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JOURNAL OF NEW MEDICAL TECHNOLOGIES - 2016 - V. 23, № 2 - P. 171-177
УДК: 159.9 DOI: 10.12737/20444
ЭМПАТИЧЕСКАЯ КОММУНИКАЦИЯ КАК СРЕДСТВО РАСШИРЕНИЯ ВОЗМОЖНОСТЕЙ ИГРОКА И ОБЕСПЕЧЕНИЯ ЕГО САМОПОЗНАНИЯ И САМОСУЩЕСТВОВАНИЯ В ПРОЕКЦИИ
ИГРЫ ПИТЕРБАСКЕТ
TADEUSZ HUCINSKI, KAROLINA WILCZEWSKA, TOMASZ WILCZEWSKI
Кошалинский Технологический университет, Educatum, ul. Wroclawska 49D/38,15-644, Bialystok, Poland
Аннотация. В данной статье представлено обоснование действий тренера, который посредством эмпатической коммуникации «создает» игрока в проекции игры питербаскет. Множество действий и механизмов тренера нацелены на расширение прав и возможностей как социальных ценностей игро-ка-обучающегося, которые будут ему необходимы и полезны во взрослой жизни, а также способствуют самопознанию и раскрытию его собственных возможностей. Следовательно, человек (индивид) становясь частью понятия игры питербаскет, сам определяет свои задачи, цели и мечты.
Ключевые слова: питербаскет, расширение прав и возможностей игрока, эмпатическая коммуникация, самопознание, существование, тренер.
EMPATHIC COMMUNICATION AS A MEANS TO PLAYER EMPOWERMENT AND BRINGING ABOUT HIS SELF-DISCOVERY AND PROPER EXISTENCE IN THE PERSPECTIVE OF THE NOTION
OF THE PITERBASKET GAME
TADEUSZ HUCINSKI, KAROLINA WILCZEWSKA, TOMASZ WILCZEWSKI
Koszalin University of Technology, Educatum, ul. Wroclawska 49D / 38,15-644, Bialystok, Poland
Abstract. The following article explores a coach's actions, who creates the player by means of applying the empathic communication, taking advantage of the notion of the Piterbasket game. A host of the coach's actions and mechanisms is aimed at empowering the trainee, that is endowing him with social values that will be helpful in acting effectively in adult life as well as leading to self-discovery and getting to know his predispositions. Consequently, the person who becomes part of the notion of the Piterbasket game determines his tasks, goals and dreams himself.
Key words: Piterbasket, trainee empowerment, empathic communication, self-discovery, existence, the Coach.
Introduction. Piterbasket is becoming increasingly popular domestically, in Europe and around the world. Its values social-wise encourage more and more scientists to explore the subject. The possibilities of delving into empathic values must be examined because they may have significance in other areas of life. The specification of the game itself, which imposes limits on dribbling the ball, eliminates egotistical behaviour and shapes em-pathic values. The player passes the ball many times in Piterbasket, thanks to which everything he does requires evaluation of his team mate's readiness for joint action.
On top of this, if we add the coach's proper approach to it, his knowledge and skills regarding empathic communication and the player's empo-
werment, Piterbasket becomes a perfect tool for shaping a young man's personality.
The purpose of the article. The main purpose of the authors of the article is to present the means and significance of empathic communication thanks to participating in Piterbasket. Conducting proper communication is supposed to let the player have an inner dialogue with himself and enable him to discover himself, and in consequence: self-realization in everyday existence. The knowledge contained in the following article constitutes the basic tool for shaping proper conduct in life, thanks to which a Piterbasket player will achieve fulfilment, satisfaction and self-realization throughout his entire life.
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Empathie communication. One of the basic competence of a Piterbasket coach is managing the interaction with the other person, which is supposed to bring about an inner dialogue, perceived as an ability and propensity to conscious reflection on one's own, inner world of impressions, needs and emotions. In communication inner dialogue plays a key role because it is the basis of effective management of every interaction [4].
In order to bring about an inner dialogue in our interlocutor, it is essential that we speak with him using empathic communication, which is understood as a process of information exchange aimed at empowering them, getting to know them, discovering them and accepting mutual needs and feelings. It comes down to reaching inner states and fathoming their true nature. The aim of em-pathic communication is to bring about an inner dialogue, and the coach's task is to conduct the communication with the player in such a way that he is put (and left) in a situation in which he analyses his own experiences and emotional states [5].
