Writing a successful article review requires addressing several key elements in the introductory paragraph. The introduction establishes the context of the article by identifying the title, authors, source of publication, as well as date of publication. This information orients the reader to the specific article being discussed. Beyond identifying these publication details, a strong introduction provides an overview of the main topics, research questions or objectives of the article. It previews for the reader what will be covered in the body paragraphs. An engaging hook statement draws the reader into the review by highlighting the importance or relevance of the topic.
The article under review is titled “Teaching Appropriate Behavior Through Sports: An Early Evaluation of the First Tee Program” published in the Journal of Applied Behavioral Analysis in 2012. The article was written by Kimberly R. McDonald and Jessica B. Dunlap. Kimberly McDonald is an assistant professor at Florida State University, while Jessica B. Dunlap is a postdoctoral associate at the University of Wisconsin-Madison. Both authors have extensive research experience related to early childhood education and evidence-based interventions. Their publication in the Journal of Applied Behavioral Analysis, which is a peer-reviewed scholarly journal focused on clinical psychology and behavioral analysis, lends credibility to their research presented in this article.
The aim of this article is to evaluate the effectiveness of The First Tee program, a sports-based life skills curriculum for children ages 5-17 years old. The First Tee program seeks to promote character development, life skills and values through weekly golf instruction at various locations across the United States. McDonald and Dunlap investigate whether participation in this program results in improved classroom behavior and social skills for kindergarten and first grade students. Their research questions center on determining if the program goals of enhancing responsibility, respect and honesty translate to measurable changes in behavior both at school and in social interactions.
Youth sports programs are commonly promoted as a means to teach important life lessons beyond just physical skills. Not all such programs have been formally evaluated to scientifically establish their effectiveness at achieving broader developmental goals. This is an important gap, as establishing evidence-based benefits could help justify essential funding and support for youth sports initiatives focused on character building. The authors aim to contribute new insights through their quantitative analysis of The First Tee program’s impact on young children’s behavior. Their study addresses relevant and timely questions regarding the ability of sports-centered curricula to cultivate socially appropriate conduct.
Understanding whether participation in structured extracurricular activities, such as The First Tee program, translates to measurable gains in social-emotional learning is significant. Research indicates early interventions have potential to improve long-term outcomes by establishing healthy patterns of interaction that continue into adolescence and adulthood. Not all enrichment programs claiming social-emotional benefits have undergone rigorous empirical review. The study being critiqued makes an important attempt to objectively assess the real-world classroom effects of The First Tee through quantitative measurement tools and direct observation methods. The implications could guide further refinement of the program goals and approach, as well as influence funding allocation decisions regarding youth sports initiatives more broadly.