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Chelsea manager Frank Lampard hits back at claims he doubted Christian Pulisic...
2 hours ago
Lampard has moved to set the record straight after claims from Salzburg manager Jesse Marsch that the Chelsea boss had been unconvinced by Pulisic on taking the Stamford Bridge helm......
RFU charges 13 Barbarians players for breaching coronavirus protocols and providing false statements...
2 hours ago
Players including former England captain Chris Robshaw were seen breaking coronavirus protocols that resulted in the match against Eddie Jones’s side last weekend being cancelled at short notice......
Hands On Videos Showcase Colorful New Ipad Air Design Touch Id In The Top Button More - 9to5mac
Hands on videos showcase colorful new ipad air design touch id in the top button more
Moto: Francia; libere 3, davanti Quartararo, cade Rossi
Nessuna conseguenza per pilota pesarese già in Q2...
Six Nations roll of honour - BBC Sport
All the winners and trophy-holders since the Championship began in 1882....
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 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...
Life Skills Through Youth Sport: Be Their Champion
While we know that it is possible for young people to learn valuable life skills through sport, simply playing a sport is not enough. It is important for adults to purposefully create experiences that facilitate young athletes’ growth and practice of life skills, such as emotional control, work ethic, and goal setting. We must be their champions in helping them get the most out of sport. So, how do we do that? In her TED Talk “Every Kid Needs a Champion,” lifelong educator Rita Pierson stresses the importance of building relationships with youth by doing “a few simple things,” like seeking first to understand as opposed to being understood or apologizing when you make mistakes. While her talk is focused on learning in the classroom, similar principles apply to developing youth athletes. Here are three “simple things” current research suggests coaches (or other adults) can do to build life skills in young people through sports. Show Them You Care Creating a caring climate that is safe, inviting, and supportive for young athletes allows them to feel valued and respected (Fry & Gano-Overway, 2010). In spaces where athletes feel secure and connected to a caring adult, they may be more willing and able to practice and develop positive social skills. These caring climates are created through caring actions, and caring actions (opposed to neutral or less supportive actions) have been linked to more positive developmental gains (Gould & Carson, 2011). Even though you may know that you care for the athletes and their well-being, it is important that they know it, too. What Caring Actions Look Like: “Checking in” with athletes regularly by asking how they are doing both physically and mentally. Showing interest in the lives of athletes outside of sport by having conversations about their days beyond practice. Verbalizing that you care. The easiest way to let them know is to tell them! Celebrate Their Learning If we want youth to gain life skills from sport, then it is crucial that we encourage individual improvement. In order to aid young athletes in their development, adults should promote goal-setting that focuses on mastering physical and/or life skills (e.g., improving their free throw percentage or communicating clearly with coaches) rather than on comparisons (e.g., winning or proving their ability over others). This mastery-oriented climate facilitates higher levels of motivation and can lead to higher levels of achievement (Gould, Flett, & Lauer, 2012). What a Mastery Orientation Looks Like: Celebrating individual improvements, like an athlete putting in more effort in practice, demonstrating more understanding of a drill, or taking more ownership of his or her role on the team. Focusing on the development and execution of skills as opposed to winning or losing. Working to avoid social comparison by uniquely encouraging each athlete without drawing attention to his or her performance compared to others. Practice With a Purpose We hear it all the time: we are good at what we practice. So why would getting “good” at life skills be any different? Sport is a great space for young athletes to practice these skills in an engaging way. It can be especially beneficial when those practice moments happen intentionally (Turnnidge, Côté, & Hancock, 2014). This does not mean that you have to spend significant time at practice or home giving lectures on life skills. In fact, small interactions and discussions can be powerful enough to help young people draw connections between their skills in sport and other areas of their life. What Intentional Practice Looks Like: Taking advantage of “teachable moments” in practice and competition by using situations athletes face and discussing the use of life skills in them. Setting aside time to talk about life skills and life outside of sport, even if it is just ten minutes before or after practice each week. Making verbal connection of useful skills to other areas of life by relating the life skills they use in sport to school, home life, or future jobs. By showing youth athletes that we care, celebrating with them when they make improvements, and giving them the chance to practice life skills, we can better develop them as people. We can be their champions in helping them get the most out of sport. References: Fry, M. D. & Gano-Overway, L. A. (2010). Exploring the contribution of the caring climate to the youth sport experience. Journal of Applied Sport Psychology, 22(3), 294-304. doi:10.1080/10413201003776352 Gould, D., & Carson, S. (2011). Young athletes' perceptions of the relationship between coaching behaviors and developmental experiences. International Journal of Coaching Science, 5(2), 3-29. Gould, D., Flett, R., & Lauer, L. (2012). The relationship between psychosocial developmental and the sports climate experienced by underserved youth. Psychology of Sport and Exercise, 13(1), 80-87. doi:10.1016/j.psychsport.2011.07.005 Turnnidge, J., Côté, J., & Hancock, D. J. (2014). Positive youth development from sport to life: Explicit or implicit transfer? Quest, 66(2), 203-217. doi:10.1080/00336297.2013.867275...
