greater athlete satisfaction, intrinsic motivation, and commitment in an athletic context (Khan et al., 2025).

Zhao (2023) supported this line of argument by investigating the coach-athlete relationship in case of Olympic medalists and discovered that the mutual respect, trust, and emotional attachment, which are the characteristics of transformational leadership, were greatly linked to the positive outcome of performance and character development. In the same manner, McCleery et al. (2023) established that positive and supportive coaching behaviors in youth sports were associated with increased sport enjoyment and lower turnover of the athletes. The result of these findings is in accordance with the principles of transformational leadership and indicates that high school football players can gain benefits.

By comparison, transactional leadership, a contingent-reward based leadership and management-by-exception, has also proven to be useful in a sport setting. Jin et al. (2022) recognized the dimensions of leader behavior in sports and observed that in high pressure competitive situations, athletes tend to adopt directive and structured leadership styles. Transactional aspects may bring the clarity and instantaneous information that many adolescent athletes need to develop skills and discipline in the team. O’Reilly (2026) also admitted that transactional leadership might work well in setting up of routines and accountability especially in team sports such as football where coordination and compliance are necessary.

Nevertheless, the studies also point at specific drawbacks of a strictly transactional strategy. Over-rewarding and over-punishing students with outside rewards and punishment tend to hinder intrinsic motivation in the long run, particularly in young athletes. This issue is especially applicable to high school environments, where players are still finding their identity and potentially may need relationship-based, inspirational leadership more. Comparative studies of the two styles have tended to conclude that transformational style is more effective in promoting long-term motivation and well-being even though transactional behaviors are still considered to be fundamental supportive factors (Aljumah, 2023).

The literature on leadership communication styles in high school football is well grounded to conduct research. Although transformational leadership seems to have a potential to increase motivational and performance levels, there are not many studies that directly compared perceptions of players in such a population. The gap that the present proposal fills is the investigation of the statement that high school football players coach whose coaching method is based more on transformational techniques instead of transactional techniques are more likely to report higher motivation and perceived improvement in performance in comparison with coaches whose method is based more on transactional techniques.

**References**

Aljumah, A. (2023). The impact of extrinsic and intrinsic motivation on job satisfaction: The mediating role of transactional leadership.
_Cogent Business & Management_,
_10_(3), 2270813.
[https://www.tandfonline.com/doi/pdf/10.1080/23311975.2023.2270813](https://www.tandfonline.com/doi/pdf/10.1080/23311975.2023.2270813)

Jin, H., Kim, S., Love, A., Jin, Y., & Zhao, J. (2022). Effects of leadership style on coach-athlete relationship, athletes’ motivations, and athlete satisfaction.
_Frontiers in Psychology_,
_13_, 1012953.
[https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1012953/pdf](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1012953/pdf)

Khan, I. U., Amin, R. U., & Saif, N. (2025). Individualized consideration and idealized influence of transformational leadership: Mediating role of inspirational motivation and intellectual stimulation.
_International Journal of Leadership in Education_,
_28_(6), 1322-1332.
[https://www.researchgate.net/profile/Saif-Naveed/publication/361080539_The_contributions_of_inspirational_motivation_and_intellectual_stimulation_in_connecting_individualized_consideration_and_idealized_influence/links/63b3ba57a03100368a4b4346/The-contributions-of-inspirational-motivation-and-intellectual-stimulation-in-connecting-individualized-consideration-and-idealized-influence.pdf?origin=journalDetail&_tp=eyJwYWdlIjoiam91cm5hbERldGFpbCJ9](https://www.researchgate.net/profile/Saif-Naveed/publication/361080539_The_contributions_of_inspirational_motivation_and_intellectual_stimulation_in_connecting_individualized_consideration_and_idealized_influence/links/63b3ba57a03100368a4b4346/The-contributions-of-inspirational-motivation-and-intellectual-stimulation-in-connecting-individualized-consideration-and-idealized-influence.pdf?origin=journalDetail&_tp=eyJwYWdlIjoiam91cm5hbERldGFpbCJ9)

McCleery, J., Tereschenko, I., Li, L., & Copeland, N. (2023). Gender differences in coaching behaviors supportive of positive youth sports experience.
_Women in Sport and Physical Activity Journal_,
_31_(2), 63-72.
[https://journals.humankinetics.com/view/journals/wspaj/aop/wspaj.2022-0024/wspaj.2022-0024.xml](https://journals.humankinetics.com/view/journals/wspaj/aop/wspaj.2022-0024/wspaj.2022-0024.xml)

O'Reilly, G. (2026). An investigation into transformational, transactional, and laissez-faire leadership styles and how they influence team culture in high-performance sports teams in Ireland (Doctoral dissertation, Dublin, National College of Ireland).
[https://norma.ncirl.ie/9104/1/glennoreilly.pdf](https://norma.ncirl.ie/9104/1/glennoreilly.pdf)

Putra, M., Riana, I. G., Supartha, I. W. G., & Rahyuda, A. (2024). Exploring the implementation of Transformational Leadership in government, business, and higher education organizations.
_Community Practitioner_,
_21_, 734-750.
[https://www.researchgate.net/profile/Made-Putra-7/publication/379507890_Exploring_The_Implementation_Of_Transformational_Leadership_In_Government_Business_And_Higher_Education_Organizations/links/660c8ea4b839e05a20b883d9/Exploring-The-Implementation-Of-Transformational-Leadership-In-Government-Business-And-Higher-Education-Organizations.pdf](https://www.researchgate.net/profile/Made-Putra-7/publication/379507890_Exploring_The_Implementation_Of_Transformational_Leadership_In_Government_Business_And_Higher_Education_Organizations/links/660c8ea4b839e05a20b883d9/Exploring-The-Implementation-Of-Transformational-Leadership-In-Government-Business-And-Higher-Education-Organizations.pdf)

