Phillip April 26, 2024 No Comments

PSY FPX 6830 Assessment 3 Working With Diverse Populations

PSY FPX 6830 Assessment 3 Working With Diverse Populations Name Capella university PSY FPX 6830 Applied Sport Psychology Prof. Name Date Working With Diverse Populations Anxiety in Sports: A Comparative Analysis between High School and College Athletes Anxiety within the realm of sports and competitions can impede athletes from reaching their peak performance levels. Sports psychology emerges as a valuable tool aiding athletes of diverse backgrounds in optimizing their potential. Whether within the confines of a little league organization or amidst the rigorous demands of professional teams, the intertwining of athletes and mental health serves as a catalyst for enhancing athletic prowess. This discussion delves into discerning variances in anxiety levels between high school and college sports contexts, elucidating the pivotal role of sports psychologists across all echelons of competition. Anxiety Dynamics in High School versus College Sports Anxiety emerges as a ubiquitous challenge across all levels of athletic competition, warranting the indispensable presence of sports psychologists. Depression often closely trails anxiety, accentuating the significance of addressing mental health concerns in athletes. Notably, high school athletes grapple with the overwhelming pressure to excel, fueled by aspirations of collegiate athletic pursuits, thereby fostering heightened levels of stress and anxiety. Conversely, college athletes, despite their elevated status, confront a myriad of stressors associated with newfound independence, encompassing academic pressures, familial obligations, and personal relationships, which collectively impact both their academic performance and athletic endeavors. Gender Disparities and Mental Health Gender disparities further compound the complexities of anxiety within sports, particularly among college athletes. Research underscores a notable increase in anxiety levels among female college athletes, attributed partly to the tumultuous transitions occurring during the formative years of 18 to 22, coinciding with their collegiate athletic pursuits. Such findings shed light on the nuanced interplay between gender dynamics and mental health challenges, necessitating tailored interventions to address the unique needs of male and female athletes. Perfectionism and Performance Anxiety Perfectionism emerges as a salient contributor to anxiety, particularly prevalent among high school athletes striving to meet societal expectations and excel in their respective sports. Notably, male athletes contend with pressure from parental expectations, whereas female athletes grapple with competitive anxieties. This underscores the imperative of cultivating resilience and coping mechanisms tailored to address the multifaceted stressors encountered within the realm of high school athletics. Best Practices for Mental Wellness Support Addressing anxiety in athletes mandates a multifaceted approach, encompassing acknowledgment of their emotional struggles, normalization of these feelings, and collaborative formulation of coping strategies. Integration of interdisciplinary teams dedicated to promoting mental wellness emerges as a cornerstone in fostering athlete resilience and performance optimization. Notably, instituting preparticipation mental health screenings and cultivating a supportive environment are pivotal in preempting and addressing mental health concerns among high school athletes. Conclusion In light of the nuanced differences in anxiety dynamics between high school and college athletes, it is imperative to adopt tailored interventions that accommodate the unique stressors encountered at each level of competition. Leveraging best practices in mental wellness support, alongside fostering a culture of openness and resilience, serves as a linchpin in enhancing athlete well-being and performance across all sporting domains. References Asplund, C. (n.d.). Athlete Mental Health Best Practices and Guidelines. [DOI: info@uscah.com | uscah.com] Davoren, A. K., & Hwang, S. (n.d.). Mind, Body and Sport: Depression. [Freire, G. L. M., Sousa, V. da C., Alves, J. F. N., Moraes, J. F. V. N. de, Oliveira, D. V. de, & Nascimento Junior, J. R. A. do. (2020). Are the traits of perfectionism associated with pre-competitive anxiety in young athletes? Cuadernos de Psicología Del Deporte, 20(2), 37–46. DOI: 10.6018/cpd.406031] PSY FPX 6830 Assessment 3 Working With Diverse Populations Garver, M. J., Gordon, A. M., Philipp, N. M., Huml, M. R., & Wakeman, A. J. (2021). Change-Event Steals “Athlete” from “College Athlete”: Perceived Impact and Depression, Anxiety, and Stress. Journal of Multidisciplinary Healthcare, 14, 1873–1882. [DOI: 10.2147/jmdh.s320243] MENTAL HEALTH BEST PRACTICES. (n.d.). [Retrieved from https://ncaaorg.s3.amazonaws.com/ssi/mental/SSI_MentalHealthBestPractices.pdf] Patel, D. R., Omar, H., & Terry, M. (2010). Sport-related Performance Anxiety in Young Female Athletes. Journal of Pediatric and Adolescent Gynecology, 23(6), 325–335. [DOI: 10.1016/j.jpag.2010.04.004] Valle, V. (2023, June 16). 5 Tips for Overcoming Sports Performance Anxiety in Student Athletes. [Retrieved from https://www.hopkinsmedicine.org/health/wellnessand-prevention/5-tips-for-overcoming-sports-performance-anxiety-in-student-athletes] PSY FPX 6830 Assessment 3 Working With Diverse Populations Wood, C., & Bryant, K. (2019, February 5). Challenges of Mental-health Issues in High School Athletics. [Retrieved from https://www.nfhs.org/articles/challenges-of-mental-healthissues-in-high-school-athletics?ArtId=257316]

