SPORT PSYCHOLOGY MRS.

FLOSSY RAYAPPAN Associate Professor School of Social work Roshni Nilaya Valencia Mangalore 575 002

Sports covers the application of psychology to the sport environment. Although many of us are familiar with terms such as being psyched up for a match or having the mental edge in a competition., in fact, sport is a fairly new area of study the new area of study for psychologists. This introduction to sport psychology will give you an idea on the importance and its value. The specialized field of sports psychology has developed rapidly in recent years. The importance of a sports psychologist as an integral member of the coaching and health care teams is widely recognized. Sports psychologists can teach skills to help athletes enhance their learning process and motor skills, cope with competitive pressures, fine-tune the level of awareness needed for optimal performance, and stay focused amid the many distractions of team travel and in the competitive environment. Psychological Training should be an integral part of an athletes holistic training process, carried out in conjunction with other training elements. This is best accomplished by a collaborative effort among the coach, the sport psychologist, and the athlete; however, a knowledgeable and interested coach can learn basic psychological skills and impart them to the athlete, especially during actual practice. The work of sports Psychologists can be divided into three main areas of clinical, research and educational sports psychology Clinical this involves dealing with emotional or behavioural problems (such as

depression or addiction). Research this involves establishing and testing theories of sports psychology Educational this involve helping sport participants and coaches to become more effective. It includes the use of mental skills to improve performance, advice on team building and enabling coaches to tailor their behavior to the needs of their athletes.

Personality and sports performance: Personality research in sports has considered whether particular personality traits are related the sports which people take up, the positions they take on a team and their success in sport. According to the research done by Williams and Parkin (1980) they used Cattells 16PF to compare the personality profiles of hockey players at international, national and club standard. Results showed that the internationals differed significantly from the club players but the personally profiles of national players could not be distinguished from either of the other two groups. The personality profiles of world-class athletes are similar to the characteristics of the psychological model for positive mental health , namely low in anxiety, tension, depression, anger, fatigue and confusion and high in vigour and extroversion.

Exercise, health and mental health Although sport psycholgisits have been most interested in helping the sportsperson pursue their sports successfully, the research discussed below provides evidence for the health benefits for sports participants as well as those who exercise, perhaps by going running, working out in a gym or attending aerobics classes. Exercise and Health Regular exercise has a number of important benefits for health it: Helps lower cholesterol, may reduce weight and lowers blood pressure, all of which (along with smoking) are the greatest risks of heart diseases Seems to protect against osteoporosis because exercise helps to strengthen bones. Maintains muscle strength and reaction time longer into old age, thus protecting balance and maintaining confidence in movement. The interactional approach: it focuses on the sporting situation and examines how the athletes personality affects performance. It takes in account personal factors, the situation in which behavior occurs and interaction of these two factors. It predicts that when situational factors

are strong they are more likely the affect the behavior than the personality factors. A player who is usually calm may explode with delight on finally winning a close and crucial match. This exhibition is uncharacteristic, a response to this particular situation. However when situational factors are not strong then personality is more likely to affect behavior. Social Value Social psychology involves the study of the individual in a social situation, which is a key feature of sport. The sprinter performs alone, whereas the hockey player depends on team-mates. Nevertheless both performs alongside others and in front of an audience. Group cohesion and performance The chief features are : feelings of interpersonal attraction between members; a collective identity in which they view themselves as a unit, distinct from other groups ; and a sense of shared purpose. In sport the purpose of group is achieve certain objectives which may be very explicit. Group members depend on each other in order to achieve these objectives. In a sport setting the group may be hockey team, a tennis club, a group of climbers or a national sport association. In other words, they may be a team, clearly defined with positions and roles to play, or they may be an informal group. However the work team is sometimes used to denote a very strong group. Forming- initially team members get to know each other, work out whether they feel they belong to the group and what part they will play. This is the stage when players to test their relationships with others in the group. Storming- this stage occurs when conflict develops between members and , in particular, rebellion against the leaders. Members are jockeying to establish their roles and status. Norming- co-operation starts to replace conflict. Members start working towards common goals. Group cohesion develops which improves individual satisfaction within the group and

may also improve the success of the group. There is increasing mutual respect for each members individual contribution. Performing- this stage is achieved when roles and relationships have stabilized and the primary goal for each members is group success.

Athletes report that team cohesion is a source of satisfaction in their lives, yet there is conflicting evidence as to whether the most cohesive teams are the most successful. Sport psychologist Albert Carron (1982) has distinguished between two aspects of group cohesion: Task cohesion- the degree to which group members work together and are committed to achieving common goals. Social cohesion the degree to which group members like each other and get on, trust and support each other. These two aspect or dimensions, are independent to each other, so you might be very committed to achieving the goals of your team, but not particularly attached to the other members of the team. A team in which members get on well and are very committed to achieving common goals (at the performing stage of group development) may be successful, but equally a team in which there are major disputes (at the storming stage) may do as well if there is a high commitment to the common goal. Ad definition of cohesion which incorporates these ideas was proposed by Carron (1982) a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of its goals and objectives. Factors associated with group cohesion The following factors seem to be associated with group cohesion:

Group size- Smaller groups are more cohesive than larger ones, possibly because there is greater opportunity to interact, but also because there may be less chance for faulty group processes to occur (See next section)

External threats- the presence of external threats increases group cohesion, perhaps because they force members to ignore internal divisions. Similarity of members cohesiveness is increased if members have equal status in the group, Similar characteristics (such as age, skill level) and have been members for some time.