Children and youth have a propensity to carry out an inner dialogue directed at the past, which results in blaming oneself or others for the situations that already happened. We know from experience that Piterbasket may be the tool which takes advantage of instantaneous changes on the court in order to eliminate such behaviour. Such an inner dialogue most frequently results in negative reactions which lead to lowering self-confidence and bringing on anxiety disorders. It must be kept in mind that the basis of an effective inner dialogue is the ability to direct one's thoughts on the right track. Appropriate conditions for an effective inner dialogue can exist only when one is focused on the present moment ("right here, right now") as well as goals which had been set and tasks which result from them [4].
The basic principles of effective inner dialogue:
1. Eliminating the sense of self-blame for situations from the past;
2. Eliminating the sense of blaming others for situations from the past;
3. Focusing on the present moment ("right here, right now");
4. Introducing goal-oriented motivation;
5. Introducing motivation and concentration directed at tasks resulting from the set goals (autonomous positive ego).
Three steps to effective empathie communication from the perspective of inner dialogue. Step 1 - empowering the partner. The basis of effective communication is for the Coach to create circumstances of the partner empowerment during a match, training session or everyday conversation. It is essential to strive to create a situation in which the partner is the subject which is the centre of communication and further course of action.
This stage requires questions:
1). "Why?",
2). "How?", "How do you think you did?", "How do you want to change that?"
3). "How do you think you did in it?"
4). "Which solution do you choose?" (A question to the team).
After asking the questions, the coach expects the answers but doesn't comment on them. The partner must be left with his answers in the inner dialogue, e.g. after an unsuccessful play. At this stage, offering answers, reciprocating remarks (commenting on them) or trying to compromise leads to the subjugation of the partner, which is counter-productive to empowering him.
An empowered player (or team) on the other hand takes responsibility, decision-making and risk, achieves self-realization and self-assessment. The development of self-realization of an empowered player and/or team constitutes the main psycho-pedagogical and educational role in sport. [4].
Step 2 - Patient awaiting and acceptance for inner dialogue. The goal of the first step is empowering the partner and letting him be with his inner dialogue. Being left alone with one's answers and emotions provokes the confrontation of the player with his experiences and emotional state. The empowered individual experiences his answers emotionally and when he feels the need, he strives to have a conversation with the coach. Achieving the sense of need for further conversation is crucial for effective empathic communication from the perspective of inner dialogue.
In the second step the player strives for conversation, and the coach's job is to be ready to listen to him. Then the coach must not refuse to hear him out or reject him in any other way. It is important that the coach make use of his gestures and mimics (without words) to express acceptance for the effort that the player puts in his own inner dialogue.
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Step 3 - conversation and setting goals. The
coach should have a conversation with the player in a place free of external stimuli and only when the player expects it because he expressed a need for conversation before. During the conversation the coach makes use of key words and phrases which are supposed to stimulate the player's inner dialogue and channel him into tasks and cooperation. The tasks and goals must come from the player (and not the coach); the player must feel that the tasks stem from his needs and goals. As a result of communication conducted in this way, the coach should expect progress from the player regarding his inner dialogue. The progress achieved in this way results in eliminating the player's inner fears as well as building up on his self-esteem and self-confidence.
It must be borne in mind that empathic communication from the perspective of inner dialogue is a process and as such requires great patience and acceptance. Immediate effects are not to be expected; it's a long-term operation. In the event of non-existent or insufficient progress and persistent emotional instability as well as vacillation in terms of tasks and goals (fearing changes and decreased self-motivation), further measures must be implemented.
Additional measures in empathic communication from the perspective of inner dialogue.
The coach continues to endeavour to have a conversation with the player and applies communication in step 1, except now he adds 1-2 sentences which were prepared beforehand and are introduced into the player's inner dialogue. The sentences should inform the player what is in the way to his self-realization (they should never be judgemental or refer to the past). Subsequently the coach follows steps 2 & 3. In professional sport, compromise and dialogue are possible only if both parties have the impression that they are right after the encounter. Far-reaching psycho-pedagogical effects of empathic communication from the perspective of inner dialogue. Sport -even on the top-class level - should always have pedagogical ambitions, and its ultimate goal (apart from the strictly sports ones) should include comprehensive development of the individual and endeavour to be "somebody" in the process of self-realization. Apart from actual effectiveness, em-pathic communication from the perspective of inner dialogue carries with itself enormous addition-
al values. It makes you sensitive to others, brings happiness at coping with difficult situations (e.g. in the team), and allows one to create interpersonal (inner) awareness. Moreover, it provides knowledge about oneself which constitutes the base to further development of interpersonal skills. Great competence in them allows one to spark off a positive reaction in dealing with other people, enables to control oneself and people around you, and makes one feel that other people see you "the way you would like to be seen". It opens the door to mature humanity and being rid of anxieties as well as puts faith in oneself which is indispensable to following your own life path (the path of self-realization) [4].