Il coronavirus li ha costretti a rimettere in moto il progetto europeo
Effetti collaterali: come il virus può favorire l’integrazione tra i Paesi Ue Articolo di Romano Prodi su Il Messaggero del 27 settembre 2020 Abbiamo tutti seguito con partecipato interesse le decisioni che hanno segnato un cambiamento della politica economica europea che, senza cadere nella retorica, possiamo definire storico. Dovremo quindi dedicare altrettanta attenzione alle azioni […]...
SportAccord Opens Host City Application Process for World Sport & Business Summit and Regional SportAccord
SportAccord Opens Host City Application Process for World Sport & Business Summit and Regional SportAccord Date: Tuesday, August 25, 2020 LAUSANNE, Switzerland – SportAccord has launched the host city application processes for future editions of its SportAccord World Sport & Business Summit and Regional SportAccord events. Cities interested in hosting the global sports industry’s most influential annual gathering in 2022 or subsequent editions have been invited to submit a Bid City Application Form for the SportAccord World Sport & Business Summit. The inaugural edition of Regional SportAccord Pan America took place in December last year in Fort Lauderdale, USA, and those interested in hosting future editions in any year through to 2023 can complete a Bid City Application Form. Applications will be considered to host a dedicated Regional SportAccord for Europe, Asia, Africa or Oceania, as well as Pan America. Each Bid City Application Form should be submitted along with a formal Letter of Commitment that has been signed on behalf of the prospective host city. Information about who attends both events, as well as hotel accommodation requirements, short- and long-term hosting benefits, the financial commitments and hosting terms, and the bidding and selection processes can be found by accessing the City Application Information Packages for the SportAccord World Sport & Business Summit here and Regional SportAccord here. The SportAccord World Sport & Business Summit, first held in 2003, is the only global sports business gathering attended by all international sport federations and their affiliated umbrella organisations, as well as organising committees, hosting cities and regions, governments and administrations, rights-holders, agencies and athletes, plus experts and organisations from the sports media, technology, investment, medical and legal sectors. With more than 1,500 key decision-makers representing at least 1,000 different organisations and over 150 cities and regions in attendance, the six-day event in March, April or May each year features high-level meetings, a conference programme split into multiple sector-specific ‘streams’, a bustling exhibition and numerous social events for delegates. Nis Hatt, Managing Director, SportAccord, says: “We have already received numerous expressions of interest regarding future editions of both of these industry-leading events from prospective host cities from across the globe. We are focusing on the future with great optimism, with the highly anticipated World Sport & Business Summit 2021 in Ekaterinburg serving as a significant signpost, and we look forward to receiving formal applications in the coming weeks and months for events that will support a bright new chapter for the international sports movement.” Regional SportAccord was launched in order to bring together international sport federations and organisations involved in the business of sport for a specific region, with the 2019 Regional SportAccord Pan America event attended by international sport federations, cities and ministries, rights-holders and industry experts. Designed to welcome more than 500 delegates from over 50 countries representing at least 200 different organisations, Regional SportAccord, held over three days, also showcases a two-day conference programme and an extensive sports industry exhibition. Every Bid City Application will be presented to the SportAccord Executive Committee for review, and each city will receive feedback in due course. Click here to check out the City Application Information Package and here to access the Bid City Application Form for the SportAccord World Sport & Business Summit. For Regional SportAccord, the City Application Information Package can be accessed here and the Bid City Application Form can be found here. For any questions regarding the Bid City Application Process, please contact SportAccord Managing Director Nis Hatt by email at email@example.com or by phone at +41 79 126 62 28. For organisations interested in experiencing the SportAccord World Sport & Business Summit 2021 in Ekaterinburg, Russia can contact SportAccord to discuss by emailing firstname.lastname@example.org. You can also follow SportAccord’s portfolio of events via Twitter @sportaccord or keep up-to-date via LinkedIn and Facebook, YouTube and Flickr. EDITOR’S NOTES SportAccord SportAccord brings together international sports federations and organisations involved in the business of sport. The annual World Sport & Business Summit is a six-day event attended by leaders of the global sports community. It engages international sports federations, athletes, industry, rights holders, organising committees, cities, government, agencies, media, technology, legal teams, medical professionals, inventors, and subject matter experts – represented at the highest levels. SportAccord is the only global sports business event attended by all the international sports federations and their stakeholders, who host their Annual General Assemblies during SportAccord. These stakeholders include: ASOIF (Association of Summer Olympic International Federations), AIOWF (Association of International Olympic Winter Sports Federations), ARISF (Association of IOC Recognised International Sports Federations), AIMS (Alliance of Independent Recognised Members of Sport), GAISF (Global Association of International Sports Federations) and Associate Members. In addition, SportAccord receives the full support of the International Olympic Committee....
Best pre-Prime Day 2020 phone deals: Samsung Galaxy S20 FE 5G for $600, Moto G Power for $180 - CNET
Need a new phone? On Prime Day, you probably won't find deals on the iPhone 12 on Amazon, but there are already some great deals on phones from Samsung, Motorola and more....
Premier League to introduce pay-per-view fixtures on Sky and BT Sport
All matches to be shown live until end of OctoberFive games per matchday will cost £14.95 eachThe Premier League has agreed a new deal to show all its fixtures live on British television, but fans will have to pay extra for the privilege.Since the coronavirus pandemic forced football behind closed doors, the Premier League has broken with years of protocol, and the competition’s business model, to show all matches live on TV. After an agreement was reached by clubs on Friday, that practice will continue for the rest of October. Continue reading......