Psychologicl Fctors nd Sport Performnce Essay Example | Topics and Well Written Essays - 5000 words

Psychologicl Fctors nd Sport Performnce - Essay Example This paper includes discussion of two articles on the effect of psychological factors on the performance of sportsmen. Additionally, it includes author's recommendations as to how to deal with these paychological factors. Psychologicl fctors ssocited with sport performnce can influence the sportsmen in a positive and negative way. Some positive factors that significantly enhance the performance of athlets are for examplesegmenting, task-relevant thought content, positive self-talk, and mood words (Rushall, Some Psychological Factors for Promoting Exceptional Athletic Performance). The most common negative factor that influences sports performance is anxiety. Anxiety is a body's automatic response that prepares it to 'fight' or 'flee' from perceived harm or attack that ensures survival of the human species. Sporting competition is an event that creates the feeling of anxiety. Basically, when the demands of training or competition exceed one's perceived ability, anxiety is the inevitable outcome. I will review all of those factors and propose my resonce as a coach to the psychological factors that influence the sport peroformance. norml fcet of dily life, stress is defined s n synchrony between chnge within n individul nd chnge within the environment. This synchrony is concretely pprent in sport s performnce is the externl reflection of blnce between the individul nd the environment. Excessive stress my be detrimentl to performnce culminting in greter psychologicl strin on the thlete. In overtrining reserch, stress is primrily viewed s summtion of severl fctors including life stress, mount of socil support, decrese of coping skills, locus of control, nd emotionl expression. The stress-injury link to negtive life stress hs been investigted nd helps provide coches with new direction to explin why some thletes, my be more vulnerble to injury t different times of the seson (Smith, Smoll, & Ptcek, 1990). Negtive life stress hs ccounted for s much s 30% of the observed injury vrince when ssessing injury vulnerbility (Smith, Smoll, & Ptcek, 1990). The subsequent stress following n injury or performnce decline does not fcilitte regenertion, further contributing to the overtrining syndrome. Excessive life stress is ssocited with n incresed vulnerbility to injury for two possible resons. First, ttentionl disruption my occur cusing less vigilnce to environmentl cues. Secondly, incresed muscle tension my effect fluidity of movement resulting in predisposition to injury (Smith, Smoll & Ptcek, 1990). Socil support nd coping skills my lso effect how thletic stress is reconciled nd hs been investigted through the stress-injury model (Smith, Smoll & Ptcek, 1990). Lck of pproprite socil support nd coping skills hs led to stleness nd eventul burnout (Smith, Smoll & Ptcek, 1990). Exmples include the underdeveloped coping skills of some children who prticipte in sports, nd the potentil for liention to occur t elite levels of competition due to trvel nd prctice time wy from friends. Severity of injury hs not been determined using indices of socil support/coping skill lthough sttisticlly significnt correltion ws drwn when subjects who were low in both socil support nd coping skills were ssessed for injuries. Results suggested tht s high s 47 to 55 percent of

Should We Have Dropped the Atomic Bomb? :: World War II History

Should We Have Dropped the Atomic Bomb? The atomic bomb killed many innocent people, but it was necessary to end World War II. After World War II began in 1939, President Franklin Delano Roosevelt announced the neutrality of the United States. Many people in the United States thought that their country should stay out of the war. The people wanted the Allied Forces to have the victory. President Roosevelt also wanted an Allied victory because an Axis victory might endanger democracies everywhere. The United States equipped nations fighting the Axis with ships, tanks, aircraft, and other war materials. The Axis did not like this. Japan wanted to take over China, but China refused. China was led by Chiang Kai-Shek at the time. Japan wanted the United States to stop sending China supplies, but the United States refused. The United States opposed the expansion of Japan in Asia, so they cut off important exports to Japan. General Hideki Tojo was the Premiere of Japan. He and other Japanese leaders did not like the fact that Americans were sending war supplies to China and other countries in Asia. A surprise attack was ordered by Japan on December 7, 1941. The target was the U.S. naval base at Pearl Harbor, Hawaii. 360 planes bombed the naval base killing about 3,000 people and destroying many warships, aircraft carriers, and submarines. This was a catalyst that brought the United States into World War II. Albert Einstein predicted that mass could be converted into energy early in the century and was confirmed experimentally by John D. Cockcroft and Ernest Walton in 1932. In 1939, Otto Hahn and Fritz Strassmann discovered that neutrons striking the element uranium caused the atoms to split apart. Physicists found out that among the pieces of a split atom were newly produced neutrons. These might encounter other uranium nuclei, caused them to split, and start a chain reaction. If the chain reaction were limited to a moderate pace, a new source of energy could be the result. The chain reaction could release energy rapidly and with explosive force. Leo Szilard, Eugene Wigner, and Edward Teller, Hungarian-born physicists were frightened by the possibility that Germany might produce an atomic bomb. They insisted that Albert Einstein inform President Roosevelt about the possibility of the Germans making an atomic bomb. In late 1939 President Roosevelt ordered an American effort to make an atomic bomb before the Germans.

