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心理学代写|心理学代写Psychology代考|SPORT CAN SATISFY PEOPLE’S SELF-DETERMINATION NEEDS
Although athletes have many motives for playing sport, these reasons reflect common psychological needs, such as competence, autonomy, and relatedness. Achievement-based activities such as sport are structured in ways that allow people to satisfy their needs for competence. Sport, however, can also be a place where other psychological needs are met, such as relatedness and autonomy. One way in which sport psychology is an art, as well as a science, is in understanding how to help athletes fulfil several of their needs. For example, the ways that athletes’ relatedness needs are met in contact sports may differ from those in non-contact sports because of the diverse cultures, expectations, and norms. Further, athletes also differ from each other in many ways. The optimal way to help one person satisfy relatedness, competence, and autonomy needs may not work for another individual.
As stated above, a task mastery orientation is related with adaptive behaviours and outcomes. Coaches and sport psychology practitioners can use several strategies to encourage task mastery in athletes. One strategy involves setting up training so that drills are challenging, varied, interesting, and clearly linked with performance. A second strategy is to recognize and acknowledge good performance and learning, as well as successful outcomes. As a third strategy, coaches can evaluate athletes’ performances against those players’ previous efforts, instead of solely against other people. For example, when athletes lose, there is value in identifying aspects they did well and areas where they might improve rather than only those parts they did poorly compared to the opposition. A fourth strategy is to encourage athletes to be proactive and to share in decision-making to help them attain a sense of ownership and autonomy over their participation. A fifth strategy is promoting interaction among teammates so they support each other and satisfy their relatedness needs.
心理学代写|心理学代写Psychology代考|SELF-CONFIDENCE
John and Chris were best friends and seniors playing for Sacred Hearts University’s basketball team. Although they were close buddies and had grown up together, they had different personalities and acted completely unlike each other during a game. Chris bristled with confidence and in any pressure situation told Coach Cox that he wanted to be on court and he would win the game for the team. John, however, would freeze and make mistakes when under pressure or stressed. Coach Cox often had to take John off the court for his own good and the team’s benefit. Coach was an excitable character who sometimes let his emotions get the better of him. On occasion Coach would lose his cool and say something he would later regret. One time, for example, Coach got frustrated and told John he was a lame excuse for a player and he was no better than a rabbit caught in a car’s headlights. Later, Coach apologized for his outburst and asked John about why he froze in competition. John said he did not know why, but he just did not think he could come through for the team when it counted. Coach Cox wished he could take some of Chris’ confidence and inject it into John. Sometimes Coach thought Chris was overconfident, especially when playing against weak teams. In these games, Chris was a slow starter, acting like he was not bothered with the game. His attitude was infectious, and in two recent games the team had almost let the opposition get too far ahead on the scoreboard before upping the intensity of the game and coming from behind to win. Coach Cox decided to ask Molly Clock, the school’s counselling psychologist, if she had any ideas for helping both John and Chris.
Athletes, coaches, and spectators believe strongly that self-confidence in sport is good and helps players succeed. When athletes and coaches are asked about the psychological ingredients contributing to good performance, they almost universally include self-confidence on their lists. Furthermore, journalists and spectators describe elite and successful athletes as being supremely confident, and they also attribute poor performance to a lack of self-belief. Nevertheless, being an elite athlete does not mean individuals have unshakeable self-confidence. Elite and successful athletes experience self-doubts. It is possible, however, for athletes to perform well even when they have doubts and anxieties (see Chapter 5 on arousal, anxiety, and stress). On the flip side, high self-confidence does not guarantee optimal performance or sporting success because it is just one of a large number of factors that influence whether or not athletes play well or win their events.
心理学代考
心理学代写|心理学代写心理学代考|体育可以满足人们自我决定的需要
虽然运动员从事体育运动有许多动机，但这些动机反映了共同的心理需求，如能力、自主性和关联性。以成就为基础的活动，如体育，是按照允许人们满足其能力需求的方式组织起来的。然而，运动也可以是满足其他心理需求的地方，比如亲和感和自主性。运动心理学既是一门科学，又是一门艺术的一个方面，就是理解如何帮助运动员满足他们的几个需求。例如，由于不同的文化、期望和规范，运动员在接触性运动中满足关联需求的方式可能不同于非接触性运动。此外，运动员之间在许多方面也有所不同。帮助一个人满足关联性、能力和自主性需求的最佳方式可能并不适用于另一个人
如上所述，任务掌握导向与适应性行为和结果相关。教练和运动心理学从业者可以使用几种策略来鼓励运动员掌握任务。一种策略是安排训练，使训练具有挑战性、多样化、有趣，并与表现明显相关。第二种策略是承认和承认良好的表现和学习，以及成功的结果。第三种策略是，教练可以根据运动员之前的努力来评估运动员的表现，而不是只与其他人进行比较。例如，当运动员输球时，有价值的是找出他们做得很好的方面和他们可能改进的地方，而不是只找出他们与对手相比做得不好的部分。第四个策略是鼓励运动员积极主动，参与决策，帮助他们在参与过程中获得所有权和自主权。第五种策略是促进队友之间的互动，这样他们就可以互相支持，满足他们的联系需求
心理学代写|心理学代写Psychology代考| confident
.自信
约翰和克里斯是最好的朋友，是圣心大学篮球队的高年级队员。尽管他们是一起长大的好兄弟，但他们性格迥异，在一场比赛中表现得完全不一样。克里斯充满信心，在任何压力情况下都告诉考克斯教练，他想上场，他会为球队赢得比赛。然而，约翰在压力或有压力时，就会僵住并犯错误。考克斯教练为了约翰自己和球队的利益，经常不得不让他离场。Coach是个容易激动的人，有时会让自己的情绪控制住自己。有时，教练会失去冷静，说一些他以后会后悔的话。例如，有一次，教练很沮丧，他告诉约翰，他是一个蹩脚的球员借口，他比被汽车前灯照到的兔子好不了多少。后来，教练为自己的爆发道歉，并问约翰为什么在比赛中僵住了。约翰说他不知道为什么，但他就是不认为他能在关键时刻为球队度过难关。考克斯教练希望他能把克里斯的一些自信注入到约翰身上。有时教练认为克里斯过于自信，尤其是在对阵弱队的时候。在这些比赛中，克里斯起步很慢，表现得好像他对比赛毫不在意。他的态度很有感染力，在最近的两场比赛中，球队几乎让对手在积分榜上遥遥领先，但随后提高了比赛强度，反超对手取得了胜利。考克斯教练决定问莫莉·Clock，学校的心理咨询师，她是否有什么办法可以帮助约翰和克里斯
运动员、教练和观众都坚信，在体育运动中自信是好的，它能帮助运动员取得成功。当运动员和教练被问及有助于取得好成绩的心理因素时，他们几乎都把自信列入了清单。此外，记者和观众描述精英和成功的运动员是极其自信的，他们也把糟糕的表现归因于缺乏自信。然而，成为一名优秀的运动员并不意味着个人拥有不可动摇的自信。精英和成功的运动员都有自我怀疑的经历。然而，即使运动员有疑虑和焦虑，他们也有可能表现良好(参见第五章关于觉醒、焦虑和压力)。另一方面，高度自信并不能保证最佳表现或运动成功，因为它只是影响运动员是否发挥出色或赢得比赛的众多因素之一
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