CHAPTER-1

INTRODUCTION

In the current context, health and wellbeing plays an important role in all areas of our
environment. Through physical activity such as running, yoga, walking, weight lifting, etc.,
people in many fields such as business, education, industry, information technology, etc.,
focus on physical health. However, very few people think about general well-being, which, in
addition to physical health, also includes psychological health.

Sports are also areas where the focus is on physical and psychological well-being. Sports can
be defined as a competitive movement that seeks to use, maintain, or develop physical skills
and abilities, while pleasing participants and, under certain circumstances, entertaining
spectators. Through informal or organized communication, sport can contribute to physical
health. There are hundreds of sports, from individual participants to those who compete
individually or in teams with hundreds of participants at a time. Some of the team’s most
popular sports are football, hockey, basketball and cricket, as well as boxing, wrestling, judo
and more. they are very common. Some sports also include individual teams or team sports
such as tennis, archery, archery, swimming, table tennis and more.

The game is bound by rules or regulations to ensure fair competition. Exercise can be
identified as a goal (e.g. football) or going in front of the line as a win (e.g. running). This can
be identified by the referees as part of the body measurement. Finished (for example in
fights).

In all aspects of life and now developed as an essential part of the game, the mind also plays
an important role. Research on the mind and behavior can be defined as psychology.

According to the American Psychological Association (APA), the definition of sports

psychology is "a skill that uses psychological knowledge and knowledge to address
optimum performance and well-being for athletes, sports participation in sports and
social development aspects, and systems issues related to sports and organisations."
Athletes and other athletes come from a wide range of venues, competition levels, from state
youth, professors and leading athletes to leading artists of all ages and ages, from young
people to old clubs to support practical thinking. Mental fitness skills always help athletes
cope with the mental strain of competition and overcome problems with focus and
motivation. They also work with athletes to increase performance and recover from injuries.
However, mental sports don’t just work on elites and athletes. They also help regulators
exercise and follow an exercise program.

Generally, there are two different sorts of psychologists that tend to the field of sports:

1. Educational sport psychologists- Cognitive psychologists focus on the

application of mental health practices that train individuals by educating and
training them to make effective use of these skills in production situations
(e.g. goal setting, drawing, modeling, discipline). The general purpose of
mindfulness in sports is to improve performance by teaching athletes the
thinking skills / thinking skills that lead to sports making the best use of the
sports environment.

2. Clinical sport psychologist- Doctoral degree / M. phil. graduating in hospital or

mental sports. Psychology. They meet with athletes with mental health issues and
offer appropriate solutions, individually and in groups. The experience often
covers clinical issues, including depression, eating disorders, drug use, and more.

The proposed Integrative Model of Self- Determination (2009)

Ntoumanis, Edmunds and Duda (2009), Interaction of Coordination (see 1.1) depict how self-
movement and self-management explain the importance of critical assessment, responses and
success in health and other aspects of life and the model represents self-concept and practice
(adapted from Vallerand, 1997). Dealing with one's well-being has a direct impact, not only
on stimuli, but also on spiritual, emotional, and emotional / spiritual needs. For example,
instead of examining direct motivation for decline or obstacles when the goal is struggling, it
is essential to recognize whether a person is high, low or insecure when seeking goals,
whether or not his or her psychological needs are met during this pursuit and whether the
socio-social environment and the environment have a supportive or weak role.

Fig. 1.1 The proposed integrative model by Ntoumanis, Edmunds and Duda (2009)
This present study is based on this integrated model, which aims to assess how psychological
needs, self-determination, stress assessment and cope with the well-being of an individual,
particularly in sports environments.

A sports psychologist should have following specialized knowledge:

1. Theory and research on the global foundations of sport psychology in history,
cultural, social and development.
2. Sports issues and techniques Specific psychological evaluation and learning of mental
skills for improving performance and satisfaction with participation.
3. Athlete related to clinical and advice problems.
4. Sport consulting organisational and systemic aspects.
 5. Sports participation development and social issues.
6. Organic sport and exercise foundation (e.g., exercise physiology, motor learning,
sports medicine).
7. Specific knowledge of sport and competition science and technological requirements
such as the IOC, the Federation of Commonwealth Games (the CGF), etc. Rules of
Procedure.

Many strategies and procedures are used to deal with athletes and other participants in
sports. The following are some of the significant regions:

1. Cognitive and behavioural performance - enhancing training covers goal setting,

vision and performance planning, strategies for concentration and focus, self-
confidence, self-esteem and skills in sports, cognitive self-regulation, emotional
management, sport and leadership skills.
2. Counselling and clinical interventions - It includes athletic motivation, eating
disorders, body weight management, drugs abuse, grief, depression, loss and suicide,
over-training and burnout, questions relating to sex identities, aggression, violence.
3. Consultation and training- The programme includes team building, sports
organisation, systems interventions with sports parents and families, coaching
seminars in motivation education, interpersonal and leadership skills, skills
development, coach and manager education in early identification and psychological
difficulty prevention.

Now, there is the question, why do sportspeople need a sports psychologist? So, when
they have difficulties, athletes are not only consulting sports psychologists. Athletes can
also help sports psychologists:

1. To enhance the performance- Various mental strategies, such as visualisation,

relaxation and speech, can help athletes cope with burdens/impediments and achieve
maximum potential.
2. To cope with the pressures of competition- Sports psychologists can assist athletes
on all levels to cope in competition with pressure from their parents, coaches or even
expectations.
 3. To get recover from injuries- Athletes need help to tolerate pain after an injury,
maintain strong mental strength and come back to the field with the same motivation
as before, with the help of sport psychologists only.
4. To keep up an exercise program- Even those who want to practise on a regular basis
may not be able to achieve their goal. Sports psychologists can help these people
motivate and address all related concerns.
5. To enjoy sports- Youth sports organisations must hire a psychologist to train coaches
on different recreational activities to be integrated into the practise programme in
order to make sports more pleasant and promote healthy self-esteem in participants.

