Depression Among Athletes Goes Underreported †Sports Psychology Essay

Depression Among Athletes Goes Underreported – Sports Psychology Essay Free Online Research Papers Depression Among Athletes Goes Underreported Sports Psychology Essay For many decades sports have played large roles in human’s everyday lives. Whether one is an elite or recreational athlete, there is a high amount of pressure inflicted upon that individual by coaches and oneself in order to be the best one can be. Although many athletes can successfully climb the mountain of emotional and psychological obstacles that lie in their paths, there are some who find themselves overwhelmed and full of anxiety. Athletes tend to be more susceptible to depression due to the many challenges they must endeavor throughout the course of their athletic career. There are several sports specific factors that contribute to depression, factors which include injury, burnout and overtraining. As well, the expectations of coaches and teammates, heightened public visibility, time demands and racial and gender stereotyping add to depressive pressures. Unfortunately, depression among athletes goes underreported due to the fear of being perceived as â€Å"weak†. Athletes are taught to be tough and strong, therefore depression is not something that many want to face or accept and because of that, sports psychologist are rarely used for such issues as depression. Sport participatio n incurs a certain amount of stress and anxiety on athletes, therefore putting individuals at a high risk for developing a mental illness such as depression. Depression is a common mental disorder which affects up to 25% of female athletes and 12% of male athletes (Wesley, 2002, pg 56). Athletes will experience a loss of interest or pleasure, feelings of guilt or low self-worth, low energy, poor concentration and irritability (suicideandmentalhealthassociationinternational.org). Unfortunately, athletes who experience symptoms of depression are reluctant to seek help, due to the perception that depression carries a cloak of shame. Athletes are taught to be tough and by admitting to a psychological or emotional problem, an individual’s confidence is threatened. Athletes are trained by their coaches to ‘play through the pain’ and struggle through adverse problems on their own without letting anyone see them cry. â€Å"A 2001 study †¦ found that 96 percent of coaches and 97 percent of athletes said mental health is extremely important to overall performance. That’s good news. However, 85 percent of coaches said their athletes come to talk to them about mental health, though only 68 percent of the athletes said they could go to their coach about such issues† (psychologyofsports.com). Seeking help in the sport’s world is a sign of weakness, when really it should be recognized as a sign of strength. Athletes display a variety of psychological responses to injury including negative reactions such as depression. The inevitable losses such as early retirement in one’s athletic career, or the psychological pain one goes through when experiencing an injury have been known to lead to depression. Depression is fairly common among injured athletes. The more successful the athlete, the more serious the injury, the more likely the athlete will experience an episode of severe depression. Athletes whose self-identity is highly wrapped up in sports are more likely to experience greater depression then recreational athletes. One may feel isolated, experience a huge loss of identity and feel that they have limited options if their ability to continue with their chosen sport is jeopardized. When an injury occurs, whether it is severe or not, an athlete is unable to train to his or her potential. In some cases, an athlete may never fully recover from his/her injury, eventually ending the ir career. The inability to return to pre-injury performance levels and the thought of being replaced by a teammate can only lead one further into depression. â€Å"Factors such as the magnitude of the injury, the success of the rehabilitation program, the athlete’s personality, and level of competition have an impact on the athlete’s responses, rendering the responses somewhat idiosyncratic† (Wann, 1997, pg 219). A number of intervention strategies are discussed throughout our textbook, in reference to athletic injury management. Many sport psychologists have devoted their attention to the benefits of providing psychological intervention strategies to injured athletes (Wann, 1997, pg 217). Psychological interventions for injured athletes can prevent future mental illnesses, such as depression. Injury interventions involve two distinct steps. First and foremost, the psychologist must assess the psychological ramifications of the injury. Second, based on the assessment, psychologists must begin to implement a program which best fits the athlete and their needs (Wann, 1997, pg 222). Because research has indicated that there is a strong correlation between injury and mental illnesses such as depression, it is imperative that athletes seek psychological interventions to assist them with their recovery. Other leading factors which contribute to depression among athletes are overtraining, choking and high levels of anxiety. Highly motivated athletes, consumed with the will to perform well and win, become frustrated by poor performance and loosing. As a result, they increase their practice time and training intensity, causing increased fatigue, ultimately worsening performance, which in turn may eventually lead to depression. â€Å"Overtraining can lead to athletic burnout referred to as overtraining syndrome. The physical demands of the athletic activity could conceivably deplete necessary biological factors such as neurotransmitters. One response to less than satisfactory performance is to push themselves even harder in their training, leading to a state of chronic fatigue and depression† (Nichols, 1993, pg 96). Depression is one of the biggest psychological problems among over trained athletes. If overtraining persists, it is imperative for athletes to seek psychological help so that depression doesn’t occur. Another leading factor which contributes to depression among athletes is high levels of anxiety. Anxiety has been strongly correlated with depression in a number of studies (athleticinsight.com). The continuous stress and pressure on athletes to perform well by fans, coaches and oneself causes one to experience high levels of anxiety, which in turn negatively affects ones performance. â€Å"Literature shows athletes with lower state anxiety and less depressed mood are more likely to perform better than their more anxious and depressed counterparts† (athleticinsight.com). Although, there are a number of external forces which cause athletes to experience depression, it is ultimately up to oneself to face the issues at hand, admit there’s a problem and then ask for help. Fortunately, depression is very treatable, however unfortunately there are simply too many forces opposing some athletes to seek treatment. Athletes are afraid to disclose any psychiatric symptoms for fear that it will be revealed and exploited as a sign of weakness and therefore do not seek professional help. Athletes who experience depression try to cure themselves, mistakenly believing that depression is only a state of mind that a person can snap out of, rather then understanding depression as a disease. ‘â€Å"As athletes, we are taught to be tough,† said former NHL all-star Pat LaFontaine, who has battled depression. â€Å"You get up and shake if off. But you can’t do that with depression. For me, the harder I tried, the worse it got† (psychologyofsports.com). Sport psychologists are extremely underused when an athlete is seeking professional help. Although not all sport psychologists are qualified in dealing with psychological issues such as depression, clinical sport’s psychologists are professionals who are trained to treat such issues. Because every athlete is different, clinical sport psychologists must treat every case of depression individually. When an athlete experiences an injury and as a result falls into the deep shadows of depression, the Affective Cycle Theory argues that an athlete’s reaction is comprised of three different responses: distress, denial and determined coping (Wann, 1997, pg 218). It is important for a clinical sport’s psychologist to assess the individual and the situations that led up to the cause of depression. Without psychological intervention, athletes are very unlikely to obtain a quick recovery process, and may end up falling deeper and deeper into depression. It is almost impossible for athletes to continue on training, when struggling with depression. When an athlete makes his/her well-being and personal happiness conditional upon goal attainment, they put themselves at risk for depression due to possible failure. Injuries to athletes are very career-threatening and therefore as well can lead an athlete down the long road of depression. Fortunately, there are ways to limit some of the anxiety that an athlete may experience throughout his/her athletic career, however the challenge for one is to gain personal strength and seek psychological intervention. Early detection and intervention can allow athletes to recover from their illness or injury so the athlete can resume their ‘normal’ life and continue training if they wish to do so. Research Papers on Depression Among Athletes Goes Underreported - Sports Psychology EssayArguments for Physician-Assisted Suicide (PAS)Capital PunishmentThe Effects of Illegal ImmigrationThree Concepts of PsychodynamicAppeasement Policy Towards the Outbreak of World War 2Influences of Socio-Economic Status of Married MalesAnalysis Of A Cosmetics AdvertisementMarketing of Lifeboy Soap A Unilever ProductPersonal Experience with Teen PregnancyHip-Hop is Art