The hazards of non-empathic communication. Experience suggests that degeneration of creativity is the biggest mistake of non-empathic communication. Individuals deprived of the possibility to act based on their own truth and needs become degraded to the primal need of consumption and in effect play the reconstructive (servile) role in the social context (the players effect the coach's vision, not theirs.) A mechanism of seeking acceptance for one's own actions in other people's eyes is formed. Players play for the coach's and other people's praise and admiration, in fact not being themselves (they don't act based on their own needs and feelings). They gradually become addicted to flattery and admiration of others through which they lose the genuine capacity to decide about themselves and they become "slaves / hostages" of other people's impressions and needs. They develop their own identity against the nature, a feeling of shame appears while the feeling of self-esteem and dignity disappears. In difficult (extreme) situations they're not able to distinguish themselves. Consequently they turn away from others and go around like "mad dogs" [3,4].
The coach's challenge. The moment of offering an answer in empathic communication from the perspective of inner dialogue is specific because it creates the temptation to impose one's own views and opinions on the partner. It is paramount that the coach should not yield to this temptation and while offering the answer to the player he should not enrich his own plan (goals, tasks), but the player's. The coach must decide first in his own inner dialogue whether he's capable of enriching the player's plan. If he's not, he should refrain from offering the answer (strong empathy concerning task
JOURNAL OF NEW MEDICAL TECHNOLOGIES - 2016 - V. 23, № 2 - P. 171-177
and goal attainment), otherwise he will be feeding his own ego at the expense of the player's ego.
While carrying out empathic communication from the perspective of inner dialogue, different questions about the essence of the coach's particular conduct can be raised.
The simplest answer to: Why is the "Why?" question posed is contained in the following statement: "Because the coach wants you to think about it the way you want to, not the way you are supposed to think about it" [4].
With that being said, it must be emphasized that in the game of Piterbasket any scheme imposition perceived as the coach's suggestion is futile for several reasons. Firstly, no measurable results in the effectiveness of the game are present; any play in this sport is based on a situation in which the player is playing one on one in the offence and gains advantage over the defender, is one step ahead and finishes the play scoring a basket. Secondly, the fact that the scheme is imposed causes the player not to realize his full potential and his entire value may be screened by actions he is not the author of. Furthermore, technical aspects such as the game's variables also play a role here. The specification of the game brings about a situation in which the player can - at any time - change his mind, alter the course of the action and throw the ball from a different position. As we can see, it's erroneous for the coach to impose schemes and its ramifications may cause an inner conflict in players.
The role of the coach in Piterbasket takes on a huge value because through a process of training and participation in sports competition, a player develops his empathy and cooperation skills to a greater extent than in the case of standard basketball, at the same time limiting his egotistical propensities.
Self-discovery. Self-discovery must be perceived as one's own identity which should be evoked on one's own. Owing to such a conduct we discover our talents, we seek our disposition, we recognize our possibilities in order to realize our full potential in life. These values constitute fragments of the entity that was created for you by someone you believe in. Self-discovery is aimed at finding one's own plan and enforcing it [2].
The problem of the contemporary world regarding personal development is the fact that our thinking and goals - oft-times even dreams -are shaped by others (family, friends, bosses,
coaches) and don't take roots in ourselves. The outcome of such approach is as follows [4]:
1. We accept someone's standpoint in reference to ourselves - we become a victim of opinion, flattery and comparison, our actions cease to be creative and become imitative.
2. We execute the conceptions of others and we make their dreams come true - not ours. Our existence consist in satisfying other people's needs. A coach that behaves like a tamer and manages his team without empathic communication uses the players for his purposes.
3. We are faced with an illusion about ourselves (we do not live according to our own true values) - it's quite possible that the coach puts a player on a position he is not psychologically predisposed for at all. In this way the imposed value becomes his own even though he never knowingly gave his consent to it.
4. We take part in a rat race (subjugation by means of external factors) which is caused by the constant desire for reward and acclaim. A player led in this way is deprived of the impression of his own progress, the only things he must account for are victories and medals.
Having said that, it must be concluded that in the game of Piterbasket the coach's actions should have a value-building quality for players. The specification of the game should always make the player come to his own decisions and take responsibility for them. In order for the player to show his full potential, the coach shouldn't judge or compare. Instead he ought to talk with him emphatically, take his perspective into account, put himself in his shoes and create situations for the player, not for himself. The method to lead a player in this way is to let him make mistakes, as exemplified by the old Polish saying: "Let's learn from mistakes". Owing to that, the player reaches an inner dialogue and settles everything himself. The coach merely predicts situations and acts indirectly. This state can be described as: the less the coach, the more of him.
