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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 conversation with a high school soccer coach, emphasizing the educational requirements associated with career track one. This career path demands a master’s degree and training in kinesiology and exercise science, aimed at understanding and improving athlete performance. The interviewee, Steven Granata, serves as the coach and head chairperson of the Patchogue-Medford Youth Soccer League and is the founder of Island Soccer Stars (631-241-8950).

Part Two: Enhancing Team Performance

During the discussion, Coach Granata emphasized the need for overall improvement within the team, though he expressed doubts about achieving this objective with his current athletes. Notably, he mentioned that some players avoid team meals, raising concerns about potential eating disorders. Drawing from career track one expertise, inquiries were made regarding injuries among these players, revealing instances of ankle sprains but no severe fractures.

Concerns arise about the negative impact of poor dietary habits on performance, suggesting the presence of eating disorders as a possible inhibiting factor. The link between overexertion and inadequate nutrition with decreased performance highlights the need to address these disorders (Williams & Krane, 2021). Recognizing the signs and symptoms of eating disorders is crucial, as timely intervention can prevent further mental health complications (Williams & Krane, 2021).

Ethical considerations outlined by the APA Division 47 stress the importance of maintaining high ethical standards, including integrity and confidentiality (AASP, 2022). While self-talk interventions can boost athlete confidence, referrals to specialized professionals may be necessary if initial strategies are ineffective (AASP, 2022).

Additionally, the coach noted challenges faced by another athlete experiencing a performance decline, possibly due to burnout. Addressing such issues may benefit from imagery training interventions, in line with career track one expertise (Williams & Krane, 2021). Upholding ethical integrity is essential, necessitating honest and fair practices in intervention approaches (AASP, 2022).

Intervention Strategies

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

One 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 promotes team cohesion but also serves as a tangible reminder of collective goals.

Team Performance Design

The team-building activity encourages inclusivity and 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, require tailored interventions, like imagery training and differential relaxation techniques (Williams & Krane, 2022).

PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

Recognizing individual needs and providing appropriate support is essential for optimizing team dynamics and performance. Addressing concerns related to burnout and eating disorders is crucial for fostering a supportive team environment.

Part Three: Reflection and Application of Feedback

Incorporating feedback from Coach Granata, adjustments were made to the team-building activity, enhancing its effectiveness. Acknowledging the coach’s familiarity with team dynamics, the revised approach aligns with his insights and preferences, creating 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/

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

PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

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

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