Sport Psychology Term Definition and Analysis

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Table of Contents

Introduction
Terms of sport psychology
The matters of contention
Conclusion
References

Introduction

Sport Psychology is the study of the mental and rational elements that control and are influenced by contribution and performance in sport, exercise, and physical commotion, and the submission of the knowledge gained through this study to daily situations.

Sport psychology experts are concerned in how contribution in sport, exercise, and physical activity may improve individual expansion and well-being all through the life span. Sport psychologists are also concerned in assisting trainers in working with athletes as well as helping advance athletes’ inspiration.

Terms of sport psychology

Cohesion – whenever a team has done well and they are asked, What factors contributed to their success, someone always says, “We got along well all season.” In team sports, team cohesion is a large part of success. Team members need to have mutual respect for each other and accept the faults of teammates.

Motivation – intrinsic motivation comes from inside the athlete or individual. They do something as it makes them feel excellent, or they expand a sense of pride after completing a goal. Extrinsic motivation originates from outside, money, and awards such as trophies or awards are extrinsic. Both types of motivation are significant to consider.

The matters of contention

Beem (2006) originally offered that greater recognition with a particular self-identity height increases the leaning for an individual to use the perceptual and emotional aspects of the particular measurement to interpret and reply to situations within other identity-based measurements. Similarly, Harter (1990) contended that the level of competence exhibited in the salient aspect of self-identity could have a pervasive impact on an individual’s self-esteem, affect, and behavior.

Thus, it would follow that a highly competent and strongly identified high school athlete might report correspondingly greater perceived competence in other non-sport attainment areas. Although no direct, experiential confirmation presently survives to maintain this contention, numerous sport studies have linked athletic identity to positive self-awareness such as stable self-concept (Goldstein, 2006), increased unreservedness (Williams, 2004), greater global self-esteem (Williams, 2004), and en hanced self-confidence and social interaction (Kornspan, 2005).

Thus, for example, soccer is a game of endurance, speed, agility, and rapidity. The soccer player who can run at the end of the match is going to have a better chance of winning, the soccer player who can kick a ball and sprint after it the fastest is gong to score more goals, the goal keeper who can shut down the defense with more blocked shots is going to keep their team in contention. The soccer Athletic Performance Program will focus on each specific skill set.

As for the issues of leadership in sports, it is necessary to mention, that a leader is someone who not only states an example for others, but more prominently pressures their field in a way which greatly precedes the study and execute of that regulation For this reason, only leaders should be proposed to receive the regarded USC Honorary Degree, which is given to “persons who have differentiated themselves through strange attainments in the professions” and “who have made outstanding contributions to the welfare and development of USC or the communities of which they are a part.”

These nominees should project a positive, model image of what the university images as ideal, and they should be “widely known and highly regarded for attainments in their individual fields of attempt” by their colleagues. The receiver of the voluntary degree will also give the beginning speech for that year; an honor in itself. This speech is usually about present matters in the world, as it serves to send off the graduating class with high moral anticipates and anticipations of making a dissimilarity in the world.

Recent leadership theory has concentrated mainly on the performances of leaders. According to the influential leadership theory developed at Ohio State University and operationalized in the Leader Behavior explanation Questionnaire, most leader performances can be placed within two broad groups: deliberation and initiating structure. Consideration refers to behaviors that foster friendship, mutual trust, heightened respect, and interpersonal warmth between the leader and subordinates.

Initiating structure refers to behaviors that establish rules and parameters, channels of communications, technical processes, and well-defined patterns of association that facilitate group goals and objects. The therapeutic and organizational studies cited formerly lend hesitant support to the hypothesis that both deliberation and initiating arrangement performance facilitate group unity.

Conclusion

In a study of the leadership favorites and perceptions of 216 male sportspersons in intercollegiate basketball, track, and wrestling, found that the similarity between the two LSS versions in the autocratic behavior and positive criticism measurements affected happiness with the coach in a curvilinear fashion. When the apparent account score deviated in either course from the favored version score, members were less satisfied with their coach. Also, members were less satisfied with their coach when his or her training and instruction behavior was perceived as inadequate. Competition and cooperation are not mutually exclusive. If you have one and not the other in our communities we all fall apart.

References

Beem, Kate. “Righting the Balance in the Athletics-Academics Equation: Given More Pressing Concerns, Superintendents Don’t Often Get Involved in Overseeing Interscholastic Sports in Their Districts.” School Administrator 2006: 10.

Boatwright, Karyn J., and Linda Forrest. “Leadership Preferences: The Influence of Gender and Needs for Connection on Workers’ Ideal Preferences for Leadership Behaviors.” Journal of Leadership Studies 7.2 (2000): 18.

Goldstein, Jay D., and Seppo E. Iso-Ahola. “Promoting Sportsmanship in Youth Sports: Perspectives from Sport Psychology; Sport Psychology Provides Crucial Insights for Improving Behavior in Sport.” JOPERD–The Journal of Physical Education, Recreation & Dance 77.7 (2006): 18.

Harter, S.. “Causes, correlates, and the functional role of global self-worth: A life-span perspective. New Haven, CT: Yale University Press. 1990.

Jambor, Elizabeth A., and James J. Zhang. “Investigating Leadership, Gender and Coaching Level Using the Revised Leadership for Sport Scale.” Journal of Sport Behavior 20.3 (1997): 313.

Kornspan, Alan S., and Bart S. Lerner. “Graduate Education in Applied Sport Psychology: Suggestions for the Training of Sport-Psychology Consultants.” Annals of the American Psychotherapy Association 8.3 (2005): 18.

Landin, D., & Hebert, E. P. “The influence of self-talk on the performance of skilled female tennis players”. Journal of Applied Sport Psychology, 11, 263–282. 1999.

Messick, David M., and Roderick M. Kramer, eds. The Psychology of Leadership: New Perspectives and Research. Mahwah, NJ: Lawrence Erlbaum Associates, 2005.

Shields, David Lyle Light, Douglas E. Gardner, Brenda Jo Light Bredemeier, and Alan Bostro. “The Relationship between Leadership Behaviors and Group Cohesion in Team Sports.” Journal of Psychology 131.2 (1997): 196-210.

Weinberg, R. S., and Gould, D. “Weinberg, R. S., & Gould, D.” Human Kinetics Europe Ltd publisher. (2003).

Williams, A. Mark, and Nicola J. Hodges. Skill Acquisition in Sport: Research, Theory, and Practice. New York: Routledge, 2004.

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