The overall development of a sporting person, independent of participation levels

(state or international), age (youth, veteran), gender and nature of the sport is thus
integrated into the psychology of sports (individual or team).

There are many psychological domains, such as psychological needs, self-determination,

stress assessment, stress management and overall welfare, which impact the total
performance of an individual who participates in any sport.

PSYCHOLOGICAL NEEDS

Three basic psychological needs encourage behavior and identify the essential nutrients for
the mental health and well-being of individuals, according to Deci and Ryan. These
requirements are a universal need and texture for self-knowledge, skills and connection (see
Figure 1.2).

Fig 1.2 Three basic psychological needs of an individual by Ryan and Deci (2008)
 1. Autonomy
The desire to take part in activities of your choice and to act as a cause of behavior is
expressed in independence.
Psychological Needs Small theories derive from the prediction of essential elements for
human development, motivation, integrity, and social prosperity designed to meet the
common needs of independence, competence and communication (Ryan and Deci, 2017).

Some of the autonomy supportive strategies for the individuals included:-

a) Providing choice to the individuals in a number of management and performance
areas
b) Providing a rationale for logical and executive decisions
c) Actively seeking suggestions, opinions, reviews and feedback from the athletes and
their personal coaches
d) Encouraging athletes to take self -responsibility for their learning.

The self -supporting approach is described by Mageau and Vallerand (2003) as an

independent individual (e.g. teacher), who has a different approach (playing ability),
recognizes the feelings of others and gives to the other party has access to relevant
information and options at the same time as usage increases and demand is reduced. ” They
have suggested that individuals, mainly coaches, who adopt an autonomy-supportive
interpersonal style mostly engage in the following behaviours, including:-

a) providing choice inside various rules and boundations

b) providing explanation for various tasks and boundaries
c) acknowledging others’ feelings and perspectives
d) providing people with an opportunity to take initiative
e) providing non-controlling feedback
f) avoiding controlling behaviours, such as criticisms and rewards
g) preventing ego-involvement in others

One has the ability to control one's actions and preferences. Personal relationships are based
on an individual’s tendency to feel connected to the social environment (Deci and Ryan,
2012; Reynoulds and Mcdonough, 2015). Research has shown that athletes are more likely to
develop a sense of playfulness in terms of physical and emotional movement, perform their
tasks and feel happier within their teams (Bekiari and Syrmpas, 2015; Deci et al., 2013;
Gurrola et al., 2016; Reynoulds and Mcdonough, 2015;). In addition, the role of self- and
environmental factors in the context of classroom exercises was investigated by Standage,
Duda, and Ntoumanis (2003). Specifically, Standage etal. (2003) found a link between self-
help and self-interested feelings that fueled the need for independence, competence, and
communication.

2. Competence

Understand the belief that we can take on any challenge or action, trust in our ability to make
progress and be willing to learn what is needed. It involves the ability and knowledge
necessary to solve a quadratic equation.

In addition to your skills or abilities in sports, you also become an individual. It’s about
trusting your skills and abilities and if not, learning the part you need to achieve your credible
goal. That’s why it’s important to develop skills if you want to thrive in all aspects of your
life and in sports.

Skill and faith go hand in hand. You believe in what you do as long as you deserve it. The
more skilled you are, the more confident you are in your own accomplishments, and on the
other hand, the more confident you are, the more likely you are to learn in different ways to
become better.

The need for the player's willing skills is to organize actions so that they feel better and more
than they want to do. For example, if an athlete feels that he can meet the requirements of his
coach or feels the need for improvement, his strong need is satisfied. In the practice of active
sports, the ideas expressed express the strength of athletes. Whether you are trying to learn
new skills in football or deserving of it, trying to be the best player on the national team or
trying new ways of basketball, there are the clear skill and includes influence, behavior,
understanding and motivation of individuals.

Different types of competencies in the sports are as follows:-

a) Motor competence- Motor competence subdivides into Motor skills and

Motor knowledge. The motor skills include sensorimotor coordination (eye-hand

coordination and eye/eye-leg coordination) as well as gross and fine motor skills.
motor skills include motor coordination. Engine knowledge includes technical
equipment knowledge, game management and platform management (swimming).

b) Cognitive competence- Sports knowledge and problem resolution are divided

into cognitive competence. Sports knowledge includes knowledge about sport (for
instance, football header), rules (for instance, football offshoot), organisations and
institutions (for example, soccer league system or basketball), specific terms used in a
sport (for example, basketball slams), and 'real' athletes that include special people
(for example, David Beckham in football, Sachin Tendulkar in cricket), body
stereotypes. The problem solve includes the analysis (e.g. action opportunities, a
cricket player has: hook, drive, glance), the creation of hypothesis (for example, fake
volleyball jump-shot brings the adversary off-balance), test and failure (for example,
testing the strategies planned), creativity (e.g. searching and trying different football
tactics), coherence (eg. tiredness and performa). players are faint (e.g., using a
specific tactic to score again).

c) Meta-cognitive competence- Subdivides meta-cognitive skill into meta-

analysis and cybernetic abstraction. The meta-analysis includes the analysis and ranks
of the opposing players relative to their existing sport performance of individuals (i.e.,
specific tactics for a particular game or more likely tactics used during the games
during a tournament). Cybernetic abstraction means that you are aware of all
dimensions of competence and possible links between them.