Zhao, C. (2023). Advancing our understanding of coach leadership: exploring the transformational leadership, coach-athlete relationship, and leading through crisis (Doctoral dissertation, Loughborough University).
[https://repository.lboro.ac.uk/articles/thesis/Advancing_our_understanding_of_coach_leadership_exploring_the_transformational_leadership_coach-athlete_relationship_and_leading_through_crisis/25002902/1/files/44062139.pdf](https://repository.lboro.ac.uk/articles/thesis/Advancing_our_understanding_of_coach_leadership_exploring_the_transformational_leadership_coach-athlete_relationship_and_leading_through_crisis/25002902/1/files/44062139.pdf)

**RobertLawsonAssignment3DevelopmentofaResearchProposal.docx**

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November 6, 2026
[Solved] ty

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please see attachment **files (1)** – ## Lab9Accelerationduetogravity1.docx **## Lab9Accelerationduetogravity1.docx** **Lab 9 Acceleration due to gravity (Measure your height)** Experiment setup video: [https://www.youtube.com/watch?v=IL3r81mSiso](https://www.youtube.com/watch?v=IL3r81mSiso) 1. In …

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Assignment Prompt & Instructions

please see attachment

**files (1)**

– ## Lab9Accelerationduetogravity1.docx

**## Lab9Accelerationduetogravity1.docx**

**Lab 9 Acceleration due to gravity (Measure your height)**

Experiment setup video:

[https://www.youtube.com/watch?v=IL3r81mSiso](https://www.youtube.com/watch?v=IL3r81mSiso)

1. In this experiment, you will use a stopwatch and a pencil to measure your height. To do this, simply hold the pencil by the top of your head and allow it to fall to the floor. The difficult part will be pressing start and stop on the stopwatch at exactly the moment you release the pencil and the moment it strikes the floor since the time interval of the fall is less than 1 second. Your “reaction time” will create some error in your measurements. We will call the time interval during which the pencil falls T1.

2. Since the pencil is undergoing constant acceleration, you can use the constant acceleration model you learned in Lab 8 to determine the distance that the pencil fell. Calculate this distance. The result should be close to your actual height. The equation is:

Where:

· is the distance the pencil fallen (m), which is approximately your height.

· is the acceleration due to gravity (9.81 m/s² on earth).

· is the time of the fall (s), recorded with your stopwatch or cellphone.

After recording the fall time, simply substitute your value of into the equation to calculate . The result should give you a good estimate of your height. Remember, is a constant on Earth, so the only variable is the measured fall time.

**Show your calculations here:**

3. Now you will measure your reaction time. For this you will need a ruler. This also works best if you can find someone to help you with this part. Have your helper hold the ruler just above your hand as shown in Figure 1. Tell your helper to release the ruler as you prepare to catch it. To get the most accurate reaction time measurement, it is important that you don’t know exactly the moment when your helper releases the ruler. If you do this on your own, you will know the moment when you release it and you will be prepared to catch it sooner. This will give you a less accurate reaction time measurement.

![](https://www.sweetstudy.com/questions/ty-20970617)

Figure 1

[https://www.youtube.com/watch?v=M_ClxSHmapw](https://www.youtube.com/watch?v=M_ClxSHmapw) (more details in the video)

4. Use the distance that the ruler fell to determine your reaction time. Like you did in step 2, you can use the constant acceleration model to use the distance the ruler fell to determine your reaction time. We will call this time interval TR.

Use the same equation from step 2:

In this case:

· is the distance that the ruler fell until you caught it (you can read this directly on the ruler).

· is the acceleration due to gravity (), which is constant on Earth.

· is the reaction time, , that you are calculating.

Rearranging the equation to solve for :

Substitute your measured distance into this equation to calculate .

**Show your calculation here:**

5. Now subtract your reaction time TR from the time you measured with the stopwatch T1. Then calculate your height again using this new time. You should now get a height that is closer to your actual height.

What is your (the fall time measured in step 1)?

What is your (your reaction time calculated in step 4)?

What is your estimated height from step 2 (using )?

What is your recalculated height using the corrected fall time ?

Is your recalculated height closer to your actual height than your first estimate?

## image1.jpeg

**## Lab9Accelerationduetogravity1.docx**

**Lab 9 Acceleration due to gravity (Measure your height)**

Experiment setup video:

[https://www.youtube.com/watch?v=IL3r81mSiso](https://www.youtube.com/watch?v=IL3r81mSiso)

1. In this experiment, you will use a stopwatch and a pencil to measure your height. To do this, simply hold the pencil by the top of your head and allow it to fall to the floor. The difficult part will be pressing start and stop on the stopwatch at exactly the moment you release the pencil and the moment it strikes the floor since the time interval of the fall is less than 1 second. Your “reaction time” will create some error in your measurements. We will call the time interval during which the pencil falls T1.

2. Since the pencil is undergoing constant acceleration, you can use the constant acceleration model you learned in Lab 8 to determine the distance that the pencil fell. Calculate this distance. The result should be close to your actual height. The equation is:

Where:

· is the distance the pencil fallen (m), which is approximately your height.

· is the acceleration due to gravity (9.81 m/s² on earth).

· is the time of the fall (s), recorded with your stopwatch or cellphone.

After recording the fall time, simply substitute your value of into the equation to calculate . The result should give you a good estimate of your height. Remember, is a constant on Earth, so the only variable is the measured fall time.

