Sport Coaching: Issues Faced During Coaching Responsibilities Free Essay

Sport coaching is a practice that has gained an important recognition in the prevailing academics. In the playing field, the presence of coaches has allowed them to raise their own instructional manuals to educate the trainees while still gaining information on its professionalism. Researchers explain the training methods involved in sports, the type of diet recommended for the participants, and psychology among other important issues covered by the coaches in their field (Williams & Anderson, 2006). In this regard, the coaches engage in practices that depend heavily on the knowledge and experience they have attained from the area. Essentially, most of these coaches attain the skills from learning or participating as players in the section they are coaching. For instance, the players who train to become coaches are aided by the information and familiarity they gain as player (Potrac, 2013). Potrac (2013) has argued that coaching is growing and surpassing from traditional hallmarks certainly. The following paragraphs present some of the literature reviews that demonstrate and support this hypothesis.

A study conducted by Duffy et al. (2011) addressed several issues including the creation of a center to enhance participation in sport coaching. The research from these researchers explained how the current sport coaching is different from the previous versions. In this light, the prevailing coaching is based on knowledge, purpose, ethics, and organization which make it a profession to the interested parties. In their research, Duffy et al. (2011) have encouraged participation that suite one’s interest and experience in the coaching field. This differs from the traditional setup where coaches practiced strategies dictated by other individuals and therefore denying the implementers a freedom to initiate new strategies. The results and conclusions retrieved from this research supported the hypothesis accordingly. Finally, the research performed by Rangeon, Gilbert, and Brunner (2011) described the prevailing development of sport coaching through comprehensive explanations. The research pointed some steps to be improved including the incorporation of recent information technologies to gather new information among other.

Issues Faced During Coaching Responsibilities

The coaching career comes with various challenges which are depicted by the players and coaches. Therefore, this section will avail some of these issues challenging the coaching career and the people in it.

Having poor communication skills

Although the sport coaching seems easy to manage, there are challenges like poor communication skills that prevent credible performance among the players. For example, when the coach is unable to communicate and emphasize in an authoritative manner, the learners or players might become ignorant on the instructions issued during the field practices. However, communication skills can be improved through learning stringently to eliminate the weakness.

Procrastination habit

In most cases, procrastination results to unfinished goals and partial achievement. Coaches face this problem due to other commitments elsewhere, which bring their practices to low performances.

Lack of commitment

Lack of commitment is another challenge that most coaches have to deal with in their practices. Commitment is prevented by the needs to incorporate other promising careers and take sport coaching as an additional one. However, it can be solved through making the coaching practices professional and not hobbies (Williams & Anderson, 2006).

Lack of proper direction

Appropriate and relevant instructions become an issue to sport coaching at times. This is due to lack of enough experiences to show and motivate the players how to play successfully.

References

Duffy, P., Hartley, H., Bales, J., Crespo, M., Dick, F., Vardhan, D.,…Curado, J. (2011). Sport Coaching as a “profession”: Challenges and futures directions. International journal of Coaching Science, 5(2), 93-123.

Potrac, P. (2013). Routledge handbook of sports coaching. New York: Routledge.

Rangeon, S., Gilbert, W., Brunner, M.(2011). Mapping the world of coaching science: a citation network analysis, Journal of Coaching education, 5(1), 83-108.

Williams, P., & Anderson, S. K. (2006). Law & ethics in coaching: how to solve and avoid difficult problems in your practice. Hoboken, N.J.: Wiley.

“A Modest Proposal” By Jonathan Swift: Ethical Dilemma

Introduction

A modest proposal is a film by Jonathan swift which has unveiled the poverty situation in Ireland. The setting of the movie was at a time when the population was increasing at a higher rate than the economy. The movie begins by displaying young children on the streets who are begging for food and any other material benefit that they can get. Their clothing and how they are pleading for the foreigners that are passing by is a clear indication of the extreme poverty that they are exposed to (Swift, 1996). They are malnourished, which means that what they receive is not balanced enough to satisfy them. As this is happening, people around seem to be looking out for a solution that will bring an end to the problem. The narrator is one of the people that think can come up with a solution that will be very fair to the economic situation of the country. He sees no possibility of stopping the poor women from giving birth, which would have been workable. He seems to have an issue with the women who are bringing forth children that they are unable to take care of. The solution he offers could mainly be the best way to discourage the mothers from bringing forth children when they understand their economic situation.

The situation

Jonathan swift looks at these innocent children as a perfect raw material that can be exported in various forms to the richer nations. He considers the situation in Ireland where there is nothing that can be traded internationally to save the economic crunch. His suggestion is based on what Ireland can offer which is mainly the many children on the streets. The fact that they are too young to make any contribution to the economy and that they are only there to suffer makes his idea salable. His suggestions to have the children that have attained a year old be sold out for food while those below the age of six to be sold out for other purposes that include labor is considered quite ironical. In as much as he has been criticized for making such selfish suggestions to the innocent children who did not choose to be born, he is trying to pass out a message to their parents and also the government (Thompson, 1983). The tone in which he expresses all this is to make the mothers realize the torture that they are causing their children by not taking care of them. Swift is however not advocating for abortion but rather a part that may be played by the government to educate the women on family planning techniques.