Stability in the members of the group greater stability allows time for relationships between members to develop Success successful performance is related to high group cohesion

Educational Value: Healthy mind can be found only in a healthy body. In a weak body there cannot be a healthy and active mind. And for a healthy body physical exercise is a must. Without physical exercise, our body will grow weak, lethargic and dull. The aim of education is the all round development of a personality. It cannot afford to neglect the physical aspect of a student. Development of mind and body are equally important in any good education. Want of proper physical exercise in the form of games and sports develops many mental problems. Mere intellectual attainment is not enough. Good health and sound body are also a must to face the challenges of life. Therefore, games and sports are an integral part of school education. Education will remain incomplete without physical training and exercise. "All work and no play make Jack a dull boy" is a famous saying. After studies some kind of physical exercise, games and sports are necessary. The refresh body and mind and provide recreation. A game of football or volleyball in the open air is very refreshing. A game of hockey or a match of badminton will help a student regain his lost mental and physical energy. There will be greater intake of oxygen, better blood circulation and digestion because of these. In the open, where games are played there is fresh air, openness and presence of nature. They have a very healthy influence on the players. Running, Jumping, kicking, swimming etc. provide vigorous exercise to

our limbs and organs of the body. They provide us physical fitness, courage endurance, cooperation and team spirit. The players are more disciplined and fit than others. Sports and games along with education prepare us to stand up and face the challenges of life. Games and sports are a valuable form of education. They develop our skills and abilities to the maximum. They teach discipline, obedience and cooperation. Every game has it own rules and regulations. They are binding on the players. All players have to follow them. There is penalty on their violation. One can never win a match without following the laws of the game. He has to abide by the judgment of the referee. It teaches a player how important laws are. It makes clear how important it is to follow the rules and regulations games and sports help us in producing very disciplined citizens, leaders and professionals. They teach how to cooperate with one another and achieve success. It is a playground or gymnasium where team spirit, cooperation and endurance can be taught best, games teach players how to ignore individual interests for the sake of greater interests of the team and society. This teaching of sacrifice is of great social and national interest. Games also teach fair play and faith in equality and justice. They enable us to take defeat and victory in a cheerful spirit. Games also allows an outlet to our suppressed energy. It helps us a lot in remaining peaceful and non-violent. When our energy is suppressed we become irritated, short-tempered, violent hooliganism and acts of lawlessness. Games also provide us the best use of leisure time. Famous players and sports persons bring credit for themselves and the country. They are famous and popular and work as country's cultural ambassadors. They strengthen international relations. They also develop and promote patriotism and national integration. But games are a means and not an end in them. They should not be practiced at the cost of studies. Excess of everything is bad. They should be played and enjoyed only in spare time. They are real boon and blessing if done properly and wisely. India needs good and great players and sports persons. They are in great demand to participate in national and international events. India's record in this respect has been very poor. The boys and girls should be caught at the very young age and trained in different games and sports. There should be no school without a proper playground attached to it. Mere mental education is of no use without physical education. They should go hand-in-hand as integral parts of an education. They are complementary to each other.

Leadership and coaching Leaders play an important role in sports, whether as coach, captain of a team or manager of a club. They exert an influence on player satisfaction and individual or group successes.

Examination of leadership behavior, and of the circumstances and people they lead, has enabled sport psychologists to help coaches, captains and managers to be more effective leaders. Leadership can be defined as the behavior of an individual when he or she is directing the activities of a group towards a shared goal. Leadership in terms of the personality traits of leaders, then leaders behaviors, the finally the interactional approach. This approach also takes account of the situation in which the leader is operating. The Great man theory to Leadership Early research on leadership tried to identify which personality traits were common to successful leaders. This approach reflects the great man theory, which suggests that some individuals are born to be great. They would emerge regardless of the circumstances, so a great leader in one sphere(say politics) would be equally good in another (Sport perhaps) If great leaders have the same chrematistics then this would suggest that people who have these characteristics would rise to positions of power and influence. There appeared to be some common traits amongst the leaders studies from business, industry, politics and the military for example they tended to be slightly more intelligent and dominant than their followers. However, differences did not add up to a clear great man profile an could have been more related to how leaders emerge, rather than to how effective they are. So this approach (the trait approach) fell into disuse as researchers instead looked at what behaviours were associated with successful leadership. Behavioural approach to leadership Two aspects of leadership proposed by Halpin

Consideration- leadership behavior are focused on the members of the group or workforce, fostering good relations and an egalitarian attitude to others. Initiating structure leadership behaviours are focused on the task to be achieved and on directing the group in order to achieve that task.