**Show your calculations here:**

3. Now you will measure your reaction time. For this you will need a ruler. This also works best if you can find someone to help you with this part. Have your helper hold the ruler just above your hand as shown in Figure 1. Tell your helper to release the ruler as you prepare to catch it. To get the most accurate reaction time measurement, it is important that you don’t know exactly the moment when your helper releases the ruler. If you do this on your own, you will know the moment when you release it and you will be prepared to catch it sooner. This will give you a less accurate reaction time measurement.

![](https://www.sweetstudy.com/questions/ty-20970617)

Figure 1

[https://www.youtube.com/watch?v=M_ClxSHmapw](https://www.youtube.com/watch?v=M_ClxSHmapw) (more details in the video)

4. Use the distance that the ruler fell to determine your reaction time. Like you did in step 2, you can use the constant acceleration model to use the distance the ruler fell to determine your reaction time. We will call this time interval TR.

Use the same equation from step 2:

In this case:

· is the distance that the ruler fell until you caught it (you can read this directly on the ruler).

· is the acceleration due to gravity (), which is constant on Earth.

· is the reaction time, , that you are calculating.

Rearranging the equation to solve for :

Substitute your measured distance into this equation to calculate .

**Show your calculation here:**

5. Now subtract your reaction time TR from the time you measured with the stopwatch T1. Then calculate your height again using this new time. You should now get a height that is closer to your actual height.

What is your (the fall time measured in step 1)?

What is your (your reaction time calculated in step 4)?

What is your estimated height from step 2 (using )?

What is your recalculated height using the corrected fall time ?

Is your recalculated height closer to your actual height than your first estimate?

## image1.jpeg

November 6, 2026
[Solved] questions

✓ Verified Academic Solution Available

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Q1 The healthcare industry is a complex and multifaceted system, with an array of providers and organizations working collaboratively to deliver patient care. The diversity in roles, functions, and specialties not only enriches the healthcare system but also poses unique challenges and opportunities…

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Q1

The healthcare industry is a complex and multifaceted system, with an array of providers and organizations working collaboratively to deliver patient care. The diversity in roles, functions, and specialties not only enriches the healthcare system but also poses unique challenges and opportunities.

For this week's discussion, your task is to analyze and differentiate between the roles, functions, and specialties of various healthcare providers and types of healthcare organizations within the industry. Please address the following questions:

1.       How do the varied roles of healthcare providers influence patient care?
2. What      specialties exist within the healthcare profession, and how do they shape      healthcare organizations?
3. How      can we differentiate between the diverse types of healthcare organizations      within the industry?

Q2

How has the feminist movement changed over time? What are the pressing issues being addressed by the global contemporary movement? Address another social movement that is related to gender, women's rights, social change, sexism, or inequality. In what way does this movement address gender? Include a recent news piece about the movement as well.

Q3

Workforce analytics is a common approach to business operations because it is based on the analysis of employee and staff data. This approach can help businesses find answers to key workforce and workflow challenges, and solutions. Research the types of workforce analytics and discuss how they can be applied to common HIM, informatics, and analytic roles.

**Peer Reply Guidance:**

– Post      substantial comments, reflections, or questions to as many of your      classmates as you can (the minimum requirement is 2) about their original      posts as early in the week as you can, but no later than Sunday.
– Reply      to any questions and/or comments made to you from your instructor and      classmates no later than Sunday.

November 6, 2026
[Solved] human services

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**files (1)** – ## MOD2-.docx **## MOD2-.docx** **Assignment Description** Social justice problems may affect different populations in unique ways. Social workers must understand the special challenges that may arise when providing services and supports for these populations, as well as the policies…

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**files (1)**

– ## MOD2-.docx

**## MOD2-.docx**

**Assignment Description**

Social justice problems may affect different populations in unique ways. Social workers must understand the special challenges that may arise when providing services and supports for these populations, as well as the policies that may address the social justice problems that impact them.

The purpose of this assignment is to explore a social justice problem that addresses a specific population or subgroup (for example, access to health care, social services, immigration, or veterans' mental health and services). This should be a problem that presents current challenges for social workers providing services and support. You will need to investigate the various forms and mechanisms of oppression and discrimination within this social justice problem and identify policies that are currently enacted to address this problem. Ultimately, you will choose one of these policies as the topic for your policy analysis in the coming assignments in this course.

To ensure you choose a viable and scholarly topic, explore the literature in your area of interest by doing article and book searches through electronic resources, including government, educational, and organizational websites. Exploring scholarly, respected literature will be the preliminary work for this assignment. The United States Congress website— reading list—will be an invaluable resource for your research during this assignment if you are exploring a federal-level issue.

**Assignment Instructions – 4 PAGES – Apa format**

To complete this assignment:

Choose a social justice problem that addresses the needs of a specific population or subgroup that interests you. Use the Internet, United States Congress website, or any relevant state or local website that provides policy and social justice information to help guide your research. Also, refer to the resources above as needed to help guide your search.

After you have chosen a problem, write a 4 PAGES exploration of the topic and address the following:

· Analyze the forms and mechanisms of oppression and discrimination of your chosen population or subgroup that exist within this social justice topic (for example, based on race, religion, disabilities, gender orientation, socioeconomic status, or access to services).

· In your analysis, describe how the oppression and discrimination impacted this population or subgroup.

· Support this with data on the number of people affected that you have found during your research.

· Analyze ethical problems associated with your selected social justice problem.

· Use the
_NASW Code of Ethics_ web page, to guide your analysis:

· What ethical considerations in your selected social justice problem must be addressed?

· What are implications for social work practice and positive client outcomes?

· Describe the current enacted policies for this social justice problem.

· Research current enacted policies that seek to address this social justice problem.
**Important:** These policies must be passed legislation currently in practice. Legislation can be at the local, state, or federal level.