Mendez vs Westminster Essay

We all know of the famous trial that happen on May 17, 1954, a trial that ended all segregation in school districts all over the United States of America. With this law being enforce by the 14th amendment, it change the whole nation, colored people were now being allowed to enter into real academic schools, and compete for a better future. Of course I am talking about the Oliver Brown v. Board of Education of Topeka, better known as Brown vs. the Board of Education. Even though this trial was a large stepping stone in the United States, it was not the first attempt at the desegregation of the school system. There was another case that was the creation of Brown vs. the Board of Education. This case has been forgotten over time due to the huge popularity of Brown vs. the Board of Education. Even though Brown vs. the Board of Education was more popular, both cases were important and had a large amount of similarities. The only differences were that the first was fought seven years prior to the second and a difference of ethnicity. Both cases were important in many ways, the only problem is, why is it that only one is credited and the other not? Both cases were fought for the same reason. Mendez vs. Westminster was the first big court case that stopped segregation in all the schools systems of the state of California. The reason I say this is the stepping stone of Brown vs. the Board of Education is because The Ninth Circuit Court of Appeals ruled in the favor of Mendez vs. Westminster, which concluded to the desegregation of schools all over California; this was the stepping stone to Brown vs. the board of Education because it was seven years prior to the ruling of Brown. The Mendez case was used to back up the Brown vs. Board of Education case and helped shape the ideas of a young NAACP attorney, Thurgood Marshall, it very surprising to people to see that Thurgood Marshall was also a lawyer in the Mendez case. You may be thinking that only LULAC (which is a Latino organization) was the only one involved with this case; but as you now know, the NCAAP contributed their part (Maria Blanco, The Lasting Impact of Mendez v. Westminster in the Struggle for Desegregation, Thu, Mar 25, 2010, http://www. immigrationpolicy. rg/perspectives/lasting-impact-mendez-v-westminster-struggle-desegregation). This was great because it forced two different ethnicities and cultures join together for the same cause, which was to have the same education as white individuals and to desegregate school campuses. We are going to be looking more into the history of the trial Mendez vs. Westminster, as well as how and why it started and similarities between both the Mendez case, a s well as the Brown Case. On April 1947 there was a decision ruling on the Mendez vs. the Board of Education. The United States of America Court of Appeals for the 9th Circuit in San Francisco ruled in favor of Mendez and the other parents that stood up to the Westminster School District. Judge McCormick stated that â€Å"according to California Laws the segregation of Mexican-American public school children in the absence of a state law mandating their segregation violate California law as well as the equal protection of the law clause of the Fourteenth Amendment to the U. S. Constitution (A History of Mexican Americans in California, Wed, Nov 17 2004 10:00:00 pm PDT http://www. cr. nps. gov/history/online_books/5views/5views5h99. htm)†. The reason this lawsuit did not go all the way to the Supreme Court was because in the Court’s ruling, it noted that the United States Supreme Court’s segregation decisions were not controlling because, at this time, there was no Hispanic race; In this era all Mexican Americans were considered Caucasian. â€Å"The key fact . . . was that California’s Education Code did not specifically provide for segregation of children of Mexican origin. . . . And since California law did not allow for separate Mexican schools, the requirement that children at tend such schools could be considered arbitrary action taken without ‘due process of law. †(Charles Wollenberg, All Deliberate Speed, 1976, p. 127) This case could not have gone to the Supreme Court because the law of the state said nothing about segregating Mexican Americans in the Constitution (http://www. cr. nps. gov/history/online_books/5views/5views5h99. htm)†. On Brown vs. the Board of Education it was a little different, because Black was considered a different race; and according to the Plessey vs. Ferguson case of 1896, it states it could segregate a race, as long as it provides a separate but equal law (http://www. cr. nps. gov/history/online_books/5views/5views5h99. tm). Now that we know a little bit more information about the trial, lets learn why all the Mexican American parents got together in order for their kids to get the same education as all the other Caucasian kids in the neighborhood. It all started in the late 1920s-1930s. As the Mexican and Mexican American population started to increase in California, more white Americans started getting scared; this led to segregation in schools. Not only were schools getting segregated but housing was also being segregated as well (Maria Blanco, The Lasting Impact of Mendez v.  Westminster in the Struggle for Desegregation, pg. 2 Thu, Mar 25, 2010). It all started in 1945 with Gonzalo and Felicitas Mendez, who were new to the city and had just moved to a farm in Westminster. The reason they moved to Westminster was because they had leased a farm there from a Japanese family, due to Roosevelt’s executive order 9066. As the Mendez family sent their kids to the public school closest to their neighborhood one early morning, which was the Seventeenth Street School, Westminster, in Orange County. The parents were shocked when both kids had to return, because they could not attend the school do to their race. They had to attend the Mexican American School that was further away. That was not the only case, the Mexican American schools that were built for the children, were unethical. The 17th Street School was not only brand new, but it also had had a beautiful playground, it had a nice cafeteria, it had good educators that could help the students, and do not forget a non-electronic fence. How could you compare that with Hover, which was the Mexican school? Hover was old and next to a cow pasture that was made out of old barracks WESTCOTT, JOHN. â€Å"OUR LEGACY: MILLENNIUM MOMENTS Family Rejected `Mexican School’; Mendez Vs. Westminster Ended State Segregation Ahead of U. S: MORNING Edition. † Orange County Register,1999). Robbie who was one of the Mexican American students, that was supposed to attend 17th Street School, but because of his ethnicity had to go to the other school Hover explains his experience, â€Å"†¦It was a terrible little shack, I don’t even remember having any monkey bars or any swings or anything like that to play with. In fact when we had to eat lunch, we would go outside and eat lunch at the tables that were next to the cow pasture. There was wire around the cow pasture to keep the cows out, but it was electrocuted. There was a little bit of electricity; at that time it was allowed to have a little bit of electricity on the wires to keep the cows from getting too close to the fence†¦ (Espinosa, Martina, California hidden curriculum: institutional Discrimination in the Fourth Grade, pg. 57)†.