d) Social competence- Soft communication skills (e.g. chatting through

microphones, playing in any cricket liga), collaboration (e.g., working with your
teammate, hockey) and empathy (e.g. feeling empty of a "real" adversary who has lost
in a game) and responsibility are all part of the social competence (e.g., being the
captain of a cricket team, he has to set the fielding and do bowling changes, to apply
the planned strategy in a winning cause).
e) Emotional competence- Emotional skill includes facing emotions (e.g.

remain calm when a game is relaxed and if the game is released, accept it) and
assessment of feelings (e.g., the question, whether disappointment in the game affects
disappointment in the personal life and proper handling of anger and mood
management).

f) Personal competence- Personal skill includes motivation (for example, score

for the game, defeat an opponent who is higher, win the Man of the Match prize in
cricket), stamina (for example, a football season has plenty of games that cannot take
place without players being changed), flexibility (e.g. cricket time management, after
sudden rainfall during a game), dependability (e.g. (e.g., while playing a game the
player is on his own, like Virender Sehwag played attacking cricket as an opener).

g) Media competence- Media expertise includes Knowledge of the media (e.g.

knowledge of different types of platforms, conferences and representations in the

mass media), review of the media (e.g. criticism of game-play and/or ethics), media
use (e.g., an article about themselves in a magazine to become a household name).

h) The development of
competence and capability
takes time and in-
i) volves trainees and
practitioners increasingly
immersing themselves in situa-
 j) tional aspects of practice
and producing context-based
behaviors (Falender
k) & Shafranske, 2007;
Peterson, Vincent, & Fechter-
Leggett, 2014).
A competence-based approach provides a framework that allows us to identify and use our
knowledge, skills and values meaningfully as clinicians and advisors to go beyond what we
were previously taught and to apply the know-how to presentations and sometimes unknown
situations. (Shafranske & Falender, 2007). Competency and capacities development takes
some time and involves trainees and coaches who are immersed in situational aspects and
conduct based on context (Falender & Shafranske, 2007; Peterson, Vincent, & Fechter-
Leggett, 2014). By using this approach, you can see the progress expected in knowledge, skill
and attitude across the different stages of development within an area of expertise (e.g. basic
to advanced data recording, decision-making etc) (e.g., novice, expert, etc.).

Competence is the perception of

effectiveness in
one’s dynamic exchange with the
social world. It
also refers to the search for
opportunities to exer-
cise and develop one’s capabilities
(e.g., abilities,
skills, effort capacity), that is, to
experience opti-
mal challenges. Rather than
reflecting a static state
of being competent or skillful at
something, the
need for competence is ongoing and
promotes
persistence and continued action
Competence is the perception of efficiency in a dynamic exchange between an individual and
the world. They also refer to looking for ways of exercising and developing one's skills (e.g.,
skills, effort capabilities), i.e., experiencing optimal challenges. The need for competence is
constant and encourages persistence and continuing action, rather than reflecting a static state
of competence or competence in all areas.

3. Relatedness

Connectedness is the need for an individual to feel that he belongs and attaches himself to
others. Many young athletes spend their time in interacting with other influential people (such
as coaches and teammates) through the nature of sport and training, which increases the
importance of connectivity in achieving optimal performances. Coaches can also play a major
role in helping teammates build relationships. For instance, to create an environment in which
everyone is aware of their teammates' particular goal, which contributes to the perception of
connection between teammates (Raabe et al., 2016). It can also help develop the sense of
connection with team members by providing individuals with the opportunity for peer
coaching.

In relation to coaches and teammates, the importance of building good athlete-coach

relationships and teammates has been significantly predicted in two of the breakthrough
areas: a decrease in the sense of achievement and a devaluation of sport.

It is therefore quite obvious that psychological needs play an important role in enhancing
performance and also have a significant impact on individual motivation and well-being. All
three domains, i.e. autonomy, skill and connectivity, have an integrated role for both
individual and team sports. In turn, autonomy helps to overcome the self-doubt of the default
targets and helps to achieve better results. It also helps to enhance mental strength. For
example, a tennis player should think and plan his own strategies for the opponent in order to
use them for better results in his own behaviour. Competence helps to build trust in the
person to face the challenges during or before the competition. For example, by changing the
angle of release during a competition or a trail, a jelly thrower overcomes the wind blow, in
the opposite direction. Relationship helps to reduce stress and burnout by talking smoothly to
coaches or teammates. It also contributes to the individual as an outside motivation. For
example, during a drinking break, a Badminton player, who plays with an opposing person of
greater rank, discusses the stress and improves match performance with his coach.

SELF DETERMINATION

The ability to make your own choices or to control your self life is self-determination. The
Self-Determination Theory (SDT) explains that there are two primary kinds of motivation,
i.e., intrinsic and foreign motives (Deci & Ryan, 2008). The development of stronger self-
determination can be enhanced by improving your awareness, decision making, self-
regulation and targeting skills.

It may appear like intrinsic motivation and external motivation are diametrically opposed,
intrinsically driving one's behaviour according to "ideal self" and extrinsic behaviour, which
confirms other people's standards. SDT distinguishes autonomous from controlled motivation
(Ryan & Deci, 2008).
Autonomous motivation involves the motivation of individuals who identify with the
importance of an activity and how it aligns with their sense of self from internal and external
sources. External regulations are controlled motivations, a motivation in which an individual
acts for external remuneration or a fear of punishment.

It is essential to think about how a highly self-determined person could look in order to
strengthen an individual's self-determination. People who are high in self-determination lean
towards:

 Believe that they have control over their own lives- They have an inner feeling and
locus of control and believe they will influence their behaviour. In the face of any
challenge, they feel that through determination, good choices and hard work they can
overcome them.
 Have high self-motivation- It does not depend on external rewards or penalties to be
motivated to take action. They conduct themselves in order to set goals and to work
towards the goals they want to achieve.
 Base their actions on their self- behaviours and goals- You deliberately take the
actions you know will bring you closer to your objectives.
 Take responsibility for their behaviours- Highly self-determined individuals
acknowledge their success, but also take the responsibility for their failures. Their
results are not irrelevant apologies.

