Talk:Motivation and emotion/Book/2017/Parenting in youth sport

Something to think about

Hi, I really like your chapter, very well set out and easy to follow, love the text boxes! I must work out how to do that haha. Just wondering if you had considered anything about the crazy or aggro parenting involved with sporting and how this might be a reason for a child to either continue in the sport or give it up so as to not disappoint their parents because they would be worried about any consequences. There have been articles and news presentations about how parents are yelling at children or getting violent with other parents etc. Sorry if that wasn't articulated very well haha--U3136850 (discuss • contribs) 04:11, 13 October 2017 (UTC) ThanksU3136850 I really appreciate your feedback!--U3135539 (discuss • contribs) 10:11, 22 October 2017 (UTC)

The Overjustification Effect

Hi Alysum, I really like your chapter outline so far, its a very interesting subject and a clear structure going forward.
I couldn't help but read this article and see some comparative links to my own chapter on the overjustification effect. A motivational phenomenon where the introduction of an external reward (such as trophies or awards) can have a diminishing effect on an already present intrinsic motivation (i.e. playing sport for personal joy). I would recommend looking into the following article by Deci, you may find it of interest with your own topic: DOI: 10.1037/h0030644. If you have any questions or thoughts let me know :)
Kind Regards, EdwardFarrell (discuss • contribs) 13:33, 3 September 2017 (UTC)

Thanks EdwardFarrell I hadn't thought about that aspect so will do some investigating! --U3135539 (discuss • contribs) 22:48, 3 September 2017 (UTC)

Let Kids be Kids Campaign

Hey Alysum, not sure if you've seen the Let Kids be Kids campaign - I heard about it during the week and thought of your chapter. It's got relevant journal references, case studies about interventions, and some videos about the impact of pushy parents on the sideline. Definitely still a big issue from what I've seen at my kids games - might have to hand around links to your chapter.....
--u3122707 (discuss • contribs) 01:00, 26 August 2017 (UTC)

Thanks u3122707 This ref will be great! --U3135539 (discuss • contribs) 03:01, 1 September 2017 (UTC)

Guardian article

https://www.theguardian.com/sport/blog/2017/aug/09/pushy-parents-us-youth-sports -- Jtneill - Talk - c 07:38, 10 August 2017 (UTC) Thanks Jtneill --U3135539 (discuss • contribs) 11:13, 3 September 2017 (UTC)

A topic to think about!

Hi! I was just going through your chapter and the topic you have chosen is very interesting! Have you considered looking into this question cross-culturally? Australia, America the UK and New Zealand are all very sport oriented nations and tend to all compete together in international sport or have similar sporting environments and behaviours. It would be interesting to consider how the pressures from parents would differ across into subcontinental nations and perhaps third world nations where sport may be considered a luxury? There are several articles that discuss the differences and gaps between cultures in sports psychology, I wonder if this would translate across!

thanks https://en.wikiversity.org/wiki/User:PsychoStudent that interests me too! --U3135539 (discuss • contribs) 22:52, 3 September 2017 (UTC)

Justification of Topic

Hi there! Great topic development structure thus far. I think the subsections have a coherent flow, and are broken down into succinct sections very well. I came across this article which provided a clear justification of the importance of conducting research relative to your topic. This may be helpful for your outline (in the blue box); Holt, N. L., Tamminen, K. A., Black, D. E., Sehn, Z. L., & Wall, M. P. (2008). Parental involvement in competitive youth sport settings. Psychology of Sport & Exercise, 9(5), 663-685. doi:10.1016/j.psychsport.2007.08.001

Additionally, I can see that preponderance of literature has examined the effects of parent pressure on children during sport, but it might be worth while to acknowledge literature on what happens after sport, such as feedback etc. This reference might be helpful for that; Elliott, S. K., & Drummond, M. J. N. (2017;2015;). Parents in youth sport: What happens after the game? Sport, Education and Society, 22(3), 391-16. doi:10.1080/13573322.2015.1036233

Great Job! --U3144362 (discuss • contribs) 09:21, 29 September 2017 (UTC)u3144362 7:21PM 29 September 2017 Thanks so muchU3144362! The overall climate set by parents for kids is so important! --U3135539 (discuss • contribs) 06:36, 14 October 2017 (UTC)

Hi there once again haha! I reviewed your topic again and it has progressed really well! I did a quick control find of the word social relationships as I believe this was a major component of my reason for undertaking sport in childhood until now. Results came back that you have mentioned it at least four times which is great! I also think this is an important variable of undertaking a sport. However, I think maybe a seperate box dedicated purely to the social benefits of sport would be good and maybe talk about this in relation to intrinsic/extrinsic motivation separately. As this may be seen as a little deviation from topic you can examine how this maybe mediates parental pressure? All the best :) --U3144362 (discuss • contribs) 14:45, 17 October 2017 (UTC)u3144362 1:45AM

