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Sport, Sport, Sport
Sport, Sport, Sport is a 1970 Soviet comedy film directed by Elem Klimov..
Sport, Sport, Sport
1970 film by Elem Klimov
Sport, Sport, Sport is a 1970 Soviet comedy film directed by Elem Klimov.
Read more on Wikipedia
Sport, Sport, Sport - Wikipedia En
Wiki Sport, Sport, Sport
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Effective Communication in Critical Sport Moments: Key Principles and Cultural Considerations for Coaches
Effective coaches embody a combination of sport knowledge, management skills, emotional intelligence, and, perhaps most importantly, effective communication. Generally, good coaches display communication strategies such as active listening, empathy in their language, and articulating clearly when they speak. But when it comes to high-pressure situations (e.g., half-time talks) or moments of conflict, some tend to yell, reprimand, and criticize more than usual. Fletcher and Scott (2010) postulated that coaches’ stress levels during competitions might affect the content of their feedback. This body of research, however, is scarce, because these conversations are usually held in places where coach-athlete interactions are not easily overheard and analyzed. Regardless, it is hard not to consider: If a basketball team was leading or trailing by a few points at half-time, what would be the “best” thing for a coach to say? If the coach has a team of players with mixed backgrounds who speak different languages, how can she best reach all of them in a short amount of time? Here are three elements that impact individual and team performance for coaches to consider before speaking to athletes during a critical sport situation: 1. Purpose and Content First, coaches should identify the purpose of their message. Is the goal to provide instruction, calm athletes down, make changes in the game plan, or help the team regain confidence? There could be one clear goal or a mixture of goals. In a half-time situation, Andrews (2015) suggests that basketball coaches divide the period into phases: assistant coaches share game analysis according to specialty while offering concise suggestions. Then, the head coach delivers instructional points and identifies key strengths of players. Finally, players ask questions and chant a process-oriented word like “execute” to focus on performance rather than outcome. This may not be a “one-size-fits-all” approach, but coaches can use it as a reference to help identify potential purposes of their communication. 2. Delivery Avoid asking “why” questions. During critical moments, it is best to focus on what is important in the moment and for the next play. “Why” questions aim at understanding the intention behind athletes’ previous actions and may not be as helpful. Moreover, they may trigger athletes’ defense mechanisms and inhibit effective coach-athlete communication. Focus on specific instructions and/or positive reinforcement. A mixture of praise and positive non-verbal feedback (like a pat on the back) is helpful in moving athletes and teams forward in tough moments. In a coaching analysis of John Wooden, he was observed spending 75% of his time giving instructional feedback, which included instructions (what to do and how to do it), hustles, and demonstrations; praise took up 7%, while verbal butt-kicking only happened 6% of the time (Gallimore & Tharp, 2004). Coaches should reinforce what is being done well and instruct athletes to repeat that behavior or strategy or give specific directions about what to do next. Give corrective feedback only if athletes are able to make changes right away. Confidence comes from believing that we are capable of completing a certain task. If coaches can support and direct athletes to make positive changes right away, athletes are likely to feel more confident. For example, a tennis coach could remind a player to stay low after a serve. Put the more in-depth, corrective comments and discussions aside until later when athletes have ample time and opportunity to make those changes. Ensure the tone of the feedback aligns with the content. Saying “relax!” with gritted teeth brings forth a mixed message and creates confusion. If the goal is to encourage, then use light-hearted tones. If the goal is to improve athletes’ energy level, speak with enthusiasm and conviction. If the coach is trying to calm athletes down, he or she should speak slowly and pause in between sentences. 