Example English Sentences of the Verb Beat

Example English Sentences of the Verb Beat A good writer should march to the beat of a different drum, except marching to that beat represents a cliche, something all writers should avoid. In the preceding sentence, beat wore the trappings of a noun, but, like many words, its versatile enough to perform additional duties as a verb or adjective. We will concern ourselves with examples of beat as a verb in all of its tenses, including in the active, passive, conditional, and modal forms. All Forms of Beat Base Form beat / Past Simple beat / Past Participle beaten / Gerund beating Present Simple I often beat my friends at chess. Present Simple Passive Jack is usually beaten by Mary in poker. Present Continuous Johnson is beating Anderson in the boxing match. Present Continuous Passive Anderson is being beaten by Johnson in the boxing match. Present Perfect Peter has beaten me at least fifty times at chess. Present Perfect Passive Ive have been beaten at chess at least fifty times by Peter. Present Perfect Continuous None Past Simple Jennifer beat me last week. Past Simple Passive I was beaten by Jennifer last week. Past Continuous I was beating Peter in that game when you walked in the door. Past Continuous Passive Peter was being beaten when you walked in the door. Past Perfect Tom had beaten Jane at least ten times before Jane finally won a match. Past Perfect Passive Jane had been beaten by Tom at least time times before she finally won a match. Past Perfect Continuous None Future (will) I will beat you the next time we play. Future (will) Passive She will be beaten in the next match. Future (going to) Look! Jack is going to beat Mark. Future (going to) Passive Look! Mark is going to be beaten by Mark. Future Continuous This time next week, Ill be beating you in our rematch. Future Perfect By the time you read this, he will have been beaten by his opponent. Future Possibility I think  she might beat Ralph in the next game. Real Conditional If she continues like this, she will beat her opponent. Unreal Conditional If she played better, she would beat Jack. Past Unreal Conditional If Peter had concentrated more, he would have beaten his opponent. Present Modal He should beat Mark. Past Modal They must have beaten their opponents. They are so much better at chess! Quiz: Conjugate With Beat Use the verb to beat to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. Jennifer _____ me last week.Tom _____ Jane at least ten times before Jane finally won a match.Johnson ______ Anderson in the boxing match.If Peter had concentrated more, he _____ his opponent.Look! Mark _____ by Mark.Peter _____ me at least fifty times at chess.Jack _____ usually _____ by Mary in poker.I often _____ my friends at chess.By the time you read this, he ______ by his opponent. Quiz Answers beathad beatenis beatingwould have beatenis going to be beaten  has beatenis beatenbeatwill have been beaten

Mens Health Magazine Research Case Study Example | Topics and Well Written Essays - 1750 words

Mens Health Magazine Research - Case Study Example This cause may be based on observed phenomena that are directly or indirectly related to the deteriorating status of Americans' health. The next step is to establish a hypothesis to rationalize some feature of the observations (Hopper, K., 2008). Again, as far as hypothesis is concerned, the magazine's review has enough reason to speculate that children's overall health is parallel to the general lifestyle of its environment, either sanctioned by the government or common customs. The magazine has enough reasons to suspect that comparing cities' lifestyles would determine the status of children's health in these cities. The last step of the scientific method is to meticulously test the hypothesis (Hopper, K., 2008). Keep in mind that hypotheses cannot be proven (Samdahl, D. M., 1997). One can only fail to refute it. As early as now, one may actually say that Men's Health Magazine's review on the fittest and fattest cities for kids is a theory that is neither proven nor unproven. Facts about this statement will be discussed below. As a requirement, scientific method eliminates a hypothesis if tests constantly contradict the prediction. A hypothesis is only as valuable as its capacity to consistently forecast test outcomes no matter how great a hypothesis sounds. One should also remember that a hypothesis or prediction is not important if it is not testable and quantitative (Samdahl, D. M., 1997). Men's Health Magazine's theory is valid, quantitative, and testable. However, scientific method was not used quantifying and testing the publication's theory. The results are also not reliable and tend to change with a little addition or subtraction of the original data gathered. Men Health Magazine's review was based on these collected data: report by the Centers for Disease Control and Prevention, reports by the American Heart Association and the National Association for Sport and Physical Education, statistics of winners of the President's Challenge, statistics by the CDC and Claritas, statistics by Economic Census, and the magazine's survey on the amount of fast food consumed within a month (Colleti, J., 2007). All these were quantitative researches on adults' lifestyle --- their exercise habits and eating habits --- and percentage of overweight adult population. Other data collected were reports on the number of fast-food restaurants per capita and sports activities (Colleti, J., 2007) offered to each child. A quantitative type of research would have been sufficient for this review except for the fact that all data gathered were mostly reports on adults' lifestyle. It is like judging a building based on the engineer, without consideration to other essential factors such as the owner's budget for the construction, the timeframe given to finish the structure, etc. While it may be commonly agreed that corpulence is contagious and children have Research Methods 4 a tendency to mimic their adults (Snyder, C., 2007), focusing on this principle does not constitute a solid review. As far as health lifestyle is concerned, the

