Feedback And Sports Performance Analysis

many young athletes’ perceptions that their parents expect them to be extraordinary and would criticize them if they failed to deliver. The added pressure from coaches to be perfect can also deter young athletes’ focus on doing what is right or doing what will allow them to succeed and ultimately satisfy their parents and coaches desires (Madigan, Stoeber & Passfield, 2016).

I would also recomend this book to sports lovers it's a lesson for anything in life or any sports in life this book teaches you. THis book would more likely be on the more kids to young adults because it not a tough read but it teaches a couple lessons in the book and it eye opening. I thought for me as a student athlete is was a great book for me to keep my head in it and i will definitely take stuff from this book to use in my real life. Thi book overall is good and i would recommend all student athletes or anybody that from lie 11-16 years old to read this it eye opening and it can really help you in life to help

The first learning we took from the book is the cascading effect within teams. This effect is created

When the demands exceed a child’s cognitive and physical development, the child may develop feelings of failure, leading them to become more frustrated. Even if coaches are available to teach rules and skills, children may not be ready to learn or understand what is being taught. Furthermore, many coaches are not equipped to deal with the needs or abilities of children. Most youth sports coaches are volunteers with little to no formal training in development, although educational programs are available for youth sports coaches. Many basic motor skills, such as, catching, kicking, and hitting a ball, do not develop sooner simply as a result of introducing them to children at an earlier age. If these are taught or expected before the child is developmentally ready, it is more likely to create more frustration than success in the sport. Nonetheless, coaches may still try to teach what often cannot be learned and blame resulting failures on the athletes or themselves

Setting a solid coaching philosophy is very important when you are coaching youth basketball, because it will serve as a sound foundation for your team's and your coaching's efforts. A coaching philosophy must sum up your standards, values and expectations, the basis of all your practice sessions. Setting objectives and strategies is essential, so all efforts go towards the same direction. When figuring out your coaching philosophy, first of all take into consideration the age group you are coaching. You cannot set the same standards and expectations for children under age six and players over 12 years old.

Harsh coaching of young athletes can often steer kids away from sports all together, but if the coaches get it right, the kids learn important skills for their futures. At a young age, children need discipline in order to put them in the right direction for their futures. This discipline is found in numerous forms, and one of the most common forms is through sports. David Brooks said, “The best coaches still live by a code, and they make no apology for demanding that kids live up to it.” (Brooks) Though strict coaching can turn some young children and their parents away from sports, it can give kids a good role model, teach them discipline, and help them learn to get along with other people.

On the day that i had my first Jr. High basketball game i woke up out of bed and was super excited to play. While i was getting ready i was acting like i was shooting a basketball, when i really wasn't and kept acting like i was dribbling. When i got to school my whole met up at my locker and we all were so pump up and couldn't stop thinking about the game. Throughout the whole day there were times i couldn't even think straight because i was talking and thinking about the game so much. I'm pretty sure i didn't get one problem done that whole day.

Sports have been a very big part of my life ever since I can remember. I began to participate in sports when I was about six years old. Now, thirteen years later, I’m a sophomore in college playing basketball at a Division 3 school. Through the years I have seen many different styles of coaching and teaching done by my mentors. The variety of different styles and how each one taught me throughout my years is astonishing to look back at. My coaching philosophy I believe would hit many aspects and could teach athletes important values in their life.

Last year, in seventh grade I decided to try out for basketball after the first day of tryouts I was not confident that I was going to make the team because I could not make a shot. The next day we had another try out I was ready to play. I came out and played well which made me feel better about the tryout. After the third day of tryouts I was not to confident that I would make the team. When I got the email that I made the team I was juiced I jumped all over my room. The first practice I was ready to play. I knew that coach Faust didn't mess around when it came to basketball. Practice was miserable I was so tired from doing “suicides” and running around the track. Our team couldn't do any of the drills successfully so we ended up running extra. On the second day of practice we started doing much better and making some shots.

Sports were never one of my strongest points. I could barely make it above average in physical education class so I was perplexed when my housemistress selected me as one of the athletes to represent my house in the annual inter-house competition. Apparently the house was running low on athletes and no one was willing to volunteer for the javelin throw. I grudgingly went ahead with it since there was no way out of the situation: then began the most stressful weeks I had ever experienced. Since my experience in the sport was non-existent, I had to invest double the effort put in by the other athletes. Every morning, I woke up at four o'clock to meet the coach while my fellow mates enjoyed the comfort of their beds. Majority of my time was spent on the school field. After weeks of seemingly endless training sessions and aching joints, the day assigned for the event was finally here. The competition was very keen since most of the athletes were adept in the sport. I watched on as each athlete took her turn and I could not help but envy the speed with which they ran toward the sector and the finesse they put in their posture as they threw the javelin. Each time an athlete made the mark, my self-confidence dropped a notch. The previous quietude inside me was suddenly gone. In its place was an overwhelming feeling of apprehension. I felt a strong urge to back out and it did not help that there was a little pesky voice in my head that kept on

Performance profiling is used in many sports and has been found to enhance coach-athlete communication by enabling the coach to understand how the athlete currently feels about their training or performance. This information has been found to assist the coach in the development of training sessions that take into account the athlete’s perspective.

Confidence has been outlined as an important and essential mental skill in sporting performance by both athletes and coaches according to Vealey and Chase, 2008. There is a general consensus of support by the literature for a positive relationship between confidence and performance (Moritz, Feltz, Fahrbach, & Mack, 2000 cited by Machida, Ward and Vealey, 2012). In developing an understanding of these models of confidence and efficacy it has become a primary target to increase the confidence of athletes at specific psychological interventions (Hanton & Jones, 1999; Mamassis & Doganis, 2004 cited by Machida, Ward and Vealey, 2012). There are two

Throughout the course of this class, we were fortunate in developing many interpersonal skills as well as experience team-based issues in the work environment. All of this started with the formation of a team, with one main objective in mind: develop a team charter. Although the team was formed based on a minimal knowledge of each and every one and mainly upon our physical location in the class, it didn’t take long to feel a sense of belonging and mutual trust. As described in Dr. Bruce Tuckman’s team model, our way through the forming and storming phases were facilitated by our open-mind to each other, knowing we didn’t have any preconceived thought of everyone because most of us never met before. This paved the road for very positive norming and performing phases, where everyone actively participated in keeping the team performance to a maximum.

Raising children in today’s society is not for the faint of heart. Raising children has never been easy, but it is especially difficult in youth sports today. Coaches and parents are putting a lot of pressure on our young sons and daughters. The pressure to succeed in sports at

As a young athlete, the most efficient method to learn what it takes to compete at the next level is watching players at the next level. If a young athlete begins comparing their game to that of a college or professional athlete, the athlete can discover flaws in their game; therefore, the skill of observation can tremendously improve their game. However, physical ability and repetition are not the only components that result in a successful athlete. A coach could be the deciding factor in an athletes failure or success. Also, the way athletes carry themselves, what they display across their face, their attitude, and most importantly, their mindset all tremendously impacts the performance of athletes.