Specialus pasi笛lymas 眺moni迭 komandoms - kupinas sveikatingumo i邸邸笛ki迭 savaitgalis prie j笛ros arba pu邸yne 邸alia e転ero. Apie trenerius, temas, program ir kita - prezentacijoje.
Sport psychology involves preparing an athlete's mind for performance just as their body is prepared. It studies how the human mind impacts sport performance and applies that knowledge practically. Key factors in sport psychology include motivation, stress/anxiety, leadership, personality, and arousal. Elite athletes, professionals, recreational athletes, and youth athletes can benefit from sport psychology to enhance performance beyond physical skills alone.
The document discusses the role and use of sports psychologists. Sports psychology studies how an athlete's mind affects performance and vice versa. Sports psychologists aim to help athletes overcome pressures, improve performance, and increase enjoyment through techniques like mental imagery, goal setting, concentration skills, and relaxation. They teach athletes to focus on the task, center themselves, and use positive self-talk to stay in control and confident. For example, a gymnast struggling with a vault could benefit from imagery, concentration, self-talk, and goal setting taught by a sports psychologist to help her successfully learn the skill.
This document provides an overview and outline of topics covered in a chapter on sport and exercise psychology. It discusses key concepts including the definition and objectives of sport psychology, the roles of sport psychologists, different specialties within the field, the scientific and historical foundations, and ethical standards. The chapter aims to introduce students to the broad population and multidisciplinary nature of the field.
This document discusses sport psychology and why athletes use it. It explains that sport psychology aims to improve performance by teaching mental strategies to help athletes overcome obstacles. Athletes use sport psychology to deal with the pressures of competition from expectations, improve after injury by adjusting psychologically, and to enhance confidence, concentration, commitment and composure. The document suggests that coaches, players, managers, sports psychologists and physicians could benefit from sport psychology skills.
Goal setting involves establishing specific and measurable performance targets to improve skills and motivate athletes. It is beneficial to set both long-term and short-term goals that are realistic and prioritized in key areas. Goals should be monitored and evaluated regularly to assess progress and allow for adjustments if needed. Maintaining self-confidence through effective self-talk, relaxation, and mental imagery can help athletes work towards their goals and improve performance.
Sport psychology focuses on psychological factors that affect athlete performance such as anxiety, excitement, and stress. It involves goal setting, imagery, keeping track of development through diaries, and time management. The document discusses goal setting using the SMART principle, the two types of goals, considerations for effective goal setting, and imagery as a mental training tool used by athletes to practice skills without physical exertion. Imagery can enhance self-confidence, attention, and reduce anxiety. Keeping a diary helps athletes monitor progress, goals, emotions, self-talk, imagery practice, distractions, routines, strategies, and coach feedback.
This chapter discusses psychology and sports. It defines sports psychology and explains its importance in understanding psychological factors that affect performance, developing psychological skills, and promoting well-being through sports. It differentiates between growth and development, describing growth as a quantitative increase in size while development includes qualitative psychological and behavioral changes. Key stages of development from infancy to adolescence to adulthood are outlined. Challenges of adolescence including physical, mental, emotional and social changes are explored, along with approaches to managing adolescent problems through education, activities and guidance.
The document discusses various strategies for mental preparation and performance in sports. It recommends setting specific and measurable goals, identifying strategies to achieve goals, and preparing for challenges. It also discusses controlling arousal levels during competition through techniques like deep breathing. Maintaining proper focus is important, including focusing on the present and shifting focus as needed. Mental imagery can help by visualizing successful performances.
This document provides an overview and outline of topics covered in a chapter on sport and exercise psychology. It discusses key concepts including the definition and objectives of sport psychology, the roles of sport psychologists, different specialties within the field, the scientific and historical foundations, and ethical standards. The chapter aims to introduce students to the broad population and multidisciplinary nature of the field.
This document discusses sport psychology and why athletes use it. It explains that sport psychology aims to improve performance by teaching mental strategies to help athletes overcome obstacles. Athletes use sport psychology to deal with the pressures of competition from expectations, improve after injury by adjusting psychologically, and to enhance confidence, concentration, commitment and composure. The document suggests that coaches, players, managers, sports psychologists and physicians could benefit from sport psychology skills.
