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Academic success through sports
Academic success through sports
Academic success through sports
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Football academies are environments in which promising footballers are trained and developed with the goal of becoming elite senior athletes (Crust, Nesti & Littlewood, 2010). English academies operate a dual sporting goal according to Isoard-Gautheur, Guillet-Ducas & Duda (2013), in which they aim to teach and help athlete’s master skills, but also have an obligation to ensure enough athletes break through into the senior team. Academies train athletes from the ages of 10 to 18 on a part time format, using elite coaches and elite competition between other academies to enhance their player’s ability (Crust, Nesti & Littlewood, 2010). Academies are very much utilised as a progressive filter, which begins with a large number of athletes at the youngest age, with progressively smaller numbers of athletes in each age group as age increases (Crust, Nesti & Littlewood, 2010). Whether an athlete is retained for the next year is subject to player evaluation by coaches and directors within the academy, thus requiring athletes to demonstrate competency as well as achieving success (Isoard-Gautheur, Guillet-Ducas & Duda, 2012; Crust, Nesti & Littlewood, 2010).
Due to the stressful and high pressure nature of this achievement context in academies, the question of how to ensure athletes realize their sporting potential without experiencing athletic burnout has become increasingly important (Isoard-Gautheur, Guillet-Ducas & Duda, 2012). Research into this process has highlighted various factors such as perfectionism (Lemyre, Hall & Roberts, 2008; Gould, Tuffey, Udry & Loehr, 1997) and stress-coping techniques (Coakley, 1992) as being important in athletic burnout, but has also shown certain motivational factors ( ) to play an influential ...
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...logy, 8, 36-50.
Smith, R. E. (1986). Toward a cognitive affective model of athletic burnout. Journal of Sport Psychology, 8, 36-50.
Smith, R. E., Cumming, S. P., & Smoll, F. L. (2008). Development and validation of the motivational climate scale for youth sports. Journal of Applied Sport Psychology, 20(1), 116-136.
Smith, R. E., Smoll, F. L., & Cumming, S. P. (2009). Motivational climate and changes in young athletes’ achievement goal orientations. Motivation and Emotion, 33(2), 173-183.
Conroy, D. E., Elliot, A. J., & Hofer, S. M. (2003). A 2 x 2 Achievement Goals Questionnaire for Sport: Evidence for Factorial Invariance, Temporal Stability, and External Validity. Journal of Sport & Exercise Psychology, 37(1), 42-56.
Raedeke, T. D., & Smith, A. L. (2001). Development and preliminary validation of an athlete burnout measure. Journal of Sport & Exercise Psychology.
Athletic staleness and burnout is a big problem for many of today’s athletes whether they are at the amateur or professional level. The good thing about this problem that ends up in total and complete physical and emotional exhaustion is that it can be recognized when it is taking place. It can also be treated if the recognition comes at too late of a stage of the onset of staleness and burnout. But the best remedy for athletic staleness and burnout is prevention of it in the first place. There are three different models that have been used to explain the causes of athlete burnout.
...ntial stressors when competing. According to Nicholls & Polman (2007), the capability to cope with stress plays a significant part in how well an athlete performs during and out of competition. In line with this research, the self-efficacy construct has been found to impact how an individual appraises a situation and the corresponding way in which they cope. Self-efficacy can be defined as an individual’s beliefs about their ability to attain a certain outcome which is further expressed in their views about their capacity to execute a specific behavior or task. Since stress is a consistent and defining variable in sports and life outside of sports, it is crucial that athletes develop ways to successfully cope with stress and effectively implement these methods in order to avoid negative effects in competition and in life (Nicholls, Polman, Levy, & Borkoles, 2010).
The goal of every coach is to create an environment in which his athletes can flourish. Performance anxiety is a coach’s worst enemy simply because it can have a negative impact both mentally and physically on athletes. The mastery approach to coaching is a cognitive-behavioral intervention designed to promote a mastery-involving motivational climate (Smith, Smoll, Cumming, 2007). How a coach handles his athletes is essential for their confidence and ability to overcome any level of performance anxiety. Critical or punitive feedback from coaches can evoke high levels of negative affect in children who fear failure and disapproval, thereby contributing to a threatening athletic environment (Smith, Smoll, Cumming, 2007).