Conclusion

Several conclusions may be drawn from the movie, but what the author wanted to bring out is the extreme to which poverty may draw people. In areas of extreme poverty or need, people may be used as products of trade without them noticing. It depends on who is holding the power. As ironical as it may seem to be, the rich will manipulate the poor and make them do what they wish with the full knowledge that they do not have the power (Swift, 1980). This could be a reflection of how the rich nations exploit the poor ones by not only taking their resources but also making them pay more if they have to use them. If the rich people of London were willing to buy children in Ireland for food, probably the mothers would have no authority to stop them. By them failing to fulfill their parental responsibility of providing for them, it meant anybody else that promised a solution whether falsely or truthfully would be undoubtedly be welcomed.

References

  1. Swift, J., (1980). A modest proposal. New York: Plain Label Books.
  2. Swift, J., (1996). A Modest Proposal and Other Satirical Works. New York: Courier Dover Publications.
  3. Thompson, S., (1983). A modest proposal: a one act play. London: French.

Sigmund Freud: Genius Or Eccentric?

Abstract

This document is an exposition on Sigmund Freud to highlight whether he was a genius or eccentric. The concepts would be addressed from a personalistic and naturalistic viewpoint. Current research on Freudian philosophies would be explored to determine the status and impact of Freud’s ideas. Freud’s key ideas and those which have been supported by research will be exposed. Philosophical theoretical assumptions which might have been influenced by his life experiences would be taken into consideration.

Introduction

Many scholars who have researched Sigmund Freud’s philosophies and theories denounced them as being ludicrous; merely illusions of a past life; day dreams of the present or just idle thoughts. Therefore, questions overtime are asked whether Freud could have been a genius or simply eccentric. In the opinion of the writer, this father of psychology demonstrated both qualities, which is believed were necessary composites of his character and relevant to his purpose.

Geniuses ought to be eccentric and being eccentric also has implications of genius qualities superimposed. As such, when geniuses are described as persons with exceptional intellectual and creative power there is no doubt that they deviate from conventional thinking and behavior, which can be considered bizarre by others who find grasping abstract concepts very difficult.

Actually, Sigmund Freud was an eccentric genius, if one were to fully evaluate the work of this phenomenal psychologist. With this in mind it is hoped that through an exposition, the writer could prove using Freud’s major philosophical theories the extent to which he was a genius and where he was considered eccentric.

Social Characteristics

Man is a social being and paradigms through which the world is explored are influenced by psycho-social experiences. Therefore, in evaluating the characteristics of this philosopher psychologist inevitably pertinent elements of his social life must be unwrapped in determining how the concepts he discovered were influenced by his sociology.

Freud was born in the Czech Republic where he spent the first three years of his life. In 1859 his father moved to Leipzig Germany then to Vienna in 1836.This is where he was socialized into a German culture interpreting politics and social phenomenon at a very early age.

Within his household there were many questions too since very early he realized that his two half brothers were the same age of his mother and he was slightly younger than his nephew. For Freud this was unusual, but certainly not an accident because it did initiate a series of soliloquies in embracing the true nature of family relationships as it pertained to the development of his psychoanalytic philosophies later in life.

From an education- occupational background Freud’s father was a Jewish wool entrepreneur who sold his merchandise to support his family. However, his son displayed an academic predisposition by beginning to read Shakespeare as early as eight years old. Subsequently, during his adolescence when he discovered Goethe’s philosophies he was able to appreciate them.

With this social dispensation Freud became a medical doctor who was intrigued by the anatomy and physiology of the human central nervous system. Further discoveries regarding the human mind evolved and he moved from philosopher to psychologist since he personally had scientifically proven many of his prepositions and hypotheses to be true.

Philosophies

As a philosopher he integrated sociology with psychology to talk about conflict from a perspective of cultural evolution as it relates to biological evolution. Actually, Freud created a paradigm to interpret human survival struggle as being the cause of his dissatisfaction, strife and ultimate disillusionment. This is summarized by philosophical explanations of inferiority complex and religion.

His psychoanalytic reviews even though not validated by fellow thinkers formed the basis for his major philosophical conclusions. For example, a sensation of inferiority when assessed psychoanalytically was evaluated by reactions in the genitals. The male penis shrinks and alternatively the female clitoris.

In reference to religion the concept ‘mastery of the sensory world’ projected the core reasons for people seeking to identify with this institution. He further explains that this mastery is somewhat a fantasy since it is based on luck motivated by wishful thinking. (Freud, 1930).

Beyond the perceived relationship with a fleshly father, Freud philosophizes that there is no other concept humans can carry of ‘father god’ worshiped in religion. Conclusively, he emphasized that god is a personal identity humans have within their religious culture. (Freud, 1930).

