PSY FPX 8841 Assessment 1 Intervention Plan for Ashley

Assessment 1 Intervention Plan for Ashley

Name

Capella university

PSY FPX 8841 Performance Enhancement in Sports

Prof. Name

Date

Intervention Plan for Client Ashley

Background

This document outlines an intervention plan tailored to address the needs of Ashley, a 19-year-old Caucasian female student-athlete referred to our services for focus training. Ashley, a member of the cross country/track team, has been experiencing difficulties with concentration, anxiety, and performance in both athletic and academic settings since transitioning from high school to college. Notably, she reports feeling overwhelmed by her academic workload, social commitments, and athletic performance expectations.

Analysis

Ashley’s primary concerns revolve around reducing anxiety and stress to enhance her athletic performance. While depression is not currently a prominent issue, her heightened anxiety levels could potentially lead to further psychological distress if left unaddressed. Given her history of high achievement and her mother’s struggles with anxiety, it’s crucial to intervene to prevent further deterioration in her athletic performance and overall well-being.

Intervention Plan

1. Trust Building Phase

   • Ashley will receive ongoing support from her coach and team management, with clear delineation of roles and expectations.
   • Integration of our services into Ashley’s regular training schedule will establish a consistent routine, with pre-training or post-training sessions aimed at managing anxiety and enhancing performance.

2. Observation

   • Field observations will provide valuable insights into Ashley’s behavior and interactions during practice sessions.

3. Needs Assessment

   • Open discussions with Ashley and her coach will facilitate a deeper understanding of her performance challenges and aid in tailoring interventions accordingly, while respecting confidentiality boundaries.

4. Assessment Instrument

   • Utilization of the Competitive State Anxiety Inventory-2 (CSAI-2) will help assess Ashley’s cognitive anxiety, somatic anxiety, and self-confidence levels accurately.

5. Interventions

   • Focus: Ashley will be encouraged to set realistic expectations for social commitments, allowing her to prioritize academic and athletic pursuits without feeling overwhelmed.
   • Confidence: Implementing positive self-talk techniques will help boost Ashley’s confidence and mitigate the impact of mental barriers on her performance.
   • Performance Anxiety: Ashley will learn strategies to manage performance-related stress, utilizing self-talk and visualization techniques to approach races and meets with a positive mindset.

6. Referral

   • In cases where specialized expertise is required, Ashley may be referred to a sports psychologist for further assistance with clinical issues.

7. Termination of Services

   • The conclusion of services will be determined based on Ashley’s progress and the need for continued support, with flexibility to adapt based on her evolving needs.

References

Association for Applied Sport Psychology. (n.d.). Ethics code: AASP ethical principles and standards. Retrieved from http://www.appliedsportpsych.org/about/ethics/ethics-code/ Beckmann, J., & Elbe, A. (2015). Sport psychological interventions in competitive sports. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

PSY FPX 8841 Assessment 1 Intervention Plan for Ashley

Martens, R., Burton, D., Vealey, R.S., Bump, L.A., & Smith, D.E. (1990b). Development and validation of the Competitive State Anxiety Inventory-2 (CSAI-2). In R. Martens, R.S. Vealey, & D. Burton (Eds.), Competitive anxiety in sport (pp. 193-208). Champaign, IL: Human Kinetics. Smith, R. E., Smoll, F. L., & Passer, M. W. (2002). Sport performance anxiety in young athletes. In F. L. Smoll & R. E. Smith (Eds.), Children and youth in sport: A biosocial perspective (2nd ed.). Dubuque, IA: Kendall/Hunt. Speed, H. D., & Andersen, M. B. (2014). Comprehensive sport psychology services. In J. L. Van Raalte & B. W. Brewer (Eds.), Exploring sport and exercise psychology (pp. 15–31). Washington, DC: American Psychological Association.

PSY FPX 8841 Assessment 1 Intervention Plan for Ashley

Van Raalte, J. L., & Andersen, M. B. (2014). Referral processes in sport psychology. In J. L. Van Raalte & B. W. Brewer (Eds.), Exploring sport and exercise psychology (pp. 337–350). Williams, J. M., & Krane, V. (Eds.). (2015). Applied sport psychology: Personal growth to peak performance (7th ed.). New York, NY: McGraw-Hill.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 8841 Assessment 1 Intervention Plan for Ashley

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• Discussion Questions (DQ)

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• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. PSY FPX 8841 Assessment 1 Intervention Plan for Ashley

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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