Shrinks In The Dugout Analysis

Ludy, B. (1986). Why don't they understand us? A history of psychology's public image. American Psychologists, 41, 941-946.

The research team included 3 researchers, two trained in sport sociology and the main author was trained in sport psychology, providing an

Myths are commonly taken as fact when it comes to many of these areas of sport psychology. Coaches, teachers, and athletes will never change unless they inspect or are taught the facts and research behind these various theories and behaviors. This can be a large problem for those athletes who are instructed incorrectly, and it could potentially damage their futures in athletic competitions.

The field of psychology is still gaining it legitimacy in social circles. Pop culture has defined, labeled, psychology as the science for crazies. Therapists are “shrinks” and a schizophrenic patient is strapped into a white vest, writhing around in a florescent padded room. These are the images given to us by film and television. It’s easier

“Leadership lessons and social skills you learn from playing team sports can help you become a better worker.” according to Richard Chole, M.D., Ph.D., Director of the American Board of Otolaryngology. Professional athletes know what it’s like to work under pressure. There are enormous stakes, lots of people are watching. The investment in time, talent, money, and reputation is ever-present. They have to check anxieties and injuries at the door to stay calm, cool, and collected. If one player loses his or her composure, the efforts of the rest are squandered. Nothing’s more valued in today’s stressful business climate than a level head. “Athletes learn time-management skills by necessity,” says Gillespie. “Athletes can spend their time in four ways: sport, study, socialize and sleep. And it's only physically possible to do three of those things, unless you were born on Krypton. They've been forced to learn teamwork under great pressure, which is more beneficial to the students than even some other organizations such as drama or debate team. Athletes can take orders and do not argue when told what to do.” Gillespie says many of his favorite students are athletes for this reason alone. “They're not shy, and they're not shy about telling other people what to do, I don't know if I would call that leadership," Gillespie says. "But it's very difficult to get students to constructively criticize others. But it's

They came up with a hypothesized conditional process model. It said that there were four components; A- “was that structure from coaches would relate positively to athletes’ behavioral engagement and negatively to behavioral disaffection in sport,” B- “was that structure from coaches would relate positively to athletes’ satisfaction of the basic psychological needs for autonomy, competence, and relatedness in sport,” C- “was that athletes’ satisfaction of the basic psychological needs would relate positively to behavioral engagement

Garner (2012) wrote, “Communication is a two way exercise. Without knowing something about your readers, and about psychology in general, for that matter – you’ll rarely get your ideas across” (p. 7). Even though Westerly did a terrific job at summarizing the key facts upfront and offer a recommendation accordingly, her language implied that RSDs and FCs’ time on their clientele were not effective and would possibly improve with her recommendation. Based on the quoted responses, her readers appeared to be defensive because she invaded their professional philosophies and showed incompetence toward grasping Kauflauf’s success factors.

I concur that coaches have the most contact and need to be engaged with the athletes through relationships. I’m all about relationships regardless if it’s talking about sport psychology or not. This is the key foundational fundamental of sport psychology so I’m glad he brought this up in the article. I am currently working, as I’ve said before, with a local baseball team to help them develop mental tools and skills while improving their conditioning and strength. I had to forgo my workout today with them because my aging parents were fighting. My mother has dementia and my dad doesn’t have the coping skills. So, I visited them and sat calmly trying to listen with empathic and attentive ears. Sport psychology, what can I say, helped me get some words out that needed to be said and I was able to do so with a way that brought peace. She said, did you learn that at

Ansel, 2012, 5th ed.). Describing can be defined as “in the present (sport) context as the process of detecting and observing sport performance that reflects research literature” (Mark H. Ansel, 2012, 5th ed.). Explaining can be defined as “the process of determining the association between certain characteristics experienced or observed during competition and the specific outcomes (Mark H. Ansel, 2012, 5th ed.). Lastly, predicting can be described as “the degree of accuracy with which a researcher, practitioner, or coach can accurately anticipate a performance outcome given the presence, and, sometimes, interaction, of one or more factors” (Mark H. Ansel, 2012, 5th ed.) According to Mark H. Ansel (2012, 5th ed.), sport/exercise psychologists’ main concerns are to understand the factors that help explain reaching

From a research perspective, sports psychologists study the relationship performance and personality. For example, mental toughness is the trait that helps athletes maintain a high performance. Self-efficacy is the specific confidence that an athletic has in their abilities to accomplish certain activities. In addition to this, sports psychologists also study the art of coaching and leadership. This enables them to help coaches improve their management and communication efficacy. Finally, sports psychologists study group dynamics and the social psychology of athletic teams.

Their argument was that because of those high scores the athletes were able to have significant improvements in their self-efficacy levels (Parkeson, 2015). Another idea of the imagery ability being assessed before the intervention takes place was looked at within a study on high-level badminton players. Each player received the MIQ questionnaire and all received high scores, from this the players received their own personalised imagery sessions. In terms of results significant increases in sport confidence for Participants 1 and 2, a significant decrease in sport confidence for Participant 3, and a delayed increase in sport confidence for Participant 4. This therefore opens the idea that not all personalised and also imaging ability’s being assessed can help confidence or self-efficacy improve (Callow, Hardy & Hall, 2001).

As a future consultant and counselor, I want to consider myself a coach and leader without any assumed or overreaching power. Today’s sport psychology literature heavily promotes the growth-mindset over a fixed one and the positive approach to coaching, which embraces the cooperative-style. Every textbook I have on the sport psychology pushes this philosophy. I believe self-disclosure for my style of counseling would be in accordance with the positive approach that applied sport psychology embarrasses. And, I want to be one who

players who listen passively (Etizen, 2010). The dangers of this form of play versus an athlete-centered play is that the athlete comes second in the adult-centered/ organized philosophy. It is important to consider the athlete and to put the athlete first. The priority should be the development of the athlete for the athlete’s benefit, not for the adults involved in sport. There are factors to consider when developing an athlete-centered approach. Not all athletes are the same, however a coach’s philosophy should not change if they have properly developed their philosophy. Understanding diversity within the athlete-centered approach can allow the coach to create the appropriate environment to enact their philosophy for their athletes.

Sports is world of measurement. Let’s think of a sport like basketball, to where players attempt to make baskets. Suppose a player averages a 23 points per game. Is that a good player, a bad player, or s great player? A good coach will know that base of this limited information it will be impossible to answer that question. Basketball is more than scoring. Players can block shots, rebound missed shots, steal the ball, and assist others on scoring. They can also make a number of mistakes that benefit their opponents. So now if a player averages 23 points, 9 rebounds, 12 assists, and 4 steals per game. Is that a good player, a bad player, or a great player? A poor coach might be trick on answering that question, but a good coach will still realize that those statistics measures only certain aspects of effectiveness. To

When looking at the studies design and methods, Hatzigeorgiadis and researchers used appropriate measures. Participants were tested before and after the experiment to see how results would change. The control group was not taught self-talk, while the other was taught how to efficiently use self-talk. If one were to try and replicate this study using a different sport, one could because they explained how performance was evaluated. One thing the article could have expanded on was how the instructors taught how to use self-talk. There could have been a more detailed section on to what they defined as self-talk. The objective of this article is important to the sports field because this research can be applied to many different types of sports. Self-talk can improve on individualistic and team sports.