3. Cultural Differences It is also necessary for coaches to be aware of athletes’ learning cultures and styles. For instance, in Hong Kong, coaches and members of soccer teams are often international, representing the local geographical area, Eastern Europe, and Western countries like Brazil and Portugal. During critical situations, the coach must be cognizant of the limited amount of time to bring the right messages across in multiple languages and/or effectively leverage translators. With adult Chinese athletes, in particular, it is helpful for coaches to recognize that they tend not to ask questions and adopt a more passive and obedient approach in their learning (Kennedy, 2010). Turkish and Spanish populations are found to embrace more diverging forms of communication, which include brainstorming and generating ideas (Alemdağ, Alemdağ, & Özkara, 2018; Lingham, Richley, & Serlavos, 2009). Since these tendencies are not absolute, it is recommended that coaches discuss preferences with their athletes before game days and come up with communication strategies that are culturally appropriate and inclusive. Whatever communication strategy coaches decide to adopt during critical sport moments, they must identify the time available, purpose of the message, nature of the content, method of delivery, and any cultural differences. Coaches can then start implementing the optimal communication strategy in practices and scrimmages and tailor their feedback to what is most effective for them and their team. References Alemdağ, C., Alemdağ, S. & Özkara, A. B. (2018). The analysis of sports high school students’ learning styles in terms of overall academic success. Education and Science, 43(195), 269-278. Andrews, S. R. (2015). Emotional control and instructional effectiveness: Maximizing a time-out. A Journal for Physical and Sport Educators, 28(2), 33-37. Gallimore, R. & Tharp, R. (2014). What a coach can teach a teacher, 1975 – 2004: Reflections and reanalysis of John Wooden’s teaching practices. The Sport Psychologist, 18(2), 119-137. Fletcher, D., & Scott, M. (2010). Psychological stress in sports coaches: A review of concepts, research, and practice. Journal of Sports Sciences, 28(2), 127–137. DOI: 10.1080/02640410903406208 Kennedy, P. (2010). Learning cultures and learning styles: myth-understandings about adult (Hong Kong) Chinese learners. International Journal of Lifelong Education, 21(5), 430-445. DOI: 10.1080/02601370210156745 Lingham, T., Richley, B. A. & Serlavos, R. S. (2009). Measuring and mapping team interaction. Cross Cultural Management: An International Journal, 16(1), 5-27. DOI: 10.1108/13527600910930013 ...
'A show, not a sport': Russian face-slapping champion becomes YouTube star
Siberian farmer Vasily Kamotsky fells opponents with a single blow – attracting hilarity and outrage Vasily Kamotsky does not so much slap his opponents as cudgel them with his massive palm. He was crowned the slapping champion at the Siberian Power Show, a competition so esoteric and objectionable that it seems tailor-made to be stumbled upon during a 3am YouTube binge.However, Kamotsky was clear-eyed when it came to what he thought had prompted his sudden rise to prominence. “Two knockouts,” he said when reached by phone in his small town along the Trans-Siberian railroad. “I don’t think anyone had seen that before.” Continue reading......