Self-determined motivation was positively linked to results such as pleasure, well-being,

efforts, among others in cognitive, emotional and behavioural ways (Guzmán & Kingston
2012; Pope & Wilson 2012; Jowett et al. 2017). In SDT, perceived effort refers to the
participation of the subject in his or her abilities and reflects the degree of commitment
and effort put into one activity (McAuley et al., 1989; Pope and Wilson, 2012). This can
be important when considering certain demanding features of general sports such as
learning processes, task participation and various results (e.g., physiological).

Self-Determination Theory (SDT)

SDT is a human behaviour and personality approach to organisms. It distinguishes between

different types of motivation that govern the behaviour of an individual and also considers the
social and psychological factors and effects of activity for various purposes. It consists of six
mini-theories, each with different theoretical aspects but linked to an organismic meta-theory
and the unifying concept of basic psychological needs (Standage, Curran, & Rouse, 2019).

1. Cognitive Evaluation Theory (CET)

This mini-theory focuses on the nature of motivation and the factors affecting the extent to
which an activity "for its own sake" is used. Internal motivation means complete participation
to activities for the sake of curiosity, interest, etc (Deci & Ryan, 2000). The preservation and
improvement of internal motivation depends on social and environmental considerations.
When an athlete compete and win, he receives a rich feedback about his skill. This has a
functional importance of information, which increases the internal motivation of athletes.
However, competition can also have a controlled functional importance because it often
involves pressure to win either from outside (e.g. coaching or parenting), or inside (e.g., ego
involvement). The positive effects of winning feedback are countered by these pressures.
Loss of perceived competence in competitions could reduce internal motivation and
adversely affect them. This can however be improved to some extent by providing positive
feedback on different aspects of the activity which were performed well, improved and
learned.

2. Organismic Integration Theory (OIT)

This mini-theory focuses on external and multi-faceted motivation. External incentive is

defined as an activity to achieve an outcome that is independent of the activity (Ryan & Deci,
2000). The OIT provides that people are likely by the internalisation process to integrate
external motifs into their concepts (Reeve, 2012). Internalization is the process of taking and
converting values or beliefs from external sources (Ryan, Connell, & Deci, 1985). Motivation
to conduct may initially be externally regulated, but later, for reasons of identified or
integrated regulation, it can be performed via the internalisation process.

3. Causality Orientations Theory (COT)

This mini theory focuses on the widespread tendencies of people who show a certain
motivation for a certain situation or context. Guidelines for causality are traditional ways to
perceive and organise motivational information (Ryan & Deci, 2017). The theory
differentiates between autonomy, control and impersonal orientation (Deci & Ryan, 1985a).
An individual, who is autonomous, will take responsibility for his or her own behaviour, find
out interesting and challenging activities, and act in line with his or her own interests. When
control is based, a person neglects one's own interests and acts instead according to rewards,
time limits and other people's approvals. External and introjected regulations are motivated
by a highly controlled orientation. Finally, an individual who is impersonal shows lack of
initiative, perceives behaviour beyond his own control, fear and feeling of incompetence.
Impersonal orientation often cultivates a mood of self-realization and an individual with a
high impersonal orientation is characterised by passivity and lack of initiative (Ryan & Deci,
2017).

4. Basic Psychological Needs Theory (BPNT)

There are three basic psychological requirements, namely autonomy, competence and
connectivity. For individuals to thrive and thrive, satisfaction of these needs is essential.
Essentially, requirements are considered complementary and inter-related, and optimal
growth and working conditions are most, if not all, of the requirements to be met. On the
other hand, the need for frustration is likely to lead to illness and other adverse consequences.

5. Goal Contents Theory (GCT)

This mini-theory explains how the content of an objective results in various welfare and
maladministration outcomes. The motives of individuals or why they are engaged in certain
behaviour within the SDT framework are highly focused. It looks at the content of the goals
of individuals or what their efforts are. The combination of the inner and outer contents and
the psychological and physical results is mediated through experience of satisfaction and
frustration in need. When the content of the goal is predictive of the person's experience of
psychological satisfaction, it is likely that the goal pursuit and achievement will have positive
consequences. For instance, a person who works with his or her doctor to improve his or her
health symbolises an internal control of his or her purposes. Also, an individual who
exercises to look attractive, values being thin, shows that an external goal is autonomously
regulated. However, if its objective content leads to low satisfaction of basic psychological
needs, its pursuit and achievement will likely have a negative impact (Ryan, Sheldon, Kasser,
& Deci, 1996). Sebire, Standage and Vansteenkiste (2011) found evidence for a motivational
sequence, where the internal content of targets was positively linked to self-reliance, which in
turn predicted positive exercises.

6. Relationships Motivation Theory (RMT)

This theory examines the necessity of connection with others in order to determine the
characteristics and effects of close relationships. While meeting the need for connectivity
drives people to participate in close interpersonal relations, high quality does not
guarantee (Deci & Ryan, 2014). When, together with the satisfaction of the need for
connection, autonomy and competence are also met, the highest-quality association can
be found. The same applies to wellbeing within relationships, which are supported by
need. If one need is unfavourable, the theory is that the relationship decreases in quality
and leads to a lack of wellbeing. It has important potential for sport and practise, because
these contexts offer people a wide variety of opportunities for close interpersonal
relationships. Interesting research opportunities for extending the RMT include relations
among coach-athletes, gym-instructors-clients, peers, and athletes-parents. Standage and
colleagues (2019, 2014) stressed the diversity of complexities, mutuality and authority
involved in these relations. Such research may derive from a study of interactions with
various social actors, including an athlete who must work out with a number of coaches
who adopt contrasting styles of coaching (Standage & Emm, 2014).

