So What Is Developmentally Appropriate Sport? by Richard Bailey So What Is Developmentally Appropriate Sport? A blog article for sports coach UK by Richard Bailey If, like me, you are a rather sad individual, with shoddy friends, and no life worthy of the name, you will spend many hours reading academic literature. And if you happen to coach children, you might fill your lonely hours studying fields like psychology, pediatric exercise science and child development. (You might also have an obsessive fondness for Apple Mac computers, describe your dress sense as ‘geek chic’, and be prepared to drop your children off at the local orphanage if they ever ask for a Jar Jar Binks doll. But these things aren’t especially relevant here). If, on the other hand, you live a normal, healthy existence, you might appreciate some help distilling the mass of research that might be relevant for your work. The collective wisdom from decades of research into children and sport can be summarised in just three points: Point ‘2’ refers to movement development. 1. 2. 3.
Using Humor to Deal With Setbacks By Rick Nauert PhD Senior News Editor Reviewed by John M. Grohol, Psy.D. on July 15, 2011 A new study finds that positive reframing — looking at a thing in a different light — and perhaps laughing about life’s daily small setbacks is an effective way to feel satisfied at the end of the day. Researchers used a diary study to review the strategies people use to deal with the small setbacks and failures that we all experience on a daily basis. In the study, 149 students completed daily diary reports for 3 to 14 days, reporting the most bothersome failure they experienced during the day, what strategies they used to cope with the failure, and how satisfied they felt at the end of the day. Students used a variety of coping strategies including emotional or instrumental support; self-distraction; denial; religion; venting; substance use; self-blame; and behavioral disengagement. This strategy helped students deal with failures and feel satisfied at the end of the day. Psychologists Drs.
Why Understanding Obstacles is Essential to Achieving Goals There is no shortage of pithy quotes encouraging positive thinking: “If you can dream it, you can do it.” “Reach for the stars!” “Look on the bright side.” “See the glass as half full.” While inspiring words might provide a moment of motivation, it turns out they can have an adverse effect on achieving those goals. For 20 years, psychology professor Gabriele Oettingen of New York University and the University of Hamburg has been examining positive thinking and her conclusion is clear. What does contribute to success, she says, is the conscious adoption of a nuanced kind of optimism, one that takes into account the real-life barriers to success. Here’s an example of how it works. Wish: An 11th grader, say, wants to get an A in Honors English. Outcome: Next, he thinks about what would happen if he achieved this goal, his desired outcome. Obstacle: The 11th grader now has to engage in mental contrasting, and think about the internal obstacles that get in the way of achieving the goal.
Mindset Works®: Student Motivation through a Growth Mindset, by Carol Dweck, Ph.D. CoachBook Positive reframing, acceptance and humor are the most effective coping strategies New research from the University of Kent has revealed that positive reframing, acceptance and humour are the most effective coping strategies for people dealing with failures. In a paper published by the international journal Anxiety, Stress & Coping, Dr Joachim Stoeber and Dr Dirk Janssen from the University's School of Psychology describe a diary study that found these three strategies to be most effective in dealing with small failures and setbacks, and helping people to keep up their spirits and feel satisfied at the end of the day. For the study, a sample of 149 students completed daily diary reports for 3 -- 14 days, reporting the most bothersome failure they experienced during the day, what strategies they used to cope with the failure, and how satisfied they felt at the end of the day.
Transfer as the point of education The critical goal of transfer. Arguably transfer is the aim of any education. Given that there is too much for anyone to learn; given that unpredictability is inevitable; given that being flexible and adaptive with one’s repertoire is key to any future success, it stands to reason that we should focus our ‘backward-design’ efforts on the goal of transfer, regardless of what and who we teach (and in spite of pressures to merely ‘cover content’ – which ironically inhibits transfer and worsens test scores, as I discuss below and in the next post). The point of school is not to get good at school but to effectively parlay what we learned in school in other learning and in life. This notion is now front and center in the latest Understanding by Design (UbD) book, Creating High-Quality Units. But… few teachers plan, teach, and assesses as if this were the case. In this post, I want to go back to basics and remind readers of what transfer is and isn’t as a goal. Definition of transfer.
TONY FAULKNER: IT’S MORE HARMFUL TO OVER COACH THAN TO UNDER COACH | Leaders in Performance In its various forms, the uber-doting mentality exhibited towards the young generation in today’s society seems logical on the surface. Yet managers in football and business are questioning the skills and capabilities of the younger generation. Drawing similarities between parents and coaches is easy. There is a tendency for coaches and parents to ignore a child’s requirement to develop individually and to recognize that nature along with the correct nurture are essential ingredients for reaching potential. But regularly stepping in to protect maturing young people from stress—or assuming they need you at all times in order to feel secure—may hurt them in the long run. Can the same principle be challenged in coaching young football players? If you don’t know people, can you affectively coach and develop them? Managers in football have consistently told me that our young players struggle to deal with the transition from academy football to senior football. www.provelop.org
Why does failure inspire some and demoralize others? Stanford Magazine reports on the applications from psychological research Carol Dweck's work, which uses careful experiments to determine why some people give up when confronted with failure, while others roll up their sleeves and dive in. Through a series of exercises, the experimenters trained half the students to chalk up their errors to insufficient effort, and encouraged them to keep going. Those children learned to persist in the face of failure–and to succeed. The Effort Effect, Carol Dweck's book, "Mindset: The New Psychology of Success" (Thanks, Dad!)
Perfectionism and coping with daily failures: Positive reframing helps achieve satisfaction at the end of the day - Kent Academic Repository Stoeber, J. and Janssen, D.P. (2011) Perfectionism and coping with daily failures: Positive reframing helps achieve satisfaction at the end of the day. Anxiety, Stress, & Coping, 24 (5). pp. 477-497. (Full text available) Differentiating perfectionistic strivings and perfectionistic concerns, the present study examined how perfectionism predicts what coping strategies people use when dealing with failures, and how perfectionism and coping influence people’s satisfaction.