PSY FPX 6820 Assessment 1 Intervention Plan Scenario and Client Case

Assessment 1 Intervention Plan Scenario and Client Case

Name

Capella university

PSY FPX 6820 Performance Enhancement in Sports

Prof. Name

Date

Formulating Intervention Plan: Client Goals

At the conclusion of the discussion, the client expresses a sense of being conflicted and in need of more control. She articulates concerns about weight management, particularly fearing weight gain despite already losing 10 pounds since beginning college. This fear appears to stem from a comment made by her coach praising her current weight, leading to heightened anxiety about potential weight fluctuations. Moreover, the client exhibits signs of overexertion and undereating, which can compromise her performance (Williams & Krane, 2021). Additionally, the client is driven by a strong desire for excellence and leadership, despite experiencing a decline in performance and heightened anxiety. These factors are taking a toll on her physical and mental well-being, indicating a need for intervention (Williams & Krane, 2021).

Approaching Theories and Techniques

The intervention strategy for the client should begin with a cognitive approach. It appears that the client is experiencing physical manifestations of anxiety, impacting her performance. Therefore, employing techniques such as differential relaxation can help manage muscular tension and enhance focus, addressing criteria outlined by her coach (Williams & Krane, 2021). Moreover, imagery training can boost confidence and mindset, aiding in performance improvement. By introducing imagery techniques in a structured manner, starting with education and progressing to practical application, the client can learn to utilize imagery effectively in her running (Williams & Krane, 2021).

PSY FPX 6820 Assessment 1 Intervention Plan Scenario and Client Case

Implementation

Imagery can be integrated into the client’s routine before, during, or after performance to address stressors and enhance performance. Short practice sessions, both pre and post, can help the client reflect on her performance and transition from negative to positive thoughts or images. This shift in mindset can lead to improved performance and mental well-being, as the client gains self-awareness and control over her thoughts (Williams & Krane, 2021).

Ethical Guidelines Specifying

While addressing anxiety, leadership, nutrition, and energy are primary goals, it’s crucial to recognize when referral to specialized professionals is necessary. The client’s prolonged struggle with anxiety and reliance on alcohol as a coping mechanism suggest the need for additional support from psychologists or substance abuse specialists. Ethical considerations, such as integrity in research and informed consent, must guide the intervention process to ensure the client’s well-being (AASP, 2022).

APA and AASP

To uphold ethical standards in the client-performance coach relationship, principles outlined by the APA and AASP must be adhered to. These principles emphasize integrity, personal well-being, and informed consent, ensuring that interventions are conducted ethically and effectively (APA, 2022; AASP, 2022).

References

American Psychological Association, Division 47: Exercise and Sport Psychology. (Accessed on January, 2022). Defining the practice of sport and performance psychology-Final [PDF]. Association for Applied Sport Psychology. (n.d.). Ethics code: AASP ethical principles and standards. http://www.appliedsportpsych.org/about/ethics/ethics-code/ 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, 15–31.

PSY FPX 6820 Assessment 1 Intervention Plan Scenario and Client Case

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, 337–350. Williams, J. M., & Krane, V. (Eds.). (2021). Psychological Characteristics of Peak Performance. Applied sport psychology: Personal growth to peak performance, 8(9), 159-176.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 6820 Assessment 1 Intervention Plan Scenario and Client Case

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• 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 6820 Assessment 1 Intervention Plan Scenario and Client Case

• 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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