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Meaning of Educational Psychology
Psychology is intimately connected with education. It is inseparable. Psychology is the study of human behaviour and education is the process of modifying human behaviour. Educational psychology deals with human behaviour and its modification through learning. Educational psychology is concerned with the application of principles and techniques of psychology to solution of the problems confronting the teacher.
Definition of Educational Psychology
Educational psychology deals with the problems, process and products of education · Skinner : “Educational psychology is that branch of psychology which deals with teaching and learning” · Crow and Crow- : “Educational psychology describes and explains the learning experiences of an individual from birth through old age” · Peel : “Educational psychology is the science of education” · Ausubel : “Educational psychology is an amalgam of all branches”
Scope of Educational Psychology:
1. Human Behaviour. It studies human behaviour in the educational context. Psychology is the study of behaviour and education aims at modification of behaviour. Hence the influence of Educational Psychology has to be reflected in all aspects of education. Education vs Schooling
Even though schooling is frequently misidentified as education, there is much difference between education and schooling. The term education encompasses basically two meanings. They are formal and informal ways of gaining knowledge while schooling stands for the initial and secondary stage of formal education system that take place in school. Education as mentioned above can take place not only through informal ways such as learning from peers, life experiences, by reading or learning things through online sources but also through formal means. For instance, through educational institutions like school, university or even training colleges. Thus, it becomes clear schooling is one branch of formal education in the wide arena of education.
2. Growth and development. It studies the principles governing growth and development. The insight provided by the study will help in scientifically planning and executing learner oriented programmes of education. 3. The Learner. The subject-matter of educational psychology is knitted around the learner. Therefore, the need of knowing the learner and the techniques of knowing him well. The topics include – the innate abilities and capacities of the individuals, individual differences and their measurements, the overt, covert, conscious as well as unconscious behaviour of the learner, the characteristics of his growth and development and each stage beginning from childhood to adulthood. 4. The Learning Experiences. Educational Psychology helps in deciding what learning experiences are desirable, at what stage of the growth and development of the learner, so that these experiences can be acquired with a greater ease and satisfaction. 5. Learning process: After knowing the learner and deciding what learning experiences are to be provided, Educational Psychology moves on to the laws, principles and theories of learning. Other items in the learning process are remembering and forgetting, perceiving, concept formation, thinking and reasoning, problem solving, transfer of learning, ways and means of effective learning etc.
especially in the light of the extremely complex and problematic situation one has to face in the fast growing world. Educational psychology has come to the rescue by developing principles and practical measures helpful for providing effective guidance and counselling
Contributions of Educational Psychology to the theory of education
· To understand developmental characteristics (Infancy, Childhood, Adolescence) · To understand the nature of classroom learning · To understand individual difference. · To understand effective, teaching methods · To understand problems of children · Knowledge of mental health i.e., ill health, mal-adjustment etc. · Curriculum construction · Measurement of learning outcome (Psychological tools, Evaluate teacher performance) · Research (Research studies in the classroom teaching ) · Guidance for the education of exceptional children. · Helps to develop positive attitude · Understanding group dynamic
Objectives of Educational Psychology
· To provide teachers with some basic skills related to teaching · To give teacher’s guide lines to solve problems of teaching/learning process · To help teachers to understand the scientific knowledge · To instill in teachers a spirit of inquiry for their professional growth.
Limitations of Educational Psychology
· Not a accurate/pure science · Individual difference-not practicable to all situations/individuals · Performance of human beings varies from time to time · Most of the psychological experiments conducted in animals.
· Success of teachers work depends on natural aptitude and experience and personal interaction.
Nature of Educational psychology as scientific because:
The nature of educational psychology is regarded as scientific because it is organized, systematic and universally accepted body, wherein the facts remain constantly in search of truth through research and experimentation. Employs scientific methods in its study and its results are subjected to further verification and modification.
