This is a powerpoint That will be a hypothetical research proposal. Basically – what would your hypothesis be? What would y
This is a powerpoint
That will be a hypothetical research proposal. Basically – what would your hypothesis be? What would you do if you could? Who would your subjects be? How would you test them?I will be posting an example power point next week but I am attaching one here so you can see what we will be doing.
Parental involvement in child sport psychological treatments
Grand Canyon University PSY 542
May 25, 2020
Athletes work hard to find success in their sport. Many things can prevent success, such as mental blocks and injuries. Sport psychologists have treated athletes for many years and have found that young athletes need more than just mental techniques and psychological coaching. They also need the help of their parents to help find a way to mental health. Parents sometimes do not know how to help and it is the job of the psychologist to help them as well. This research study, and others, will help show that including the parents of the athletes in psychological treatments will help make a difference in the mental health of young athletes.
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Introduction
Problem statements
Parents lack the knowledge to know how to help their child face sport psychological difficulties
Some parents cause worse problems when they try to help because they do not understand how to help
The sport psychologist becomes frustrated with the parent because they make things worse
Hypothesis and plan
The lack of parental involvement in a young athlete's psychological difficulties and treatment can negatively affect the athlete's improvement.
Conduct study in which parents are taught how to help sport psychologist and child with psychological difficulties.
Assess psychological improvement when parents know how to help
Athletes and sport psychologists are learning that parental involvement in the treatment of the athlete can be beneficial. Parents who have not played sports do not understand the mental training that goes along with physical training. When they try to help, it often causes more problems, for everyone involved. This hypothesis of this study will hopefully show that the lack of parental involvement in a young athlete’s psychological difficulties and treatment can negatively affect the athlete’s improvement. It will include both the athlete and the parent to assess any improvement in either or both group.
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Method of study
Participants
Parents and their child athlete
Study design
obtain questionnaire from athlete about their psychological difficulties
obtain questionnaire from parents to assess their concerns
instruct athlete on steps to improve psychological difficulties
instruct parent how to help
obtain follow-up questionnaire to assess improvement in child’s psychological difficulties
obtain follow-up questionnaire to assess improvement in parents’ concerns
Before the study begins, consent forms will be signed by the parents to agree to participate and any questions will be answered. The student will have a questionnaire that asks about their mental difficulties and how they perceive their parents’ participation and support in their performance and mental health. The parents’ questionnaire will ask about any concerns in their child’s mental health and how they can help. Parents will participate in the psychological teaching of mental health techniques so they can understand how to help at home. After a period of time, a follow-up questionnaire will ask the same questions and statistical tests will be done to assess any changes.
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Instructions for participants
Athlete
Use specifically psychological skills training (PST) interventions for athlete
imagery, goal-setting, thought management and self-talk, and physical relaxation and arousal regulation
Practice interventional techniques during practice
Parents
teach about treatment and how they can help
participate in sessions with sport psychologist
have open discussions with child at home using PST techniques
Psychologists have found that certain techniques can be used to help the athlete train his mind to think about positive images and speech using psychological skills training (PST) techniques (Zakrajsek & Blanton, 2017). These things can help replace negative thoughts that cause performance failures. Imagery uses pictures in the mind that help the athlete see successful performances, which helps the mind practice it before it sends messages to the body to perform it (Zakrajsek & Blanton, 2017). Thought management and self-talk are other mind training techniques that help maintain a positive mental atmosphere for the person’s mental health. Goal-setting can be written down and be identified as daily goals, mental goals, and physical goals. The psychologist will help the athlete realize that some days will have more positive goal attainment than others, but not to grade success on all or nothing results. Physical relaxation and arousal regulation helps the athlete learn about ways to help keep themselves calm even when they are under mental stress or pressure. The parents will learn about these techniques and how they can help their child practice them at home. Communication with their child and the psychologist is important.
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Questionnaires and statistical tests
Questionnaires will be done before and after intervention to assess any changes
Assess changes in athlete’s answers for improvement in psychological difficulties
Assess changes in parents’ answers for improvement in concerns
Assess athlete’s answers for opinion of parents’ involvement
Use statistical tests to indicate any significant change (better or worse)
Check for any external variances
Check for any other results – concerns or psychological difficulties that were not known before
The questionnaire answers will be collected and compared using the statistical t-test, changes can be seen that indicate any influences on different variables (One sample t-test, 2020). Different test results will indicate any improvement from the athlete or parents’ standpoint, which will help adjust any future treatment plans. Finding any external variances will also help future studies and discover any influences that the researcher was not aware of, which will also help guide future studies. During some studies, the participants will discover influences they were not aware of and improved communication will help them learn how to improve treatment plans.
