Sports Psychology - Assignment Example

Running head: sports psychology Sports Psychology Evaluate the ment cohesion enhances performance. Adopting from Rose (1989) and Stokes’s (1983) explanation, cohesion may be defined as the degree to which members are attracted to one another, and produces correlated effects under certain conditions, to productivity, participation in and out of the group, self-disclosure, risk taking, attendance and other vital concerns (as cited in Hepworth et al, 2009; p.296). Effective teams are highly cohesive and this is evident in their commitment towards goal attainment, decision making, identity and member satisfaction. The positive relationship between cohesion and performance has been proven in many studies, and has been explicitly modeled by Carron (1982) and also with colleagues (1998). Bray and Whaley’s (2001) study asserts that higher levels of cohesion increases performance by producing higher levels of effort (as cited in Weinberg & Gould, 2007) Cohesion in a group can be task-oriented or for social reasons such as similar interests, thinking, background etc. Extent of cohesion depends on personal, team, leadership and environmental factors. Individuals’ attributes such as member similarity, commitment, excitement, discipline, social loafing etc determine their satisfaction and attachment levels. Team characteristics include team’s vision, team’s previous performances, members’ commitment, role and goal clarity, and ownership of responsibility. Leaders play a significant role in building effective teams with high cohesion through behaviour, style, personal relationship with the individuals and with the team. Environmental factors impacting cohesion include age, eligibility, contractual binding, motivational factors such as scholarships etc. Cohesion in a group produces distinct results for individuals and for the group as a whole. At a group level, it reinforces participation, and task cohesion increases possibilities of winning; for individuals, this concept influences their behaviour in a positive manner by increasing commitment, enthusiasm, and potential for winning. High degree of cohesion reduces individuals’ inclination towards self motives, and increases their orientation towards team’s achievements and successes. Cohesion needs to be measured, either directly through administration of questionnaires to the individuals of the group, developed by Yukelson, Weinberg and Jackson (1984) incorporating the multidimensional feature of sports cohesion, or indirectly through interactions with individuals of the team (as cited in Weinberg & Gould, 2007). This helps in assessing the motivation and preparedness of the team towards specific sports activities or events. Leaders or the coaches have to constantly strive to proactively promote activities that build trust, aid in better understanding and acceptance of individuals’ strengths and roles, increase connectedness and ownership through various interventions including specific training techniques and tools that reinforce roles and goals, encouraging open discussions and feedback, recognizing performance and appreciating improvement, and constantly assessing intensity of cohesion within the group. In conclusion, the characteristics that appropriate cohesion brings to a group fosters higher participation, ownership, commitment, enthusiasm, complementing skills, and trust all of which directly contribute to enhanced performance. 2. What is excessive exercise? Evaluate the evidence that it is generally co-morbid with eating disorders. Eating disorders are unhealthy eating habits exhibited by people suffering with psychological problems. Two types of extreme psychological eating disorders have been identified namely, anorexia nervosa and bulimia (Weinberg & Gould, 2007). Anorexia nervosa is characterized by underweight, anxiety over gaining weight despite being underweight, inappropriate and disturbed body image, amenorrhea in females for at least 3 cycles. Bulimia is characterized by excess weight gain, excessive eating for indefinite periods, feeling of lacking control over eating, opting for inappropriate and unhealthy means of losing weight such as self-induced vomiting, using laxatives, strict dieting or vigorous exercise, anxious about body image. Weinberg and Gould (2007) have extracted significant number of findings from different researches conducted on sports persons, all of which indicate prevalence of eating disorders and/or their associated characteristics. For instance, these researches indicated that female athletes were more prone to eating disorders than their male counterparts. It was also noted that the prevalence of eating disorders were almost similar among athletes and general population; however, athletes exhibited disordered eating patterns rather than the extreme psychological eating disorders that was noticed more in the general populations. Eating disorders produced same psychological problems in both athletes and non athletes. Studies indicated that significant number of athletes were more prone to eating disorders and exhibited weight loss behaviours like rigorous dieting, excessive exercising, fasting, vomiting etc; this pattern varied in intensity with the type of sport. These findings from different researches indicate that eating disorders among athletes is quite common, and the fact that athletes are subject to excessive workout regimen disturbs their body balance, which in turn impacts their psychological