1. Laws of educational psychology are universal: Educational psychology possesses a well-organized, systematic and universally accepted body of facts supported by the relevant psychological laws and principles. 2. Scientific methods: Educational psychology employs scientific methods and adopts a scientific approach for studying the learner’s behaviour such as observation, experimentation, clinical investigation and generalization, etc. 3. Constant search of the truth: The results of any study in educational psychology can be challenged and are modified or altered in terms of the latest explanations and findings. So the findings of any study are never taken as absolute and permanent. 4. Reliability: Educational psychology does not accept hearsay and not take anything for granted. It emphasizes that essentially there is some definite causes linked with a behaviour and the causes of this behaviour are not related to supernatural phenomena. 5. Positive science: Educational psychology is a positive science rather than a normative science. 6. Applied behavioural science : Educational psychology is an applied/behavioural science. 7. Developing positive science : Educational psychology cannot claim the status of a developed positive science like other natural or applied sciences. It is considered as one of the developing positive sciences of the learner’s behaviour
Meaning of Sports Psychology
Sports psychology is a specialized field within psychology that focuses on applying psychological principles and techniques to improve performance, motivation, and overall well-being of athletes and individuals involved in sports and physical activities. Psyche = soul, mind.
Corporate Sector: Corporations utilize sports psychology principles for team-building activities, leadership training, and stress management workshops, enhancing employee performance and well- being. Consultancy and Private Practice: Sports psychologists often establish private practices, offering counseling and mental training services to individual athletes, teams, and organizations. Government and Non-profit Organizations: Government agencies and non-profit organizations employ sports psychologists for community sports programs, promoting mental health, teamwork, and personal development. Sports Academies and Training Centers : Sports academies and training centers hire sports psychologists to work with budding talents, nurturing their mental skills alongside physical training. Media and Broadcasting: Sports psychologists contribute as experts in media, offering insights on athletes' mental states and psychological aspects of sports performance.
Importance of Sports Psychology
Enhanced Performance: Sports psychology techniques improve focus, concentration, and mental preparation, leading to enhanced athletic performance and better results in competitions. Optimized Goal Setting: Sports psychologists help athletes set realistic, specific, and achievable goals, which are crucial for motivation and success in sports. Increased Confidence: Confidence is fundamental in sports. Sports psychology builds self-confidence by addressing self-doubt and teaching athletes how to maintain belief in their abilities, even under pressure. Effective Stress Management : Athletes face immense pressure, and sports psychology equips them with stress management techniques, ensuring they can perform at their best even in high-pressure situations. Improved Concentration and Focus : Sports psychologists teach athletes how to concentrate on the task at hand, blocking out distractions and maintaining focus, leading to better performance. Enhanced Motivation: Understanding an athlete's motivation and working on intrinsic and extrinsic factors can significantly boost their drive and determination, leading to consistent effort and improvement. Injury Rehabilitation: Coping with injuries is mentally challenging. Sports psychologists assist athletes in staying positive, motivated, and focused during rehabilitation, which aids in a quicker and more effective recovery. Team Cohesion: Sports psychology promotes positive communication, trust, and cooperation among team members, strengthening team dynamics and leading to better collective performance. Mental Toughness : Sports psychologists help athletes develop mental toughness, enabling them to bounce back from setbacks, handle criticism, and stay resilient in the face of challenges. Positive Lifestyle Habits: Sports psychology encourages healthy lifestyle choices, including proper nutrition, adequate sleep, and stress reduction, contributing to overall well-being. Conflict Resolution : Sports psychologists assist athletes and coaches in resolving conflicts, promoting a positive and harmonious team environment.
Athlete Well-being: Mental health and well-being are paramount. Sports psychologists provide support, counseling, and coping strategies, ensuring athletes' mental health is taken care of alongside their physical health. Improved Communication: Effective communication skills are vital in sports. Sports psychology enhances an athlete's ability to communicate with coaches, teammates, and support staff, fostering better understanding and collaboration. Career Transition: Sports psychologists assist athletes in transitioning out of their sports careers, helping them cope with the challenges of retirement and find new paths, whether in sports-related fields or other professions Overall Life Skills : Sports psychology teaches valuable life skills such as time management, goal setting, and self-discipline, which are applicable not only in sports but also in various aspects of life. SPORTS PSYCHOLOGY AS SCIENCE Interdisciplinary Field: Sports psychology is an interdisciplinary field that combines principles from psychology, sports science, physiology, and kinesiology to understand and improve athletic performance and mental well-being. Empirical Study: It involves the systematic collection and analysis of data through scientific methods, including experiments, surveys, and observations, to understand psychological factors affecting sports performance. Psychological Principles : Sports psychology applies established psychological theories and principles to analyze and modify behaviors, emotions, and thoughts of athletes and individuals involved in sports and physical activities. Focused on Behavior and Mental Processes : Sports psychology studies behavior, such as actions and reactions, as well as mental processes, including thoughts, emotions, and motivations, in the context of sports and exercise. Applied Science : Sports psychology is not just theoretical; it is applied, aiming to solve practical problems and enhance athletic performance through evidence-based interventions and techniques. Performance Enhancement : Its primary goal is to enhance athletic performance by improving mental skills, such as concentration, confidence, motivation, and emotional control, leading to better results in sports competitions. Research and Data Analysis : Sports psychologists conduct research studies, analyze data, and draw conclusions to contribute to the scientific knowledge in the field, leading to continuous advancements. Evidence-Based Interventions : Sports psychology relies on scientific evidence to develop and implement interventions, training programs, and counseling techniques tailored to individual athletes and teams. Mind-Body Connection : It explores the complex relationship between mental processes and physical performance, understanding how thoughts and emotions can influence physiological responses and motor skills. Holistic Approach: Sports psychology takes a holistic approach, considering not only the individual athlete's psychological factors but also the social, environmental, and cultural aspects influencing sports participation and performance.
