Sports Education Management and Psychological Factors of Athlete Performance in China: Underpinning Theories

Abstract

This study examines into the intricate relationship between sports education management and the psychological factors influencing athlete performance in China. The exploration is grounded in psychological theories, focusing on emotions, theories of emotions, theories of anger, theories of stress, and the Lazarus Theory of psychological stress. The interplay of these elements not only shapes athlete performance but also underscores the need for comprehensive strategies within sports education management. As the foundation of the study, psychology, defined as the scientific examination of human and animal behavior, offers insights into the complexities of human performance. The distinction between overt and covert behaviors further underscores the importance of addressing internal cognitive processes alongside observable actions. Within this context, sports psychology emerges as a critical field, emphasizing the mental and emotional conditioning that accompanies physical training for optimal performance. Mental skills, encompassing abilities like concentration, goal-setting, imagery, relaxation, and self-talk, constitute a crucial aspect of sports psychology. These skills are integral to enhancing athlete performance and serve as the underpinning for effective psychological training. Moreover, psychological variables, encompassing cognitive features such as feelings and moods, exert a significant impact on an individual’s attitude, behavior, and cognitive functions. This study advocates for the integration of psychological training within sports education management programs in China. By equipping coaches and athletes with an understanding of psychological factors and their consequences on performance, these programs can nurture well-rounded athletes. Emotion regulation techniques, drawing from mindfulness, deep breathing, and visualization, are pivotal tools that coaches and athletes should be adept at employing. Theories of emotions, such as the James-Lange theory and the Cannon-Bard theory, can deepen athletes’ comprehension of emotional influences on both their physical and mental responses. Understanding theories of anger, stress, and the Lazarus Theory facilitates the development of effective coping strategies. Encouraging open communication about emotions like anger and providing tools for positive channeling can enhance athlete well-being without compromising performance. In conclusion, the fusion of sports education management and psychological theories, encompassing emotions and stress, holds the key to unlocking athlete potential in China. By integrating these components into athlete training and support, China can cultivate a holistic approach that optimizes performance and fosters a culture of excellence in sports.

Keywords: Sports Education Management, Psychological Factors, Athlete Performance, Emotions, Theories of Emotions, Theories of Anger, Theories of Stress, Lazarus Theory.