A person without self-discovery becomes a slave, his full potential is blocked because he doesn't know his destiny and thus he is doomed to life in mediocrity, that is life without taking the trouble on one's own accord which leads to happiness [2]. Taking part in Piterbasket helps every participant build self-esteem.
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activities and commitments, which is possible thanks to taking part in Piterbasket.
Chart 1. The differences in self-realization based on self-discovery
Every coach imposes tactical schemes during the game, imposes the course of action. If they are not suited to the player, it will only lead to building negative feelings in him, and in the long run to shaping him into someone he truly is not. Therefore the coach doesn't pass opinions about the player, he leads him so that he can be aware of his own actions by means of setting an inner dialogue in motion. A host of variables in the game of Piter-basket allows the player - at any time - to change the course of action, the pace of the game and make an attempt to throw the ball from a different position, hence imposing schemes on the team is erroneous and its consequence can lead to the inner conflict in the players [4].
Existence. If self-discovery is the essence of life, it is preceded by existence, that is living on the level of basic human needs (eating, sleeping, basic activities). The process of forming identity begins during existence, thus we have the choice of remaining on the level of existence and being a victim of judgement, opinions and comparison or realizing one's own identity, that is being closer to who we are [5,7].
Self-discovery has two dimensions. The first is reflecting on oneself: what we would do in a particular situation. It is facilitated by various psychological tests which include questions such as: am I good?, do they like me?, what can I do? At this stage, however, we are merely an element of illusory world. The second dimension directs us at real actions in real life while taking various steps. The way to achieve this is an attempt at different
Chart 2. Two ways to self-discovery
Taking the path to self-discovery, we give ourselves a choice. Two questions are important: What is good, and what is bad, but only when you are faced with a real situation. When it's time to make the choice, our propensities, flaws, blemishes, and habits come into play. The basic mistake is taking the easy way out. Faced with a choice, we should always take the hard way out in order to understand ourselves, take a step forward, make headway, know what we are capable of in a difficult situation as well as achieve emotional flow [1]. "You must often sacrifice too much in order to discover yourself" T. Hudnski.
A practical example of building social values in children and youth is dribbling which must be limited every now and again. Even though it's allowed in every form it must only be used in the event of impossibility of passing the ball to a team mate. At this point, it's important to mark the advantage in the psycho-social aspect because every pass makes for development of mutual relationship between team mates, getting to know each other and that is the "hard way out". Dribbling, on the other hand, satisfies the player's egotistical needs, he doesn't need to take into account his partner's needs, thus deriving satisfaction on the lowest level and doesn't go deeper.
Greater effort and sacrifice is directly proportional to the level of satisfaction we can gain. For this reason passing plays a crucial role in building social values in children and youth; because it's more difficult than dribbling. In order for the pass to be carried out properly, the player must weigh up many variables and have the necessary
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technical skills to succeed in passing. These are, among others: team mate's readiness to catch the ball, weighing up one's own readiness, observation of the whole court, getting the rhythm and pace of the play. Many years of empathic approach, which Piterbasket requires, turn into a greater competence of managing oneself, the partner, a group and extreme situations [4].
Social effects of participation in Piterbasket from the perspective of self-discovery and existence:
1. The player is capable of adapting to the surrounding world,
2. The player is able to find a place for himself in this world,
3. By means of self-management, the player has time to confront his own ego (inner dialogue),
4. The player is capable of coping with his weaknesses and taking the hard way out.
The coach's role in Piterbasket is managing the players in such a way that they don't match their own reality to what others want. Throughout a long-standing training the player acquires social skills and ability to have control over people around him; he discovers himself through his own actions. Such approach makes it possible to have a genuine influence on what is happening around you, and what you want to say will be said for you by others.
All this requires a huge amount of self-development, handling one's emotions and weaknesses. It also involves suffering and anxiety, but mastering oneself gives independence from the world (autonomy). Conducting an inner dialogue, you are independent from the world even though you live in it [9].
Methods of self-management:
1. Emotional instability stands for seeking one's own potential, the ability to manage in real situations, connected with our passions and interests, aimed at developing self-confidence and self-control and achieving independence and autonomy.
2. Acting according to yourself means taking steps which are true to yourself, and not to some imposed patterns which others put forward to us. Withstanding pressure.