According to SDT, the motivation is further classified into three different dimensions
(see fig. 1.3), which are as follow:-

1. Intrinsic Motivation
2. Extrinsic Motivation
3. Amotivation
 Fig.1.3 The Self Determination Continuum and classification of Motivation.

1. Intrinsic Motivation- It refers to behaviours that are driven by internal recompenses or

are motivated to engage in behaviour, because it satisfies you naturally.

"Intrinsic motivation comes when we act without any apparent external benefits," according
to Coon and Mitterer (2010). We just enjoy an event or see it as an opportunity to explore,
learn and update our potential." An individual is suggested to be creative when motivated
inherently.

The three main construct of Intrinsic Motivation are as follows:-

i. Knowledge- An individual undertakes an activity to satisfy himself and to learn,

explore or try to understand something new (e.g., learning a new gymnastic
technique).
 ii. Accomplishment- A person is active to satisfy himself and please himself when he
creates something or masters difficult competences (e.g., mastering a difficult dive he
has been working on for a while).

iii. Stimulation- An individual undertakes an activity to experience fun, excitement and

pleasure (e.g., feeling the pleasure of participation in F1 race).

The following factors have been identified to increase the intrinsic motivation:-

 Challenge: People are more motivated when they are pursuing personal goals, but
they are not necessarily certain when they achieve the goal. These objectives may also
relate to self-esteem, if feedback is available on performance.
 Control: People want to control themselves and their environment and decide what
they are doing.
 Co-operation and competition: In situations where people are satisfied with helping
others, the intrinsic motivation can be strengthened. It also applies in cases in which
their own performance can be compared with that of others.
 Curiosity: Internal motivation is improved when something takes the person's
attention in the physical environment (sensory curiosity). It happens also when the
person learns something about the activity (cognitive curiosity).
 Recognition: People enjoy being recognised by others for their achievement, which
can increase internal motivation.

2. Extrinsic Motivation- Extrinsic motivation refers to externally rewarded behaviour.

These rewards can be tangible, like money or medals, or intangible, like louanges and
fame. Contrary to the intrinsic motivation that stems from within, external motivation
concentrates purely on external rewards.

People with extrinsic motivation will continue to do something, even if the task may not be
worthwhile in itself, for instance, to make a job, or may not normally find it pleasant or
worthwhile to earn salaries.
There are four sub-domains that regulates the extrinsic motivation. These are as
follows:-

i. Integrated regulation- This is the most advanced motivation in which an athlete

'takes an activity preferably from an extrinsic perspective.' Because of the value of the
results, activity is personal and not just an interest in the activity itself. This has fully
integrated the act of physical activity with the sense of oneself, i.e. core personal
values, convictions and purpose. For example, an athlete who is in meditation because
he thinks it aligns with his personal belief system, even if he is not a mere enjoyer.
ii. Identified regulation- It is a more self-contained motivation, for a person to behave
in a way or in an other way. The behaviour, even though the activity is not pleasurable
in itself, is highly valued, accepted and judged by the individual. In this way physical
activity results are partially internalised as synonymous with personal values and
personal identity. For instance, an athlete who does stay training off season because it
is important for him to be part of his college team.
iii. Introjected regulation- If you're part of an activity because you feel pressured and
want to avoid feelings of guilt and anxiety. A person will therefore try to preserve his
pride by participating in the activity. The motivation for physical activity is the need
to receive approval from others, to feel worthy or to alleviate guilt. For instance, a
sportsman will announce retirement after a poor performance rather than being shot
off by the team.
iv. External regulation- The behaviour, like rewards and limitations, is fully controlled
by external sources. This is dependent on the instrumental stimuli or coercion for
physical activity. For instance, a cricket player plays well for the money he receives
for his money in the cash prize.

3. Amotivation- Therefore, people are neither intrinsically nor extrinsically motivated, and
thus feel overwhelmingly uncontrolled. It refers to the absence of an active intention. For
example, a football trainer who just spends time with the trainer because he doesn't
really care anymore about coaching. The lack of perceived self-effectiveness can be seen
as one of the underlying causes for amotivation.

So we can say that the motivation of an athlete can be affected by many different constructs.
Most commonly, the foreign prizes like medals, prizes, trophies, money and scholarships are
all positive and negative. Even when athletes are positive, intrinsic rewards, like feelings of
joy and gratitude, play out. No matter what motivates an individual in particular, one thing
remains the same, motivated to achieve its aims. In the world of sports today, an athlete is
fighting more and more to make an effort in the right direction. This on-going fight is what
distinguishes good athletes from big athletes. Motivation is important not only in sports but in
his game as well as in his own personal life. motivation is important in sports.

STRESS APPRAISAL

In the world of sports today, an athlete is fighting more and more to make an effort in
the right direction. This on-going fight is what distinguishes good athletes from big athletes.
Motivation is important not only in sports but in his game as well as in his own personal life.
motivation is important in sports.

Cohen and Herbert (1996) states that "Stress is an experience which involves various
physiological (for example, accelerated heart rate, headaches, or gastrointestinal problems)
responses, cognitive (for example, difficulties in concentration or solving problems), and
behavioural (for example, drinking alcohol, smoking, or action to eliminate stresses)." While
stress can sometimes be positive, it can have serious health implications, which contribute to
a number of physical diseases and diseases and to their development.