Nursing and Health Care within the Community Essay

Nursing and Health Care within the Community - Essay Example The paper tells that the effectiveness and success of nursing and healthcare provision within the community is largely dependent on proper holistic assessment based on an appropriate conceptual theoretical framework. Holistic assessment enables a nurse to plan the necessary patient-centred, consultative and evidence-based intervention while also taking into consideration the matter of client/carer and self-care extent to ensure that the client receives the best care possible while away from the hospital. The client selected in the family case study provided is Michaela and a justification for utilisation of Orem’s model of assessment for Michaela will be provided. Planned intervention integrating referrals to multi-disciplinary teams and the patient’s own values will be developed based on the best evidence followed by evaluation of the planned care for Michaela. Orem’s model was selected for the case of Michaela based on several considerations that make it the be st conceptual framework to utilise in this case. Orem’s model is founded on the view that nursing is necessary just in the time when the patient’s care needs are beyond self capacity or ability hence the nurse intervenes by evaluating the patient’s ability and then educating, providing guidance while at the same time delivering care whose completeness is relative to the patient’s own ability. Central to Orem’s model is the concept of self-care which is especially being encouraged by the UK health policy as an effective means of improving the health. (Department of Health 2005, p. 48). It has been observed that Orem’s model is exclusively the main self care framework that can be incorporated effectively in assessment of patients (Basavanthappa 2007, p. 24-25; Macduff and Sinclair 2008, p. 32; Sitzman 2011, p. 339). Wilson (2003, p. 68) recognises the crucial role that nurses bear in education of clients and their carers where present and atta ch importance to Orem’s model in ensuring that this is achieved. They also note that nurses are charged with the duty of providing information that influences the patients’ decisions and participation in self care both of which are achievable through Orem’s self care deficit theory of nursing. Orem’s model is thus quite applicable for Michaela as a means of establishing the extent to which she can take care of her health and then developing a care plan to intervene on her deficiencies alongside an evaluation of the entire process and its impact on her health. This model is also advantageous as it is based on self care which particularly applies to the patient’s situation as we can discern that she cannot access a proper carer as her husband is also sick and unable to work while the daughter is currently in school and has her own problems with regard to decisions on reproductive health. The objectives of applying Orem’s model in Michaela†™s situation includes assessment of her health conditions according to the items in the model, identification of her needs and lastly demonstration of effective communication with her in order to provide patient focused care and intervention (Nursing Theories 2011). The first self care item on Orem’s model is the maintenance of sufficient intake of

The Roots of Education are Bitter, but the Fruits are Sweet :: essays research papers