Quantifiable Changes: Growth can be measured and expressed in quantitative terms. It is often assessed concerning age-related norms and standards. Development: Holistic Progress: Development is a broader term that encompasses various aspects of growth, including physical, intellectual, social, and emotional changes. It involves qualitative improvements in an individual's capabilities and functioning. Psychological and Social Changes: Development - includes psychological changes such as improved cognition, emotional maturity, and social skills. It involves the acquisition of knowledge, values, and social behavior patterns. Lifelong Process: Unlike growth, development is a lifelong process that continues throughout an individual's life. It includes learning and experiences that contribute to personal and societal advancement. Complex and Multifaceted: Development is a complex and multifaceted process influenced by genetic, environmental, cultural, and social factors. It varies across different domains, including cognitive, emotional, social, and moral development. Progressive and Cumulative: Development is progressive, indicating that skills and abilities build upon previous achievements. It is cumulative, meaning that earlier experiences and learning contribute to later stages of development. Influence of Environment: Environmental factors, such as education, nutrition, and social interactions, play a crucial role in an individual's development. Access to resources and supportive environments significantly impact the pace and extent of development. STAGES OF GROWTH AND DEVELOPMENT Infancy (0-2 years): Rapid physical growth and development of motor skills. Basic reflexes and sensory abilities develop. Limited social and cognitive development.
Early Childhood (3-6 years): Continued motor skill development, including running, jumping, and throwing. Language and social skills begin to develop. Introduction to basic physical activities and games to enhance coordination and social interaction. Middle Childhood (7-11 years): Refinement of motor skills, balance, and coordination. Increased participation in organized sports and physical activities. Cognitive development leads to better understanding of rules and strategies in games. Adolescence (12-19 years): Puberty and rapid growth spurts occur, leading to physical changes and increased strength. Improved motor skills and enhanced sports performance. Emotional and social development, including self-identity and peer relationships. Early Adulthood (20-40 years): Peak physical condition and optimal physical performance. Focus on maintaining fitness and overall health. Establishing lifelong exercise habits and routines. Middle Adulthood (41-65 years): Gradual decline in physical abilities, such as muscle mass and bone density. Focus on maintaining flexibility, cardiovascular health, and muscle strength. Awareness of age-related changes and adaptation of physical activities to accommodate these changes. Late Adulthood (65+ years): Further decline in physical abilities, including balance and mobility. Focus on exercises to improve balance, flexibility, and overall functional fitness. Importance of social interaction and physical activities to maintain mental and emotional well-being. Application of stages of growth and development in Physical Education: Tailored Activities: Physical education programs should be tailored to suit the developmental stage of students. Younger children may benefit from activities focusing on fundamental motor skills, while older students can engage in more complex sports and activities.
