Explain the transitions that Ismail has experienced and provide an overview of the focus of the report.

Words: 443
Pages: 2
Subject: Uncategorized

For this end-of-module assessment (EMA), you are required to write a 3000-word report entitled ‘Learning from Ismail`s transition experiences` that analyses the experiences of Ismail, a young cricketer. Read the case study of Ismail`s experiences of joining a new cricket academy structure which was part of his move up to the next age group. With reference to appropriate theories and research, write a report that analyses his experiences of transition and offers recommendations to support young athletes on their athletic journey. CASE STUDY: Ismail Ismail is a 15-year-old cricketer who has been playing for a minor county team since U12 level. He developed his interest in cricket from his father who was the opening batsman for a major county side for many years. Last year, he was scouted by a major county side (playing at top county level) and was invited to join their winter training camp for the U17 squad in preparation for the upcoming season. Excited by the prospect of playing a higher level, Ismail committed to the training which was over two hours away and held three times a week, twice after school and one weekend session. Ismail`s mum changed her work hours in order to travel with him to ensure that he could attend the required sessions, with the family planning to move closer to the new training ground in the future. A skilled fast bowler, Ismail settled into the squad training quickly and started to make friends among the players. However, although he did not feel out of his depth with the more demanding technical side of the training, the additional travel and increased frequency of training meant that he regularly felt exhausted and fell asleep in the car, resulting in poor sleep at night. Despite this, he was pleased with his performance and this kept him positive, as did his growing relationships with his coaches and team. He was, therefore, upset and frustrated when he fractured his arm the day before the first game of the season. This was the first injury he had suffered. He was expecting to feature in the bowling line-up but now he would miss at least the first six games. Ismail was concerned about how his injury would impact on his place in the team. After the first missed game, Ismail`s mum shared her worries about him with his coach: ‘He has been distant at home and not been himself, getting angry and upset about small things. I think he is really struggling with not being able to play.` During this time, Ismail and his family (his parents and two younger sisters) moved house, away from friends and wider family, to support him to pursue his cricketing dream. This move also meant starting at a new school, having won a sport scholarship to attend a private school as a day pupil. The timing of the move meant that he joined the new school halfway through Year 10, with mock exams scheduled for later in the summer. Shortly after the move, he confided in one of his old school friends: ‘I am not sure I really fit in here [the new school]. We were told that it is a great school, and I guess it is better for my cricket and for being close to the ground, but I really miss my old school. The lessons are harder, and I feel more pressure to get higher grades here. My dad keeps saying to me “Don`t you want to be a cricketer?” and reminding me how much the whole family has sacrificed for me. It feels like I`m getting it from all sides, and I can`t escape.` Ismail`s integration into his new school was not helped by his injury as he could not take part in sport, his area of strength. He was hoping that being an active part of the school cricket team would help him make friends and settle in. Later in the season, for the last county match before Ismail was due to start full training following his rehabilitation, he was delighted that he was encouraged to travel with the team. His coach tried to involve him in the after-match talk and encouraged him to reflect on how the team performed. Ismail felt uncomfortable, however, as although he knew some of the players from school, it had been some time since he had been with the squad. Following a suggestion from the team`s physiotherapist, one of Ismail`s coaches encouraged him to speak to Ryan, one of his teammates, who had suffered a similar injury last season, but who was now regularly featuring in the team. Ismail found speaking to Ryan incredibly reassuring. The two built a strong friendship as a result of the increased contact. With Ryan`s support and that of his coaches, Ismail slowly gained confidence as he returned to training. After he had been back to full training for a few weeks, Ismail began to feel comfortable in the squad and was pleased to be part of the bowling line-up in the second half of the season. Guidance: Your report should be split into five parts. Refer to the guidance section below for more detailed information about what should be included in each section. Introduction (300 words, 10 marks) Explain