When eating watermelon and having life’s fun,
don’t let the seeds spoil what you’ve begun.
Spit out the seeds as they get in the way,
and continue with the watermelon fun of the day. 10.
“When one has tasted watermelon, he knows what the angels eat” Mark Twain.
Human interactions and encounters are physical, psychological, visual, olfactory, flavorful, acoustic, non-verbal, verbal, communications and electromagnetic radiation wave and gamma ray biorhythms and others. Examples are herein described.
Interactions and encounters with watermelons in the poem are analogous to human interactions with other people. Uninterrupted, nutrition, sweetness, pleasure and satisfaction are anticipated, but interruptions are often likely, because of difficult, challenging seeds, for example. As with humans, interactions with seeds is problematic and communication potentially breaks down. Interactions with humans are constructive or destructive, positive or negative, or somewhere in between.
Plants, humans, communities, patients in Doctor offices and Sport, Recreation, Exercise (SRE) Teams have in common positive and negative communications, criticisms, interactions and encounters with others and serve as examples for this Athlete, Team, Coach Cohesion treatise.
When examining plant life first, scientists “confirmed over the last 2 decades the existence of a wide range of communication methods used by plants, which were discovered. Most excitingly, are the additional modalities of communication, which remain to be yet discovered. These are important insights into our understanding of plant ecology and the communicative nature of plants.” These biorhythms are normally harmonious.
Usually “seeds and seedlings of the chili plant, Capsicum annuum, are able to sense their neighbor plants and identify their relative plants using alternative mechanisms beyond previously studied channels of plant symphonic communication.
“Researchers’ hypothetical mechanism explanation about how plants accomplish communication was discovered to be by quantum-assisted magnetic and/or acoustic sensing and signaling.” Plants send-out and receive pleasant and distressing signals.
“If proven correct, this hypothesis prompts a re-interpretation of our current understanding of plasticity in germination, growth and development of plants and calls for developing a new perspective of these biological phenomena.” 1.
So, watermelons and other plants appear to have communication skills and abilities during interactions and encounters with plants and insects.
“Likewise, humans send out “mating signals” which have been suggested that allow potential mates to judge reproductive fitness of the signaler. Scientists advance the hypothesis that our nervous systems are not self-contained, but rather demonstrably attuned to those around us and those with whom are closely associated.”
Plant and human symphonies are remarkable, fascinating studies. “This human symphony, which they call limbic resonance, is a capacity which we humans share, along with the anatomical characteristics of the limbic areas of the brain, with all other mammals” and important during physical contact and affection in social and cognitive development” [Harry Harlow].
Human limbic rhythm systems appear to be similar to the example of a first and second grand piano positioned within the same room. With the play of a note on the first grand piano’s key board, when both are located in the same room, the string vibrations of the first resonate with the strings on the second piano sounding the exact same note.
Brains of different people communicate with similar resonance. Brains communicate and “resonate” together through the limbic system, limbic resonance energy communications. Energy notes played in one brain are received by energy notes in the second brain in close proximity and they resonate.
“This interaction releases large amounts of neurochemicals, like dopamine, which are necessary for emotional and physical well-being. Limbic resonance is good medicine.” 134.
A recent study revealed the impact of electromagnetic resonant radiations (EMR),
energy which travels through space in the form of magnetic and electric waves in photon streams, or radiation consisting of electromagnetic waves and gamma rays.
Research clearly showed that electromagnetic resonant radiations (EMR) affect human brain biorhythms, such as delta-rhythms and, partially, theta-rhythms. 135. 136.
Dr. Helen Fisher Rutgers University believes that attachments formed between individuals “in love” are caused by changes in the brain involving a group of neurotransmitters called monoamines, i.e. dopamine, norepinephrine, and serotonin. Lust is governed by testosterone and estrogen. Attachment is governed by the neurotransmitters oxytocin and vasopressin.