Fundamental Skills: Emphasis on mastering fundamental movement skills (running, throwing, catching, kicking). Team Sports Introduction: Introduction to team sports like soccer, basketball, and volleyball. Fitness Awareness: Understanding the importance of physical fitness and basic fitness exercises. Basic Game Strategies: Learning simple game strategies and rules of various sports. Motor Skill Refinement: Continued development of motor skills with a focus on precision and control. Middle School (1- 13 years): Skill Specialization: Encouragement to explore specific sports and physical activities of interest. Team Sports Competency: Developing competence in chosen team sports, refining techniques and strategies. Fitness Training: Introduction to more structured fitness training and conditioning exercises. Intramural Sports: Participation in intramural sports and friendly competitions within the school. Understanding Sportsmanship: Emphasis on fair play, sportsmanship, and teamwork in competitive sports. High School (14 to 17 years): Skill Mastery: Mastery of specific sports skills through rigorous practice and coaching. Advanced Training: Focus on advanced fitness training, strength conditioning, and sports-specific drills. Competition: Participation in interscholastic sports competitions and tournaments. Leadership: Opportunities for leadership roles such as team captaincy and coaching younger students. Career Exploration: Introduction to careers in sports, physical education, coaching, and sports science. Focus on Lifelong Fitness: Encouragement to engage in physical activities for lifelong fitness and well- being. 18 above: Specialization: Specialization in specific sports or areas of sports science (coaching, sports medicine, sports psychology). High-Level Competition: Participation in collegiate-level sports competitions, aiming for excellence. Advanced Training and Research: In-depth training, research, and practical experience in various aspects of sports science and physical education. Professional Development: Preparation for careers in professional sports, coaching, sports management, or sports research.
Community Engagement: Involvement in community sports programs, coaching, and mentorship.
Adolescent problems and their management.
Self-Esteem Issues: Problem: Adolescents might struggle with low self-esteem, affecting their confidence in sports. Management: Sports psychologists work on building self-confidence through positive reinforcement, goal setting, and visualization techniques. Performance Anxiety: Problem: Fear of failure or judgment can lead to anxiety, hindering athletic performance. Management: Relaxation techniques, deep breathing, and mental imagery help manage anxiety. Cognitive-behavioral therapy (CBT) can be employed to change negative thought patterns. Body Image Concerns: Problem: Adolescents might face body image issues, impacting their participation and confidence in sports. Management: Sports psychologists promote body positivity and self-acceptance. Education and counseling can help in developing a healthy body image. Peer Pressure: Problem: Adolescents may succumb to peer pressure, affecting their sports choices and performance. Management: Building assertiveness skills and teaching decision-making strategies help adolescents resist negative peer influences. Burnout: Problem: Over-commitment and pressure can lead to burnout, causing a decline in interest and performance. Management: Monitoring workload, encouraging rest and recovery, and fostering a balanced approach to sports activities can prevent burnout. Mental skills training can also help cope with stress. Injury Rehabilitation: Problem: Coping with injuries and the rehabilitation process can be mentally challenging. Management: Sports psychologists provide support, teach coping strategies, and assist in maintaining a positive mindset during the recovery period. Lack of Motivation: Problem: Adolescents might lose motivation due to various factors, affecting their commitment to sports. Management: Setting achievable goals, emphasizing intrinsic motivation, and using positive reinforcement techniques enhance motivation. Identifying personal interests within sports can reignite passion.
differences in personality in terms of traits. Traits are the descriptors of the personality. Traits psychologists believe that behaviour is determined by relative stable traits that are fundamental units of personality. These traits known to be more or less permanent characterisitcs or building blocks of personality. Modification of Trait theory or Nomothetic Approach – Cattell‘s approach to personality traits was just opposite to that of a Allport. Cattell‘s study group of people, not individuals Raymond Cattle and Hans Eysenck cattle (1965) identifies 35 different traits that he believed describes a personality by the 16 PF measurement. He called them primary or surface traits and considered them as at the centre or core of personality CARL JUNG TYPOLOGY The theory of psychological type was introduced in the 1920s by Carl G. Jung. One of the more influential ideas originated in the theoretical work of Carl Gustav Jung and the theory developed by him was Carl Jung typology. He grew from his desire to reconcile the theories of Sigmund Freud and Alfred Adler, and to define how his own perspective differed from theirs. Personality Types Extroverted vs. Introverted (E or I) Sensing vs. Intuitive (S or N) Thinking vs. Feeling (T or F) Judging vs. Perceiving (P or J MYERS BRIGGS QUESTIONNAIRE - The questionnaire was developed by Isabel Myers and her mother Katherine Briggs based on their work with Carl Jung's theory of personality types. Today, the MBTI inventory is one of the most widely used psychological instruments in the world. The original research was done in the 1940s and '50s.First published in 1962. The questionnaire itself is made up of four different scales. People and things (Extraversion or "E"), or ideas and information (Introversion or "I"). ➢ Facts and reality (Sensing or "S"), or possibilities and potential (Intuition or "N").