wellbeing. This imbalance and disturbance can be related to the eating disorders or disordered eating patterns exhibited by athletes. A research conducted by Penas-Lledo, Vaz Leal and Waller (2002) on 124 Spanish women established a relationship between eating disorder and excessive exercising patterns through observation of their exercising regimen and Eating Attitudes Test (EAT). Findings indicated that women suffering with anorexia nervosa became anxious of gaining weight, ignorant of their actual physical fitness and exercised vigorously. Psychologically they are motivated to exercise excessively in order not to gain weight; however, these people are more prone to depression and emotional disturbances. The anorexic women who exercised more had exhibited bulimic eating symptoms. On the contrary, people suffering with bulimia have the habit of binge eating and are consciously aware of their overweight. In order to lose weight, and build a better body image, these people opt for excessive exercising. However, the bulimic eating attitudes were not related to the exercising habits. 3. Can exercise as a prescription contribute positively to the management of some psychological and physical problems? Use evidence and examples to illustrate your answer. A strong relation between stress management and physical exercise has been prophesied philosophically and established scientifically since ancient times, as evidenced from various scriptures explaining the art of Yoga, meditation, and other forms of marshal arts also. The purposeful pursuit of physical fitness through various types exercises produce physical and psychological benefits. Physically, exercise helps in maintaining shape of the body, improving stamina and adaptation to extremes of environmental conditions. Psychologically, exercise enhances mood, reduces depression, and enhances self-esteem and cognitive function. Greenberg (2002) emphasized that exercise contributes to self-esteem, being more positive toward others, feeling more alert and able, and having decreased feelings of depression and anxiety (cited in Greenberg, Dintiman & Oakes, 2004; p.324). Physical exercise acts in different dimensions on the mind and body. Psychologically, physically strenuous activity diverts the mind from depressing and negative thoughts; when this strenuous activity is carried out in a systematic and timely manner, it is called physical exercise. Hence, through physical exercise, one can train the mind with constant diversion, which in a way can be quoted as a form of behavioural therapy. Different theories have been postulated regarding impact of exercise on psychological well-being, namely, the endorphin hypothesis, cognitive hypothesis and the self-efficacy hypothesis, thermogenic hypothesis, mastery hypothesis etc. All these hypotheses indicate reduction in negative moods and improvement in positive feelings of the self, physically and psychologically (Reed, 2005). Physical activity induces excess release of endorphins that stimulate the mind and relaxes the nerve cells, giving a feeling of calmness or reduced mental disturbance. Mentally, physical exercise attracts all concentration and helps in forgetting the stressful situations or encounters that once lingered in the mind. Greenberg et al (2004) assert that physical exercise enhances overall wellbeing as it reduces the feelings of depression and anxiety along with increasing sense of physical competence. Taylor et al.’s (1985) work on ‘the relation of physical activity and exercise on mental health’ has identified more than 1000 empirical and qualitative researches focused on studying the psychological effects of sport and exercise; from the results of these researches, the most common psychological benefits are increased academic performance, self-confidence, self-esteem, mood, memory, perception, positive body image, self-control, sexual satisfaction, well-being and work efficiency; also, decreased anger, anxiety, confusion, depression, hostility, phobia, headaches, psychotic behaviour, stress response, tension and work errors have been noticed. In conclusion, psychological status of an individual is greatly influenced by his/her physical state and vice versa. Rigorous physical activity induces appropriate physiological functioning of the body which in turn has a positive effect on the mental well being, thereby improving self confidence and self-esteem of the individual. References Books Greenberg, J.S, Dintiman, G.B and Oakes, B.M (2004). Physical fitness and wellness: changing the way you look, feel, and perform. (3rd ed.). U.S.A: Human Kinetics. Gill, D.L and Williams, L. (2008). Psychological dynamics of sport and exercise. (3rd ed.) U.S.A: Human Kinetics. Hepworth et al. (2009). Direct Social Work Practice: Theory and Skills. Edition 8. .U.S.A: Cengage Learning. Reed, J. (2005). Acute Physical Activity and Self-Reported Affect: A Review. In Clark, A’s Causes, role, and influence of mood states. U.S.A: Nova Publishers. p: 91-113 Weinberg, R.S. and Gould, D. (2007). Foundations of sport and exercise psychology. (4th ed.) U.S.A: Human Kinetics. Journals Penas-Lledo, E, Vaz-Leal, F.J and Waller, G. (2002). Excessive Exercise in Anorexia Nervosa and Bulimia Nervosa: Relation to Eating Characteristics and General Psychopathology, International Journal of Eating Disorders. 31 (4), 370-375. Taylor et al. (1985). The Relation of Physical Activity and Exercise to Mental Health. Public Health Reports. 100 (2). 196-201 Read More