Goal setting involves establishing specific and measurable performance targets to improve skills and motivate athletes. It is beneficial to set both long-term and short-term goals that are realistic and prioritized in key areas. Goals should be monitored and evaluated regularly to assess progress and allow for adjustments if needed. Maintaining self-confidence through effective self-talk, relaxation, and mental imagery can help athletes work towards their goals and improve performance.
Sport psychology focuses on psychological factors that affect athlete performance such as anxiety, excitement, and stress. It involves goal setting, imagery, keeping track of development through diaries, and time management. The document discusses goal setting using the SMART principle, the two types of goals, considerations for effective goal setting, and imagery as a mental training tool used by athletes to practice skills without physical exertion. Imagery can enhance self-confidence, attention, and reduce anxiety. Keeping a diary helps athletes monitor progress, goals, emotions, self-talk, imagery practice, distractions, routines, strategies, and coach feedback.
This chapter discusses psychology and sports. It defines sports psychology and explains its importance in understanding psychological factors that affect performance, developing psychological skills, and promoting well-being through sports. It differentiates between growth and development, describing growth as a quantitative increase in size while development includes qualitative psychological and behavioral changes. Key stages of development from infancy to adolescence to adulthood are outlined. Challenges of adolescence including physical, mental, emotional and social changes are explored, along with approaches to managing adolescent problems through education, activities and guidance.
The document discusses various strategies for mental preparation and performance in sports. It recommends setting specific and measurable goals, identifying strategies to achieve goals, and preparing for challenges. It also discusses controlling arousal levels during competition through techniques like deep breathing. Maintaining proper focus is important, including focusing on the present and shifting focus as needed. Mental imagery can help by visualizing successful performances.
2. TurinysTurinys
1.1. Projekto u転duotysProjekto u転duotys
2.2. KolektyvasKolektyvas
3.3. Komandinio darbo samprtataKomandinio darbo samprtata
4.4. Pedagoginiai aspektai trenerio darbe suPedagoginiai aspektai trenerio darbe su
sporto kolektyvusporto kolektyvu
5.5. Pedagoginiai aspektai dirbant su sportoPedagoginiai aspektai dirbant su sporto
kolektyvukolektyvu
6.6. Fiziologiniai,psichologiniai veiksniaiFiziologiniai,psichologiniai veiksniai
3. Projekto u転duotisProjekto u転duotis
Paai邸kinti darbo komandoje esmPaai邸kinti darbo komandoje esm
Supa転indinti su pedagoginiais aspektaisSupa転indinti su pedagoginiais aspektais
trenerio darbetrenerio darbe
Supa転indinti su darbo samprataSupa転indinti su darbo samprata
Fiziologiniai,psihologiniai veiksniai darboFiziologiniai,psihologiniai veiksniai darbo
kolektyvekolektyve
4. KolektyvasKolektyvas
Suprantama kaip 転moni迭 bendrija, kuriosSuprantama kaip 転moni迭 bendrija, kurios
narius jungia koks nors bendras po転ymis,narius jungia koks nors bendras po転ymis,
bendra veikla, interesai, priklausymas vienaibendra veikla, interesai, priklausymas vienai
organizacijai. Da転niausiai b笛tent 邸iuo principuorganizacijai. Da転niausiai b笛tent 邸iuo principu
remiasi j笛s迭 organizacijos skyri迭 darbas. Oremiasi j笛s迭 organizacijos skyri迭 darbas. O
komanda turtume vadinti tik t kartukomanda turtume vadinti tik t kartu
dirbani迭 転moni迭 grup, kurioje vis迭 asmen迭dirbani迭 転moni迭 grup, kurioje vis迭 asmen迭
buvimas yra b笛tinas bendram tiksluibuvimas yra b笛tinas bendram tikslui
眺gyvendinti ir kiekvieno grups nario眺gyvendinti ir kiekvieno grups nario
individualiems poreikiams patenkinti.individualiems poreikiams patenkinti.