Phillip April 26, 2024 No Comments

PSY FPX 6830 Assessment 2 Interview and Summary

PSY FPX 6830 Assessment 2 Interview and Summary Name Capella university PSY FPX 6830 Applied Sport Psychology Prof. Name Date Interview I initiated the interview by delving into some background information. It commenced with inquiries regarding the understanding of sport psychology. Often, when I mention my degree in sport psychology, individuals appear bewildered as they lack familiarity with the discipline. How do you, or would you, elucidate sport psychology to others? Subsequently, in your candid assessment, what is the primary objective of sport psychology? Do you perceive any prevailing challenges within this domain? Furthermore, reflecting from your initial foray into the field to the present, have you observed any evolution in sport psychology? In what aspects? Has your perspective undergone any transformation? Additionally, have you encountered any instances with athletes that reaffirmed your commitment to this profession? The subsequent segment of inquiries revolved around research and trends. The aim was to discern disparities between seasoned professionals and younger counterparts. Besides LinkedIn, do you employ any other technologies in your practice? Such as social media, texting, or email? If utilized in interventions, do they prove beneficial, and how so? Furthermore, despite technological advancements, have you encountered any research queries or issues that remained unresolved? Lastly, concerning research trends, are there specific areas within sport psychology that you deem particularly crucial compared to others? PSY FPX 6830 Assessment 2 Interview and Summary The ensuing set of questions pertained to coaching perspectives, diversity within populations, and ethical quandaries. For instance, considering your coaching roles in LI and Rochester, do you advocate for the universal implementation of certain interventions by all coaches? How would you characterize your approach toward working with diverse populations? Have you faced any ethical dilemmas while working with athletes? If yes, what were they? What distinguishes the most valuable tool in youth sports from elite-level sports? When confronted with ethical dilemmas, what is your initial approach to resolution? Furthermore, with the evolving landscape of LGBTQIA+ inclusivity, how has this impacted your practice? Lastly, have you encountered any ethical dilemmas involving diverse populations such as age, race, skill level, or culture? If so, how did you navigate them, and did they influence your approach to working with athletes? The concluding segment comprised rapid-fire questions aimed at eliciting concise responses. How can sport psychology and performance be enhanced? Is an advanced degree imperative for top executives in your field? What are the primary prerequisites for success in your profession? How can one obtain further insights into this industry? Outline Among the array of questions, those concerning LGBTQ issues, coaching perspectives, and utilization of social media platforms stood out due to their nuanced nature. Dr. Rich provided insights from both personal and professional perspectives, prompting me to seek additional information due to the dearth of available data in these domains. Of particular interest was the definition of sport psychology. Winter and Collins (2016) investigated the professional status of sport psychologists, highlighting the limitations inherent in defining the field. Dr. Rich echoed similar sentiments, underscoring the need for further research to articulate the essence of sport psychology to both professionals and the general populace. This newfound knowledge holds promise for refining my practice, potentially ushering in fresh perspectives on the profession. Limitations One aspect that caught my attention was Dr. Rich’s ethical decision-making process. While he couldn’t recall specific ethical dilemmas, his stance on LGBTQ issues showcased a dual perspective. From a practitioner standpoint, he advocated against discrimination, yet from a personal and coaching standpoint, he supported certain regulations. This ethical dichotomy mirrors findings by Sharp and Lodge (2013), who delineated essential components for cultivating effective sport psychology relationships. Despite the emphasis on trust and professional knowledge, Dr. Rich’s stance underscores the potential conflict between practitioner obligations and coaching priorities. Although the research highlights the significance of these components in fostering professional relationships, the divergence in decision-making between practitioners and coaches warrants further exploration. References Association for Applied Sport Psychology. (2022). Ethics code: AASP ethical principles and standards. http://www.appliedsportpsych.org/about/ethics/ethics-code/ Sharp, L., & Hodge, K. (2013). Effective sport psychology consulting relationships: Two coach case studies. The Sport Psychologist, 27(4), 313–324. PSY FPX 6830 Assessment 2 Interview and Summary Winter, S., & Collins, D. J. (2016). Applied sport psychology: A profession? The Sport Psychologist, 30(1), 89–96.

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