Psychological skills of Indian Gymnasts

2020 ◽  
Vol 1 (3) ◽  
Keyword(s):  
Psychological Skills

Psychological behavior signal analysis for sports person during their activity session

2021 ◽  
pp. 1-10
Author(s):  
Guochun Liu ◽  
Jian Zheng ◽  
Lin Jiang ◽  
Karthik Chandran ◽  
Beenu Mago
Keyword(s):  
Heart Rate ◽  
Signal Detection ◽  
Signal Analysis ◽  
Well Being ◽  
Machine Learning Algorithms ◽  
Psychological Skills ◽  
Social Dimensions ◽  
Useful Knowledge ◽  
Structural Problems ◽  
Psychological Behavior

The signal analysis helps us derive useful knowledge from biological processes to analyze, describe, and understand their origin mechanisms. However, biomedical signals are not immune and have time-consuming statistics. The major challenges of signal analysis of sportsperson are reliability and accuracy. Sports psychology uses psychological skills to discuss the optimum success and well-being of sports athletes, the developmental and social dimensions of the sport and sports facilities, and structural problems. The signal detection tool is used to detect the best combination of long-term practice predictors for active, sedentary adults’ signal. This paper proposed the wearable assisted signal detection method (WASDM) to find the sportspersons’ behavior signal analysis. This method performs an IoT based heart rate monitoring using a wearable device named intelligent bracelet mounted on the sportsperson to track the variations in his/her human heart rate. The wearable signal detector method analysis the heart rate abnormality and predicts health status, followed by an alarm to the physician and the respective personnel while performing activity session. In this research, various machine learning algorithms have been tried to perform signal analysis and prediction and compared their results to suggest the best in this application scenario. Finally, the experimental analysis shows better outcomes for the sportspersons’ psychological behavior signal analysis than the conventional methods.

Teaching Collegiate Journalists How to Cover Traumatic Events Using Moral Development Theory

2019 ◽  
Vol 75 (2) ◽  
pp. 233-246
Author(s):  
Stephanie Anderson ◽  
Brian Bourke
Keyword(s):  
Moral Development ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Traumatic Events ◽  
Psychological Effects ◽  
Development Theory ◽  
Psychological Skills ◽  
Education Students ◽  
Development Education

The authors make the argument that trauma journalism should be taught as part of the postsecondary curriculum in journalism schools. As part of that education, students will learn that coping with the psychological effects of repeated exposure to such events can have long-term impacts on their mental health. As Kohlberg and Rest found, students in college are at a pivotal point in their moral development. Education takes place as adolescents are developing key psychological skills, including moral and ethical decision-making. Collegiate journalists should be gaining these valuable reasoning skills as it relates to covering traumatic events.

Implementation of AF-CBT by Community Practitioners Serving Child Welfare and Mental Health

2012 ◽  
Vol 17 (1) ◽  
pp. 32-46 ◽  
Author(s):  
David J. Kolko ◽  
Barbara L. Baumann ◽  
Amy D. Herschell ◽  
Jonathan A. Hart ◽  
Elizabeth A. Holden ◽  
...  
Keyword(s):  
Organizational Climate ◽  
Learning Community ◽  
Hierarchical Linear Modeling ◽  
Behavioral Therapy ◽  
Work Force ◽  
Child Physical Abuse ◽  
Self Report ◽  
Psychological Skills ◽  
Linear Modeling ◽  
Negative Perceptions

The Partnerships for Families project is a randomized clinical trial designed to evaluate the implementation of Alternatives for Families: A Cognitive–Behavioral Therapy (AF-CBT), an evidence-based treatment for family conflict, coercion, and aggression, including child physical abuse. To evaluate the effectiveness of a training program in this model, 182 community practitioners from 10 agencies were randomized to receive AF-CBT training ( n = 90) using a learning community model (workshops, consultation visits) or Training as Usual (TAU; n = 92) which provided trainings per agency routine. Practitioners completed self-report measures at four time points (0, 6, 12, and 18 months following baseline). Of those assigned to AF-CBT, 89% participated in at least one training activity and 68% met a “training completion” definition. A total of 80 (44%) practitioners were still active clinicians in the study by 18-month assessment in that they had not met our staff turnover or study withdrawal criteria. Using an intent-to-train design, hierarchical linear modeling analyses revealed significantly greater initial improvements for those in the AF-CBT training condition (vs. TAU condition) in CBT-related knowledge and use of AF-CBT teaching processes, abuse-specific skills, and general psychological skills. In addition, practitioners in both groups reported significantly more negative perceptions of organizational climate through the intervention phase. These significant, albeit modest, findings are discussed in the context of treatment training, research, and work force issues as they relate to the diverse backgrounds, settings, and populations served by community practitioners.

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