A time approaches in every person’s life when they must come to learn new things. Speaking on behalf of all those who have attended school at some point in their life, I must say that most do not like it for its educational significance. Today’s youth undervalue the worth of America’s public school system to the point of shame. Hard-working, underpaid teachers and professors prepare to educate these ingrates as their living, and it’s exasperating for the students to not even care. I must be fair though and call attention to the fact that not everyone shares this loathe for education and schooling.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of one’s journey of gaining more knowledge, most children don’t mind school, for it is a change of environment for them. The majority of elementary school adolescents even enjoy school to some degree. As time wears on, we usually, and sadly, begin to see a change of heart. Children become fatigued from school and therefore don’t take pleasure in going anymore. Maybe their teachers didn’t teach them in the way that they learn most efficiently, or maybe students just become bored with the whole â€Å"school scene† itself. Whatever the case, it is apparent that by the time they reach high school, their interest for learning alone has died out.   Ã‚  Ã‚  Ã‚  Ã‚  Having explained the reason most children have become disheartened at the thought of school, I now turn my attention to the students who do realize school’s educational value. These are the students that will continue to prosper throughout their lives because they realize the extreme importance of education. There is a secret, yet not so secret, motivation behind their determination to exceed standards and expectations in school. The secret they withhold is their overwhelming desire to be successful in the future.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"roots† of education, meaning actually going to school, studying, making great grades, and giving it your best, are bitter and tiring. Those students that have not yet become uninterested in learning are the ones that have seen past the strife in the beginning and have the rewarding end in mind. The Roots of Education are Bitter, but the Fruits are Sweet :: essays research papers A time approaches in every person’s life when they must come to learn new things. Speaking on behalf of all those who have attended school at some point in their life, I must say that most do not like it for its educational significance. Today’s youth undervalue the worth of America’s public school system to the point of shame. Hard-working, underpaid teachers and professors prepare to educate these ingrates as their living, and it’s exasperating for the students to not even care. I must be fair though and call attention to the fact that not everyone shares this loathe for education and schooling.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of one’s journey of gaining more knowledge, most children don’t mind school, for it is a change of environment for them. The majority of elementary school adolescents even enjoy school to some degree. As time wears on, we usually, and sadly, begin to see a change of heart. Children become fatigued from school and therefore don’t take pleasure in going anymore. Maybe their teachers didn’t teach them in the way that they learn most efficiently, or maybe students just become bored with the whole â€Å"school scene† itself. Whatever the case, it is apparent that by the time they reach high school, their interest for learning alone has died out.   Ã‚  Ã‚  Ã‚  Ã‚  Having explained the reason most children have become disheartened at the thought of school, I now turn my attention to the students who do realize school’s educational value. These are the students that will continue to prosper throughout their lives because they realize the extreme importance of education. There is a secret, yet not so secret, motivation behind their determination to exceed standards and expectations in school. The secret they withhold is their overwhelming desire to be successful in the future.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"roots† of education, meaning actually going to school, studying, making great grades, and giving it your best, are bitter and tiring. Those students that have not yet become uninterested in learning are the ones that have seen past the strife in the beginning and have the rewarding end in mind.

Learning Styles in the Educational Environment

Many people learn in different ways. Learning Styles are various approaches or ways of learning. There are three types of Learning Styles. People receive, process, and retain information by using visual, auditory, or kinesthetic methods. Visual Learners learn by using their eyes, often focus on the eyes, and body language, gestures and facial expression of their instructors. It is also common for visual learners to remain clearly focused on the material. Auditory learners, learn through listening. These individuals prefer to discuss materials and often pay close attention to the pitch, tone, words and speed of which teachers deliver their messages. Kinesthetic learning gives the need for a student to touch and feel in order to retain information. People who are a kinesthetic learner often become easily agitated due to their needs for further instruction and to physically get their hands on items relating to the material in front of them. Your environment can play an important role in all learning styles. Different environmental factors can affect the learning process in positive and