Increasing Tension

• Negative communication - reduce self esteem and stimulate defensive behavior.
• Judgemental criticism - judge done of voice denoting authoritarian rather than authritative expertise; focus on what is wrong instead of right.
• Acting Superior - emphasize rank or status and its importance
• Rigid Leadership - emphsize complete and inflexible plans that foster both mindless compliance and resistance
• Being self-centered - focus to much on own goals ; act as if not concerned or interested in other's interests
• One-Sided communication - talk, instruct, teach, -- other only listen and do, you have all the important answers.
• Controlling - provide total structure and direct entire process to achieve goals.

Reducing Tension

• Positive communication - increase self esteem and cooperative behaviors through positive reinforcement
• Seeking understanding - ask questions to clarify others' perception and understanding of issue
• Est. Equality - emphasize value of different roles and make person to person relationships equal and equitable
• Flexible Leadership - have clear goals and be open to modifications from others
• Being other-Centered - know own goals, but focus on what others are thinking and feeling about team tasks ; emphasis on sharing rather than telling.
• Two way Communication - exchange with a balance between talking and listening for all ; demonstrate you want to hear ohters opinions and ideas.
• Problem solving - encourage others to fully participate and resist closure until all ideas, thought, and feelings have been expressed; validate dicisions.

• Spiritual Leadership - core spiritual competencies, the ability to clearly define the team mission, vision, and goals; to recruit commitment and motivation to the overal mission by aligning team and individual values. Enforce ethical standards of code of conduct governing both leader and team.
• Mental Leadership - mental competencies , ability to focus attention and think clearly and rationally under pressure ; to organize and mentally prepare for challenges ahead. Effectively manage time and act decisively from a reality based perspective. Important to recognize the impact of one's decisions on others(self-awareness)
• Emotional Leadership - emotial competencies include ability to communicate effectively; to instill confidence, hope, and trust in teammates. To demonstrate empathy, humility, and compassion, and to instill in other a sense of challenge , opportunity , and excitement when facing adversity.
• Physical Leadership - physical competencies the ability to behavein accordance wither psersonal and team values, ethics and code of conduct, to "walk the talk" and in doing so demonstrate behavioral integrity; to become accountable and hold others accountable to clearly defined, measureable outcomes, and to defin team succes in concrete behavioral terms.

Effective Message - Sending Systems

• Develop your message - determine what you want to communicate and stick to it.
• Get in their Heads - communication is greatly enhanced when there is understanding between coach and players (esp. their values, beliefs, feelings, situations).
• Tell the Truth, Directly and Specifically - telling the truth increases the trustworthiness and subsequent effectiveness of coaches with their team. Being direct and specific will prevent miscommunication and/or misinterpretation of what is expected.
• Use supportive language and empathy - If you want others to listen , build them up !!! Use positive, supportive words and gestures (even when criticizing) will cause others to want to talk and listen to you. IT also sends the message that you respect the other person.
• Model the message - attitudes and actions must be consistent with worlds. The power of personal example goes a long ways.
• 3 R's. Repeat, Repeat, Repeat ! - repitition and reinforcement of the key elements of the message is essential for other to remember it. When possible show them and make the show you.
• Watch Body Language - watch yourself and those you are communicating for their verbal and NONVERBAL signals. Is the message understood ? ask them to explain.
• "The Sandwhich Approach" for Criticism - future oriented instructions (constructive criticism) between positive and encouraging statements.
• Use more "ands" than "buts" - by using more "ands" you allow for a clearere understanding of the message. It tends to result in both messages being heard. Using "but" typically results in only the negative or criticism part of the message to be heard.

Effective Message - Recieving systems

• Don't mistake "hearing" for Listening ! Normal hearing does NOT equal good listening.
• Get ready to listen. mental preparation and focus.
• Use supportive behaviors as you listen. Effective listening is active listening. These supportive behaviors communicate that the message is acknowledged, understood, and accepted.
• Use Confirming behaviors as you listen. appropriate verbal statements can demonstrate your understanding of what the other person said.
• Listen with Flexibility. learn to adapt to varying listeing situations.