Sometimes, these physiologic states are influenced by electromagnetic resonant radiations (EMR) and gamma rays secondary to the human brain limbic system biorhythms. 107. 108. 109. 110. 111.112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. / 2.
Quietly and subtly, plants send-out and receive pleasant “quantum-assisted magnetic and/or acoustic electromagnetic resonant radiations (EMR) sensing and signaling” and humans send-out and receive very similar sensing and signaling in the form of “electromagnetic and electric waves in photon streams or electromagnetic waves and gamma rays radiation.”
The plant biorhythms from plant structures and human biorhythms from human brain limbic system are similar. Difficult situations and encounters between humans arise when verbal and emotional factors are expressed and evident.
Human verbal, psychological, emotional and physical interactions and encounters are not always harmonious like human biorhythms are.
Another example, “Family physicians commonly find themselves in complex clinical encounters with patients. These encounters often leave the physician feeling frustrated, when physicians and patients are not ‘in tune’.
Difficult encounters may be attributable to factors associated with the physician, the patient, and situation at the time, or a combination of all the factors during the interactions and encounters.
“Common physician factors include negative bias toward specific health conditions, poor communication skills, and situational stressors.”
“Patient factors may include personality disorders, multiple and poorly defined symptoms, non-adherence to medical advice, and self-destructive behaviors.”
“Situational factors include time pressures during visits, patient and staff conflicts, or complex social issues.”
“To better manage problematic clinical encounters, the physician should identify all contributing factors, starting with his or her personal frame of reference for the situation.’
“During the encounter, the physician should use empathetic, concerned listening skills and a nonjudgmental, caring attitude. The physician should evaluate the challenging patient for underlying psychological and medical disorders and previous or current physical or mental abuse. The Physician should set boundaries and use patient-centered communication to reach a mutually agreed upon plan.”
“Understanding and managing the factors contributing to a challenging encounter will lead to a more effective and satisfactory experience for the physician and the patient.” Harmonious interactions are the objective.
“To handle difficult encounters more effectively, the physician must learn to recognize the many variables associated with these encounters, and adapt his or her approach to the patient, starting with enhanced communication skills.7,12 3.
Physicians and other humans must learn to identify a challenging interaction and encounter and resolve the situation by first understanding the underlying mechanism at work and then working around or eliminating the interaction and encounter altogether and not get psychologically bogged-down.
This is similar to the human-watermelon happen-stance. When problematic seeds are encountered one can either confront them, avoid them or spit them out when engulfed, but after they are dealt with, by all means possible, the consumer should move onward and forward with the daily events.
Dwelling-on or accepting psychodynamicaly pathological non-compliant seeds as normal-stance is misguided. “The specific intervention approach should be guided by psychodynamic conceptualization, which is based on understanding the person’s (difficult seed) internal world.” When eating watermelon and interacting with a challenging seed, one must adjust and react to the underlying problem and then move on. 4.
Using a population scale dataset, another example, other research scientists found “physical encounters display reproducible temporal patterns, indicating that repeated encounters are regular and identical.” These encounters are like the watermelon seeds.
“Collective regularities (regular gathering) dominate distinct encounters’ bounded characteristics. An individual’s encounter capability is rooted in his/her daily behavioral regularity (daily routine), explaining the emergence of “familiar strangers” in daily life.” They are not known personally, but have familiar attributes.
Researchers found ‘individuals with repeated encounters are not grouped into small communities, but become strongly connected over time, resulting in a large, but imperceptible, small-world contact network, similar or identical or “structure of co-presence” across the whole city area, which was studied.” Difficult seeds are similarly structured and co-present in a watermelon.
Understanding the encounter pattern and identifying this large-scale contact network are crucial to understanding the dynamics in patterns of social and cultural acquaintances, collective human behaviors, and even disclosing the impact of human behavior on various disease spreading processes.
