PSY_FP5002_Assessment1_1.docx PSY-FP5002 Effective Psychological Coaching Approaches and Techniques to Work with Young Athletes Foundations of Theory and Practice for Masters Psychology Learners Assessment 1: Anno
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PSY_FP5002_Assessment1_1.docx PSY-FP5002 Effective Psychological Coaching Approaches and Techniques to Work with Young Athletes Foundations of Theory and Practice for Masters Psychology Learners Assessment 1: Annotated Bibliography Research Question Based on Professional Interest Athletes today have a very different athlete-coaching relationship that in years past. Today, the struggles and conflicts that seem to affect athletes involved in the games they initially began playing are ones of positive and proper communication, or lack thereof, with their coaches according to Wachsmuth, Jowett, and Harwood (2018). One would think that if young athletes today had a coach with proper training, a proper toolbox of techniques to inspire, and a roadmap of where the athlete and/or team is headed that these athletes would be more interested in continuing their interests and be able to reap the benefits associated with youth sports. What are effective psychological coaching approaches and techniques to work with young? Creating a framework for player profiles, generating a positive view of self and team, and fostering a positive environment are different types of coaching approaches and techniques that can help young athletes succeed effectively.  Why would it be important for a coach to generate a player profile starting in youth sports? Simply put, it would benefit so many relationships of the athletic world including, but not limited to, the player to teammate, player to coach, but ultimatel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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