5. Komandinio darbo samprataKomandinio darbo samprata
Neretai komandinis darbas tapatinamas suNeretai komandinis darbas tapatinamas su
darbu grupje. Taiau 邸iuolaikineidarbu grupje. Taiau 邸iuolaikinei
organizacijai, noriniai 眺diegti komandin眺organizacijai, noriniai 眺diegti komandin眺
darb, neu転tenka tik sudaryti formalias darbodarb, neu転tenka tik sudaryti formalias darbo
grupes norint valdyti ir kuo geriau i邸naudotigrupes norint valdyti ir kuo geriau i邸naudoti
grups potencial reikia skatinti atskir迭grups potencial reikia skatinti atskir迭
asmenybi迭 bendradarbiavim.asmenybi迭 bendradarbiavim.
6. 貼mogus yra sociali b笛tyb, kuri gali gyventi貼mogus yra sociali b笛tyb, kuri gali gyventi
tik sociume t.y. 転moni迭 kolektyve, jo kaiptik sociume t.y. 転moni迭 kolektyve, jo kaip
visuomens nario tikslas gyventi, dirbti,visuomens nario tikslas gyventi, dirbti,
leisti laisvalaik眺 dalyvaujant socialinjeleisti laisvalaik眺 dalyvaujant socialinje
sveikoje su kitais visuomens nariais.sveikoje su kitais visuomens nariais.
7. Pedagoginiai aspektai trenerio darbePedagoginiai aspektai trenerio darbe
su sporto kolektyvusu sporto kolektyvu
Sportas yra specifin 転mogaus veikla, lydintiSportas yra specifin 転mogaus veikla, lydinti
転mog迭 vis gyvenim ir skirta skirtingo転mog迭 vis gyvenim ir skirta skirtingo
am転iaus 転moni迭 grupms, tiek vaikams tiekam転iaus 転moni迭 grupms, tiek vaikams tiek
jauniems suaugusiesiems, tiek brandausjauniems suaugusiesiems, tiek brandaus
am転iaus 転monms. Sportine veikla siekiamaam転iaus 転monms. Sportine veikla siekiama
sportini迭 rezultat迭, sportas gali tapti hobiu,sportini迭 rezultat迭, sportas gali tapti hobiu,
relaksacijos priemone, pramoga, laisvalaikiorelaksacijos priemone, pramoga, laisvalaikio
praleidimo b笛du.praleidimo b笛du.
8. Treneris skmingas sporto kolektyvoTreneris skmingas sporto kolektyvo
garantasgarantas
Sporto kolektyve didel reik邸m turi socialinSporto kolektyve didel reik邸m turi socialin
sveika. Jos skm priklauso nuo daugybs veiksni迭,sveika. Jos skm priklauso nuo daugybs veiksni迭,
o vienas i邸 svarbiausi迭, kaip teigia S. Sepra (1995) iro vienas i邸 svarbiausi迭, kaip teigia S. Sepra (1995) ir
T. Moser (1992), yra trenerio ir sportininkoT. Moser (1992), yra trenerio ir sportininko
tarpusavio sveika. Taiau, nereikt迭 pamir邸ti, kadtarpusavio sveika. Taiau, nereikt迭 pamir邸ti, kad
sveika apima ne tik sportininko ir trenerio tarpusaviosveika apima ne tik sportininko ir trenerio tarpusavio
santykius, bet ir visus 邸i sveik u転tikrinaniussantykius, bet ir visus 邸i sveik u転tikrinanius
asmenis, aplink ir pan.asmenis, aplink ir pan.
9. Treneris skmingas darbo kolektyvoTreneris skmingas darbo kolektyvo
garantasgarantas
Kiekvienas sportininkas turi individuali迭Kiekvienas sportininkas turi individuali迭
savybi迭 ir ypatum迭, kiekvienam reikiasavybi迭 ir ypatum迭, kiekvienam reikia
individualaus dmesio, todl tik 転inantindividualaus dmesio, todl tik 転inant
individualius asmens poreikius, asmeninesindividualius asmens poreikius, asmenines
savybes, treneris skmingai valdys ir visosavybes, treneris skmingai valdys ir viso
kolektyvo veikl, kartu sportininko rengimokolektyvo veikl, kartu sportininko rengimo
proces.proces.
