The document discusses the application of psychology in physical education and sports. It covers several topics: 1. It outlines different branches of psychology including basic science branches like abnormal, biological, and cognitive psychology and applied science branches like educational, forensic, and exercise/sports psychology. 2. It defines sport psychology and explains that sport psychologists study how psychological factors influence performance and how exercise impacts psychological development. 3. It describes the roles of sport psychologists in research, teaching, and consulting. It also outlines the history of the field and discusses psychological skills training.

1. APPLICATION OF PSYCHOLOGY IN PHYSICAL
EDUCATION AND SPORTS
- Dr. Sundar Raj Urs

2. BRANCHES OF PSYCHOLOGY
I. Basic science
 Abnormal
 Biological
 Cognitive
 Developmental
 Experimental
 Evolutionary
 Mathematical
 Neuropsychology
 Personality
 Positive
 Psychophysics
 Social /Transpersonal

3. II. Applied science
 Clinical ·
 Educational
 Forensic
 Health
 Industrial and organizational
 School
 Exercise and Sports

4. MEANING AND DEFINITION
 Sport psychology is the scientific study of people and
their behaviors in sport contexts and the practical
application of that knowledge.
 Sport psychologists identify principles and guidelines that
professionals can use to help adults and children
participate in and benefit from sport and exercise
activities in both team and individual environments.

5.  Sport psychologists have two objectives in mind: (a) to
understand how psychological factors affect an
individual's physical performance
 (b) to understand how participation in sport and exercise
affects a person's psychological development, health and
well-being.
 Sport psychology deals with increasing performance by
managing emotions and minimizing the psychological
effects of injury and poor performance.
 Some of the most important skills taught are goal
setting, relaxation, visualization, self-talk, awareness and
control, concentration, confidence, using
rituals, attribution training, and periodization.

6. WHAT DO SPORT PSYCHOLOGISTS DO?
 The contemporary sport psychologist is expected
to fill three primary roles, they are:
Research, Teaching and Consulting.
 Research: The primary role of any participant in
tertiary education is to further the knowledge in
that field. Sport psychologists conduct research
in many areas. They may study the arousal
levels of athletes before a hockey game, or ask
children why they play sport. The findings are
then shared with colleagues, allowing others to
benefit from this research.

7.  Teaching: Many trained sport psychologists are expected
to teach in their chosen field, whether it be at a tertiary
level or teaching an intern in the field of psychology. This
is so the skill is passed on and sport psychology remains
strong around the world.
 Consulting: The consulting process is very important as
one has to consult with individual athletes or team
athletes to derive skills to enhance performance levels.
Some sport and exercise psychologists work in the
fitness industry to design exercise programs that
maximize participation and promote psychological well-
being.

8. THE HISTORY OF SPORT PSYCHOLOGY
 The history of sport psychology dates back to the late
1800s and from there has grown in to a scientific
phenomenon to enhance the performance of individuals
in the area of sport. The history of sport psychology falls
into six periods, they are;
 Period 1: The Early years (1895-1920),
 Period 2: The Griffith Era (1921-1938),
 Period 3: Preparation for the Future (1939-1965),
 Period 4: the Establishment of Academic Sport
psychology (1966-1977),
 Period 5: Multidisciplinary Science and Practice in
Sport and Exercise Psychology (1978-2000),
 Period 6: Contemporary Sport and Exercise
Psychology (2000-Present).

9. SPORT AND EXERCISE PSYCHOLOGY
 Today, sport and exercise psychologists have begun to
research and provide information in the ways that
psychological well-being and vigorous physical activity
are related.
 This idea of psychophysiology, monitoring brain activity
during exercise has aided in this research. Also, sport
psychologists are beginning to consider exercise to be a
therapeutic addition to healthy mental adjustment.

10.  Just recently have sport psychologists begun to be
recognized for the valuable contributions they make in
assisting athletes and their coaches in improving
performance during competitive situations.
 Understanding how physical exercise may contribute to the
psychological well-being of non-athletes.
 Many can benefit from sport psychologists:
a) athletes who are trying to improve their performance,
b) injured athletes who are looking for motivation,
c) individuals looking to overcome the pressure of
competition,
d) young children involved in youth sports as well as their
parents.

11.  Special focus is geared towards psychological
assessment of athletes. Assessment can be
both, focused on selection of athletes and the team
set up of rosters as well as on professional
guidance and counseling of single athletes.

12. PSYCHOLOGICAL SKILLS TRAINING
 Psychological skills training (PST) refers to consistent
practice of mental or psychological skills. Coaches and
athletes know that physical skills need to be regularly
practiced to become better. Similar to physical
skills, psychological skills such as maintaining
concentration and regulating arousal levels also need to
be practiced. Psychological skills training programmes
are very common but not limited to the sporting arena.
These PST programmes should be
planned, implemented and supervised by a trained sport
psychologist.

13. WHY IS PSYCHOLOGICAL SKILLS TRAINING
IMPORTANT?
 All sport and exercise participants fall victim to mistakes
and mental letdowns.
 Mental and emotional components often overshadow the
purely physical and technical aspects of the performance.
 To overcome this, one must become equally fit both
mentally and physically.
 An individuals success or failure in the sport and exercise
arena lies in the ability of the individual to practice both
physical and mental skills.

14. PHYSICAL EDUCATION IN THE NEW
MILLENNIUM
 Modern Society in the new millennium has envisaged
drastic changes in the entire life style of the populace.
 These changes have not only been restricted to any
specific field of life but could be seen in all walks of life.
 Academic impetus during the schooling and the Career
impetus while one is on a job emphasize on mental
activities subjecting the person to stress and strain
thereby affecting the mental health and ability to function
at the optimum level irrespective of whether one is a
student or a worker.

