PSY FPX 8842 Assessment 3 Working with Diverse Populations on Social Cohesion

Assessment 3 Working with Diverse Populations on Social Cohesion

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Capella university

PSY FPX 8842 Applied Sport Psychology

Prof. Name

Date

Working with Diverse Populations on Social Cohesion

A team’s triumph, whether amateur or professional, hinges significantly on social cohesion. Cohesion, as defined by Eys and Kim (2017), encompasses athletes’ perceptions of unity and personal commitment to both the task and social objectives of the team. Achieving this cohesion can prove challenging, particularly for National Football League (NFL) clubs, which average over 200 transactions per season (Spotrac, 2019). When compounded by prevalent social issues such as police brutality and racial inequality in the United States, the attainment of cohesion becomes even more elusive. Despite initial hesitations, the NFL officially embraced social justice initiatives, notably through the Inspire Change Program (NFL, 2020), following a former player’s kneeling protest during the National Anthem in 2016. The demographic composition of NFL athletes further complicates cohesion efforts. According to The Institute for Diversity and Ethics in Sport (2019), 70.1% of NFL athletes are non-white, contrasting starkly with the 39.9% non-white population in the United States (U.S. Census Bureau, 2019). Yet, until recently, public support from the league for its non-white players had been lacking. Addressing cohesion thus demands tailored approaches for different athlete groups, rooted in an understanding of their backgrounds and experiences.

PSY FPX 8842 Assessment 3 Working with Diverse Populations on Social Cohesion

For white athletes, fostering understanding of racial inequality and its impact on their non-white counterparts is paramount. This entails simple yet impactful activities drawing upon personal experiences, such as reflecting on unfair treatment based on arbitrary differences, like offensive versus defensive roles (NFL Communications, 2020). Conversely, non-white athletes require environments conducive to open dialogue, necessitating patience from their white counterparts, who may need time to grasp unfamiliar concepts shaped by their distinct upbringings (Crace & Hardy, 1997). Similarly, coaching staff must navigate gender dynamics to achieve social cohesion. Despite increased female involvement in football, the coaching realm remains predominantly male. This gender disparity, highlighted by The Institute for Diversity and Ethics in Sport (2019), underscores the need for concerted efforts to address gender-based biases and microaggressions within coaching circles (Yang & Carroll, 2018). For male coaches, recognizing and rectifying unconscious biases, such as microaggressions, is crucial. Empowering female coaches involves providing them with assertiveness training and conflict resolution skills to navigate potential tensions arising from differing coaching styles (Hanrahan & Andersen, 2010). In conclusion, direct intervention emerges as the most effective strategy for fostering social cohesion among coaches and athletes. Yukelson’s (1997) four-part intervention model—assessment, education, brainstorming, and implementation—provides a structured framework for facilitating team building initiatives. By actively involving participants in the process, this approach fosters receptivity and minimizes the influence of preconceived notions, thereby promoting inclusive environments conducive to cohesion (Eys & Kim, 2017). However, while strides towards cohesion are commendable, cultural nuances and individual differences pose ongoing challenges. Vigilance is necessary to prevent exclusionary behaviors and maintain a balance between social closeness and constructive criticism, essential for sustained progress in task cohesion within sports teams.

References

Eys, M., & Kim, J. (2017). Team Building and Group Cohesion in the Context of Sport and Performance Psychology. Oxford Research Encyclopedia of Psychology, 0. https://doi.org/10.1093/acrefore/9780190236557.013.186 Hanrahan, S. J., & Andersen, M. B. (2010). Routledge handbook of applied sport psychology: A comprehensive guide for students and practitioners. Abingdon, Oxon, England: Routledge. National Football League. (2020). SOCIAL JUSTICE INSPIRING CHANGE IN COMMUNITIES NATIONWIDE. https://static.www.nfl.com/image/upload/league/xbqfviillqpzixhy6cz1.pdf NFL Communications. (2020). Houston, Florida, Saint Thomas Aquinas produce most NFL players. https://nflcommunications.com/Pages/Houston,-Florida,-Saint-Thomas-Aquinasproduce-most-NFL-players.aspx

PSY FPX 8842 Assessment 3 Working with Diverse Populations on Social Cohesion

Spotrac. (2019). NFL Transactions. Spotrac.Com. https://www.spotrac.com/nfl/transactions/ The Institute for Diversity and Ethics in Sport (TIDES). (2019). 2019 Racial and Gender Report Card. https://43530132-36e9-4f52-811a182c7a91933b.filesusr.com/ugd/7d86e5_517e71c07bdc45e4b9a5c053dcbe3108.pdf U.S. Census Bureau. (2019). U.S. Census Bureau QuickFacts: United States. Census Bureau QuickFacts. https://www.census.gov/quickfacts/fact/table/US/PST045219#qf-headnote-b Yang, Y., & Carroll, D. W. (2018). Gendered microaggressions in science, technology, engineering, and mathematics. Leadership and Research in Education, 4, 28-45. https://eric.ed.gov/?id=EJ1174441

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 8842 Assessment 3 Working with Diverse Populations on Social Cohesion

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. PSY FPX 8842 Assessment 3 Working with Diverse Populations on Social Cohesion

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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