> Logic and truth (Thinking or "T"), or values and relationships (Feeling or "F"). ➢ A lifestyle that is well-structured (Judgment or "J"), or one that goes with the flow (Perception or "P"). The MBTI Types
Each type is then listed by its four-letter code: ISTJ - The Inspector ISTP - The Crafter ISFJ - The Protector ISFP - The Artist INFJ - The Advocate INFP - The Mediator INTJ - The Architect INTP - The Thinker ESTP - The Persuader ESTJ - The Director ESFP - The Performer ESFJ - The Caregiver ENFP - The Champion ENFJ - The Giver ENTP - The Debater ENTJ - The Commander The BIG FIVE theory – ➢ Extroversion This trait includes characteristics such as excitability, sociability, talkativeness, assertiveness, and high amounts of emotional expressiveness. Sociable, gregarious, and assertive I love excitement and am a cheerful person. ➢ Agreeableness This personality dimension includes attributes such as trust, altruism, kindness, affection, and other prosocial behaviors. Good-natured, cooperative, and trusting. People find me warm and generous and selfless ➢ Conscientiousness Common features of this dimension include high levels of thoughtfulness, with good impulse
Neuroticism (Emotional Stability): Definition: Emotional stability, resilience, and ability to cope with stress and setbacks in sports. Significance: Athletes with lower neuroticism levels handle pressure, failures, and uncertainties effectively, maintaining emotional control and mental toughness during competitions. Competitiveness: Definition: Desire to win, set challenging goals, and outperform others in sports. Significance: Competitive athletes are driven to excel, pushing themselves to achieve higher standards, often leading to improved performance and determination. Self-Confidence: Definition: Belief in one's abilities and judgment in sports situations. Significance: High self-confidence enhances motivation, resilience, and performance, enabling athletes to take risks and persist in the face of challenges. Risk-Taking Propensity: Definition: Willingness to take calculated risks or try innovative strategies during sports activities. Significance: Athletes with a balanced risk-taking propensity can explore new techniques and tactics, potentially leading to unexpected advantages in competition. Achievement Orientation: Definition: Focus on achieving personal excellence, setting challenging goals, and striving for continuous improvement. Significance: Athletes with high achievement orientation are dedicated to mastering their skills, leading to consistent effort and commitment to long-term success. B) PSYCHOANALYTIC THEORY- ➢ Sigmund Freud‗s psychoanalytic theory of personality (1933) argues that human behavior is the result of the interactions among three component parts of the mind: the id, ego, and superego. ➢ Freud‘s ideas have since been met with criticism, in part because of his singular focus on sexuality as the main driver of human personality development. According to Freud, the job of the ego is to balance the aggressive/pleasure-seeking drives of the id with the moral control of the superego. Much of behavior is motivated by inner forces, confliots and memories of which person has little awareness of control. Freud used the analogy of the iceberg to depict the consciousness and unconscious mind. Freud believed that only 10% of personality is available to consciousness awareness. Divided into three - ID- Instinctual energy (unconsciousness) -
Satisfaction is the ultimate goal
- Raw, unorganized, inborn part of personality
- Primitive desires of hunger, sex, and aggression
- Pleasure Principle
- Reality Principle: Instinctual energy (ID) is restrained in order to maintain the safety of the individual and keep him/her within societies norms EGO - The conscious personality Example - Freud compared the id to a horse and the ego to the horse's rider. The horse provides the power and motion, while the rider provides direction and guidance. Without its rider, the horse may simply wander wherever it wished and do whatever it pleased. SUPEREGO - Moral Consciousness
- Right and wrong
- Develops at age 5 or 6
- Learned from others
- The superego provides guidelines for making judgments. Freud’s theory outlines three mental components:
- Id : Hedonistic
- Ego: Realistic
- Superego: Moralistic
Characteristics of personality
Motivation: Definition: The internal drive that influences an athlete's behavior and effort in sports. Importance: Motivated athletes are more likely to set and achieve goals, persist in the face of challenges, and stay dedicated to their training regimen. Confidence: Definition: Belief in one's abilities to successfully execute tasks in sports. Importance: Confidence enhances performance, helps athletes handle pressure, and promotes a positive mindset, leading to improved overall athletic achievements.
