Influence Of Sports On Teenager: Physical, Psychological And Social

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PHYSICAL (BIOLOGICAL PROCESSES)

Rena has a height of 5’5” while Ashley has a height of 5’6”. They are 17 years old and on their 12 grade that is currently studying in Pangsinan National High School. Rena weighs about 53 klgs while Ashley weighs between 65-70 klgs. Rena’s sport is taekwando and wushusanda while Ahley’s sport is volleyball. They both do exercise and have a diet.

Children who play sports are more likely to be physically fit, have a healthy weight and maintain a better body image. A healthy body contributes to a healthy mind, and regular exercise contributes to overall physical and mental health. (Richards, 2017)

Sports require you to move your body, and it’s a commonly known fact that exercise is good for your health. According to the Mayo Clinic, physical activity helps control weight, combats health conditions and diseases, improves mood, boosts energy and promotes better sleep. The health advantages of participating in a sport far outweigh the dangers of actual injury. (Compton & Atkinson, n.d.)

PSYCHOMOTOR PROCESSES

Ashley and Rena can both move their hands and feets while playing. Jumping jacks, stretching hands and feets are the exercise routines of Ashley before playing. Rena does her stretching for her flexibility like splits. They can both easily catch up exercise routines when they are copying someone and have fast reflexes. Ashley uses reaction time to improve his reflexes while Rena has a trainor to guide her.

COGNITIVE PROCESSES

Thinking of a stategy on how to win is part of the sports. Rena and Ashely can easily both think strategies and back up strategies when their first plan is not successful. Sports can help you to become more alert in your class. Having a sport is an advantage if you have your Physical Education class says by Rena and Ashley because your cardio is higher than the other student who does not have sports. It also helps in the lessons when you encounter the lessons on your exercise routines or in your sports.

Many studies reveal that playing sports can actually boost your brainpower. A report from the Institute of Medicine stated: Children who are more active show greater attention, have faster cognitive processing speed, and perform better on standardized academic tests than children who are less active. This shouldn’t be too surprising as exercise increases blood flow to the brain, and blood flow to the brain stimulates brain growth. Plus, playing a sport actually does require you to think on your feet and strategize, keeping your mind sharp and alert. (Compton & Atkinson, n.d.)

Self-determination theory (SDT), a meta-theory for framing motivational studies, defines that intrinsic and varied extrinsic sources of motivation have an effect on cognitive and social development and on individual differences. Self-determination theory has become a salient motivational theory in recent years and has received a great deal of research attention. The theory propositions focus on how social and cultural factors facilitate or undermine people’s sense of volition and initiative, in addition to their well-being and the quality of their performance. It is argued that conditions supporting the individual’s experience of autonomy, competence, and relatedness foster the most volitional and high quality forms of motivation and engagement for activities, including enhanced performance and persistence in physical activity. Autonomy refers to the belief that one has some level of control over whether to participate in physical activity. Competence refers to the belief that a person possesses sufficient ability to cope in a specific situation, and relatedness is how connected a person feels to those around, such as parents, peers, and colleagues. The stability of perceived competence has been studied to some extent. However, hardly any tracking research exists on perceived autonomy and relatedness. (Hirvensalo et al., 2011)

SOCIO-EMOTIONAL PROCESSES

SOCIAL PROCESSES

Rena just acts friendsly while Ashley believed that they would have some common interest for him to be able to be comfortable with them. Having an inspiration to look up to is good technique to motivate her and her team mates based from Rena. Ashley would have a talk to them about why are they are playing and that they should just enjot playing. Being comfortable with them, not being an authoritative or dominant can help your team mates to be open to you to talk about their ideas. Being friends with your team mates inside and outside the court is a great communication for your team.

In sports, individuals learn to rely on each other and motivate one another to accomplish a common goal. Though individual sports are great, team sports actually do teach you a life lesson: the success of a team — or an organization — depends on how well the players work together. Not even the “star” player can win the game alone.

Sports also teach you to play fairly and to respect the players on the opposing team. Cheating, gloating and fighting do not belong in sports — or in the professional world for that matter. Sports teach you to put forth your best effort and exhibit honorable behavior whether you win or lose a game.

When you join a sports team, you will inevitably make friends. Because teammates share so many fun and exciting moments, your friendships should last long after you finish playing. There is also one more perk: most teams traditionally go out to eat after a game! (Compton & Atkinson, n.d.)

EMOTIONAL PROCESSES

Being nervous before playing is already normal for atletes. Rena and Ashley both agreed that when they have a problem it can affect their game. Playing is their stress reliever. When someone is supporting them specially their friend or families it can increase their confidence to perform better. When their friend or families does not watch their game sometimes it affects their performance.

Devonport, Lane, Lowther, and Thelwell (2009) discussed how sport psychology and emotional intelligence are intertwined. “In terms of relationships between specific psychological skills and subcomponents of emotional intelligence, results show that participants who use self-talk are more likely to be able to appraise their own emotions, appraise others’ emotions effectively and regulate their emotions” (p. 198). It reaffirmed how this may benefit athletes by stating “thus enhancing emotional intelligence should increase an athlete’s ability to cope with a number of stressors, including those experienced in competition and also those experienced from the demands of everyday life (p. 199).

In summary, emotional intelligence theorizes that an individual’s ability to comprehend the social environment and discriminate between feelings and emotions contributes a better chance of succeeding in social relationships as well as life in general. The theory of emotional intelligence gained acclaim in spite of a lack of research about its validity. Studies have linked emotional development and decision-making and how these can be used to predict future success. Likewise, youth sports involvement enhances the acquisition of physical benefits by participants, as well as various social and psychological benefits. It appears that a relationship might exist between sport participation and the development of emotional intelligence. Therefore, a study examining participation in youth sports and its effect on the development of emotional intelligence appears warranted. (Gail, 2012)

MORAL AND SPIRITUAL PROCESSES

It is normal to feel sad or disappointed when you did not win the game based from Ashley and Rena. If you did not win because of the mistake of your team mate do not discourage them instead help them or motivate them more. Rena and Ashley says that shaking hands with your rival team before and after the game is a sign of sportsmanship that means you accept the result of your game wheather you lose or win. Rena and Ashley pray before playing. Saying sorry when you hurt someone while playing intentionally or not is what Ashley and Rena do.

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