PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

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.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

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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 6820 Assessment 4 Team Performance Enhancement Plan

• 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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