“It has been assumed that human behavior, social interaction and disease contagion were connected for a long time. (29, 30) As a result of various preferences and constraints on individual behavior, spatial-temporal patterns and collective regularity can be found in daily life, such as morning and evening peaks in transportation, degree of crowding in shopping malls and supermarkets at weekends and in restaurants during dining hours, and so forth.” Like human community interactions, human interactions with water melon seeds, while different, are remarkably predictable.
“Although the similarity between social contagion and epidemic spreading was recognized a long time ago (31), in the context of physical proximity, social contagion depends more on familiarity than epidemic spreading.” Infected familiar people is riskier epidemically, than contact with unknowns.
“Nevertheless, we know that social communities emerge from the increasing familiarity of individuals into collective forms: from unintentional and passive interactions to intentional and active communication, from mere physical proximity to mutual trust (9).”
“Unlike other social networks, where people interact within a circle of friends and acquaintances, these examples show an often-ignored type of social link of weak, passive, and indirectly enabled encounters.”
Moreover, deep-rooted individual behavior patterns, explain the ‘familiar strangers’ phenomenon in daily life. This research should serve as a base to better understand collective human behaviors, dynamical evolution of social networks (33, 34), and especially the impact of collective regularity on various processes. (4, 35, 36) 5.
What about Athletes in SRE? “An Athlete seldom realizes that the failure to achieve is related to poor or inadequate preparation of psychological strategies. After competition the greatest excuses are generally attributed to the mental and emotional aspects of the game. Yet, almost no time is spent incorporating these into the training routine. Rather, it is a case of back to the drawing board for a new physical strategy or increased practice time.”
Improving performance is not accomplished by separating the body from the mind. The improvement of athletic ‘mindsets’ and psychological factor are equally important. 6.
“Research to date supports a relationship among characteristics and behaviors of individual coaches and team cohesion. However, the majority of today’s high school, intercollegiate, and professional teams are often led by a coaching staff consisting of a head coach and one or more assistant coaches. For instance, a Division I-A football coaching staff may consist of as many as 20 coaches or a ratio of 5 players per coach.
“One can easily imagine the confusion a player on this team may encounter if he is getting “mixed messages” about strategy, discipline, or technique from different coaches, and the resulting undesirable effects. Therefore, studying the cohesiveness of the coaching staff in behavior and message expressed to athletes (coaching staff-athlete interaction) may be very appropriate and applicable for sport psychology team consultations.
“It is important to understand the perception of coaching staff cohesion and how it may influence team cohesion. Athletes play a primary role in team cohesion; however, the current study provides initial research support for Martin’s (2002) speculation that coaches also influence team cohesion.
“The coaching staff can be viewed as a team within the team, which must function together with a shared purpose. Athletes are likely to behave in a way modeled to them by the coaching staff, implying that coaching staff cohesion should be considered as a moderating variable of team cohesion (Bandura, 1977; Martin, 2002).
“Incorporating coaching staff cohesion exercises in coaching training programs have been shown to improve coaching efficacy (Sullivan & Kent, 2003).
“Addressing potential discrepancies in athletes’ and coaches’ perceptions of interactions and encounters resulting in team cohesion could be beneficial to sport psychology.
During interactions and encounters coaches should communicate interest in team cohesion as well as their satisfaction being part of the coaching staff.
The impact on coaching staff cohesion on team cohesion from interactions and encounters of Athletes, teammates with coaches, who are on teams which utilize several coaches, can be negative or can be positive. Interactions and encounters with a cohesive coaching staff has a positive impact on Athletes, teammates and the team’s performance. 7.
Following detailed analysis and assessments of Athletes’ execution and performance, during practice and games, Coaching comments to Athletes should be professional, logical, factual and practical. Coaching comments should be positive, constructive, approval, when deserved and effort has been maximized, or when necessary, analytical criticisms. Sugar coating inadequate, unsatisfactory effort is not acceptable.