10. Treneris skmingo darbo sportoTreneris skmingo darbo sporto
kolektyve garantaskolektyve garantas
B笛ti skmingai dirbaniu treneriu rei邸kiaB笛ti skmingai dirbaniu treneriu rei邸kia
b笛ti i邸mananiu sporto specialistu: 転inaniu,b笛ti i邸mananiu sporto specialistu: 転inaniu,
mokaniu savos 転inias ir patirtt 眺aikytimokaniu savos 転inias ir patirtt 眺aikyti
praktikoje, nes, kaip teigia S. Campbellpraktikoje, nes, kaip teigia S. Campbell
(1993), treneriams b笛tina studijuoti(1993), treneriams b笛tina studijuoti
humanitarinius (filosofija, istorija,humanitarinius (filosofija, istorija,
komunikacija ir informatika), socialiniuskomunikacija ir informatika), socialinius
(ekonomika, sociologija, pedagogika,(ekonomika, sociologija, pedagogika,
psichologija, vadyba irpsichologija, vadyba ir
11. administravimas), biomedicinosadministravimas), biomedicinos
(fiziologija,sporto medicina, fizinmedicina,(fiziologija,sporto medicina, fizinmedicina,
reabilitacija, kineziterapija), fiziniusreabilitacija, kineziterapija), fizinius
matematika, informatika), technologiniusmatematika, informatika), technologinius
(prietais迭 technologija, biomechanika)(prietais迭 technologija, biomechanika)
mokslus, kurie padeda 眺valdyti 邸iuolaikinmokslus, kurie padeda 眺valdyti 邸iuolaikin
sporto metodik ir ja vadovautis.sporto metodik ir ja vadovautis.
12. Pedagoginiai aspektai dirbant suPedagoginiai aspektai dirbant su
sporto kolektyvusporto kolektyvu
Anot P. Karoblio (2003), tik nuo trenerioAnot P. Karoblio (2003), tik nuo trenerio
転ini迭, mokjim迭 ir 眺g笛d転i迭 priklausys, ar jis転ini迭, mokjim迭 ir 眺g笛d転i迭 priklausys, ar jis
sugebs padti sportininkui prisitaikyti priesugebs padti sportininkui prisitaikyti prie
treniruots vyksmo, siekti sportiniotreniruots vyksmo, siekti sportinio
meistri邸kumo, ar sugebs 眺kvpti sportinink:meistri邸kumo, ar sugebs 眺kvpti sportinink:
jei jis pavargo ir abejoja savo sugebjimais, jeijei jis pavargo ir abejoja savo sugebjimais, jei
per sunkios treniruots, jei persekiojaper sunkios treniruots, jei persekioja
neskms var転ybose ir gyvenime ir t. t.neskms var転ybose ir gyvenime ir t. t.
13. Pedagoginiai aspektai dirbant suPedagoginiai aspektai dirbant su
sporto kolektyvusporto kolektyvu
Autoriaus teigimu, nuo邸irdumas,Autoriaus teigimu, nuo邸irdumas,
dmesingumas vienas kitam, gebjimasdmesingumas vienas kitam, gebjimas
atjausti ir vertinti laimjimus beiatjausti ir vertinti laimjimus bei
pralaimjimus padeda greitai atgauti ne tikpralaimjimus padeda greitai atgauti ne tik
fizines, bet ir psichines jgas.fizines, bet ir psichines jgas.
14. Pedagoginiai aspektai dirbant suPedagoginiai aspektai dirbant su
sporto kolektyvusporto kolektyvu
Taiau, jei treneris nesugeba sudomintiTaiau, jei treneris nesugeba sudominti
aukltini迭 pasirinkta sporto 邸aka, visa esybeaukltini迭 pasirinkta sporto 邸aka, visa esybe
atsiduoti tikslui, u転degti juos savo idjomis,atsiduoti tikslui, u転degti juos savo idjomis,
pa転adinti j迭 tro邸kimus, atskleisti j迭pa転adinti j迭 tro邸kimus, atskleisti j迭
perspektyvas ir galimybes, tai byloja apieperspektyvas ir galimybes, tai byloja apie
転em jo kompetencij, 転ini迭, mokjim迭 ar転em jo kompetencij, 転ini迭, mokjim迭 ar
眺g笛d転i迭 nebuvim.眺g笛d転i迭 nebuvim.
