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Workshop presentation from the 2015 NYSAAA Annual Conference, Saratoga, NY

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Wellness, Balance & Nutrition (2015)

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Wellness, Balance and Nutrition

Murphee Hayes

Whitney Point Central School District

Director of Athletics, Health & Physical Education


Reflection

  • Please briefly describe a stressful situation in athletics, one in which you or others felt a lack of control, disappointed, unhappy, upset or angry.

  • Who or what were the sources of the stress?

  • What were the physical or emotional responses to the situation?


Objectives

  • To recognize the signs of stress, fatigue, overscheduling, lack of sleep, poor nutrition, the demands of school and work.

  • To identify the impact of chronic stressors on athletics and its effects on student athletes, teams, coaches and athletic directors.

  • To develop strategies to help all cope and manage these stressors.

  • To create positive solutions to have optimal physical, mental and emotional health.


Definitions of Stress

  • Stress body’s response to the perception of loss of control resulting from an adverse situation or person

  • Acute severe, intense stress resulting from exposure to trauma or violence

  • Distress chronic high stress sustained over time is toxic to our brain and body


Impact


Effects of Negative Stress

Cognitive

Physical

Fight and Flight Response

Headaches & Stomach Aches

Poor Coordination

Change in Appetite

Change in Sleep Patterns

Injuries

  • Impulsivity

  • Aggressive Behavior

  • Disconnected

  • Low Motivation and Effort

  • Impaired Attention and Concentration

  • Hopelessness

  • Depression


How can you reverse the effects of stress?

The stress we experience is our reaction to a perceived loss of control over an adverse situation

  • Increase the control and our stress goes down

  • Decrease the control and our stress goes up


State of mind is perhaps the single greatest factor that affects performance.


Fixed vs Growth Mindset

In a fixed mindset people/students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindsetpeople/students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.—Carol Dweck, Stanford University


Mindsets- After a Stressful Situation

FIXED

GROWTH

Resilience; I feel renewed energy

I will learn from my mistakes to improve

Effort is a positive, since I can control how much I apply

I can be better the next time I try this

  • Feel helpless and want to give up

  • Avoid future tasks similar to this one

  • Invest little or no effort since I will not likely succeed

  • I might consider cheating, if need be


Assessing Mindset

Eduardo Briceño, Co-Founder & CEO Mindset Works


Our MINDSET Matters

Mindset= the established set of attitudes/beliefs held by someone


Instilling a Positive Mindset in Yourself, Coaches and Athletes

https://www.youtube.com/watch?v=2KPmgE5MkPw


Power of YET!

  • When I face a challenge, or even a failure, I can tell myself or teacher others to think and say that “I have not learn how to do this YET.”

  • Think about the possibilities.

  • Every time you hear a voice saying:

  • “You are not______.”

  • Add YET: “I am not ______ YET.”


Effort, Attitude and Health

How does the growth mindset influence effort, attitude and health?

Think about one example to share with a colleague…


Journey


Effort


Attitude


Health


What we can say to help us learn and live well


Resources

Baily F. and Pransky, K. (2014) Memory at Work in the Classroom: Strategies to Help Underachieving Students. Alexandria, Va: Association for Supervision and Curriculum Development

Dweck, C. (2006) Mindset. The New Psychology of Success: How we Can Learn to Fulfill Our Potential. New York, Random House, Inc.

Howard T., Dresser, S. and Dunklee, D. (2009) Poverty is Not a Disability: Equalizing Opportunities For Low SES Students. Thousand Oaks, CA: Corwin Press

Jensen, E. (2009) Teaching with Poverty in Mind. Alexandria, Va: Association for Supervision and Curriculum Development

Jensen, E. (2013) Engaging Students With Poverty in Mind. Alexandria, Va: Association for Supervision and Curriculum Development

O’Sullivan, John (2013) Changing the Game Project, https://www.youtube.com/watch?v=2KPmgE5MkPw

Templeton, B. (2011) Understanding Poverty in the Classroom: Changing Perceptions For Student Success. Maryland: Roman & Littlefield Education


Thank YouMhayes@wpcsd.org607-692-8245www.wpcsd.org

Ticket out the door: Are you an athletic director, teacher or a coach? What are some ways you could put the growth-mindset strategies into practice right away? What’s your very first step?


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