Although stress has a negative effect, it can be beneficial at times. Stress can motivate
us to do what we want, like exams, regular visits to the doctor, work out and perform as best
we can in any area of our work. In fact, Selye (1974) said not every stress is harmful. He
argued that sometimes stress can be a positive motivating force that improves the quality of
life. Eustress is a type of stress linked to positive feelings, better health and performance.
This stress is a good type. In challenging situations, moderate stress can be beneficial.
Fig. 1.4 Performance-Stress curve to measure optimal level of outcome (Everly &
Lating, 2002).
Increasing stress will have a predictable effect on performance. As illustrated in Fig.1.4,
performance and well-being increase with stress. If stress levels reach an optimal level, they
achieve the best possible performance. A person at this level of stress is clearly at the top of
the game, so he feels completely energetic, focused and can work with minimal effort and
maximum efficiency. But when stress exceeds this optimal level, it is no longer a positive
force, or what is known as distress. People who attain this level of stress are tired, tired, tired
and are beginning to decline. Stress feels like a burden in many ways, you can't just carry or
you don't want to feel. If you wake up late in the morning of an important job interview, you
run out of cash before you start the next pay period, take an important examination, which
you know you are not fully prepared for, etc.

Different types of stressors in sports are as follows:-

1) Competitive Stressors

Competitive stressors are stressors directly related to the athlete's sporting situation. Basically
the most obvious stressors are linked to what happens during training or in competition. they
are the most obvious stressors.

Some of the common competitive stressors includes:-

  Injury
 Returning from injury
 Pressures leading up to competition day
 Pressures to perform during a big game
 Opponent
 Competition for places
 Issues with form or technique

2) Organizational Stressors

Organized stressors are "a permanent transaction between individual demands and
environmental requirements primarily and directly related to the organisation in which the
athlete operates" (Hanton et al.)

Some of the common organisational stressors includes:-

 Inter-personal conflicts with teammates/coaches

 Perceived lack of support from organisational staff
 Training issues (change in training content, set up/coach, training practicalities)
 Travel/accommodation issues

3) Personal Stressors

Personal stressors are the environmental and personal demands placed on the athlete directly
associated with personal life events.

Some of the common personal stressors includes:-

 Traumatic life events (death in a family)

 Outside commitments (University degree for students/athletes)
 Lifestyle issues or changes (alcohol, sleep)
 Financial issues (running out of money)

Some of the common reactions to a stressful event can include:-

  disbelief, shock, and numbness
 feeling sad, frustrated, and helpless
 difficulty concentrating and making decisions
 headaches, back pains, and stomach problems
 Use of alcohol or drugs

Lazarus (1999, 2000) has described it as "an evaluation process in which individuals
construct relations with the stressors they encounter," according to the cognitive-motivation-
relation theory (CMRT). Relational significance may refer to threat, harm, challenges or
benefits, and each of these may affect emotions, coping, well-being and other outcomes.

The stress assessment is carried out in two forms, primary and secondary, which should be
regarded as a two-stage assessment or assessment. Both these types of assessments do not
exclude each other; they work together to conclude the assessment process.

Primary Appraisal

The cognitive process that takes place when an event is assessed to determine whether it is
stressful and relevant. During this, it is decided whether the event is a threat, is harmful, or is
challenging. Damage or loss is related to previously occurring damage, such as injury or
work loss. The threat is the potential for future damage or loss, such as disease or poor
performance in sports. Conversely, by tackling an adverse situation, challenges can gain a
sense of competence. Such a fight is a positive type of stress and allows a person to expand
his or her knowledge or experience and develop additional tools for facing future challenges
or stresses. Completing a marathon or leaning techniques of the various decathlon events
could be a challenge for example.
Secondary Appraisal

Secondary assessment is the cognitive process that occurs when you discover how a stressful
event is conducted. A person decides what coping options are available in this process? A
harmful event needs to be evaluated without delay because of the existing coping options,
whereas challenging or threatening events take some time to obtain additional information on
the events. A frame of reference provides prior experience or previous exposure to similar
situations to establish available options for handling the situation.

Stress is therefore an important aspect to achieve the performance of the individual, not just
in sports but in all other fields. Since we talked about that eustress helps people to achieve
their goals, it has a number of adverse effects, which limit the achievement of the desired
goal. When we become stressed and realise whether the stress is primary or secondary, we
strive to overcome it with the right coping strategy.

COPING WITH STRESS

Coping means investing one's conscious effort, solving problems in person and among
individuals, so that stress and conflict are managed, minimised or tolerated. It refers to an
individual's conscious and strenuous knowledge and behaviour to deal with the perceived
demands of the situation. Coping with the psychologists is of interest to sport and practise,
because athletes are under constant pressure for optimal performance. The anticipations,
injury, performance charts, poor performance, superior opposers, failures in equipment, skills
and financial problems of athletes and coaches can all trigger a stress and anxiety process.
These requests and their own physiological, emotional and psychological reactions have to be
managed by athletes. The categorization of various coping strategies is done by Lazarus and
Folkman (1984) within two main coping functions: problem focus and emotion-focused
handling.  

Problem-oriented coping refers to 'cognitive or comportemental actions to address demands

such as planning, increasing efforts or seeking support in information,' whereas emotional
coping refers to "cognitive or behavioural activities for dealing with situative emotions, such
as acceptance, positive reassessment or reinterpretation.

The task-oriented dimension of coping, also known as primary management coping, refers to
strategies for the modification of the stress source to do something concrete. It covers
measures to cope with certain aspects of the stressful situation or to act directly on it.

The emotional dimension, also known as secondary management coping, includes coping
strategies to change the significance of a stressful situation and regulate negative emotions
that come from this situation.

The strategies used for disengaging yourself from your task and for focusing on task-
irrelevant issues are another higher-order dimensions, called disengagement-oriented coping.
This dimension is defined as strategies like disengagement, denial and use of alcohol or drugs
in the mind and behaviour. Stringent, disorganised or abnormal forms of dealing with
themselves and the stressful situation have been characterised.