the transitions that Ismail has experienced and provide an overview of the focus of the report. Ismail`s psychological challenges (1200 words, 40 marks) With reference to the athletic career transition model (Alfermann and Stambulova, 2007) and relevant research, critically analyse the psychological challenges that Ismail might have faced during the various transitions he experienced. Evaluating support mechanisms (600 words, 20 marks) Evaluate the support mechanisms that were available for Ismail during these transitions and discuss how these might have impacted on his experiences. Recommendations for effective support (600 words, 20 marks) Present three evidence-based recommendations for parents and/or coaches when preparing and supporting young athletes, such as Ismail, prior to and during transitions. Conclusion (300 words, 10 marks) Summarise your main points and conclusions. Extra guidance: Guidance on writing a report for E312 can be found in the resource What is a report? Note that a report format is distinctly different to an essay. You should write your answer under the five distinct sections detailed in the ‘Task` box on the previous page and as outlined below. Your report should be applied to the case study (i.e. ensure that the first three sections of the report are applied specifically to Ismail rather than giving a more general overview/analysis). As with all assessments, it is important that you support your work with references and evidence from the module or BOC materials. The BOC authors should be cited as Lingam-Willgoss, C. and Heaney, C. (2020). Guidance on referencing can be found in the Assessment Guide and the Sport and fitness subject website. While this EMA draws primarily on Study Topic 6, you may also draw on content from other study topics. A good answer will use a range of supporting references to strengthen the analysis presented. Section: Introduction Identify and explain the within-career transitions that Ismail has experienced. You should include transitions that occur outside of sport as well as those that occur in sport, as these may also impact on his performance. Use the introduction section to briefly outline the focus of your report (i.e. what you intend to cover and how). As the case study only gives a limited amount of information about Ismail, you can make additional assumptions or inferences about him (e.g. his background and experiences) but you should use the introduction to state these. Section: Critical analysis of psychological challenges To help you analyse Ismail`s experience, apply the ‘Athletic career transition model` (Alfermann and Stambulova, 2007) to Ismail`s case study. You might find it helpful to revisit the BOC in Session 1, Section 3 [Video 2], Activity 3. You should evaluate the model, outlining any research in support of it and any limitations. To consider Ismail`s non-sport transitions, you might find it helpful to refer back to Session 4 of the BOC, particularly Section 2. To support your answer, you may find it useful to refer back to Sessions 3 and 4 of the BOC and Unit 22 (for example, Sections 22.5 and 22.7) and Unit 23 (for example, Section 23.2). Section: Social support To help you to evaluate Ismail`s support mechanisms, you might find it helpful to revisit the BOC, in particular: Influencing factors, including preparation and support: Session 2, Section 5. How Ismail was prepared for his transitions: Session 3. It might also be helpful to revisit Study Topic 2 ‘Family influences` and Study Topic 3 ‘Coach–athlete relationships` to consider the support provided by Ismail`s family and the club`s coaching staff. Section: Recommendations for effective support To help you to develop the three evidence-based recommendations for parents and/or coaches, including Ismail`s, you might find it helpful to revisit the following sections of the BOC: Preparation and support: Session 2, Section 5. Life outside of sport: Session 3, Section 1. Performance lifestyle: Session 3, Section 2. Career planning: Session 3, Section 3 and Other strategies: Session 3, Section 4. Returning from injury: Session 5, Section 2. Also from Units 22 and 23: Supporting young athletes: Unit 22, Section 22.5. Taking a break from sport (injury): Unit 23, Section 23.2. Section: Conclusion The purpose of the conclusion is to summarise the main points you have made in your report. You only have a limited number of words available so your conclusion needs to be concise. You should not include new information in this final section. Please use some module materials as a reference point in your assessment.

Let Us write for you! We offer custom paper writing services Order Now.

REVIEWS


Criminology Order #: 564575

“ This is exactly what I needed . Thank you so much.”

Joanna David.


Communications and Media Order #: 564566
"Great job, completed quicker than expected. Thank you very much!"

Peggy Smith.

Art Order #: 563708
Thanks a million to the great team.

Harrison James.


"Very efficient definitely recommend this site for help getting your assignments to help"

Hannah Seven