COMPARATIVE ADVANTAGE: AN ECONOMICS LESSON IN COLLABORATION FOR TEACHERS AND COACHES

Authors

  • Mary Schutten
  • Allison J. McFarland

Abstract

Much attention is paid in education to assessing teaching effectiveness. Collegiate textbooks, professional development workshops, and professional journals overflow with indicators of this trait. An underlying assumption is that a primary task of teachers and coaches is to identify, develop, and reduce areas of weakness in their student-athletes and themselves. Although historically embraced, encouraging educators to devote large blocks of time to developing personal non-strengths may need to be revisited. Maybe it is time to rethink our emphasis on producing well-rounded educators, coaches, and students who are moderately accomplished in all areas, and replace it with a philosophy of identifying, fostering, and focusing on areas of strength. The economic principle of comparative advantage is one possible way to refocus our thinking toward building an effective educational  experience in the physical education classroom and competitive arena. This economic principle is explained and then application is made to both the physical education classroom and the coaching setting

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Published

2005-04-24

Issue

Vol. 62 No. 2 (2005)

Section

Articles

License

Sagamore Publishing LLC (hereinafter the “Copyright Owner”)

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