Psychological support for the Canadian Olympic Boxing Team in meta-transitions through the National Team Program

2014 ◽  
Vol 13 (1) ◽  
pp. 74-89 ◽  
Author(s):  
Robert J. Schinke ◽  
Natalia B. Stambulova ◽  
Daniel Trepanier ◽  
Odirin Oghene
2021 ◽  
Vol 5 (1) ◽  
pp. 79-85
Author(s):  
Barnaby Wren ◽  
Christopher R.D. Wagstaff ◽  
Alessandro Quartiroli

This article provides a neophyte practitioner’s account of providing psychological support to a national team for the first time. The practitioner felt “caught in the headlights” due to his lack of preparation for the range of organizational issues he encountered. In this confessional tale, experiential knowledge gained by the practitioner is shared through the presentation of self-reflections from the 6-month period when he supported the squad. While the practitioner’s time with this national squad was limited, it gave him a sense of the micropolitical landscape of the sporting organization and illuminated some of the complexities and dilemmas that characterize applied sport psychology practice. These reflections are offered to guide other aspiring professionals during their initial training experiences.


Motricidade ◽  
2018 ◽  
Vol 14 (4) ◽  
pp. 74-85
Author(s):  
António Carapinheira ◽  
Miquel Torregrossa ◽  
Pedro Mendes ◽  
Pedro Guedes carvalho ◽  
Bruno Filipe Rama Travassos

The purpose of this study was to analyse the retirement of elite football players in Portugal. Specifically, the quality of retirement and the resources available were evaluated. To develop an understanding of the process of the sporting retirement of elite football players we used data from in-depth, semi-structured interviews with ninety professional players from the portuguese football national team.  Most of the elite Portuguese footballers we investigated retired from sport between 36 and 40 years of age, their retirement had been involuntary and it had taken them less than a year to accept retirement. Most had only been educated to secondary level and had a strong athletic identity, no plans for their post-football career exist and relied on family as their main psychological support. None of the players had received support from a formal programme. Despite of the findings being consistent with previous research from other Southern European cultures, it seems that the athletic retirement of portuguese footballers has some particularities. Most portuguese footballers retired later and had longer playing careers than athletes in other countries. In addition, retirement was involuntary in most of cases, yet players reported that it took them a relatively short time to accept retirement.


2020 ◽  
Vol 12 (5) ◽  
pp. 518-520
Author(s):  
Edgar Landa-Ramírez ◽  
Nadia A. Domínguez-Vieyra ◽  
Myriam E. Hernández-Nuñez ◽  
Lesly P. Díaz-Vásquez ◽  
Iveth A. Santana-García

Author(s):  
Ju. A. Tikhonova

The article discusses the development trends of the modern preschool education system in the aspect of the activity of the teacherpsychologist of the preschool educational organization. The experience of using 1C software products in the practical work of the psychological service of kindergarten 318 of the city of Perm in the aspects of psychological monitoring of children’s readiness to study at school and correctional and developmental work with preschool children is presented. The components of the child’s psychological readiness for school are described. On practical examples, diagnostic methods for determining the level of readiness of children for schooling are analyzed. The data of testing kindergarten pupils at the beginning of the 2019/2020 school year on the parameters allowing to identify urgent problems and determine the direction of the necessary correctional development work are presented. Features of the practical application of the software product 1C:Preschool Psychodiagnostics in the process of psychological support of preparing children for school are considered. Methods are described, the scope of which is aimed not only at the study of personality traits, but also at its development. The possibilities of using games of the 1C:Educational Collection in the correctional and developmental work are disclosed. The description of game collections is given, options for their use are presented.


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