A Thousand Little Cuts: Addressing Microaggressions in Sport
Creating and sustaining welcoming, inclusive, and culturally safe spaces should be of utmost importance to those who work in sport. Sporting environments that devalue, invalidate, and attack athletes’ intersectional experiences and identities (i.e., the combination of race, gender, sexual orientation, etc.) only hurt, harm, and direct individuals away from activities that promote physical health and wellbeing. Further, when athletes don’t feel included and safe, they can redefine sporting environments as spaces that don’t value them, potentially impacting performance. In order to create a safe space, enable continued participation and enjoyment in sport, and positively impact performance, it is important for sport professionals to be knowledgeable about microaggressions. Microaggressions can create lasting negative impressions on the experience of individuals and groups in sport. According to Sue and colleagues (2007), microaggressions are subtle, commonplace verbal and nonverbal indignities that convey cultural insensitivity and unawareness. The three types are microassault, defined as “‘old fashioned,’ blatant racism utilizing both verbal and nonverbal attacks that demean, devalue, and hurt the intended victim”), microinsult (“statements or reactions that denote cultural insensitivity, demean a person’s heritage or identity, and convey a lack of respect for the recipient’s culture”), and microinvalidation (“communication that ignores, denies, or legitamizes the negative experiences and experiential reality” of the individual) (Carter & Davila, 2017, p. 287; Sue et al., 2007). We all have committed microaggressions. While this does not necessarily make us ‘bad people,’ our reactions to knowing about our aggressions and taking steps to prevent future aggressions are important. Microaggressions are perpetrated within sport by coaches, athletes, administrators, parents, and fans. For example, in his response describing the Larry Nassar sexual assault victims’ experiences, former Michigan State University President John Engler publicly said, “there are a lot of people who are touched by this, survivors who haven’t been in the spotlight... In some ways, they have been able to deal with this better than the ones who’ve been in the spotlight who are still enjoying that moment” (Jesse, 2019). Engler’s positioning the spotlight as enjoyable and a motive for survivors speaking out is offensive on many levels and is an example of microinvalidation. First, it invalidates and minimizes survivors’ experiences by positioning their activism as attention-seeking behavior. Second, it ignores a system that failed women. Third, it defines survivors’ experiences for them. Finally, it ignores the emotional, psychological, and spiritual labor involved in activism, an inherently vigorous, time consuming, and (at times) emotionally draining activity. The Impact of Microaggressions Microaggressions create physical and psychological reactions (Pierce, 1988) and can make people feel othered, different, and intellectually inferior (Sue, Capodilupo, & Holder, 2008). Complicating microaggressive experiences is the perpetrator’s awareness (or lack of awareness) of their actions and the recipient’s understanding of the occurrence and/or hesitance to confront the perpetrator. An unfortunate side effect of microaggressions is that they are often not addressed but stored away. At times, recipients even question whether or not a microaggression actually occurred (Sue et al., 2008), leading to self-doubt and invalidation. Over time, the psychological jabs (‘death by a thousand cuts’) can lead to higher levels of depression, depressive symptoms (Nadal, Griffin, Wong, & Hamit, 2014), maladaptive thinking (Hunn, Harley, Elliott, & Canfield, 2015), and decreases in healthy behaviors (Pascoe & Smart Richman, 2009). Tools for Addressing Microaggressions If an athlete has been aggressed, first encourage him or her to acknowledge the aggression and take the time and space to process how the aggression made them feel as well as what impact it may have on their sense of self and on their perception of the perpetrator. The ambiguous nature of microaggressions often creates a confusing space for the aggressed. It is important that the athlete does not victim-blame, or question whether he or she is at fault for the aggression. They are not. If needed, athletes should identify social supports (i.e., friends, teammates, coaches, family members, etc.) to assist them in processing the event. Despite a sporting culture that reinforces ‘mental toughness,’ remember that athletes do not have to appear strong or resilient after an aggression. Nor is it on the athlete to support a perpetrator’s awareness of the event. During these moments, focus on self is key. If you have aggressed, first acknowledge the individual’s perceptions and feelings of the microaggression. This validates that individual’s lived experiences, normalizes their feelings, and reduces questioning of whether or not the incident occurred (Sue et al., 2008). Avoid intellectualizing or explaining away the incident by providing alternative explanations for your actions. This response is a form of gaslighting, which fails to