Stage Model

• S1 - Person first experiences disbilief or denial at the onset of the illness or injury.
• S2 - Anger follows
• S3 - Barganing, or an attempt to make a deal with God.
• S4 - Depression
• S5 - Acceptance
• S6 - Resignation

Cognitive-Appraisal Model

• Emotional response is determined by the meaing, or appraisal , that a person attributes to an event.
• A person's cognitive appraisal of a situation determines his or her emotional response, which then stets the stage for how they responds behaviorally.
• Advantage of this model is its ability to explain why some athletes respond differently to identical injuries and why a single athlete my respond differently to the same injury in different contexts.

Problem-Focused Coping

• efforts directed to managing or altering the problem causes the stress.
• ex. SMART (specific, measureable, action-oriented, resonable, time oriented) rehabilitation plan.

Emotion Focused

• Directed at managing the emotions that are experienced as a result of the injury.
• Often involve dealing directly with the feelings associated with the injury.
• ex. manage thoughts and emotions, self talk, relaxation, imagery , and mental preparedness.

Distraction / Avoidance Strategies

• efforts to disengage and remove oneself , mentally or physically, from the situation creating the stress.

Seek social support

Set attainable goals

Diagnosable

• Bulimia Nervosa - cycle of binge eating and purging (vomitting).
• ex. Binging - eating lots of food in one sitting which is followed by guilt, which then leads to purging.
• Anorexia Nervosa - refusal to maintain a minimal normal body weight based on age and hight, an intense fear of gaining weight, and a distorted perception of one's body shape and size.

Non-Diagnosable

• Overeating - binging without a purging cycle.
• Femal Athlete Triad - 3 components, 1) disordered eating, 2) amenorrhea, and 3)osteoporosis (bone loss)
• Obligatory (excessive / compulsive) exercise - physical activity that is extreme in frequency and duration that is done by people who are reltively resistant to change.

Biogenetic Factors

• biological abnormalities are outcomes of starvation and disordered eating.
• Biology leads people to develop eating disorders

Psychological Factors

• Personality characteristings , perfectionism and OCD have been linked to disordered patterns.
• Can be viewed as Addictions

Environmental Factors

• Culture - ideas of "perfect" look. thin, lean  as opposed to taller and heavier.
• Media - emphasis on fitness and leanness. Setting impossible expectations
• Roles of Men and Women - societal standard what is expected
• Community - each sport has its community which may predispose its athletes to disorders.
• Peers - peer pressure can have contributions
• Coaches and Authority Figures - inadvertent comments can contribute to irregular eating patterns.
• Family - can greatly influence the develpment of eating disorders, weight, appearance, and weight loss emphasis.

Anxiety and Depression

 (clinical / sub clinical depression/anxiety)

• clinical is the point at which the "problem" is so strong it prevents normal function
• exercise proven that it can be as effective or more effective as treatment than medication intself.

Immune / Stress

• during exercise you stress but you help regulate and it helps after you let go and relax.
• ex. clench raised fists. . . release.
• Social release, chemical release, Scientific reasons
• Norm / Relax body produce T cells. periods of stress, immune system shuts down. Leading to increased suceptibility to bacteria and viruses.
• Excersise stress surpresses immune system but indirectly you help regulate other factors that can lead to relaxation (production of T cells) and thus an increase in immune system.
• Exercise indirectly increases immune system by reducing stress and anxiety

Adherence

• Exercise is empowering.
• Personal motivation and drive
• . . . .

Non-Adherence

• Lack of time.
• Lack of support.
• Not a priority.
• Frustration @ lack of results.
• Discomfort/overreach (too much to soon).
• Availability
• *Social Physique Anxiety* - judge on looks @ the gym.
• Instant Gratification