PSY FPX 8841 Assessment 4 Team Performance Enhancement Plan
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PSY FPX 8841 Assessment 4 Team Performance Enhancement Plan

PSY FPX 8841 Assessment 4 Team Performance Enhancement Plan

Name

Capella university

PSY FPX 8841 Performance Enhancement in Sports

Prof. Name

Date

Enhancing Team Performance Strategy

The ensuing document presents the Team Performance Enhancement Strategy devised by Coach Rebekah Woodson for a Collegiate Level Co-Ed Cheerleading squad, with a specific emphasis on Track IV. This enhancement plan aims to foster improved team dynamics in anticipation of the team’s inaugural competition (APA Division 47, 2011). The strategy will delineate pivotal factors influencing the team’s performance, alongside intervention tactics to mitigate hindrances and bolster behaviors conducive to superior performance.

Identifying Performance Challenges

Coach Becky has articulated concerns regarding her athletes’ dwindling motivation and the lack of cohesion among teammates. This marks her maiden coaching stint with this team, which diverges from her previous coaching experiences. Notably, the university is a Historically Black College and University (HBCU), while Coach Becky, hailing from the UK, is a Caucasian woman. Her coaching background primarily comprises competitive teams, with limited exposure to both game day-style and competitive seasons. Several athletes question her qualifications to lead the team, exacerbating the existing motivational deficit. Coach Becky reports a pervasive lack of drive among her athletes, impeding their readiness for the competition season. Motivation, as defined by Bull and Sham (1996), encompasses both external stimuli and internal mechanisms that evoke and direct behavior. It manifests in two forms: extrinsic, driven by external rewards like accolades or monetary incentives, and intrinsic, stemming from within the athlete (Seipp, 1991).

Additionally, Coach Becky has observed a palpable lack of cohesion between veteran members and rookies. Veterans adopt a more stringent approach towards rookies during the learning process, employing initiation tactics that exacerbate the divide. Cohesion, as delineated by Carron, Brawley, and Widmeyer (1998), epitomizes a dynamic process wherein a group coalesces and remains united in pursuit of shared goals.

Strategies for Performance Enhancement

Addressing Anxiety: Anxiety, an emotional state conducive to envisioning negative outcomes, poses a formidable obstacle, particularly for first-time competition participants. Fear can serve as a potent motivator, as advocated by Beckmann and Elbe (2014). Encouraging athletes to pinpoint instances of tangible failure facilitates the transformation of anxiety into constructive fear, propelling them to hone their skills and mitigate potential shortcomings.

Fostering Cohesion: To cultivate a more cohesive team dynamic, implementing a mentor-mentee system between veterans and rookies emerges as a prudent approach. Pairing athletes based on commonalities such as academic majors or geographic proximity facilitates rapport-building. Research by Montoya, Horton, and Kirchner (2008) underscores the significance of perceived similarity in fostering interpersonal connections. Additionally, increasing the duration of interaction among teammates, as suggested by Eys et al. (2015), augments cohesion.

Implementation and Integration

Integration into Practice: The anxiety-to-fear intervention and mentor-mentee sessions should be seamlessly integrated into practice schedules. This facilitates direct application of learned techniques within the sporting context, thereby reinforcing their efficacy. Coach Becky’s active participation in these sessions reinforces her commitment to the team’s development and fosters mutual respect.

Ethical Considerations and Mental Health

Given the co-ed nature of the team, ethical considerations pertaining to equitable treatment of athletes warrant meticulous attention. The American Psychological Association’s guidelines (2017) caution against unfair discrimination, emphasizing the importance of fostering an inclusive environment. Moreover, vigilance regarding athletes’ mental health is imperative, with proactive referrals to mental health professionals warranted if issues arise.

Feedback and Revisions

Coach Becky’s feedback underscores the significance of fostering interpersonal connections within the team. Addressing her concerns, the strategy prioritizes integration of interventions into practice schedules, ensuring maximal efficacy and relevance. This approach not only enhances performance but also nurtures a sense of camaraderie among team members.

References

American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct. Retrieved from https://www.apa.org/ethics/code/

APA Division 47. (2011). Graduate training and career possibilities in exercise and sport psychology. Retrieved from https://www.apadivisions.org/division-47/about/resources/training

Association of Applied Sport Psychology. (2011). ETHICS CODE: AASP Ethical Principles and Standards | Association for Applied Sport Psychology. Retrieved from https://appliedsportpsych.org/about/ethics/ethics-code/

PSY FPX 8841 Assessment 4 Team Performance Enhancement Plan

Beckmann, J., & Elbe, A. (2014). Sport psychological interventions in competitive sports. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Bull, A., & Sham, B. (1996). The mental game plan. Eastbourne, United Kingdom: Sports Dynamics.

Capella University. (n.d.). Tracks and Opportunities in Sport Psychology. Retrieved from http://media.capella.edu/CourseMedia/PSY8841/FlashCards_1/psy8841_career_61.asp

Carron, A. V., Brawley, L. R., & Widmeyer, W. N. (1998). The measurement of cohesiveness in sport groups. In J. L. Duda (Ed.), Advances in sport and exercise psychology measurement (pp. 213–226). Morgantown, WV: Fitness Information Technology.

Eys, M., Evans, M. B., Martin, L. J., Ohlert, J., Wolf, S. A., Van Bussel, M., & Steins, C. (2015). Cohesion and performance for female and male sport teams. The Sport Psychologist, 29(2), 97–109.

Montoya, R. M., Horton, R. S., & Kirchner, J. (2008). Is actual similarity necessary for attraction? A meta-analysis of actual and perceived similarity. Journal of Social and Personal Relationships, 25(6), 889–922. https://doi.org/10.1177/0265407508096700

PSY FPX 8841 Assessment 4 Team Performance Enhancement Plan

Seipp, B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4(1), 27-41.