15. Psichologiniai veiksniai trenerio darbePsichologiniai veiksniai trenerio darbe
sporto kolektyvesporto kolektyve
Treneris padeda savo aukltiniui suprasti, kasTreneris padeda savo aukltiniui suprasti, kas
jis yra, pa転inti save. Visada reikia 転velgti jojis yra, pa転inti save. Visada reikia 転velgti jo
potencines galias, o ne tr笛kumus. Autoriuspotencines galias, o ne tr笛kumus. Autorius
teigia, kad trenerio pareiga gebti bendrautiteigia, kad trenerio pareiga gebti bendrauti
su sportininkais, nepriklausomai nuo to, kokiosu sportininkais, nepriklausomai nuo to, kokio
am転iaus jie yra.am転iaus jie yra.
16. Skming trenerio bendravim su sportininkaisSkming trenerio bendravim su sportininkais
laiduoja tam tikr迭 specifini迭 転ini迭 眺gijimas, neslaiduoja tam tikr迭 specifini迭 転ini迭 眺gijimas, nes
tik turdamas reikiam迭 転ini迭 treneris gebstik turdamas reikiam迭 転ini迭 treneris gebs
valdyti sportinink迭 kolektyv ir pasieksvaldyti sportinink迭 kolektyv ir pasieks
norim迭 darbo rezultat迭.norim迭 darbo rezultat迭.
17. Psichologiniai veiksniai trenerioPsichologiniai veiksniai trenerio
darbe sporto kolektyvedarbe sporto kolektyve
Kaip 転inia, treneriai dirba su 眺vairaus am転iausKaip 転inia, treneriai dirba su 眺vairaus am転iaus
sportinink迭 grupmis, todl jam reikiasportinink迭 grupmis, todl jam reikia
眺vairi迭 bendravimo 転ini迭. Anot K. Mi邸kinio眺vairi迭 bendravimo 転ini迭. Anot K. Mi邸kinio
(1998), dirbdami su 712 met迭 sportininkais,(1998), dirbdami su 712 met迭 sportininkais,
treneriai atsi転velgia 眺 tai, kad 邸io am転iaustreneriai atsi転velgia 眺 tai, kad 邸io am転iaus
vaikai intensyviai mgd転ioja ir kriti邸kaivaikai intensyviai mgd転ioja ir kriti邸kai
vertina suaugusi迭j迭 pastabas.vertina suaugusi迭j迭 pastabas.
18. Fiziologiniai veiksniai trenerioFiziologiniai veiksniai trenerio
darbe sporto kolektyvedarbe sporto kolektyve
Treneris turi i邸manyti 転mogaus fiziologij,Treneris turi i邸manyti 転mogaus fiziologij,
raumen迭 strukt笛r, fizines 転mogaus galimybes.raumen迭 strukt笛r, fizines 転mogaus galimybes.
Ir tada, kai tai yra tik laisvalaikio leidimo forma,Ir tada, kai tai yra tik laisvalaikio leidimo forma,
ir tada, kai ta veikla siekiama rezultato, kadir tada, kai ta veikla siekiama rezultato, kad
nepakenkt迭 jauno besivystanio 転mogausnepakenkt迭 jauno besivystanio 転mogaus
organizmui.organizmui.
19. ApibendrinimasApibendrinimas
Norint i邸ugdyti gerus sportininkus ir pasiektiNorint i邸ugdyti gerus sportininkus ir pasiekti
auk邸t迭 rezultat迭 sporte, reikia darniosauk邸t迭 rezultat迭 sporte, reikia darnios
tarpusavio santyki迭 sveikos.tarpusavio santyki迭 sveikos.
Pedagoginiai trenerio darbo gebjimai padedaPedagoginiai trenerio darbo gebjimai padeda
sukurti ger sportinio darbo kolektyvosukurti ger sportinio darbo kolektyvo
atmosfer.atmosfer.
Geras trenerio darbas suburia stipr迭 gerGeras trenerio darbas suburia stipr迭 ger
sporto darbo kolektyvsporto darbo kolektyv