International Theories Interactional approach to leadership developed, which took into account the leader the situation at the time, the type of people who were being led and the interaction between them. Interactional approach Theory proposed by Fiedler Leader member relations- if there is a high level of liking and trust of the leader and the leader has confidence in the group, leader member relations are good. Task structure the task may be clearly structured (it is clear what the aim is, how it is to be achieved and who takes decisions) or the goal may be poorly defined or there may be several ways of achieving it. Position power the amount of power in the leaders position, the amount of organizational support and the reward of punishments that the leader can give. According to Chelladurai Decision- making Vroom and Yetton (1973) proposed that leaders must consider the quality of the decision and its acceptance by the group. With this in mind, the leader either makes the decision with little consultation (Autocractic) or delegates the decision to others (delegative) or includes the whole group (participatory) Maturity of group members Hershey and Blanchard (1969) note that when members are inexperienced the leader must be directive and provide emotional support, but when they are experienced the leader must allow members more autonomy. Motivational Enhancement Therapy

MET has been thoroughly researched in the field of substance abuse with some research specific to adolescent substance abuse clients. Clients with substance abuse issues and adolescents often share the stereotypical characteristics of being resistant, challenging and narcissistic (Lambie , 2004) Therefore it is postulated than an effective substance abuse counseling approach would also be successful with adolescents. MET was designed as a standardized four session counselor approach in project MATCH (Matching Alcohol Treatments to client Heterogeneity) a clinical trial of patient

treatment matching sponsored by the National Institute of Alcohol Abuse and Alcoholism ( NIAAA) . MET is designed to help people work through their ambivalence about change, primarily through the use of active listening and gentle feedback techniques. The MET

approach is founded on the assumptions that counselees have the capacity and responsibility for change and that it is the counselors task to create conditions that enhance clients Motivation for and commitment to change (miller et all 1995) in brief, the goal is to change (Miller et al., 1995). In brief, the goal is to prepare people for change, not necessarily to push them into changing right away (Ingersoll & Wagner 1997) MET seeks to support intrinsic motivation for change, which leads the counselee to initiate, persist in and comply with behavior change efforts. Miller and Rollnick (2002) listed six basic motivation principles underlying the MET approach: 1. Expression of empathy the counselor communicates respect for the counselee and listens rather than tells. 2. Assisting the counselee in perceiving discrepancy the counselor uses motivational psychology principles to help the counselee perceive a discrepancy between where he or she is and where he or she wants to be 3. Avoiding argumentation because it is seen to evoke resistance, which is a counselees reaction to a threatening interpersonal interaction and resistance is a counselors issue

4. Rolling with resistance the counselor does not meet resistance head on, but rather rolls with the momentum, with a goal of shifting counselee perceptions in the process; 5. Ambivalence is viewed as a normal and openly discussed the counselor elicits solutions from the counselee; and 6. Support of self-efficiency- the counselor works to enhance the counselee sense of selfefficacy, or ability to achieve goals. People only move toward change when they perceive that there is a chance of success. Other central constructs of MET are its unique strategies to increase the likelihood of behavior chang, which include handling resistance, the use of a decision balance sheet and change talk. Each of these strategies is discussed in the following section. 1.Simple reflection: Acknowledgement of the counselees disagreement emotion or perception can permit further exploration rather than evoking defensiveness. 2. Amplified reflection: Here the counselor reflects back what the counselee has said in an exaggerated form, which often results in the counselee recanting what he or she has said and can elicit the other side of the adolescents ambivalence to change. 3. Shifting focus: Here the counselor refocuses the counselees attention away from what seems to be a barrier blocking progress. 4. Agreement with a twist: Using this technique, the counselor initially offers agreement with the counselee, but with a slight change in direction. 5.Emphasis on choice and control: The counselor continuously emphasis and acknowledges the counselees personal choice and control because resistance often arise from psychological reactance from people thinking that their freedom of choice is being threatened and reacting by asserting their power (resistance) 6. Reframing: This strategy is helpful when a counselee is offering arguments that serve to refute a personal problem. Bu acknowledging the validity of the adolescents

observation and perceptions, the counselor offers a new meaning or interpretation to them. Reference: 1. Psychology in Practice Sports : Barbara Woods (2001): Leadership and Coaching; Social influence in Sports; Personality and Sports 2. Eduactional Values: www.articlesfactory.com ;

www.thirdstringgoalie.net/2010/educational-value-of-games-and-sports 3. Miller, W.R Zweben, A., Diclemente,C.C & Rychtarik, R.G (1995) Motivaional enhancement therapy manual: A clinical research guide for therapists treating individuals with alcohol abuse and dependence, Vol 2