· Analyze how effective these policies are in addressing the needs of your chosen population or subgroup.

· Do the policies effectively address the social justice problem? Provide a rationale that includes scholarly, peer-reviewed research.

· Assess the impact these policies have had on your selected population or subgroup.

· What policy constraints exist for this population or subgroup?

· Compare advocacy methods for the selected social justice problem.

· What are the strengths and challenges of advocacy methods? What additional steps could be taken to address the challenges?

**## MOD2-.docx**

**Assignment Description**

Social justice problems may affect different populations in unique ways. Social workers must understand the special challenges that may arise when providing services and supports for these populations, as well as the policies that may address the social justice problems that impact them.

The purpose of this assignment is to explore a social justice problem that addresses a specific population or subgroup (for example, access to health care, social services, immigration, or veterans' mental health and services). This should be a problem that presents current challenges for social workers providing services and support. You will need to investigate the various forms and mechanisms of oppression and discrimination within this social justice problem and identify policies that are currently enacted to address this problem. Ultimately, you will choose one of these policies as the topic for your policy analysis in the coming assignments in this course.

To ensure you choose a viable and scholarly topic, explore the literature in your area of interest by doing article and book searches through electronic resources, including government, educational, and organizational websites. Exploring scholarly, respected literature will be the preliminary work for this assignment. The United States Congress website— reading list—will be an invaluable resource for your research during this assignment if you are exploring a federal-level issue.

**Assignment Instructions – 4 PAGES – Apa format**

To complete this assignment:

Choose a social justice problem that addresses the needs of a specific population or subgroup that interests you. Use the Internet, United States Congress website, or any relevant state or local website that provides policy and social justice information to help guide your research. Also, refer to the resources above as needed to help guide your search.

After you have chosen a problem, write a 4 PAGES exploration of the topic and address the following:

· Analyze the forms and mechanisms of oppression and discrimination of your chosen population or subgroup that exist within this social justice topic (for example, based on race, religion, disabilities, gender orientation, socioeconomic status, or access to services).

· In your analysis, describe how the oppression and discrimination impacted this population or subgroup.

· Support this with data on the number of people affected that you have found during your research.

· Analyze ethical problems associated with your selected social justice problem.

· Use the
_NASW Code of Ethics_ web page, to guide your analysis:

· What ethical considerations in your selected social justice problem must be addressed?

· What are implications for social work practice and positive client outcomes?

· Describe the current enacted policies for this social justice problem.

· Research current enacted policies that seek to address this social justice problem.
**Important:** These policies must be passed legislation currently in practice. Legislation can be at the local, state, or federal level.

· Analyze how effective these policies are in addressing the needs of your chosen population or subgroup.

· Do the policies effectively address the social justice problem? Provide a rationale that includes scholarly, peer-reviewed research.

· Assess the impact these policies have had on your selected population or subgroup.

· What policy constraints exist for this population or subgroup?

· Compare advocacy methods for the selected social justice problem.

· What are the strengths and challenges of advocacy methods? What additional steps could be taken to address the challenges?

November 6, 2026
[Solved] anna

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Executive Solution Overview

In this assignment, students evaluate how a psychological lifespan theory has been studied using qualitative and quantitative research methodologies. Students will analyze current empirical peer-reviewed studies to evaluate how methodology influences understanding and application of the theory. 1. S…

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Assignment Prompt & Instructions

In this assignment, students evaluate how a psychological lifespan theory has been studied using qualitative and quantitative research methodologies. Students will analyze current empirical peer-reviewed studies to evaluate how methodology influences understanding and application of the theory.

1. Select a psychological lifespan theory such as attachment theory, social cognitive theory, psychosocial theory, etc.

2. Identify 4 empirical peer-reviewed studies (2 qualitative and 2 quantitative) that explicitly apply or examine the psychological lifespan theory. The empirical peer-reviewed studies should be within the last 10 years.

For each study, summarize the following: Research question or problem; Methodology (i.e. sample, data collection, and analysis); Key findings as related to theory; and Strengths and limitations of the methodological approach in examining the selected lifespan theory

3. After reviewing the 4 studies, write a comparative analysis that addresses:

– What each method reveals about the theory that the other does not

– How each approach supports, challenges, or expands the theoretical framework

– Which theoretical constructs are more easily accessed by each method

– Whether integrating both methods could provide a more complete picture
4. Identify and analyze researcher bias in qualitative and quantitative studies and evaluate ways to mitigate researcher bias

5. Conclude with a brief reflection on what student learned between theory and method, as well as which approach was more compelling or useful for studying this theory — and why

November 6, 2026
[Solved] assitant needed kk-new

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please see attachments **files (2)** – ## needthiswork.docx – Unit6-ProjectExecutionandConflictsNOTESCOPY1.pdf **## needthiswork.docx** 1- In this week's lecture we looked at hard data vs soft data. Demonstrate that you know the difference between the two by locating an example of one of each in con…

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Assignment Prompt & Instructions

please see attachments

**files (2)**

– ## needthiswork.docx

– Unit6-ProjectExecutionandConflictsNOTESCOPY1.pdf

**## needthiswork.docx**

1- In this week's lecture we looked at hard data vs soft data. Demonstrate that you know the difference between the two by locating an example of one of each in conjunction with a project and post a link to it that we can all access. Make sure to tell us which is soft and which is hard and why. Be prepared to answer my questions if I am not sure if the example is correct.

Cite the sources for both examples in APA format at the bottom of your original post.