Theories

Freud’s Theoretical propositions along with proven hypotheses has stunned the scientific world to the extent of deciphering whether he is really a genius or merely eccentric. Truly, here is where the complexity of him being a genius is profoundly expressed.

Major theories include the conscious and unconscious mind; Id, ego super ego; life and death instincts; psychosexual development; defense mechanism and what is Freudian slip. In this discussion the writer will offer perspectives on two popular theories in evaluating whether Freud was a genius or simply eccentric. They are the conscious and unconscious mind and Id, ego and superego.

Critical analysis of Freudian Philosophies and Theoretical perspectives

This portion of the essay will offer readers an analysis of both classical and contemporary theorists as they divulge where Freud was either a fanatic or a true scholar of the discipline as it pertained to the philosophical and theoretical contributions he has made in the science.

Psychoanalysis has been critically assessed in evaluating functions of both the conscious and unconscious minds as well as personality development impacting the id, ego and superego. Critics argue that it lacks enough empirical evidence for acceptance as a body of scientific knowledge to the discipline.

Kristen M Beystehner, from the Northwestern University accepts the application of psychoanalysis as both a treatment along with its theoretical explanations of how the human mind processes information.

However, with reference to Storr she offered the alternative that to embrace it as a distinct discipline within the social sciences could be some what difficult. The debate lies in the understanding of a person’s mind. It is argued that there is no way another person can understand the others’ mind. Therefore, it cannot be accepted as psychology.

She further confirmed alluding to Propper that psychoanalysis is not falsifiable since it does not predict human behavior from a point of reality or awareness. Rather, it is an eruption of hidden episodes of life from the unconscious world. Precisely, there is no way to test the validity of information retrieved to empirically support findings. From this standpoint it is highly suggestive of Freud’s neurotic impingement on the science.

Anna S. Lin also from Northwestern University used Beystehner assumptions to highlight that psychoanalysis is not such a great idea to explain personality development leading to emergence of Id, ego and super ego. The analogy given of how a child assumes these personality changes is indicative of a scientist who did not understand himself. Therefore, he was plainly bizarre being pre occupied with his own unconscious personality development being stricken with cancer for some time, the speculations are.

Conclusively, these contemporary assumptions derived from suggestions by classical theoretical interpretations forge the possibility that Freud was indeed a genius, but because he could not use modern scientific research methods to validate hypothesis he might have been deviant to the extreme of being fanatical.

Personal perspectives of Sigmund Freud: Genius or Eccentric

There is no doubt that Sigismund Schlomo Freud as he was originally called is a genius in himself. This is my personal view being the author of this document. Speculations are that he operated at such higher level of thinking it was just too difficult to understand. Sigmund Freud as he abbreviated his name in 1877 has made overwhelming contributions to the body of knowledge in metaphysics, mind science and religion.

Empirically minded scientists have dismissed his major contributions as being non scientific. In response I would submit that perhaps, the paradigms through which these materialists view concepts must be revised with the aim of adequately clarifying the divine ideas of a genius.

At the age of eight Freud was reading William Shakespeare’s plays. He must have internalized the quotation which says, ‘there is no way to find the mind’s construction in the face; so let me be your glass.’ (Shakespeare, 2005). Emphatically, the author in his play Julius Caesar allows Cassius to impart these truths to the noble Brutus.

Subsequently, the conclusions of all unexplained philosophical assumptions whether they were found in the psychoanalytic concepts and treatments or else can be drawn by pondering over the quotation mentioned previously. Precisely, Freud dwelt in the abstract; metaphysically it was from the depths of his soul these issues evolved. In essence, his theories and philosophical assumptions are not futile. They are worth reconsidering for scientists who lack the understanding.

Conclusion

The preceding exposition sought to determine whether Sigmund Freud was a genius in his time as it pertained to his stunning contributions to philosophy and psychology. Credence must be given to his work in psychoanalysis. Despite the lack of empirical evidence to prove his findings scientists have still been using these concepts to treat patients who cannot be cured with medicine.

His eccentricity is still questioned among peers who could not grasp the abstract. He has left a legacy of philosophical assumptions, which are being modified for contemporary application as we embrace modernization and social change in the twenty-first century.

References

American-Israeli Cooperative Enterprise, (2011). Sigmund Freud.

Beystehner, Kristen, & Lin, Anna. (2006). Psychoanalysis: Freud’s  revolutionary approach to human personality. Unpublished manuscript, Department of Psychology, Northwestern University, Chicago, Illinois.

Edmundson, Mark. (2007). The death of Sigmund freud: the legacy of his last days. (13 978-1-5823-4537-6). Web.

Haselhurst, G, & Howie, K. (2011). Sigmund Freud.

Shakespeare, William. (2005). William Shakespeare.

Thornton, Stephen. (2010). Sigmund Freud (1856—1939). Internet encyclopedia of philosophy.

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