“4 Minute Mile” is a movie that goes through the life of a troubled teen who uses track to escape his social status. Throughout the movie, the boy overcame struggles and experienced failure, but with the support of one individual he overcame those hard-ships. Drew needed guidance, and he needed a strive for something. At the beginning of the movie, Drew’s dad overdosed on drugs, leaving his older brother to be the “man” of the house, and his mom was never really seen. Drew was growing up in an inner-city High School and participated on the track team. At the start of the track season, he was not running to his full potential and the head coach didn’t see what Drew had to offer. While at practice, Drew was getting in fights and acting out in
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Interscholastic sports help individuals develop multiple attributes in their lives. “4 Minute Mile” shows the consequences of participation in interscholastic sports. Interscholastic sports help young athletes enhance aspects such as sport skills, physical fitness, self-discipline, and time-management (Lumpkin & Stokowski, 2011, p. 1). As for high school, Drew did not appear to be good at “fitting in”, and the boy faced more struggles at home than he knew how to handle. At the start of Drew’s training, Coleman was very upfront and honest to Drew. It did not take very long for Drew to start changing (in a positive way). Coleman said it best when he told Drew, “That’s what’s holding you back; the pain. You’ve got to learn to overcome it. You’ve got to embrace it. You’ve got to run through it. Then you can let it go”. Against the odds, nothing stopped Drew Jacob’s from training to be the best he could be. The boy came from a lower social class, where socialist believe the young adults just become deliquiates. For Drew, this turned out to be different after he got involved with running track. Sociology of Sports Journal, published an article that stated, “studies report that, on the whole, athletes tend to be less delinquent than comparable to nonathletes” (Segrave & Hastad, 1984, p. …show more content…
So, Coleman and Drew teamed up, and Drew learned everything he knew from Coleman. The influence a coach has on a player can make or break the experience in participation of an intercollegiate sport. A coached role is encompassed with a huge obligation to shape the character of an athlete by emphasizing certain qualities, such as, responsibility, and respect. During training, Coleman expected more than enough out of Drew. As the two got closer, they developed a strong, trusting relationship. Coleman stated, “I don’t want Drew to end up like his brother”. That little sentence is an example of what people usually expect to see. With Drew coming from a poor, highly drug-using family, everyone saw him like that. A coach, like Coleman to Drew, can have a strong influence on how an athlete develops character. The textbook, Sociology of North American Sport (2016), mentions character as depending on the cultural ideas. The authors demonstrate this by writing “after all, the exhibition of a particular behavior or trait in a specific situation might be considered a demonstration of good character in one culture but bad character in another” (Sage & Eitzen, p. 233). Although, arguably it is hard to base one’s future by their athletic participation. E. Spreitzer (1994) claimed, “athletic participation is a relatively poor predictor of our second indicator of psychological well-being and character” (p.
Interscholastic sports help individuals develop multiple attributes in their lives. “4 Minute Mile” shows the consequences of participation in interscholastic sports. Interscholastic sports help young athletes enhance aspects such as sport skills, physical fitness, self-discipline, and time-management (Lumpkin & Stokowski, 2011, p. 1). As for high school, Drew did not appear to be good at “fitting in”, and the boy faced more struggles at home than he knew how to handle. At the start of Drew’s training, Coleman was very upfront and honest to Drew. It did not take very long for Drew to start changing (in a positive way). Coleman said it best when he told Drew, “That’s what’s holding you back; the pain. You’ve got to learn to overcome it. You’ve got to embrace it. You’ve got to run through it. Then you can let it go”. Against the odds, nothing stopped Drew Jacob’s from training to be the best he could be. The boy came from a lower social class, where socialist believe the young adults just become deliquiates. For Drew, this turned out to be different after he got involved with running track. Sociology of Sports Journal, published an article that stated, “studies report that, on the whole, athletes tend to be less delinquent than comparable to nonathletes” (Segrave & Hastad, 1984, p. …show more content…
So, Coleman and Drew teamed up, and Drew learned everything he knew from Coleman. The influence a coach has on a player can make or break the experience in participation of an intercollegiate sport. A coached role is encompassed with a huge obligation to shape the character of an athlete by emphasizing certain qualities, such as, responsibility, and respect. During training, Coleman expected more than enough out of Drew. As the two got closer, they developed a strong, trusting relationship. Coleman stated, “I don’t want Drew to end up like his brother”. That little sentence is an example of what people usually expect to see. With Drew coming from a poor, highly drug-using family, everyone saw him like that. A coach, like Coleman to Drew, can have a strong influence on how an athlete develops character. The textbook, Sociology of North American Sport (2016), mentions character as depending on the cultural ideas. The authors demonstrate this by writing “after all, the exhibition of a particular behavior or trait in a specific situation might be considered a demonstration of good character in one culture but bad character in another” (Sage & Eitzen, p. 233). Although, arguably it is hard to base one’s future by their athletic participation. E. Spreitzer (1994) claimed, “athletic participation is a relatively poor predictor of our second indicator of psychological well-being and character” (p.