2-
_After reviewing the lecture and reading the article on Conflict in Projects, I'd like you to formulate a question that is on your mind about conflict. It doesn't have to be super analytical and you don't need to cite a source. The goal is to see what's on your mind about this topic and post your question prior to looking at what others have on their mind. The similarities may surprise you._

**Unit6-ProjectExecutionandConflictsNOTESCOPY1.pdf**

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**Unit6-ProjectExecutionandConflictsNOTESCOPY1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-projectexecutionandconflictsnotescopy1-pdf)

**## needthiswork.docx**

1- In this week's lecture we looked at hard data vs soft data. Demonstrate that you know the difference between the two by locating an example of one of each in conjunction with a project and post a link to it that we can all access. Make sure to tell us which is soft and which is hard and why. Be prepared to answer my questions if I am not sure if the example is correct.

Cite the sources for both examples in APA format at the bottom of your original post.

2-
_After reviewing the lecture and reading the article on Conflict in Projects, I'd like you to formulate a question that is on your mind about conflict. It doesn't have to be super analytical and you don't need to cite a source. The goal is to see what's on your mind about this topic and post your question prior to looking at what others have on their mind. The similarities may surprise you._

**Unit6-ProjectExecutionandConflictsNOTESCOPY1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-projectexecutionandconflictsnotescopy1-pdf)

**## needthiswork.docx**

1- In this week's lecture we looked at hard data vs soft data. Demonstrate that you know the difference between the two by locating an example of one of each in conjunction with a project and post a link to it that we can all access. Make sure to tell us which is soft and which is hard and why. Be prepared to answer my questions if I am not sure if the example is correct.

Cite the sources for both examples in APA format at the bottom of your original post.

2-
_After reviewing the lecture and reading the article on Conflict in Projects, I'd like you to formulate a question that is on your mind about conflict. It doesn't have to be super analytical and you don't need to cite a source. The goal is to see what's on your mind about this topic and post your question prior to looking at what others have on their mind. The similarities may surprise you._

**Unit6-ProjectExecutionandConflictsNOTESCOPY1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-projectexecutionandconflictsnotescopy1-pdf)

November 6, 2026
[Solved] assitant needed s Kenniqua

✓ Verified Academic Solution Available

Executive Solution Overview

please see attachments **files (2)** – ## feedbackthatneedstobecorrect.docx – ## LevelingthePlayingField12.docx **## feedbackthatneedstobecorrect.docx** Feedback from my outline that need to be correct Some of your phrasing is unclear or awkward for spoken delivery. Revise your sentences to be more …

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Assignment Prompt & Instructions

please see attachments

**files (2)**

– ## feedbackthatneedstobecorrect.docx

– ## LevelingthePlayingField12.docx

**## feedbackthatneedstobecorrect.docx**

Feedback from my outline that need to be correct

Some of your phrasing is unclear or awkward for spoken delivery. Revise your sentences to be more conversational so your argument is easier for your audience to follow.

Right now you name sources, but don’t use them fully. "FIFA Women’s World Cup… attracted high records of viewing." How many viewers? Compared to what? Your points need concrete data and specific numbers.

Your first point about skill and dedication is valid, but could be more persuasive …focus on professional standards/expectations instead of general statements about ability.

**## LevelingthePlayingField12.docx**

K. Grate 2

Leveling the Playing Field: Why Female Athletes Deserve Equal Pay

Should professional female athletes be paid the same as male athletes in the same sport?

**Thesis:**

Women professional athletes are supposed to earn as much as their counterparts in the same sport due to the fact that they also have the same level of expertise and dedication, bring more money and viewers and they must be compensated on the principles of fairness and equity.

**Main Ideas:**

1. Women athletes are equally competent and committed and equally good competitors.

2. Women sports bring high and increasing revenue and fan interest.

3. Equal pay fosters fairness, equity and sustainability of professional sports in the long run.

**Introduction**

That is the case, being one of the finest athletes in the world and after years of hard training, you realize that you only earn a fraction of what your male peer is earning to play the same sport. Elite women athletes are professional and therefore practice their trade over years and perform excellently on behalf of their nations and teams. However, the problem of pay disparities continues to exist. Today, I will present a case that women professional athletes should earn as much as their male counterparts in the same sporting activity. This problem is important in that it raises greater concerns of equity, possibility and the way we appreciate talent in our society. Being a fan of professional sport and a scholar on the topic of gender equity in sports, I think that performance and professionalism should be considered when paying to people or not their gender. I will prove that female athletes are no inferior in their excellence, female sports create powerful economic possibilities, and equal payment supports the honesty and future of professional sports.

**Body**

1. Women athletes are equally skilled, dedicated and competitive.

a. Women athletes receive the same intense training, tournaments, as well as athletic performance standards as the male athletes.

Author: U.S. Women and Soccer Team Equal Pay Settlement (U.S. Soccer Federation, 2022).

Transitional: Although performance and commitment are equivalent, others believe there is a need to pay gap because of revenue differences and hence it is time we look at the financial aspect.

2. Women sports bring about huge and increasing revenues and following.

a. Significant tournaments like FIFA Women world cup and the WNBA seasons have attracted the highest records of viewing and sponsorship.

Source: FIFA Women's World Cup Viewership Report (FIFA, 2023).

Transition: There is more to performance and revenue, equal pay is also an expression of fairness and equity.

3. Equal payment encourages fairness, equity and long term development of professional sports.

a. Pay equity brings in investment, young involvement as well as sustainable development in sports of women.

Author: World Economic Forum Report on Gender Equality in Sports (2022).

Transition: Nonetheless, critics state that compensation ought to be directly proportional to market demand as opposed to the idea of equality

4. Counter-argument: It is said that male athletes deserve to make more, as they bring more income.

a. Response: A difference in revenue can be based on a historical under-investment in women sports; more promotion and media coverage are already indicating high market growth.

b. Reference: Deloitte Sports Industry Outlook (2023).