provide space to validate the recipient's experience or place accountability where it’s due. Finally, allow space to listen. Afterwards, process the incident with a trusted friend, mentor, or colleague. Note that the aggressed is not obligated to provide you with resources or information to explain or define the aggression; this is best done on your own time and with trusted colleagues. References Carter, L. & Davila, C. (2017). Is it because I’m Black: Microaggressive experiences against black professionals in Sport and Exercise Psychology. Professional Psychology: Research & Practice, 48(5), 287-293. http://dx.doi.org/10.1037/pro0000145 Hunn, V., Harley, D., Elliott, W., & Canfield, J. P. (2015). Microaggression and the mitigation of psychological harm: Four social workers’ exposition for care of clients, students, and faculty who suffer “a thousand little cuts.” Journal of Pan African Studies, 7, 41–54. Jesse, D. (2019). Michigan State interim president to resign after remarks about Nassar victims. USA Today. Retrieved from https://www.usatoday.com/story/sports/olympics/2019/01/16/michigan-state-interim-president-under-fire/2592204002/ Nadal, K. L., Griffin, K. E., Wong, Y., & Hamit, S. (2014). The impact of racial microaggressions on mental health: Counseling implications for clients of color. Journal of Counseling and Development, 92(1), 57-66. Pascoe, E. A., & Smart Richman, L. (2009). Perceived discrimination and health: A meta-analytic review. Psychological Bulletin, 135, 531–554. http://dx.doi.org/10.1037/a0016059 Pierce, C. M. (1988). Stress in the workplace. In A. F. Coner-Edwards & J. Spurlock (Eds.), Black families in crisis: The middle class (pp. 27–34). New York, NY: Brunner/Mazel. Sue, D. W., Capodilupo, C. M., & Holder, A. M. B. (2008). Racial microaggressions in the life experience of Black Americans. Professional Psychology: Research and Practice, 39, 329–336. http://dx.doi.org/10.1037/0735-7028.39.3.329 Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, 271–286. http://dx.doi.org/10.1037/0003-066X.62.4.271...
Dani Rowe: I'm happy to have retired from cycling – I still love the sport, but just want to enjoy it from the other side
Cycling dani rowe happy have retired cycling still love sport just
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DI Council extends eligibility for winter sport student-athletes
Winter sport student-athletes who compete during 2020-21 in Division I will receive both an additional season of competition and an additional year in which to complete it, the Division I Council decided. The same flexibility was provided to student-athletes after the spring season was canceled in 2020 and the fall season was seriously impacted by the COVID-19 pandemic. The Council met by videoconference Tuesday and Wednesday. “The pandemic will continue to impact winter sport seasons in ways we can’t predict. Council members opted to provide for winter sport student-athletes the same flexibility given spring and fall sports previously,” said Council chair M. Grace Calhoun, athletics director at Pennsylvania. “The actions today ensure the continuation of local decision-making in the best interest of each institution and its student-athletes.” Additionally, Division I schools will not be required to sponsor the minimum required number of sports for membership purposes, provided the school indicated on its Sports and Demographics Survey forms that it intended to sponsor the requisite number of sports but cannot due to COVID-19 challenges. Schools also will not be required to sponsor a sport in each season, and multisport conferences are not required to meet minimum sport sponsorship requirements. The Council also agreed to grant a blanket waiver for 2020-21 to allow conferences to earn an automatic bid in fall championships if a minimum of three member schools participated in conference competition in that sport. The membership will collaboratively address automatic qualifications and at-large allocations should there be a change to field sizes in winter and spring sports, except for men’s and women’s basketball. The Competition Oversight Committee previously had approved flexibility for championships selection: Teams in winter sports can participate in as few as 50% of the required minimum contests/dates of competition and still be considered for championships selection. Men’s and women’s basketball previously set their minimum contest number at 13. This reduction is consistent with what was provided for fall sports. Teams in winter sports are not required to have an overall won-lost record of .500 or better, which is normally required for teams to be eligible for at-large championships selections. This also is consistent with what was provided for fall sports teams. The Council also moved all legislation that was tabled from the 2019-20 legislative cycle into the 2021-22 cycle. Media ContactMichelleBrutlag HosickAssociate Director of CommunicationsNCAAmhosick@ncaa.org NewsDivision IEligibilityCOVID-19Division I Council...
Sports Marketing Report 2016: Baseball most watched, favourite sport in Japan
The WBSC today welcomed an independent sports marketing annual report out of Japan that indicates baseball remains the most watched and the favourite sport in Japan....