PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan
Phillip April 26, 2024 No Comments

PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

Name

Capella university

PSY FPX 6820 Performance Enhancement in Sports

Prof. Name

Date

Part One: Interview with a Coach

The interview features a discussion with a high school soccer coach. In this context, the educational prerequisites align with career track 1, necessitating a master’s degree and training background in kinesiology and exercise science. This trajectory corresponds to the exploration and instruction of sport sciences, focusing on enhancing athlete performance. The interviewee is Steven Granata, coach and head chairperson of Patchogue-Medford Youth Soccer League, and founder of Island Soccer Stars (631-241-8950).

Part Two: Enhancing Team Performance

Following the conversation, the coach underscored the imperative of overall improvement while expressing uncertainty about achieving this goal with his athletes. Notably, the coach highlighted instances where certain players abstain from team meals, potentially indicating underlying issues such as eating disorders. Drawing from career track one expertise, I inquired about injuries among these players, finding instances of ankle sprains but no severe fractures.

Concerns arise regarding the impact of unhealthy dietary habits on performance, suggesting the presence of eating disorders as a potential inhibiting factor. Moreover, the correlation between overexertion and inadequate nutrition with diminished performance underscores the significance of addressing eating disorders (Williams & Krane, 2021). Awareness of the signs and symptoms of eating disorders is crucial, as timely intervention can mitigate the risk of exacerbating mental health issues (Williams & Krane, 2021).

PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

Ethical considerations, as outlined by the APA Division 47, emphasize the importance of adhering to high ethical standards, including principles of integrity and confidentiality (AASP, 2022). While self-talk interventions can bolster athlete confidence, referrals to specialized professionals may be warranted if initial strategies prove ineffective (AASP, 2022).

Furthermore, the coach highlighted challenges faced by another athlete experiencing a performance decline, possibly attributable to athlete burnout. In addressing such issues, imagery training interventions may prove beneficial, aligning with career track one expertise (Williams & Krane, 2021). Ethical integrity remains paramount, necessitating honest and fair practices in intervention approaches (AASP, 2022).

Intervention Strategies

Effective intervention hinges on coaches’ ability to identify warning signs and recommend appropriate support services, such as nutritionists or physicians, to address athlete needs (Williams & Krane, 2021). Team-building activities, like defining team values collaboratively, can foster unity and enhance performance (Williams & Krane, 2022).

A proposed team-building exercise involves group discussions to define and prioritize values, culminating in the creation of a team banner embodying these shared principles (Williams & Krane, 2022). This activity not only fosters team cohesion but also serves as a tangible reminder of collective goals.

Team Performance Design

The team-building activity promotes inclusivity and encourages diverse perspectives in defining team values. Adjustments, such as extending discussion time or rotating group leaders, can accommodate individual preferences and optimize engagement. However, potential challenges, such as athlete burnout and eating disorders, necessitate tailored interventions, such as imagery training and differential relaxation techniques (Williams & Krane, 2022).

Acknowledging individual needs and providing support is essential for optimizing team dynamics and performance. Therefore, addressing concerns related to burnout and eating disorders is paramount for fostering a supportive team environment.

Part Three: Reflection and Application of Feedback

Incorporating feedback from the coach, adjustments were made to the team-building activity, enhancing its effectiveness. Recognizing the coach’s familiarity with the team dynamics, the revised approach aligns with his insights and preferences, contributing to a more structured and engaging experience for the players (Williams & Krane, 2022).

Coaches’ involvement in designing intervention protocols fosters commitment and investment, ultimately enhancing the efficacy of team-building initiatives (Williams & Krane, 2022). By empowering coaches to make informed choices, interventions can be tailored to suit the unique needs of each team, thereby optimizing performance outcomes.

References

American Psychological Association, Division 47: Exercise and Sport Psychology. (2022). Defining the practice of sport and performance psychology-Final [PDF]. Retrieved from http://www.appliedsportpsych.org/about/ethics/ethics-code/

Association for Applied Sport Psychology. (n.d.). Ethics code: AASP ethical principles and standards. Retrieved from http://www.appliedsportpsych.org/about/ethics/ethics-code/

PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

Williams, J. M., & Krane, V. (Eds.). (2021). Applied sport psychology: Personal growth to peak performance (8th ed.). McGraw-Hill.

Williams, J. M., & Krane, V. (2022). Applied sport psychology: Personal growth to peak performance. McGraw-Hill.