**Conclusion**

Female athletes who are professionals receive equal training, play on the highest level and are becoming a bigger source of economic benefits. Equal pay does not only imply equal salaries, but it is also the appreciation of greatness, promotion of fairness and the future development of professional sports. By paying players well, we are sending a strong signal to the society about what we consider in our society, talent, hard work and fairness. Whether women should have equal pay or not is not the question, the evidence demonstrates that they deserve it. The real challenge is whether we are willing to play upon a level playing field.

**Visual Aids:**

Yes. I will use the slides that will consist of:

1. Comparison table of salaries in average in men and women league.

2. A chart of the growth of the women sports viewership.

3. A one-minute-long infographic that sums up the case of equal pay of the U.S. Women’s National Soccer Team.

**## LevelingthePlayingField12.docx**

K. Grate 2

Leveling the Playing Field: Why Female Athletes Deserve Equal Pay

Should professional female athletes be paid the same as male athletes in the same sport?

**Thesis:**

Women professional athletes are supposed to earn as much as their counterparts in the same sport due to the fact that they also have the same level of expertise and dedication, bring more money and viewers and they must be compensated on the principles of fairness and equity.

**Main Ideas:**

1. Women athletes are equally competent and committed and equally good competitors.

2. Women sports bring high and increasing revenue and fan interest.

3. Equal pay fosters fairness, equity and sustainability of professional sports in the long run.

**Introduction**

That is the case, being one of the finest athletes in the world and after years of hard training, you realize that you only earn a fraction of what your male peer is earning to play the same sport. Elite women athletes are professional and therefore practice their trade over years and perform excellently on behalf of their nations and teams. However, the problem of pay disparities continues to exist. Today, I will present a case that women professional athletes should earn as much as their male counterparts in the same sporting activity. This problem is important in that it raises greater concerns of equity, possibility and the way we appreciate talent in our society. Being a fan of professional sport and a scholar on the topic of gender equity in sports, I think that performance and professionalism should be considered when paying to people or not their gender. I will prove that female athletes are no inferior in their excellence, female sports create powerful economic possibilities, and equal payment supports the honesty and future of professional sports.

**Body**

1. Women athletes are equally skilled, dedicated and competitive.

a. Women athletes receive the same intense training, tournaments, as well as athletic performance standards as the male athletes.

Author: U.S. Women and Soccer Team Equal Pay Settlement (U.S. Soccer Federation, 2022).

Transitional: Although performance and commitment are equivalent, others believe there is a need to pay gap because of revenue differences and hence it is time we look at the financial aspect.

2. Women sports bring about huge and increasing revenues and following.

a. Significant tournaments like FIFA Women world cup and the WNBA seasons have attracted the highest records of viewing and sponsorship.

Source: FIFA Women's World Cup Viewership Report (FIFA, 2023).

Transition: There is more to performance and revenue, equal pay is also an expression of fairness and equity.

3. Equal payment encourages fairness, equity and long term development of professional sports.

a. Pay equity brings in investment, young involvement as well as sustainable development in sports of women.

Author: World Economic Forum Report on Gender Equality in Sports (2022).

Transition: Nonetheless, critics state that compensation ought to be directly proportional to market demand as opposed to the idea of equality

4. Counter-argument: It is said that male athletes deserve to make more, as they bring more income.

a. Response: A difference in revenue can be based on a historical under-investment in women sports; more promotion and media coverage are already indicating high market growth.

b. Reference: Deloitte Sports Industry Outlook (2023).

**Conclusion**

Female athletes who are professionals receive equal training, play on the highest level and are becoming a bigger source of economic benefits. Equal pay does not only imply equal salaries, but it is also the appreciation of greatness, promotion of fairness and the future development of professional sports. By paying players well, we are sending a strong signal to the society about what we consider in our society, talent, hard work and fairness. Whether women should have equal pay or not is not the question, the evidence demonstrates that they deserve it. The real challenge is whether we are willing to play upon a level playing field.

**Visual Aids:**

Yes. I will use the slides that will consist of:

1. Comparison table of salaries in average in men and women league.

2. A chart of the growth of the women sports viewership.

3. A one-minute-long infographic that sums up the case of equal pay of the U.S. Women’s National Soccer Team.

**## feedbackthatneedstobecorrect.docx**

Feedback from my outline that need to be correct

Some of your phrasing is unclear or awkward for spoken delivery. Revise your sentences to be more conversational so your argument is easier for your audience to follow.

Right now you name sources, but don’t use them fully. "FIFA Women’s World Cup… attracted high records of viewing." How many viewers? Compared to what? Your points need concrete data and specific numbers.

Your first point about skill and dedication is valid, but could be more persuasive …focus on professional standards/expectations instead of general statements about ability.

**## LevelingthePlayingField12.docx**

K. Grate 2

Leveling the Playing Field: Why Female Athletes Deserve Equal Pay

Should professional female athletes be paid the same as male athletes in the same sport?

**Thesis:**

Women professional athletes are supposed to earn as much as their counterparts in the same sport due to the fact that they also have the same level of expertise and dedication, bring more money and viewers and they must be compensated on the principles of fairness and equity.