Some of the common coping strategies used in the sports are as follows:-

 Get good quality sleep- In a person's recovery, sleep plays an important role. It can be
physical or mental recovery. Sleep difficulty is the onset of depression sometimes.
During sleep, the body seeks to relax and also to regenerate at the same time from the
 tear of all tissues. A healthy person has to sleep for 7-8 hours a day to stay cool. Proper
sleep also helps to relax our mind and expel negative thoughts.
 Eat a well-balanced diet- Diet also plays a key role in tackling stress. A healthy diet
can help to counteract the impact of stress by reducing the blood pressure and
strengthening the immune system. Complex carbohydrates take longer to digest are
best eaten. Great choices include whole grain breads, pasta and cereals for breakfast,
including fashioned oatmeal. Vitamin C (e.g., orangene), while strengthening the
immune system, can reduce stress hormone levels. Fatty acids Omega-3 in fish like
salmon & tuna can help prevent stress hormone surges and protect against heart
disease, depression and premenstrual syndrome. Drinking black tea can help you
recover more quickly from stressful situations.
 Keep a positive attitude – Sometimes a person can make all the difference, as he
thinks about the regular things. Helps compensate for difficulties through a positive
attitude. A person's ability to accept and optimistically helps to develop a positive
attitude. For example, there are times when a person has not yet got the appropriate
result in a situation, given everything he can. His positive attitude in this case helps
him stand up and try to get the desired result again.
 Recreational activities in regular interval- Recreational activities have a positive
effect on the smooth operation of a person's mental work. It was found to develop a
"mental fatigue" which may create stress with the same pattern of workout. Some
recreation activities should therefore be planned on a regular basis in order to feel
"filled" and rethink the main aims they aim to conquer. Exercise, for example, or
change the nature of sports activity, as a kabaddi group participates in an amicable
basketball match, etc.
 Relaxation Technique- Any method or activities that help a person to relax, gain a
state of calm, or reduce anxiety, stress, or anger are relaxed. The following are some of
the common relaxation techniques;

Body scan – it combines breath focus and muscle relaxation. A person needs to focus on a
part of his/her body or muscle group at a time after a number of minutes of deep breathing
and mentally release any physical tension they feel. It can help you become more aware of
the connection between your mind and body.Guided imagery- In this technique, an individual
conjure up soothing scenes, places, or experiences in his mind to get relaxed and focused.
This may help to reinforce a positive vision of himself.
Mindfulness meditation-  Sitting comfortably, focusing on your air and bringing the present
moment to your mind without regard for the past or the future. Sudarshan Kriya is an
effective form of meditation, also formed by Indian practicer Gurudev Sri Sri Ravi Shankar.

Yoga, tai chi, and qigong- These three arts combine various succession breathing techniques
with a series of postures or flowing movements. These practises' physical aspects offer a
mental focus which can distract people from race thinking. Flexibility and balance can be
enhanced.

 Self-Talk- It is the inner dialogue of a person and is influenced by the subconscious

mind of an individual and reveals his thoughts, beliefs and ideas. It's up to your
character. His self-talk can be more hopeful and positive if he is an optimist. In
general, if he is a pessimist, the opposite is true. If a person wants to emphasise
positive self-talk, he can learn to change that internal dialogue. It can help you to be a
better person and can improve your health. Other health benefits can include
enhanced vitality, greater satisfaction with life, better immune function, reduced pain
and good physical well-being.

 Biofeedback- Biofeedback is a techniques used in the mind and body to learn about
the signs and symptoms of stress and anxiety, such as heart rate, body temperature
and muscle stress, through the use of visual or audio feedback. The goal of
biofeedback is often to change the body subtly and produce a desired effect. This
could include relaxation of some muscles, decrease in heart rate or pain. It may help
to control physical reactions and behaviours. Some of the functions you can control
include: pressures from the blood, heart rate, tension in muscles, perception of pain
etc.

There are many types of Biofeedback. Some of them are as follows:-

Respiratory Biofeedback- It involves the use of sensory bands to track breathing rates and
patterns around the chest and abdomen. With training, a person can become better aware of
his respiration, including when people experience anxiety, stress, and so on, and can help
them in many situations.
Heart Rate Variability Biofeedback- It is used by using a sensor-connected device in the ears
or fingers or sensors in the wrists, chest or torso. It is known as the biofeedback for cardiac
variable and is useful in several disorders such as anxiety, asthma and depression.

Galvanic Skin Response- It measures the sweat level on the skin surface. Galvanic skin
response, also known as skin behaviour, is a useful marker to detect emotional excitement. In
addition to the obvious thermo-regular function of sweat, sweating can also easily trigger
emotional stimulation. The stronger the excitement, the stronger is the skin's behaviour.

Thermal Biofeedback (Temperature Feedback) - Individual sensors are used to detect blood
flow to the skin. In a stressful situation, individuals normally experience a drop in body
temperatures, such devices can help a person detect when he or she becomes distressed.

Neurofeedback (EEG Biofeedback) - The measurement of brain-wave activity by connecting

an EEG device to scalp sensors involves the use of electroencephalography (EEG). It is used
to treat pain, addiction, anxiety, depression, etc. as a noninvasive procedure.

WELL-BEING

Well-being can be describe as a state of happiness and contentment, with low levels of
distress, overall good physical and mental health, or good quality of life, according to the
American Psychological Association (APA). It's a healthy, happy and prosperous experience.
It involves good mental health, high satisfaction with life, sense of meaning or objective, and
stress management capability. Generally speaking, well-being just feels good.