15.  A cursory analysis of student‟s daily activities
shows an overload of mental activities and even on
the selected physical activities time urgency is of
primary concern.
 This had led to a fall in the optimum potential of the
student in his activity.
 Examination Anxiety, Social isolation, etc. affects
the mental health of the student.

16.  The story is not different even after schooling. The cozy
work environment, user-friendly technology, makes
individuals to strive towards career growth overlooking
the health. Stress related problems are one of the most
important concerns of the management.
 Lack of appropriate physical activities, ignorance of
health related knowledge could be the factors that lead to
the above.

17. PSYCHOLOGICAL APPLICATIONS
 Psychological studies are aimed at establishing body
mind relationship and emphasize that sound body
leads to sound mind. Results of these studies are
useful in enhancing the physical performance of the
sports person and also the use of physical activities
in the therapy.
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18. Psychological application in Physical
Education
The studies conducted Griest, Klien Faris, German and Margon
Why vigorous physical activity
Positive attitudes
Feel better Capacity for change in different
phenomenon situations of Life
Patience Symptoms release and conscious
alterations and decision making
Self Confidence Enhanced Psychological well being
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19. The study conducted by Sachs and Paragam have noticed that
withdrawals from regular exercises and running can be easily noted
through symptoms such as
anxiety
Muscle twisting
Degree of Addiction
Tension
to exercise
Nervousness
Quilt Irritable
Joy of running Mukesh Ambani one of Asia’s
richest Businessmen – Regular 14
miles jogging 19

20. Youth Problems especially in the age group of Twenties
Psychological Mal adjustment
Unemployment Insecurity Irrational academic
educational syllabi
Deviate behaviour
Addiction to Anti-social Sex related
Drugs Deviance
alcohol behaviour
behaviour
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21. For the above said problems diagnosis at individual level may not be
possible. Hence treatment would also not be sought
Good addiction programmes
Brisk walking Running Hiking Swimming Physical
Exercises
Keep his body and mind
In healthy state and
Avoids from deviate behaviours
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22. • The study conducted by Katzmargy Church and Blair-
2004, established a great level of relationship
between exercise and „life style‟ – the study proved
that the lack of physical exercises of activity leads to
significant health threat, low level of physical activity
have been associate with higher insistences of all
can be Mobility and Mortality (Death) particularly with
life style disease, including ceremony leant disease
and type diabetes.

23. Exercises leading to Psychological well-being
Personality Changes
Introversion Extraversion
Psychological Parameters of Self Evidence
Self-Sufficiency Imaginativeness Feeling of Control
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24. • The research conducted by the Dienseber and his
colleagues at the University of Nebraska, have
revealed the significant implication of our thinking in
this area.
• Psychological system involved aerobic exercises
and in the experience of emotional states are
frequently the same. Running may therefore be
expected to have an impact on short term emotional
functioning and temperament.
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25. • Running may stimulate the development of the
capacity of the sympathetic nervous system and
associated glandular responses in term.
• This increased psychological capacity may be the
major course for indication of reduced emotinal
tension in both state and trait studies, as well as the
major cause of reduced anxiety.

26. Exercise as a Therapy
• A Safe Psychotherapeutic tool.
• Running Therapy leads to removal of Phobia.
• A general treatment for depression and anxiety.
• Counseling and Psychotherapy - Physical
Exercises
- Running and Brick
walking
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27. • Research in the field of psychological and behavioural
medicine have began experimentally established the fact
that mind can effect the body.
• This can be noted from psychosomatic disorders as
migraine, headache, Peptic wear, hypertension, bronchitic
asthama and sexual impotence.
• It is also becoming evident that the body appropriately
utilize, can affect the mind in constructive ways.
• Thus physical and psychological changes occur when an
individual exercise at 75 to 80% of his or her maximum
cardiac output for 30 minutes at least 4 or 5 times a
week, Burger-1984.
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28. • The research work of Burger suggests that the changes
includes improved mood, self-esteem, and work
performance as well as increased cardiovascular
endurance and improvements in muscle
tone, digestion, and blood volume. The research also
suggested that the prescribed exercise must be
strenuous in order to produce significant psychological
change.
• A review of the present youth problems especially in the
age group of twenties, depict a good lot of psychological
maladjustment and related problems.

29. CONCLUSION :
• The felling of runners high may be obtained through proper
guidance by the physical educators by way of brisk walking
or running in a cool, calm whether with low humidity.
• Physical well-being and health, (both physical and mental)
needs to be encouraged simultaneously.
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30. • Proper orientations is required to the
researchers and academicians towards the
need for changing the attitude of negative or
neutral feeling, towards physical education to
positive feelings.
• I would like to emphasize by a saying “Save
Life Through Physical Activities”.

31. SUGGESTED MEASURES
 At the School Level Physical Education should not be restricted
to only sports and games.
 Emphasis should be not only on winning but participating and
deriving the benefits out of the physical activities.
 Theoretical inputs about health, fitness, wellbeing should be
inculcated right from the elementary level.
 Periodic feedback about the physical fitness and health of the
student should be made available to the parents through proper
medical examinations from the competent persons.
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32.  Interest and talents among the students need to be
tapped at the earliest and the free periods, vacations
etc. to be utilized to strengthen the potentials.
 Physical education should help in developing a
positive health attitude, which need to be adopted in
one‟s later life.
 At the Adult Level: Recreational facilities provided by
the employer should include scope for rigorous
physical activities.
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33.  Stress management strategies in terms of breathing
exercises, relaxation techniques, meditation etc. should
be integrated within one‟s work life.
 Orientation towards the mal effects of unhealthy food
habits, substance abuses like smoking alcohol are to be
provided periodically at the work place.

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