Week 8 Discussion Number 11

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Psychology

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Jan 9, 2024

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Uploaded by fernie.elias

Hi everyone, Part 1 My decision to participate in sports growing up was influenced by my parents at a very young age. From the moment I was able to walk, I was either hitting, kicking, or shooting a ball. I remember one of my first basketball practices as a young kid, and I didn’t want to participate since my friend wasn’t there. Thankfully, my dad kept bringing me to practice. Had he given in and stopped taking me to practice, I doubt I would’ve continued playing. I think what also helped me develop the love for sports was that there was always a game on the tv. Our family was big into college football, and all sports really, but some of my best childhood memories are centered around watching college football. In my opinion this influenced me to want to get to where those players were. As I grew older, I found myself trying to emulate professional players I watched on tv. Long story short, my parents influenced my participation in sports. Fast forward a couple of years later when I’m in high school, things changed a little bit. Up until high school, the competition wasn’t as tough, and on top of that, everyone got to play no matter the skill level. As the competition increased, so did the stress. My dad was always hard on me when it came to playing basketball and baseball. Some individuals can cope with added pressure than others. I, however, had a hard time dealing with the amount of pressure that was put on my performance on the field and court. Once I got to my junior year, I decided to give up baseball to focus more on basketball. I got to the point where I was no longer enjoying the game of baseball. I feel like this was due to the amount of pressure that was put on me while growing up. I still felt this pressure while playing basketball, but I still enjoyed playing the game itself. Part 2 Personally, I feel that I could’ve benefited from the use of anxiety reducing techniques that were mentioned in this week’s lesson. The techniques that were mentioned included creating a positive environment, reducing social evaluation, and implementing a psychological skills training (PST) program. It’s important to note that creating a positive

environment doesn’t imply the coach has to always be positive. The lesson specifically says placing a focus on constructive feedback. Altmiller et al. (2018) mentions that constructive feedback is essential to the teaching and learning process. Feedback can be negative but when it’s constructive, the athlete can use it as a learning opportunity. Understanding the personalities of the team will help when it comes to the social evaluation aspect and making the appropriate adjustments, such as incorporating a PST. Some players will respond better to criticism on the field or court, while others will not. However, a good coach will know how to approach each of their players to mitigate high levels of stress from happening. Part 3 Some sports, as we know, require players to be more aggressive towards the opposing team. Such as seen in football, rugby, hockey, and even basketball. Aggression is only issue when used to inflict harm towards another player, as mentioned in this week’s lesson. Of the four theories that were listed, I believe that most forms of aggression are due to the social learning theory. There are too many examples I can come up with for various sports, that reward aggressive play. Again, when aggressive play is paired with an individual that is naturally more aggressive, this is where aggression can go wrong. Some ways that coaches can help prevent aggressive behavior in sport is predicting aggressive behavior before it happens, modifying aggressive reactions, create team norms, and control spectators. These four methods were mentioned in the lesson and provide an excellent framework for coaches to use when addressing aggressive behavior. Reference Altmiller, G., Deal, B., Ebersole, N., Flexner, R., Jordan, J., Jowell, V., Norris, T., Risetter, M. J., Schuler, M., Szymanski, K., Vottero, B., & Walker, D. (2018). Constructive Feedback Teaching Strategy: A Multisite Study of Its Effectiveness. Nursing Education Perspectives , 39 (5), 291–296. https://doi.org/10.1097/01.NEP.0000000000000385

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