Benefits and Applications of Sports Psychology

Benefits and Applications of Sports Psychology1. IntroductionCurrently, sport psychologists utilize numerous noises and techniques mean to enhance the writ of execution of athletes in competition, one of which is the cognitive approach. (Greenspan Feltz, 1989). Focusing on the collar of information and the birth between concepts will allow the sports psychologist to be able to enhance teaching, cultivation, fellowship, regulation and performance. (Glassman Hadad, 2009).2. aptitudes Attainment and Performance EnhancementMetacognitive knowledge includes knowledge about oneself as a fiter and the factors that might usurpation performance, knowledge about strategies, and knowledge about when and why to use strategies. This subdivision of metacognition would be used with the novice sports person. An elite sports person would not except utilise metacognitive knowledge but also metacognitive regulation through and through the supervise of ones thinking , planning activities, awareness of understanding and parturiency performance, and evaluation of the effectiveness of monitoring processes and strategies. (Livingston, 1997)2.1 Novice Sports PersonFitts Posner (1967), advise that thither are 3 degrees of acquiring new skills the cognitive phase, associative phase and autonomous phase. During the cognitive phase I would discuss with the client what the mechanism of the sport were such other recognised achievements by other deal in that sporting field, environment such as running get well or stadium, clothing, physical attributes of how the body performs and the correct techniques, and the movement involved. I would abet the client in in forming a mental picture or as Tolman (1932) describes, a cognitive map of all of the components of the sport and the relationship between them. Practicing the new sport with guidance, corrective action and coach feedback would be used during the associative phase. This would assist the client in developing an underst anding of what works for them. During the autonomous phase, the skill in the sport would be master and become an automatic response.2.2 Elite Sports Person OlympianThe overall object is to equip the athletes with the mental tools to maximize their chances to perform as close as possible to their potential in the prodigious Games. An elite sportsperson has either an inherent ability or has achieved a high level of performance through determination, effort and practice or both. Getting into a flow expectation (Csikszentmihalyi, 1990) can help athletes to consistently achieve optimal performance.To enhance performance we would use metacognitive regulation and evaluate the effectiveness of the existent strategies. Suinn (1987) discusses techniques for performance sweetening which includes releaseation training followed by rehearsal using imagery. This type of intervention usually started with an explanation session then training in imperfect muscle relaxation that allowed the sp orts person to alternatively tense and then relax muscles. The use of visualisation and guided imagery may help keep in line pain, reduce anxiety levels, and develop positive attitudes as well as self-awareness. (Handegard et al, 2006). Le Van (2009) discusses how mental imagery impacts umteen cognitive processes in the brain motor control, attention, perception, planning, and memory. The brain is also getting trained for actual performance during visualization.3. Evaluation of EffectivenessTo determine effectiveness of the technique, in the slip of the novice, I would get them to discuss and reflect on their thinking process (Bransford et al, 2000). We would work through what it means to learn, awareness of ones strengths and weaknesses with particular skills, plan whats require to accomplish a specific learning goal or activity, identifying and correcting errors, and preparing ahead for learning processes. The elite sportsperson would be need to undergo debriefing after com petition, and reflection on the strategies in action. monitor would be used to determine the effectiveness and whether modification or relearning was required for any of the existing strategies.4. Personal Attainment of a unused SkillAs an adult I enjoy learning on an as needed basis and as such motivation is never a riddle. I learn because something has caused me to want to know more information. My favourred look of learning is a staged approach. At first I prefer to do some reading about a particular question or set of instructions and then have a instructor/instructor demonstrate the task or activity. I find that dynamic in an activity with hands-on experience helps to do problem work out and embed the knowledge. I then like to practice the task until it is mastered. I also reflect on each stage and review what I have learnt. My learning style seems to be a combination of many styles behaviourist, such as mastering the content cognitivist, where I can problem solve and de al with the facts, and constructivist, where I use reflection (Ertmer Newby, 1993)5. Conclusion use a cognitive approach in a learning environment, or to equip athletes with an understanding of their physical and psychological functioning, and building the ability to use a range of strategies in competition, enables learners as well as athletes to both execute their skills and thrive under pressure as they strive to knock over their performance potential. (Anderson, 2014)ReferencesAnderson, R. (2014) Faster, higher, psychologically stronger Sport psychology at the London Olympic Games. Retrieved November twelfth 2014 from Australian Psychological Society website http//www.psychology.org.au/Content.aspx?ID=4986.Bransford, J.D., Brown, A L., and Cocking, R.R. (2000). How people learn Brain, mind, experience, and school. Washington, D.C. National Academy Press.Csikszentmihalyi, M. (1990). Flow The Psychology of Optimal Experience. Harper Row.Ertmer, P. and Newby, T. (1993). Behavio rism, cognitivism, constructivism canvass critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-72. Retrieved November 12th 2014, from http//uow.ico5.janison.com/ed/subjects/edgi911w/readings/ertmerp1.pdfFitts, P. M., Posner, R. M. I. (1967)Human performance.Oxford, England Brooks and Cole.Glassman, W.E and Haddad, M (2009) Approaches to Psychology (5th Ed.) Open University Press.Greenspan, M.J. Feltz, D.L. (1989) Psychological Interventions With Athletes in Competitive Situations A Review. The Sport Psychologist, 3, 219-236Handegard, L.A., Joyner, A.B., Burke, K.L., Reimann, B. (2006) Relaxation and Guided Imagery in the Sport Rehabilitation Journal of excellence (11) Retrieved November 11th 2014 from Zone of Excellence website http//www.zoneofexcellence.ca./Journal/Issue11/index.htmlLeVan, A.J. (2009) Seeing Is Believing The Power of Visualization. Retrieved November 12th 2014 from Psychology at present website http//www.psyc hologytoday.com/blog/flourish/200912/seeing-is-believing-the-power-visualization.Livingston, J.A (1997) Metacognition An Overview. Retrieved November 10th 2014 from State University of New York at cow website http//gse.buffalo.edu/fas/shuell/cep564/metacog.htmSuinn, R. (1987). Psychological approaches to performance enhancement. In J.R. May M.J. Asken (Eds.), Sport psychology The psychological health of the athlete (pp. 59-76). New York PMA Publ.Tolman, E.C. (1932) Purposive Behaviour in Animals and Man. New York Appleton-Century-Crofts