The Impact of Joseph Stalins First Five Year Plan on the Soviet Unions Economy Free Essay Example, 3500 words

Historians point out that Stalin was given this name as a result of his hard tackling approach to politics and governance. Depending on how you look at it, the man laid the groundwork to the emergence of the USSR as a superpower courtesy of his five-year plan. According to Haugen, Stalin was born in a poor family. His father was a shoemaker who later died while the young Stalin was only 10 years (27). The difficult task of bringing up this future leader of the Soviet Union was therefore left in the hands of his mother. From a tender age, Stalin had shown huge signs of aggressiveness and nontolerance to the normal way of carrying business. For instance, he was expelled from school when he was only twenty years old. It is while studying at the seminary school that Stalin embraced Marxism an idea which was articulated by veteran economist Karl Marx. Hingley notes that Joseph Stalin s political ambitions were nurtured while he was still at the seminary but they gained momentum when he was expelled from school (101). In fact, the major reason why he was expelled was that he had tried to teach fellow students the rules of Marxism. We will write a custom essay sample on The Impact of Joseph Stalin's First Five Year Plan on the Soviet Union's Economy or any topic specifically for you Only $17.96 $11.86/page It is while serving as the general secretary in 1921 that Stalin established himself as a powerful and calculating politician. He played it safe by pretending to be loyal to Lenin but his idea was to edge out his political enemies namely Zinoviev and Kamenev. Fist he formed an alliance with the two so as to neutralize Leon Trotsky another strong contender to the throne.