Thanks U3144362 --U3135539 (discuss • contribs) 10:17, 22 October 2017 (UTC)

Layout and Sport Participation Motivators

Hi. I really liked the layout of your wikipage it is so clear and easy to follow. The headings flow on nicely from each other. I found an article you might find useful on social and motivational predictors of sport participation in children. They investigate the influence of parental relationships and other factors. http://www.sciencedirect.com/science/article/pii/S1469029208000514 Can't wait to see how the rest of the page develops. --U3099598 (discuss • contribs) 03:38, 3 October 2017 (UTC) thats great thanksdiscuss ! --U3135539 (discuss • contribs) 06:38, 14 October 2017 (UTC)

Hey one other idea could be to put the why parents and kids play sport section into a table so you can easily compare? --u3122707 (discuss • contribs) 04:26, 11 October 2017 (UTC) Thanks u3122707--U3135539 (discuss • contribs) 06:40, 14 October 2017 (UTC)

Hey another option for the table - might be clearer if you group the subheadings? couldn't work out how to do that with your type of table so added another template to show you want I mean....--u3122707 (discuss • contribs) 07:15, 18 October 2017 (UTC) thanks u3122707 --U3135539 (discuss • contribs) 10:26, 22 October 2017 (UTC)

Topic development review and feedback

The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks will be available later via Moodle. Keep an eye on Announcements. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.

Title, sub-title, TOC Excellent User page Created Used effectively Social contribution Looks like useful contributions, but links provided leave the user to do some searching for the contributions - consider providing more direct links as per the guidelines Section headings Consider reducing/simplifying the number of sections - the structure if fairly complex Consider reducing/minimising the amount of generic content - a very brief summary can be provided, with links to further information, to allow the focus of the chapter to be on specific question/topic e.g,. this content probably can be significantly summarised/reduced Different types of motivation What is intrinsic motivation? What is extrinsic motivation? What effect do extrinsic motivators have on intrinsic motivation? Key points Original outline is very good. Material on I-E motivation and SDT can be integrated - the former is a subset of the latter - and SDT is probably the most obvious, helpful theoretical framework to apply to this topic. Perhaps this theoretical orientation could be covered earlier, so that the concepts can be used to help explain/organise the research evidence. Be wary of overly long paragraphs - aim to convey one key point per paragraph in 3 to 5 sentences When reporting research results, consider providing some more information about the method e.g., country, nature of sample etc. Image Well used References Very good. For APA style, check and correct use of italics, do not include issue numbers for journals which are continuously numbered within a volume, use the new recommended format for dois - http://blog.apastyle.org/apastyle/2014/07/how-to-use-the-new-doi-format-in-apa-style.html Resources See also Very good Provide source in brackets External links Very good Rename the links

-- Jtneill - Talk - c 05:33, 10 October 2017 (UTC)

Thanks!Jtneill

Direct edit to my paraphilia chapter

Hi, I accidentally deleted off the edit, and I really liked it with the blue color. If its not a bother, could you put it back for me?

Hi Meerabsolomon Ive put it back for you now! --U3135539 (discuss • contribs) 10:24, 22 October 2017 (UTC)

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a solid chapter which applies SDT to youth sport, focusing on autonomy-support by parents. For additional feedback, see these copyedits. Theory The chapter uses an appropriate emphasis on SDT, particularly autonomy support. The SDT continuum really goes EM to IM, with AM separate. Perhaps the addition of a contrasting case study or two could be helpful, to show the suggested strategies in action. Research Research is reasonably well covered and integrated, although perhaps sport-specific studies could be described in more detail. When describing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. Written expression Written expression The chapter has a well developed Overview and Conclusion. Learning features interwiki links are reasonable well used, although perhaps the chapter could be improved by adding more links. Good use is made of images and tables. Spelling, grammar and proofreading Check and correct use of ownership apostrophes e.g., individuals -> individual's The grammar for several sentences could be improved - see the tags APA style Citations and reference list is excellent. Check and correct capitalisation for book titles.

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is an excellent presentation. Structure and content Effective us of a Title and Overview slide, to help the viewer understanding the focus and goal of the presentation. Consider providing more examples. Excellent emphasis on practical, take-home messages. Well selected and structured content - not too much or too little. Communication The presentation is easy to follow and interesting to watch and listen to. Effective use is made of narrated audio, animation and text. Production quality Consider muting the music during narration to help the viewer concentrate on the combination of visual information and narrated audio. Audio and video recording quality was excellent.

-- Jtneill - Talk - c 12:07, 28 November 2017 (UTC)

Thanks https://en.wikiversity.org/wiki/User:Jtneill --U3135539 (discuss • contribs) 05:32, 12 December 2017 (UTC)