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Comparable study results
| Athletes’ Ego Orientation | Athletes’ Task Orientation | Athletes’ Perception of Directive Behavior | Athletes’ Perception of Pressure | Athletes’ Perception of Support | Athletes’ Perception of Involvement | Athletes’ Enjoyment | Athletes’ Amotivation | |
| Parents’ Orientation Ego | .24** | .12** | .01 | .06 | .04 | .04 | .04 | .05 |
| Parents’ Orientation Task | .06 | .25** | .05 | −.03 | .13** | .12** | .19** | −.08 |
| Parents’Directive Behavior | .13** | .01 | .34** | .22** | .18** | .20** | −.00 | .07 |
| Parents’ Pressure | .29** | −.06 | .21** | .40** | −.04 | .11** | −.19** | .37** |
| Parents’Support | .03 | .25** | .17** | −.04 | .39** | .25** | .31** | −.12* |
| Parents’ Involvement | .04 | .01 | .21** | .16** | .14** | .35** | .02 | .02 |
As seen in this table of data collected from a previous study by Sanchez-Miguel, Leo, Sanchez-Oliva, Amado, and Garci-Calvo (2013), parental support can positively affect the athlete’s enjoyment in their sport. The athlete’s perception of their support and involvement also had a positive impact on them. Using this data will help support the hypothesis of this study and will translate to a positive influence on the athlete and their parents.
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Meaning of changes
Significant changes
indicates interventional techniques were effective
indicates results can be applied to other athletes
indicates participants were receptive to interventional techniques
Insignificant changes
indicates interventional techniques were not effective
indicates results can not be applied to other athletes
indicates participants were not receptive to interventional techniques
Changes that are seen after the study treatment will indicate whether the hypothesis was true and how effective it was. Significant changes will help other psychologists and athletes benefit from the treatment plan. However, some changes will not be significant, which can indicate the treatment was not effective or the participants were not receptive to it and didn’t find it helpful. Even though the study would not be considered a success for the participants, it will help guide future studies and treatments. As seen on the previous slide, positive significant changes will help support the hypothesis that including the parents in the PST treatment will have a positive influence on everyone involved.
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APA guidelines
Obtain IRB permission to conduct the study
Use informed consent
No intentional mental harm will occur
Use debriefing statement
Sample group will be large enough to allow for generalization of results
Use non-biased analyzation of results
Researchers and psychologist will ensure ethical practices
All information will be held in confidentiality
Before, during, and after any study, certain guidelines have to followed to assure everything was done ethically and morally correct. Written consents are important to assure the participants understand what will be done (Garziano & Raulin, 2013). The participant will also be given any information (in a debriefing statement) that was discovered during the study with the assurance that all information is help in confidentiality (Garziano & Raulin, 2013). In order to assure the results are accurate, the sample group will be large enough (done randomly if possible) and non-biased analyzation will be done.
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Limitations of study
Small number of participants
Participants do not complete study
Information gathered from only one parent
Ages of athletes
Time of parental involvement
Lack of parental involvement
Sometimes studies are limited by things that can limit the results, such as a small number of participants and their behavior. Having a larger group would help prevent incomplete data collection. During the study conducted by Sanchz-Miguel, et al (2013), they found that data was only collected from one parent instead of both, which could alter the results if one parent was more involved than the other. Athletes who are too young to understand the instructions of the PST techniques may not be able to make mental changes and not benefit from the techniques, which would be indicated by scores that would not reflect the benefits of the treatment. This was the case during a study conducted by Taylor, Schweichler, Jorgensen, McKown, and Teresak (2014).A study conducted by Marsac, Kassam-Adams, Hildenbrand, Kohser, and Winston showed that a lack of parental involvement was not indicated when the follow-up questionnaire was collected, which prevent accurate data analysis (2010).
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Future studies
Change study samples that include coaches or teammates
Customize it to different sports
Customize it to different ages and genders
Include data from both parents
Add other PST techniques
Based on the results found in this study, future studies could find more effective treatments and apply them to different ages, genders, sports, coaches, teammates, and even cultures in different countries. Using different or more PST techniques could help identify what is more effective or if it is a combination of everything. Success comes from different influences, and finding what those specific influences are can help athletes find happiness on and off the playing field.
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References
Garziano, A.M. & Raulin, M.L., (2013), APA (American Psychological Association) Ethical guidelines for research with human subjects, Graziano & Raulin research methods (8th edition) as retrieved fromhttps://graziano-raulin.com/supplements/apaethics.htm
Marsac, M. L., Kassam-Adams, N., Hildenbrand, A. K., Kohser, K. L., & Winston, F. K. (2011). After the injury: initial evaluation of a web-based intervention for parents of injured children. Health Education Research, 26(1), 1–12. Retrieved from https://doi-org.lopes.idm.oclc.org/her/cyq045
One sample t-test, (May 25, 2020), One sample t-test, Statistics, Cliffnotes.com, as retrieved from https://www.cliffnotes.com/study-guides/statistics/univariate-inferential-tests/one-sample-t-test
Sánchez-Miguel, P. A., Leo, F. M., Sánchez-Oliva, D., Amado, D., & García-Calvo, T. (2013). The Importance of Parents' Behavior in their Children's Enjoyment and Amotivation in Sports. Journal of human kinetics, 36, 169–177. https://doi.org/10.2478/hukin-2013-0017
References
Taylor, A.C., Schweichler, J.T., Jorgensen, B.L., McKown, E.H., Teresek, M., (2014). Parental support behaviors for children participating in community soccer programs. The Sport Journal. As retrieved from https://thesportjournal.org/article/parental-support-behaviors-for-children-participating-in-community-soccer-programs/#post/0
Zakrajsek, R., & Blanton, J. (2017). Evaluation of Psychological Interventions in Sport and Exercise Settings. Oxford Research Encyclopedia of Psychology. Retrieved 26 May. 2020, from https://oxfordre.com/psychology/view/10.1093/acrefore/9780190236557.001.0001/acrefore-9780190236557-e-223.
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