[Essay Help]: KIN2231:Kinesieology

KIN2231:Kinesieology. General Guidelines•1. The focus of this assignment is to apply/integrate principles learned throughout the course to a specific scenario. 2.•Use the material presented in the course readings and in class to help you prepare your response to the case studies. 3•Appropriate referencing is required. Please follow APA guidelines. 4•To fully answer some components of your case study, you may have to draw your own conclusions or inferences about some aspects of the scenario. Explain and justify your pattern of thought. 5•You will be assessed on the following: identification and application of course theory and concepts.oUse of evidence-based and theory-based recommendations.oIntegration and application of knowledge from the course (textbook and lecture) to a specificscenario.oClarity of writing and expression of ideas. Effective communication and clarity of writing isimportant. In addition to your content, you will be evaluated on grammar, clarity ofexpression, and effectiveness of writing. 6•You will not earn marks for summarizing the case study. Thus, do not use valuable spacesummarizing the case study.The best assignments make accurate and explicit connections between course content and the casestudy.• You must use complete sentences(point form is not acceptable). Use third person perspective rather than first person (e.g., “It is recommended ______ because_____.” as opposed to “I recommended _______because______.”).• Your written assignment should be a maximum of 4 pages. The books used in course is Crocker, P. R. E. (2016). Sport and exercise psychology: A Canadian perspective (3rd edition).Toronto, ON: Pearson Educationv>

Sport Psychology Interventions Case Study
Using the theory surrounding either goal setting (SMART) or imagery (functions of imagery -Paivio; 1985), explain the following scenario. In addition, considering the psychologicalintervention techniques discussed in the chapter, what recommendations would you make?What are the key issues to be targeted?You are working as a sport psychologist and have been contacted by a varsity soccer player.Jenny is 18 years old and recently moved to attend university on a scholarship for soccer. Jennyexplains that “I would like to be the top goal scorer in the province… I may as well aim high”,yet feels that she is no longer improving since starting university, especially following an injury.In addition, she feels extremely anxious during competition, even though she never used tohave these feelings when playing in high school, and states that she plays well in practice. Shealso reports doubting her soccer abilities altogether, especially after a recent soccer matchwhere she got substituted and explained the following: “Even the substitute came on the fieldand scored, I should have been happy because the team was doing well, but I was reallyjealous”. In relation to the Varsity team, Jenny feels that “the team doesn’t have any goals, theyjust seem happy to play well… where’s that gonna get us?”When asked to describe the experiences in competition that make her feel like she is notimproving, Jenny states that before every game she cannot stop focusing on scoring goals andadmits that she does not want to be “the striker who scores the least amount of goals”. Whenshe steps onto the field the game plan is forgotten and all Jenny can imagine is scoring a goaland the buzz inside she gets when that happens. She says that even though she knows the beststrategies for her team, she imagines that all the game plans will fail.
Following a recent injury, Jenny says her goals have not changed and she states that “I had aninjury last season and feel like I’m not improving… my passinismessysinceI’vereturned”.Aftertheinjury,eventhoughshefeelsherpassingneeds improving, she cannot seem to
imagine this happening; as a matter of fact she cannot imagine any of her skills improving.Jenny is asked if she has any goals relating to practice or relating to her imagery but respondswith “I just want to stay focused in the match and keep control of the ball while approachingthe goal.”
Although the night before each game Jenny imagines herself feeling confident in front of heropponents, she cannot seem to imagine getting psyched up in order to play well. Often sheimagines playing well without putting in much effort and Jenny states that she “wants toimprove in soccer to be as good as some of the National Players on the team”.When asked about when she would like to achieve her goals, Jenny states that “I aim toimprove right away, as I’ve been training hard after my injury… so I’d like to see a change in acouple of weeks”. The events have left Jenny feeling disheartened and disappointed, thusmaking her anxiety worse during competition. Aggression and Moral Behaviour Case Study
In the following case study, explain the factors that led to the aggressive behaviour and also thetype of aggression displayed. In addition, discuss ways to reduce the aggressive behaviours thatwere described in the case study.
The Mighty Ants Junior Hockey team is made up of boys aged 12-15. The team have recruited anew young coach who played varsity hockey and was known as the ‘enforcer’ of his team andhad a reputation for numerous bar brawlsand fights on and off the ice. At the first practice, theplayers perceived the new coach to have a ‘win at all costs’ attitude and said “being assertive”was “all part of the game”. The young Mighty Ants thought this was funny at the time,especially during practice when they could check and push each other around.The new coach even showed the Mighty Ants some video clips of ‘great fights in hockey’ that hehad collected over the years. During games, the coach appeared to praise his players who wereretaliating on the ice, and Billy, the ‘big guy’ who was the most reactive on the ice, appeared tobe the coaches ‘star player’. The coach developed a strong team spirit in his players andreinforced a “winning is everything” attitude, encouraging the boys to behave “as boys should”.The team appeared to bond well. They felt they had a purpose on the ice to look after eachother when the going gets tough, and all the boys were encouraged to maintain the image oftoughness.
The Mighty Ants had a big game coming up at the end of the season and before the game, thecoach told the players to “play hard on the ice”. After the second period the game was closeand the score was 2-1 to the opposing team.
The game was close and the atmosphere was tense. Billy missed a goal and was extremelyfrustrated. He went to the side of the ice and threw his stick at the wall. It accidentally hit aplayer from the opposing team. Although Billy felt bad he wanted to look tough in front of thecoach so he skated by without uttering an apology.In the last minute of the game, a player from the opposing team made a vigorous tackle byputting his stick in front of Billy when he was making his way towards the goal. This was thefinal chance for the team to tie the game and shortly after this event the game was over andthe Mighty Ants had lost.
Billy was very frustrated and angry when the players left the ice. He felt like the other playermade him look stupid on the ice. Billy came off the ice and entered the opposing team’schanging room and threatened the player from the other team who tripped him.The incident was reported and the Mighty Ants Junior Hockey team called a meeting to discussthe team’s recent behaviour.Body Image Case Study
Drawing from the information in the chapter pertaining to the dimensions of body image as wellas from Social Comparison Theory and Self-discrepancy Theory, explain Ryan’s body-relatedperceptions and experiences surrounding his trip to the gym with his roommate.Ryan is 18 years old and just started his first year at University. During high school, Ryan wasnot very physically active, and never really thought about exercising or playing sports. At times,
he thought that he was a little bit skinny compared to his friends, but was not too worriedabout it and did not think about it very often.One day, Ryan’s University roommate asked him if he would like to join him for a workout atthe campus gym. Ryan hesitated as he had never been to a gym before, but agreed as hethought it might be a good opportunity to get to know his roommate, and to do something thatcould help his health. When Ryan got to the gym,hescanned the room and he could not helpbut notice how much bigger all of the men around him were. He was also fairly surprised to seethe revealing nature of some of the clothing his peers wore. This made Ryan feel
uncomfortable, but he convinced himself that this would not influence his workout and tried toblock these thoughts out of his mind.Ryan’s roommate showed him some exercises and Ryan instantly felt incompetent as he wasnot able to lift as much weight as he thought he might be able to. Ryan’s roommate also toldhim that he might want to look in the mirror while performing the exercises as this could helphim ensure that he had the correct form and that he was performing the exercisesappropriately. Ryan decided to give it a go and started doing squats in the front of the mirror.He instantly became embarrassed of the ways in which he was performing the exercise and alsocould not stop focusing on the size of his legs which he thought were much too small.Ryan came back to his room discouraged. He posted a sad “selfie” on Facebook with the


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