A change from a self-determined engagement in a sport to a much lesser degree of self-determination is a common theme among athletes’ burning out. In other words, as the true passion and love for the game fades away, the perceived costs of sustained engagement begin to outweigh the rewards afforded by the sport. After time passes, the inability to handle the negative appraisals can lead to such harmful outcomes as physical and emotional exhaustion, reduced accomplishment, devaluation, and then complete dropout of the sport (Holmberg and Sheridan,
...tional climate, achievement goals and metacognitive activity in physical education and exercise involvement in and out of school settings. Psychology of Sport and Exercise, 7,4. p. 361(10). Retrieved April 01,2011, from Science Direct: http://www.sciencedirect.com.ezproxy.library.yorku.ca/science?_ob=ArticleURL&_udi=B6W6K-4HTBM1Y-1&_user=866177&_coverDate=07%2F31%2F2006&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_acct=C000045519&_version=1&_urlVersion=0&_userid=866177&md5=269f3631e13a09662d524795d9888fa4&searchtype=a
Burnout. It happens to everyone, everywhere, everyday. Athletes -young, old, professional, amateur, male and female- all experience burnout in different forms and degrees. Burnout is defined as the physical, emotional, and psychological reaction to intense pressure to fulfill obligations, whether they be sports or otherwise. Simply put, people get tired and worn out because they often take on the responsibility of doing too much. Burnout is most common among professional and Olympic athletes that train hard and work hard for long periods of time. However, others can also experience burnout in athletics. Burnout leads to reduced interest in the sport, quality of performance, and then withdrawal.
Collegiate athletes are already under an enormous amount of pressure even before enduring career-ending injuries. According to Kissinger (2009), student athletes normally struggle with six unique challenges. Student must be able to balance both athletic and academic responsibilities, along with balancing social activities, maintaining the stresses of relationships with coaches, teammates, friends, and parents. They also have to manage athletic success and/or failures with emotional stability. More importantly they have to balance physical health and injuries with the need to steady compete and with the termination of one’s college athletic career.
Wiese-Bjornstal, D. M., Smith, A. M., & LaMott, E. E. (1995). A model of psychological response to athletic injury and rehabilitation. Athletic training: Sport health care perspectives, 17-30.
Pressure is placed on athletes to perform better. The fierce competitive nature of the real sports world in with the peoples excellence has caused athletes to seek alternative means to ...
... Inc., 1995) Frequent decrease in intrinsic motivation results in amotivation, which is why athletes need to focus on internal success rather than external. When this happens it may result in burnout, mental withdrawal, and eventually quitting the activity. Another issue with motivation is that an athlete may be completely intrinsically motivated in their sport, but their body cannot handle the harsh physical demands. This may result in failure to meet goals even though the athlete put in the right effort. The athlete then has to either play the sport because they enjoy it and not for competitive reasons or quit altogether. Not every athlete can compete at a high level in every sport. Along with motivation comes realistic expectations and limitations. Motivation levels are a key in athletics, but they can only take an athlete so far when physical limitations exist.
In order to fully understand the impact and effect of overtraining, defining and establishing the difference of what overtraining is from other conditions, such as overreaching, is necessary. Overtraining is defined as the accumulation of both training and non-training stresses producing a long-term effect on the athlete’s performance capacity, with or without physical and psychological overtraining signs and symptoms in which recovery of the performance capacity will take weeks to months (Halson, 2004 p. 969). Overreaching, however, is defined by the accumulation of training and non-training stresses with a short-term effect on the a...
Weinberg, R.S. & Gould, D. {1995} Foundations of sport and exercise psychology. Champaign, IL: Human Kinetics. Ch.15
Sport Psychology is the study of the psychological and mental aspects that affect or get affected by participation and performance in exercise, sport and physical activity (American Psychological Association). There are various concepts of sport psychology that can be applied to different situations in sports as well as in recreational exercise; for example, techniques of goal setting, stress and anxiety management, self-confidence, sport imagery training, etc. (Williams & Krane,2015). In this paper, we will discuss the concept of goal setting in sport psychology and how it can be used, particularly in an exercise setting.
According to Damon and his colleague, teams and individuals can attain greater consistent levels of confidence if it is based on performance as opposed to outcome. Scholars argue that performance goals are flexible and in apposition to enable athletes to be in control. Progressive achievement in performance will propel athletes to goals achievement and improve motivation. Eventually, their success will be manifested in their tremendous performance which will also attract higher levels of self-confidence. Contrary, the sports people with outcome confidence often believe that higher performance could allow them to improve their social image. All this confirms that the success in sports is integrated with the levels of self-confidence, performance, and outcome. However, it is advisable for athletes and other sports people to focus on their performance but not their outcomes if there is need to improve their skills for the sake of goals
With correct leadership,the benefits of participation begin to show in childhood and continually appear in adulthood. During adolescents, organized sports enable individuals to exude superior sportsmanship, self-discipline, social skills, teamwork abilities, along with improving health initiatives( Ireland,2015 ). These skills are key components in the development of character and the ability to socially function in society as an adult. For instance, when a child can control their emotions, exuding positive sportsmanship, it gives insight into how they will cope with situations later in life. Athletes require self-discipline physically and emotionally. As adults, there will not be a single day that an individual isn’t compelled to implement self-discipline whether it be in what they eat or the words they choose to speak. Organized sports can be a major impact in a child’s life, but it 's imperative to be paired with positive parenting to reach its maximum potential. Parents have lost sight of the positive lifelong journey that sports can have on their young athlete. Rather, they have shifted their focus on training their future stars with long practices, extensive travel, and constant