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Record W4321354176 · doi:10.1353/nin.2023.0007

Art and the Psychology of Baseball (or Vice Versa)

2023· article· en· W4321354176 on OpenAlexvenueno aff
Jerald Thomas

Bibliographic record

VenueNine · 2023
Typearticle
Languageen
FieldEngineering
TopicSports Dynamics and Biomechanics
Canadian institutionsnot available
Fundersnot available
KeywordsLeaguePsychologyEliteAthletesCreativityPedagogySocial psychologyPolitical scienceLaw

Abstract

fetched live from OpenAlex

Art and the Psychology of Baseball (or Vice Versa) Jerald (Jay) Thomas (bio) In the summers of 1982 and 1983, after my junior and senior years in high school, I found myself in the most enviable position (for a high school baseball player, anyway). I was working as a clubhouse attendant and batboy (in other words I picked up bats and washed lots of uniforms) for the visiting teams at Wrigley Field. I was a bright kid, a decent athlete, and a good student. But spending ten hours a day among twenty-five elite athletes reminded me of just how remarkable top-tier professional athletes are and how it takes more than natural athletic ability to become a top- tier athlete. I came to understand the importance of the mental game as well. High doses of tenacity, resilience, creativity, and a hint of arrogance are needed to take skills to the level of professional sports. Not quite a decade after my “major league career,” I finished graduate school and landed a job as a high school counselor for students gifted in mathematics and science. And I also coached my first of fifteen years of baseball. One of my first observations in this elite environment was that the students were, of course, not just bright but also artistic, athletic, social, creative, and very committed to their endeavors. The genesis of this article is a baseball player from my first year as a coach. We fielded a decent team, but this particular player, John, brought exceptional talent and contagious energy that led us through three seasons of fifteen- plus wins. After his senior season, John was drafted by the Pittsburgh Pirates as a catcher, but he wanted more than one road to success. With the savvy of a major league agent, John negotiated a contract that would allow him to attend Harvard University in the fall semester and to play minor league baseball in the spring and summer. He grew tired of bus trips and twenty- dollar per diems, so he enrolled at Yale Law School, which led him to a career as a distinguished litigator. The last time we got together was a few years ago at a Milwaukee Brewers game. I was there with my dad, a professional tennis player [End Page 49] and coach, and John and my dad spent several innings sharing the secret handshake that amateur athletes can only appreciate. The inborn talent of professional athletes can be developed but not taught. I have long wondered about how elite athletes approach other highly specialized pursuits, about what makes them so successful. I have also puzzled over whether the way athletes develop their skills parallels in other, unrelated fields. Baseball players tend to excel in other sports, and Major League Baseball players very often were stars in several high school sports before committing to baseball. But what about their talent development in altogether different domains, like music, art, literature, acting, or television announcing? Does the training and preparation necessary for success in baseball follow the same paths as that of musicians, for example? Do they derive the same satisfaction and accomplishment in composing a song as when they hit for the cycle or strike out the side? For this article, instead of writing about players from different fields, I chose to interview players who are visual artists, anticipating that I would find some common threads in their artistic vision and experiences. Bob Tewks-bury, Gene Locklear, and Blake McFarland, during and after baseball, all turned to art as a vocation or avocation. In each interview, these ballplayers and artists reflected on how their skills and routines as athletes translated into their experiences as artists. What emerged from the three very different conversations was that these players learned their artistic styles and skills in the same ways they “learned” baseball. The motivation for both art and sport runs equally deep. bob tewksbury— art as a healthy distraction Bob Tewksbury, by many measures, might be a Renaissance man in the world of professional baseball— gifted athlete, artist, writer, and distinguished Certified Mental Performance Coach—yet behind his range of talents is a deep sense of self- discipline and self- reflection...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.711
Threshold uncertainty score0.242

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.010
GPT teacher head0.238
Teacher spread0.228 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2023
Admission routes1
Has abstractyes

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