**Main Ideas:**

1. Women athletes are equally competent and committed and equally good competitors.

2. Women sports bring high and increasing revenue and fan interest.

3. Equal pay fosters fairness, equity and sustainability of professional sports in the long run.

**Introduction**

That is the case, being one of the finest athletes in the world and after years of hard training, you realize that you only earn a fraction of what your male peer is earning to play the same sport. Elite women athletes are professional and therefore practice their trade over years and perform excellently on behalf of their nations and teams. However, the problem of pay disparities continues to exist. Today, I will present a case that women professional athletes should earn as much as their male counterparts in the same sporting activity. This problem is important in that it raises greater concerns of equity, possibility and the way we appreciate talent in our society. Being a fan of professional sport and a scholar on the topic of gender equity in sports, I think that performance and professionalism should be considered when paying to people or not their gender. I will prove that female athletes are no inferior in their excellence, female sports create powerful economic possibilities, and equal payment supports the honesty and future of professional sports.

**Body**

1. Women athletes are equally skilled, dedicated and competitive.

a. Women athletes receive the same intense training, tournaments, as well as athletic performance standards as the male athletes.

Author: U.S. Women and Soccer Team Equal Pay Settlement (U.S. Soccer Federation, 2022).

Transitional: Although performance and commitment are equivalent, others believe there is a need to pay gap because of revenue differences and hence it is time we look at the financial aspect.

2. Women sports bring about huge and increasing revenues and following.

a. Significant tournaments like FIFA Women world cup and the WNBA seasons have attracted the highest records of viewing and sponsorship.

Source: FIFA Women's World Cup Viewership Report (FIFA, 2023).

Transition: There is more to performance and revenue, equal pay is also an expression of fairness and equity.

3. Equal payment encourages fairness, equity and long term development of professional sports.

a. Pay equity brings in investment, young involvement as well as sustainable development in sports of women.

Author: World Economic Forum Report on Gender Equality in Sports (2022).

Transition: Nonetheless, critics state that compensation ought to be directly proportional to market demand as opposed to the idea of equality

4. Counter-argument: It is said that male athletes deserve to make more, as they bring more income.

a. Response: A difference in revenue can be based on a historical under-investment in women sports; more promotion and media coverage are already indicating high market growth.

b. Reference: Deloitte Sports Industry Outlook (2023).

**Conclusion**

Female athletes who are professionals receive equal training, play on the highest level and are becoming a bigger source of economic benefits. Equal pay does not only imply equal salaries, but it is also the appreciation of greatness, promotion of fairness and the future development of professional sports. By paying players well, we are sending a strong signal to the society about what we consider in our society, talent, hard work and fairness. Whether women should have equal pay or not is not the question, the evidence demonstrates that they deserve it. The real challenge is whether we are willing to play upon a level playing field.

**Visual Aids:**

Yes. I will use the slides that will consist of:

1. Comparison table of salaries in average in men and women league.

2. A chart of the growth of the women sports viewership.

3. A one-minute-long infographic that sums up the case of equal pay of the U.S. Women’s National Soccer Team.

**## feedbackthatneedstobecorrect.docx**

Feedback from my outline that need to be correct

Some of your phrasing is unclear or awkward for spoken delivery. Revise your sentences to be more conversational so your argument is easier for your audience to follow.

Right now you name sources, but don’t use them fully. "FIFA Women’s World Cup… attracted high records of viewing." How many viewers? Compared to what? Your points need concrete data and specific numbers.

Your first point about skill and dedication is valid, but could be more persuasive …focus on professional standards/expectations instead of general statements about ability.

**## LevelingthePlayingField12.docx**

K. Grate 2

Leveling the Playing Field: Why Female Athletes Deserve Equal Pay

Should professional female athletes be paid the same as male athletes in the same sport?

**Thesis:**

Women professional athletes are supposed to earn as much as their counterparts in the same sport due to the fact that they also have the same level of expertise and dedication, bring more money and viewers and they must be compensated on the principles of fairness and equity.

**Main Ideas:**

1. Women athletes are equally competent and committed and equally good competitors.

2. Women sports bring high and increasing revenue and fan interest.

3. Equal pay fosters fairness, equity and sustainability of professional sports in the long run.

**Introduction**

That is the case, being one of the finest athletes in the world and after years of hard training, you realize that you only earn a fraction of what your male peer is earning to play the same sport. Elite women athletes are professional and therefore practice their trade over years and perform excellently on behalf of their nations and teams. However, the problem of pay disparities continues to exist. Today, I will present a case that women professional athletes should earn as much as their male counterparts in the same sporting activity. This problem is important in that it raises greater concerns of equity, possibility and the way we appreciate talent in our society. Being a fan of professional sport and a scholar on the topic of gender equity in sports, I think that performance and professionalism should be considered when paying to people or not their gender. I will prove that female athletes are no inferior in their excellence, female sports create powerful economic possibilities, and equal payment supports the honesty and future of professional sports.

**Body**

1. Women athletes are equally skilled, dedicated and competitive.

a. Women athletes receive the same intense training, tournaments, as well as athletic performance standards as the male athletes.

Author: U.S. Women and Soccer Team Equal Pay Settlement (U.S. Soccer Federation, 2022).

Transitional: Although performance and commitment are equivalent, others believe there is a need to pay gap because of revenue differences and hence it is time we look at the financial aspect.

2. Women sports bring about huge and increasing revenues and following.

a. Significant tournaments like FIFA Women world cup and the WNBA seasons have attracted the highest records of viewing and sponsorship.

Source: FIFA Women's World Cup Viewership Report (FIFA, 2023).

Transition: There is more to performance and revenue, equal pay is also an expression of fairness and equity.

3. Equal payment encourages fairness, equity and long term development of professional sports.

a. Pay equity brings in investment, young involvement as well as sustainable development in sports of women.

Author: World Economic Forum Report on Gender Equality in Sports (2022).

