Physical And Outside Influence On Athlete Success

It is my job as a coach to help develop athletes physically, psychologically, and socially while helping them have fun by playing a sport. I will do this by being enthusiastic and having a positive attitude in practice, games, and while not coaching. This cooperative approach to coaching will create a sense of community within the team I coach, and the athletes will feel more welcome to discuss their thoughts, ideas, questions, and concerns with me. Creating this setting and relationships with athletes will only benefit the team by creating a team culture necessary for the well-being and success of high school sports’ teams. Success in sports means accomplishing goals set by the team, not winning. Winning is important, but just striving to win is even more vital toward the success of teams. As a coach, I will also be a motivator for athletes. Athletes will see me come to practice with a positive attitude, displaying my passion. This is the beginning of how I will motivate athletes. Motivation starts with my attitude, and athletes pick up on this. In order to motivate and want to be motivated, there must be a reason, a why? I will use the teams’ goals they will set, in order to motivate them to give their best effort in order to achieve success by reaching their

In My article, "Breaking Muscle", it talks about how and what makes people, such as athletes, be able to have high motivation in what they do in life. It ,also, talks about what in the brain that makes people motivate themselves to do what they want and control how much they work in life towards what they want. Motivation is huge factor for people and it has been proven that even animals have motivation, too. It's used daily in our lives, by what people have as doing their jobs to even as a kid learning how to walk. If you have high motivation it can help you get a higher paying job if you never give up and keep your eye on the prize. With athletes, especially the professional ones, they usually have a high motivational level to do their

13-year-old girl Marta shows exceptional athletic ability in basketball. Her coach believes she has good genes. Genes play a significant role in Marta’s ability, Marta might have good genes to be a champion and a successful athlete, but if she does not have proper nutrition and training, she is unlikely to achieve her goal . Other factors that contribute and play a role in developing Marta’s advance ability are nature vs. nurture. However, someone who does not have genetics potential can find another way to succeed in the sport. According to O’Donnell et al., (2016, p. 188), a coaching duty is to find ways to work with students who have a different level and help them acquire the knowledge, skills and abilities they need to achieve their goal. However, genes can work in combination, and other elements can contribute to Marta’s athletic ability, (e.g., nutrition or environment, parent, coach, culture).

proposed have been used frequently to explain how athletes slowly grow and develop their competitive skills (Bush, Salmela, 2001). However, these models rely on a few assumptions. The first is that all individuals are able to reach the final stage of perfection. Secondly, it is assumed that parents are able to provide support and that quality coaching is available to all individuals. Physiological factors, personality traits, injuries, and lack of interest regardless of high ability can all prevent an individual from reaching an expert level. Additionally, some children are not able to devote the time required to develop their skills because of socio-economic reasons and the lack of coaching and opportunities available to

Every elite athlete makes it look easy. Splashing through the water or striding gracefully down the track making it look effortless. Some people assume they are “naturals,” that their perfect DNA sequence is what has brought them to this level. Others argue that hard work and drive is what has made the difference, separating the elite from the average. These thoughts are the ones that give rise to the age-old nature vs. nurture debate. Countless hours of studies and research has concluded: it’s both. High performance sports consultant Ross Tucker puts it this way, “The science of success is about the coming together of dozens, perhaps hundreds of factors” (1). The relationship of such factors, including genetics, types and lengths of

Finding a worthy coach is almost as challenging as having the qualities of a pleasant coach. There are numerous essentials necessary to have these attributes. Many people believe that a coach is simply an “athletic trainer or instructor,” as this is the dictionary definition. However, that is false. Although people typically think otherwise, these underrated coaches do more than instruct athletes. A worthy coach cares about the morale of the team over winning and losing. Coaches should be an inspiration to youth. They should motivate teens to keep trying, and teach them never to quit. The best coaches often encourage the team to want to win, rather than pressure them to feel that they must win.

A good coach will motivate you, inspire you, challenge you, push you, and in the end, help you succeed.

A student who participates in athletics tend to have higher grades and develop a continuous healthy lifestyle. “Changing negative behaviors of coaches, especially in the area of communication, would increase the positive experiences of athletes and potentially reduce the number of dropouts.” was also said by C. Stewart. The way a coach handles him or herself and communicates with the athletes can leave that coaches footprint on those athletes forever. C. Stewart then goes on to say “Many coaches cannot recognize their own negative behaviors, much less their effects on players.” Coaches not being a good fit for the athlete or other coaching related factors can make the athlete perform less than he or she should be and result in thinking that he or she is not good at it and quit. If coaches behaved well and adapted to player preferences, we would have better performing athletes who didn't drop

the nature versus nurture is concerned with the extent that particular aspects of behavior are a product of either inherited or acquired characteristics. Often, there is no definitive answer. Success, or lack of, is a combination of both genetics and upbringing. Often, there is no definitive answer. For the purpose of this paper, athletic ability will be explored with regards to this debate. while some evidence shows the impact of nutrition and training, the big question is whether or not genetics outweigh the impacts of environment. According to the secondary research collected, evidence tends to support genetics rather than environment. However, a balanced combination of predisposed genes and external factors are often the perfect formula for an elite athlete. Elite athleticism can be attributed to sport specific genes, body types and environmental influences. Here we see that it's what's on the inside that really counts.

A famous tennis player Rafael Nadal once said “My motivation is tomorrow, just one day at a time, right?” What is motivation? Many people have a different connotations for it. As defined in the Discovering Psychology book it means the biological, emotional, cognitive, or social forces that activate and direct behavior. Motivation can occur by different reasons or factors for a person. Yet, What really motivates a person? Psychology has proposed many theories on what a person can be motivated by. I have found two articles about the different research or theories people purpose about motivation in physical activity for students.

Coaches play a key role in developing our youth today. Through sports our youth learn critical thinking, rational thinking, responsibility and respect for others. After reading Sport Psychology Insights I have a better understanding of a coach’s daily roles and responsibilities. Coaches play a key role in developing athletes so they are more productive on and off the field. A coach needs to understand their athletes and the same would be for the player to understand their coach. Through this process coaches can give individual feedback to players to help improve their overall potential and possibly provided even a greater enjoyment to the athlete. This process also lets the athlete express themselves without fear of reprisal and they are able

Having a strong coach brings a style and makes a team distinct. They recruit the players they feel fit under the umbrella of the kind of attributes they like on a team and they try to help these players grow. If coaches can be more selective with the players that they choose to draft then I can see a huge change in how athletes will act.

When I am a coach, I want to help my athlete reach his/her’s dream, but also, I want to teach them valuable life lessons that they can use after they are done playing their sport. I want to base my coaching techniques from the idea of humanism, which is concerned with human worth, human development, and self-determination (pg. 260). I want my athlete to have a positive self-worth, grow to be a better athlete and human being every day, and have the mind set they can do anything they set their mind to.

The very purpose of a coach is the empower an athlete to achieve his or her peak. Coaches are not only responsible for the physical and physiological adaptations and progressions of their athletes, but also their social and psychological maturity.

Regarding the mental side again, the scout could interview each athlete and see what were the driving factors regarding why they were participating in swimming? Maybe the scout would be skilled with good discernment and the ability to detect if the athlete had any aspects of self-determination in the continuum from extrinsic to intrinsic with the host of regulatory styles: external (driving by external reward), introjected (tied to internal reward and punishments), identified (self-determined without enjoyment), and internal (also known as intrinsic motivation as the athlete is self-determined and inspired by the inherent pleasure of the activity) (Duda & Treasure, 2015).