Clearly in work and life, both negative and positive feedback have their place and their time. If some inappropriate behavior needs to be stopped, or if someone is failing to do something they should be doing, that’s a good time for negative feedback. And certainly contrarian positions are useful in leadership team discussions, especially when it seems only one side of the argument has been heard. But the key even here is to keep the opposing viewpoint rational, objective, and calm — and above all not to engage in any personal attack (under the disingenuous guise of being “constructive”).
We submit that all leaders should be aware of the ratio of positive and negative comments made by their colleagues in leadership team meetings, and endeavor to move the proportion closer to the ideal of 5.6 to 1, by their own example. 9.
Athletes not only need to confront these negative existential givens and the realistic side of human existence, but they can grow as a result of such encounters.
One happiness or success in Sport and life, takes place in the context of existential concerns in the now-situation, present environment, perceived daily stress, positive and negative communications, criticisms, interactions and encounters with others.
Properly understood, Existential Positive Psychology (EPP) is about the human drama of courage, creativity, and the celebration of achievements and life in the midst of struggle and suffering.
Existential Positive Psychology is intended for all people, on integrating negative experiences with positive ones.
A complete positive psychology needs to be based on the totality of human experiences. 8.
Athletes understand truth and honesty interactions and encounters with Coaches, which substantiates the Coaches’ trustworthiness and has a positive impact on Athlete, Team and Coaching staff cohesion.
Bad seeds breed team disagreement, conflict and rebellion. All interactions, encounters, strings and chords among Coaches, Athletes, teammates and teams must be harmonious in an athletic biorhythm when the games are played.
When Coaches, Athletes, teammates and teams cohesively pull together, remain solidity united, divest themselves of negativity, focus on team work and spit out the seeds of dissension, the team’s performance will be enhanced, prototypical and victorious.
Coaches, Athletes, teammates and teams cohesion is a ‘re-interpretation of our current understanding of the plasticity in growth and development of Coaches, Athletes, teammates and teams and calls for developing a new perspective of these biological interactive and encounter phenomena’.
In summary, humans, Doctors, Athletes and Coaches must purge-out the malice and wickedness and preserve sincerity and truth. [1Co 5:8.] One must spit out the problematic seeds, and prevent their obstruction, as they get in the way, and continue the cohesive watermelon fun of the day.
1. [Acoustic and magnetic communication in plants Is it possible?Monica Gagliano, Michael Renton, Nili Duvdevani, Matthew Timmins, Stefano Mancuso Plant Signal Behav. 2012 Oct 1; 7(10): 1346–1348]
2. [EUTOPIA, WHISTLE WHILE YOU WORK by Micheal B. Minix, Sr., M.D., July 1, 2015]
3. [Managing difficult encounters: understanding physician, patient, and situational factors by Cannarella Lorenzetti R1, Jacques CH, Donovan C, Cottrell S, Buck J. Am Fam Physician. 2013 Mar 15;87(6):419-25]
4. [Psychodynamically Based Therapies, Handbook of Child Psychopathology pp 537-556 SANDRA W. Russ]
5. [Understanding metropolitan patterns of daily encounters by Sun L, Axhausen KW, Lee D-H, Huang X. Proceedings of the National Academy of Sciences of the United States of America. 2013;110(34):13774-13779]
6. [Why are Psychological Skills important to Athletes? Athletics Training]
7. [The Relationships Among Coaches’ and Athletes’ Perceptions of Coaching Staff Cohesion, Team Cohesion, and Performance by Rebecca A. Zakrajseka, Christiaan G. Abildso, Jennifer R. Hurst, and Jack C. Watson II, Athletic Insight, online Journal of Sports Psychology]
8. [Existential Positive Psychology by Paul T. P. Wong, International Journal of Existential Volume 6, Issue 1, February 2016 Psychology & Psychotherapy www.existentialpsychology.org]
9. [The Ideal Praise to Criticism Ratio by Jack Zenger and Joseph Folkman, Mar 15, 2013 Harvard Business Review]
10.[Compasset Through Mountain Passages, by mbmsrmd, ©2004]