3. The foundation to everything is getting to know oneself in a real situation, and not thinking
about it. Owing to this, we understand and accept ourselves. Consequently, all situations we come across determine our progress or lack of it [6].
Participation in Piterbasket may spark off self-development, it discovers and evokes one's full potential as well as enables self-discovery but only when the coach doesn't deprive the player of his experiences and doesn't impose his willpower and sets free what's best in the player (his empowerment). Through such approach sport becomes a tool to the development of personality and enables leading life in real world. This way of thinking and conduct does not lead to stressful situations, and the child becomes creative, readily seeks undertakings which can give him satisfaction.
Another goal of participation in Piterbasket is self-realization. Owing to many years of experience the player will achieve a high level of satisfaction from life in which he will never be a victim of judgement and comparisons with others. If this aspect is not developed, an adult person is frequently dissatisfied with himself. He worries he hasn't achieved as much as others and forgets that he was bestowed with a different potential that he must set free in himself [4,8].
Piterbasket enjoys the status of a social category because participation in it is rid of rivalry prompted by external factors. It is for this reason that players can feel they are making headway through setting tasks and goals themselves, which leads to making dreams come true [4].
To sum up, we contend that the above-mentioned justifications contained in the article should encourage many people of different ages and walks of life to participate in this sport. Participation in it, joint activities, matches and tournaments allow one to develop one's own values, which translates to success in every sphere of our actions. Thus, we spare no effort and we count on a sustainable development of Piterbasket in Europe and worldwide. So far we have carried out a number of workshops and tournaments in which we aim at training a cadre of coaches who will readily and understandingly disseminate the conception and advantages coming from the game of Piterbasket without failing to apply the aforementioned psycho-pedagogical aspects.
JOURNAL OF NEW MEDICAL TECHNOLOGIES - 2016 - V. 23, № 2 - P. 171-177
Литература
1. Csikszentmihalyi M., Przepfyw, Biblioteka Moderato-ra: Taszow, 2005.
2. Csikszentmihalyi M. Urok codziennosci. Psychologia emocjonalnego przepfywu. Warszawa, 1998.
3. Gut R., Piegowska M., Wojcik B. Zarz^dzanie sob^. Ksi^zka o dziaianiu, mysleniu i odczuwaniu. Wydawnictwo Difin. Warszawa, 2008.
4. Hucinski T. IMOPEKSIS Psychopedagogiczna metoda zarz^dzania sob^, grup^, i sytuacja stresow^. Koszalin: Wydawnictwo Uczelniane Politechniki Koszalinskiej, 2015.
5. Jarymowicz M. Psychologiczne podstawy podmiotowosci. PWN Katowice, 2009.
6. Koiakowski L. 2006 rok za Waldemarem tysiakiem art. Wzgl^dem prawdy, Uwazam Rze, 2006.
7. Krawczynski M. Spojnosc grupowa a dojrzaiosc spoieczna. Studia z psychologii sportu. Gdansk, 1995.
8. McGrath H., Edwards H. Trudne osobowosci. Jak radzic sobie ze szkodliwymi zachowaniami innych oraz wiasnymi. Poznan, 2010.
9. Riley P., Zwyci^zca w kazdym z nas, Centrum Kreo-wania Liderow, 1993.
References
Csikszentmihalyi M, Przepfyw, Biblioteka Modera-tora: Taszów; 2005.
Csikszentmihalyi M, Urok codziennosci. Psychologia
emocjonalnego przepiywu. Warszawa; 1998.
Gut R., Piegowska M., Wójcik B. Zarz^dzanie sob^.
Ksi^zka o dziaianiu, mysleniu i odczuwaniu.
Wydawnictwo Difin. Warszawa; 2008.
Hucinski T. IMOPEKSIS Psychopedagogiczna metoda
zarz^dzania sobq, grup^, i sytuacja stresow^. Koszalin:
Wydawnictwo Uczelniane Politechniki Koszalinskiej; 2015.
Jarymowicz M. Psychologiczne podstawy podmiotowosci. PWN Katowice; 2009.
Koiakowski L. 2006 rok za Waldemarem Eysiakiem art.
Wzgl^dem prawdy, Uwazam Rze; 2006.
Krawczynski M. Spójnosc grupowa a dojrzaiosc spoieczna.
Studia z psychologii sportu. Gdansk; 1995.
McGrath H, Edwards H. Trudne osobowosci. Jak radzic
sobie ze szkodliwymi zachowaniami innych oraz
wiasnymi. Poznan; 2010.
Riley P. Zwyci^zca w kazdym z nas, Centrum Kreowania Liderów; 1993.