negative ways. Some learners learn better when it is bright while others are bothered by excessive light. Other learners learn better when it is extremely quiet while noise and activity are important for some students. The temperature of an environment can play a role also. When someone is too hot or too cold they have a more difficult time concentrating and cannot learn the material necessary. It is important for an educator to provide the right environment. Some students have different learning styles but they may also have different environmental preferences as well. For an example, some students may like to study when the lights are dimmed, but others may find it difficult to see. Some students may enjoy playing music and some may find it distracting and not easily focused. In today’s society many people are utilizing online learning. Online learning allows students to learn in a distant or disadvantage location. A traditional classroom setting allows students to interact and exchange ideas. In the Quarterly Review of Distance Education (Fall 2006), â€Å"A study compared the effects student learning styles with Web-based learning (WBL) and traditional instructor-based learning (ILB) on student knowledge and satisfaction. Student knowledge and satisfaction were measured at the end of the courses as dependent variables. The Kolb Learning Style Inventory was used to determine learning styles. The results revealed that students' learning styles were statistically significant for knowledge when comparing Web-based format with instructor-based format. The results indicated students with Assimilator and Converger styles achieved better results with the Web-based format. Furthermore, this study found a significant difference in student satisfaction for learning with the Web-based format (p. 313-316). † There are a lot of disadvantages when it comes to learning styles for online learners. Such as, Students who attend online courses will be exposed less to auditory techniques than in a traditional classroom setting. Some course materials will provide you with as much visual and hands-on activities as necessary. In an online class there is a lot of passive learning done through reading text, listening to audio clips, and seeing graphics, but can only communicate through writing, email, and chatting. In the College Student Journal (Sept 2010), the article stated â€Å"there was a study that investigated the relationship between students' learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically significant higher, levels of achievement than students in the online learning group, b) a student's learning style had no statistically significant effect on their course grades in any of the two instructional methods, and c) there was no significant interaction between the learning style and instructional method. † Whether it is online or traditional when given a good learning environment most people tend to remember best by practicing the real thing. Next, a combination of doing and speaking about what we learn produces a high retention rate, followed by speaking alone. The interaction and delivery methods used in online classes are different from traditional classes. In Using Learning Styles to personalize online learning, Maria Zajac states â€Å"The results of a survey carried out at Warsaw School of Economics, where every semester up to 2,000 students attend online lectures, have shown that there are no significant differences between the grades that student get in e-learning courses and in traditional on-campus classes ([3] Dabrowski and Zajac, 2006). Although, some students indicated in a survey that e-learning methods are more convenient for them as they do not require, for instance, making notes during the lecture, which they perceived as a factor influencing their concentration, there was no significant difference between the final exam scores of those taking online and on campus lectures (p. 256). † If you are an auditory learner at which you learn best by hearing you may want to consider a traditional classroom setting. There are a lot of myths flowing around about learning styles. There is one belief that learning styles is not necessary to incorporate useful knowledge. Supposedly there is no credible evidence that learning styles exist. In the Myth of Learning Styles, (Reiner 2010), the author writhes â€Å"Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning (P. 32). The myth of learning styles is based on three premises: learning styles are intrinsic, learning styles can be assessed; learning styles can be matched to instructional styles. The myth of learning styles refers to the idea that teaching methods should be matched to students' unique characteristics. Although individualization is desirable, learning style assumes that certain learner characteristics are intrinsic when they may in fact be the result of experiential factors. As a result, teachers may inadvertently deny low-performing students opportunities to learn. Majority of students have more than one learning style. Students should think about their learning style to identify how they learn. Learning to relate to others in their own style is important in helping us understand others and why they react the way they do. Taking time to learn your learning style will improve the way you communicate with others. In conclusion, there are a lot of environmental factors that can affect the way you learn. Students need to take in account that there environment in which they are learning in plays an important role of how they process there information.

