PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

Student Name

Capella University

PSY FPX 6820 Performance Enhancement in Sports

Prof. Name:

Date

Part One

Interview a Coach

The interview was conducted with a high school soccer coach. In this plan, the educational requirements align with career track 1, involving a master’s degree and training in kinesiology and exercise science. This path fits the research and teachings of sport sciences, focusing on enhancing athletic performance. The interview was conducted with Steven Granata, coach and head chairperson of Patchogue-Medford Youth Soccer League, and founder of Island Soccer Stars, 631-241-8950.

Part Two

Developing Team Performance

During the discussion, the coach highlighted the need for overall improvement but expressed uncertainty about how to help his athletes achieve this. He noted that some athletes avoid eating at team dinners and, even on long days with multiple shared meals, they continue to refrain from eating. From the perspective of career track one, which includes a master’s degree, I inquired about injuries among these players. One had a few ankle sprains, but no severe fractures. The coach’s concern about this unhealthy diet balance raises the possibility of eating disorders, which could negatively impact performance. Overworking and undereating may indicate such a disorder. Excessive exercise combined with insufficient eating is known to impair performance and increase injury risk, a common sign of eating disorders (Williams & Krane, 2021). Additionally, eating disorders may lead to depression, anxiety, suicide, self-esteem issues, and other mental health concerns. Addressing these disorders is complex for those following career track one, but self-talk interventions have shown to boost athletes’ confidence, offering a potential solution.

Awareness of the signs and symptoms of eating disorders among athletes is crucial since the risk of more severe issues escalates if an eating disorder is diagnosed (Williams & Krane, 2021). According to the APA Division 47 website, becoming a certified member requires compliance with AASP standards, which include adhering to high ethical practices (AASP, 2022). Ethical considerations like “Personal Problems and Conflicts” (B) and “Consultations and Referrals” must be taken into account when determining if specialists should be consulted after intervention attempts. If strategies fail, the decision to involve other professionals increases, provided the athlete agrees. If they are unwilling, further self-talk interventions might be beneficial (AASP, 2022).

PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

Another factor affecting performance stems from a player the coach mentioned, who previously performed at a high skill level but is now struggling. The player remains a leader on the team and has expressed feeling “off,” noting physical fatigue. While this player’s leadership and self-awareness are positives, the possibility of athlete burnout—a condition known to impede performance—raises concern (Williams & Krane, 2021). Whether this issue is anxiety or chemistry-related, it has affected the player’s performance. Imagery training could be useful here. Given my knowledge of sport and exercise science research, I believe external professionals are unnecessary at this point. Ethically, applying Principle B: Integrity from AASP (2022) means being honest in explaining the education behind imagery techniques. With knowledge of signs and symptoms in hand, imagery and self-talk might be suggested as effective interventions. As a team, addressing areas such as anxiety, confidence, attentional awareness, self-talk, and motivation could improve performance.

Intervention Strategies

Coaches must recognize the importance of recommending specialists such as nutritionists or physicians to athletes displaying signs of eating disorders or burnout. Failure to identify these signs can exacerbate mental health issues (Williams & Krane, 2021). As the coach has observed issues with the athletes, the next step involves enhancing team performance through team-building activities, as discussed in career track one.

I observed the coach’s description of his players, their goals, and his coaching style. While focus does not seem to be an issue, implementing attention redirection and team-building exercises could improve performance. For example, developing values together as a team could foster chemistry and elevate performance. Enhancing unity, trust, and communication within the team can be achieved through defining concepts like teamwork, accountability, respect, and leadership. The team-building exercise below provides an example:

Following the exercise, the top ten values defined by the team will be made into a banner, with all players signing it to show their ownership. This banner will serve as a constant reminder and motivator, especially during challenging times when the team isn’t performing well. It will reflect the values they collectively created, paving the way to success. If loyalty was defined as not cheating teammates out of their best efforts, this belief could motivate the team during future practices (Williams & Krane, 2022).

Team Performance Design

This activity aims to build unity, trust, and communication among teammates, allowing them to create guidelines they believe are fair. In addressing personal and physical differences, involving everyone in creating a shared guide fosters inclusion. Adjustments, such as extending the discussion time from 20 to 30 or 40 minutes, may address individual disagreements. Swapping team leaders during activities or rotating players within groups could also enhance exposure to diverse perspectives and improve the team-building experience.

A challenge could arise with athletes experiencing burnout or eating disorders, as they may not benefit from the team-building activity in the same way. Research shows that individuals who manage these variables tend to achieve more peak performances (Williams & Krane, 2021). For the athlete experiencing physical fatigue, differential relaxation—a technique that helps athletes apply the right amount of energy—could be a solution. Since relaxation and self-talk have proven effective, applying these techniques could benefit both individual athletes and the entire team (Williams & Krane, 2022). Supporting athletes with such issues increases the team’s overall success rate, emphasizing the need to address both team and individual performance inhibitors.

Part Three

Reflection and Application of Feedback

I addressed the coach’s feedback in person, leveraging our nearly 20-year relationship. He suggested that swapping team leaders, rather than groups, was more effective for the team-building activity. The coach humorously noted that his players couldn’t sit through more than 20 minutes of discussion. This insight underscores the importance of knowing the team well. Studies suggest that coaches who actively engage with their players are more valuable, as they are most familiar with their team’s needs and strategies (Williams & Krane, 2021). While some coaches might favor longer discussions, it is essential to tailor activities to individual teams and their unique dynamics.

References

Williams, J. M., & Krane, V. (2021). Psychological Dynamics of Sport and Exercise (5th ed.). Human Kinetics.

PSY FPX 6820 Assessment 4 Team Performance Enhancement Plan

AASP (2022). Ethical Standards for Sport Psychology. Association for Applied Sport Psychology.