Well-being is linked to a number of other restrictions, such as health, work, family and
economic problems. Higher levels of well-being are, for example, associated with lower risk
of disease, disease and injury that helps to improve the workings, rapid recovery and
longevity of the immune system. Persons with a higher level of well-being are stronger in the
field and more likely to contribute to their teams. Individuals involved in sports can
contribute to their early development.

Kennej, Wilmore and Costill (2015) explained that the physical well being mechanisms
"improved sporting practise and other physiological benefits, such as enhanced immunology,
metabolism, and sleep," enhance the neurormuscular, cardiovascular and respiratory
functioning. When Weinberg and Gould (2019) discussed the mental health mechanism:
"After participating in sports, sportsmen typically develop psychological skills that contribute
to increased self-esteem, motivation and strength that benefit their physical performance as
well as their mental health." "Organized sport activities provide a channel for sportsmen to
communicate, develop linkages and encourage a sense of belonging," explained Beauchamp
and Eys (2014) from a social perspective mechanism.

Some of the factors affecting the well-being are as follows:-

 Childhood Experiences- The development of well-being plays a major role. When a

person is confronted with physical or sexual abuse, neglect, domestic violence, drug
and alcohol abuse, parenting, and so forth, they tend to have poor well-being
compared with the childhood-rearing person.

 Home background- The positive social development is based on a supportive and

caring background and provides positive role models.

 Enjoyable and fulfilling career- A person with a healthy career should be

happier and more prosperous that increases his well-being. For example, when
he is given a job as a football director of his regional team, a football player will
have better health than a bank manager.

 Social deprivation- When a person does not have the opportunity to meet or mix with
other people outside of himself, he is socially disadvantaged and isolated. The
problem of poor wellness was detected due to social deprivation during the outbreak
of Covid-19 due to lockdown.

 Economic factors- When an individual has limited financial problems, poor diet or a
lack of basic necessities, their well-being and health is affected. It supports well-being
to have sufficient money and no financial problems.

 Disabilities and physical ill-health- The essential element for well-being is

physical health. Any physical disability checks an individual's mental toughness
and often results in a lack of well-being.
  Sleep, relaxation and rest- Sleep acts as a medicine in an individual's well-being.
It's better to sleep a person better and the other way round.

In this study, we will discuss three main elements of wellbeing, namely positive and negative
impacts, life satisfaction and the burnout of athletes. All three components will be discussed
in detail now:-

1. Positive and Negative Affects-

'Positive influence' refers to a tendency to experience positive emotions and to interact

positively with other individuals and life challenges, including joy, pride, enthusiasm, energy
and joy. In comparison, "negative effects," which involve experiencing the world in a more
negative sense, include disgust, lethargy, fear, sadness and anger in the feeling of negative
emotions and negativity.

Dr. Barbara Fredrickson, a researcher for happiness and positive emotions, has theorised that
"positive affectivity can broaden the momentary relationship of reflection and action of a
person, which encourages people to get more involved, open and willing."

For instance, if you are happy, you're more likely than when you're negative or neutral to
engage with other athletes and try new things.

Fredrickson (2001) says that the "Broaden-and-Build" Theory of positives:

1. When we feel negative emotions like sadness and anxiety, we narrow our thoughts
and the options, for our next move.
2. When we feel positive emotions like joy and engagement, we broaden our thoughts
and the options, for our next move.
3. This broadening allows an individual to build up his resources, skills, and knowledge.

The resources are generally categorized into three groups:-

 Physical resources: It includes energy, stamina, fitness, overall wellness, etc.

 Psychological resources: It includes the ability to be more optimistic, to escape from
rumour, to stand up to practises without burnout.
  Social resources: It includes friendships that support you, neighbours who take care
of you and healthy family and romance.

2. Satisfaction with Life

"Confidence in life is a conscious and cognitive judgement of a person's life in which

judgement is the criteria to be applied to the person." Pavot and Diener (1993) explained

"This is an overall assessment of feelings and attitudes about an individual's life at some point
ranging from negative to positive." Buetell (2006) also described the satisfaction of life.

Life satisfaction is not only more stable and durable, but also more widespread. It's our
overall sense of our lives and how glad we are about how it works. A number of factors
contribute to the satisfaction of life from various fields, including work, romantic
relationships, family and friend relationships, personal development, health and wellness and
so on.

Heady, Veenhoven and Wearing (1991) have two major types of theories about living
satisfaction:

Bottom-up theories: It says that life satisfaction acts in many areas of life, like work,
relations, family and friends, health and fitness, personal development, and as a result of
combination satisfaction. Satisfaction in these areas creates a satisfaction of the person
throughout his or her life.

Top-down theories: It states that satisfaction with life affects domain satisfaction. In the many
other areas the overall satisfaction of life influences satisfaction. Satisfaction is also closely
linked in the multiple areas of life and life overall satisfaction. .

3. Athlete Burnout

Burnout is a condition where an individual fatigues and decreases his or her performance
despite continuous or increased training. In this case, he or she experiences overwork. It can
also lead to changes of mood, reduced motivation and common injuries. The symptoms arise
because of a combination of factors such as hormone changes, immune system suppression,
physical fatigue and psychological changes.
There are many factors which increases the risk of developing athlete burnout, including:-

 Specializing in one’s sport at the highest level

 Sudden and large increase in training schedule
 Participation in more endurance sports
 High anxiety level
 Low self-esteem
 Pressure of performance from parents/coaches

Burnout is "rest" only treated. After a certain period of time, a regular break should take place
in the training/competition. The time required (usually 4-6 weeks) varies depending on a
number of factors such as sport, competition level and burnout symptoms. During the rest
period, the athlete may be able to participate in a wide range of leisure activities, low-
intensity aerobic exercise, to keep active and fit.