The Little Bison Basin Valley a Look at Its History Essay

May 5th, 2000 Hunter College, Introduction to Archeology Professor C.M. Tinsley The Little Bison Basin Valley : A look at its history This valley, future home of a ski resort and other activities, has a history of its own. It is divided into three major areas: The Poplar Region, The Bud Site, and the Gasville, areas which descend from North to South respectively. It is assumed that climatological conditions are similar to those found in the same area thousands of years ago, with some minor changes in temperature that may have increased due to the Green house effect and global warming. These three sites were studied separately in the following order : †¢ Poplar Region o Three regions were†¦show more content†¦In the upper levels we see a number of fragmented bone which may suggest that they began to eat more from each animal killed. Perhaps animals became scarce therefore they began to explore the taste of bone marrow. [pic]we also noticed the different types of tools used to hunt from the lowest level to the most current level and retouched flakes prevailed during all periods we have determined by our excavations. This was a favorite weapon to hunt and perhaps used to hunt larger preys found in the area. The use of end scraper also prevailed for many years and it was probably used to tear up the skin to cover themselves in the cold winter time. Other tools were also found, but a significant lower number. As time went by, some small populations seemed to have migrated north and settle in the Bud Site or perhaps migrated back and forth to Gasville as evidence suggests that humans lived in both places in the same period. This site was divided into two time periods. The lower level represents the oldest period whereas the upper level represents that most recent period. In comparing the amount of killing that took place between the periods, we can see, based on the evidence found, that a larger number of killings took place in the oldest period but I find no correlation to any cultural distinction or diet habit based on this evidence. The fact that Bison are usually present in the region around May, it couldShow MoreRelatedEssay on An Enigmatic People and Their Rock Art4556 Words   |  19 PagesSouthwest, one such group, the Fremont culture, has to a large degree defied classification. Inhabiting an expansive territory in the northern reaches of the Southwest, the Fremont sometimes look archaeologically very similar to their neighbors, the Anasazi, and to groups living on the Plains and in the Great Basin. The origin and eventual demise of the Fremont culture has been the subject of much debate, as has the question of whether the Fremont even constitute a â€Å"culture.† More than any other term