Transition: Nonetheless, critics state that compensation ought to be directly proportional to market demand as opposed to the idea of equality

4. Counter-argument: It is said that male athletes deserve to make more, as they bring more income.

a. Response: A difference in revenue can be based on a historical under-investment in women sports; more promotion and media coverage are already indicating high market growth.

b. Reference: Deloitte Sports Industry Outlook (2023).

**Conclusion**

Female athletes who are professionals receive equal training, play on the highest level and are becoming a bigger source of economic benefits. Equal pay does not only imply equal salaries, but it is also the appreciation of greatness, promotion of fairness and the future development of professional sports. By paying players well, we are sending a strong signal to the society about what we consider in our society, talent, hard work and fairness. Whether women should have equal pay or not is not the question, the evidence demonstrates that they deserve it. The real challenge is whether we are willing to play upon a level playing field.

**Visual Aids:**

Yes. I will use the slides that will consist of:

1. Comparison table of salaries in average in men and women league.

2. A chart of the growth of the women sports viewership.

3. A one-minute-long infographic that sums up the case of equal pay of the U.S. Women’s National Soccer Team.

November 6, 2026
[Solved] Early Childhood Issues

✓ Verified Academic Solution Available

Executive Solution Overview

**files (1)** – ## EarlyChildhoodIssue.docx **## EarlyChildhoodIssue.docx** **Early Childhood Issue Paper** **Purpose**: To research and write about an early childhood education issue that you see as important to early childhood education **Directions:** Issues in early childhood education are vast …

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Assignment Prompt & Instructions

**files (1)**

– ## EarlyChildhoodIssue.docx

**## EarlyChildhoodIssue.docx**

**Early Childhood Issue Paper**

**Purpose**: To research and write about an early childhood education issue that you see as important to early childhood education

**Directions:** Issues in early childhood education are vast and constantly changing. Your task is to write a brief research paper designed to go into greater depth about either a topic that you see as important to early childhood education. (You can use a topic already discussed or choose one of your own)

You will have to make an
_argument_ about why this topic is an issue and provide references for an outsider to access greater information. Your paper should be between
**three to five pages** in length (not including title page and reference page) and include the following information:

· Title page

· Introduction paragraph

· Discuss why the topic is an “issue” in early childhood and your position on this issue

· Body of paper

· Provide at least three supporting evidence explanations regarding your issue (support with evidence and cite your sources)

· Provide at least one opposing view regarding your issue

· Concluding paragraph -(does not simply restate the thesis, but readdresses it in light of the evidence provided).

· Reference page

Here is some useful information about writing an
[argumentative essay paperLinks to an external site.](https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html)

**
***This paper needs to follow APA guidelines and include a title page, reference page, double-spaced, 1-inch margins, Times New Roman 12 pt.**

This paper will be turned in through “Turn‐it‐in.” This will ensure that you are not plagiarizing. You
**must cite** your statements. If you are unsure how to cite, please review APA referencing and citations. Click here for a short APA
[reference and citation guide](https://fiu.instructure.com/courses/245594/files/40929421?wrap=1)

. For additional information, go to the
[Purdue Owl's websiteLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html). You will be graded on grammar and spelling, so proofread your work.

[Video instructionsLinks to an external site.](https://fiu.zoom.us/rec/share/aUVso-A6WVlfIg8JqriNopCpn0JVAKsDON3dUs6sZ9kxECeU9I7N15vF9JpufuRI.9lKbjOPS4ERL-ndf?startTime=1625603890000)

[PowerPoint used in video](https://fiu.instructure.com/courses/245594/files/40929401?wrap=1)

**## EarlyChildhoodIssue.docx**

**Early Childhood Issue Paper**

**Purpose**: To research and write about an early childhood education issue that you see as important to early childhood education

**Directions:** Issues in early childhood education are vast and constantly changing. Your task is to write a brief research paper designed to go into greater depth about either a topic that you see as important to early childhood education. (You can use a topic already discussed or choose one of your own)

You will have to make an
_argument_ about why this topic is an issue and provide references for an outsider to access greater information. Your paper should be between
**three to five pages** in length (not including title page and reference page) and include the following information:

· Title page

· Introduction paragraph

· Discuss why the topic is an “issue” in early childhood and your position on this issue

· Body of paper

· Provide at least three supporting evidence explanations regarding your issue (support with evidence and cite your sources)

· Provide at least one opposing view regarding your issue

· Concluding paragraph -(does not simply restate the thesis, but readdresses it in light of the evidence provided).

· Reference page

Here is some useful information about writing an
[argumentative essay paperLinks to an external site.](https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html)

**
***This paper needs to follow APA guidelines and include a title page, reference page, double-spaced, 1-inch margins, Times New Roman 12 pt.**

This paper will be turned in through “Turn‐it‐in.” This will ensure that you are not plagiarizing. You
**must cite** your statements. If you are unsure how to cite, please review APA referencing and citations. Click here for a short APA
[reference and citation guide](https://fiu.instructure.com/courses/245594/files/40929421?wrap=1)

. For additional information, go to the
[Purdue Owl's websiteLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html). You will be graded on grammar and spelling, so proofread your work.

[Video instructionsLinks to an external site.](https://fiu.zoom.us/rec/share/aUVso-A6WVlfIg8JqriNopCpn0JVAKsDON3dUs6sZ9kxECeU9I7N15vF9JpufuRI.9lKbjOPS4ERL-ndf?startTime=1625603890000)

[PowerPoint used in video](https://fiu.instructure.com/courses/245594/files/40929401?wrap=1)

November 6, 2026
[Solved] Army 1

✓ Verified Academic Solution Available

Executive Solution Overview

Discussing the different levels of leaderships, when it comes to the Army.

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Assignment Prompt & Instructions

Discussing the different levels of leaderships, when it comes to the Army.

November 6, 2026