PSY FPX 8841 Assessment 3 Individual Performance Enhancement Plan

Assessment 3 Individual Performance Enhancement Plan

Name

Capella university

PSY FPX 8841 Performance Enhancement in Sports

Prof. Name

Date

Performance Enhancement Plan for Individual Athlete Development

This document outlines a comprehensive intervention plan designed to enhance the performance of Andrew Athlete, a talented quarterback and potential draft pick. The objective is to address Andrew’s skills on the field and his role as a teammate, aiming to optimize his performance and readiness for the upcoming draft.

Introduction

Our company’s objective is to elucidate the available services and establish achievable goals with tailored activities to elevate Andrew’s performance. To initiate the performance enhancement plan, Andrew will undergo the Test of Attentional and Interpersonal Style (TAIS), a comprehensive 144-questionnaire designed to assess how individuals function under pressure (Winning Mind, n.d.). This assessment will provide valuable insights into Andrew’s psychological profile, identifying areas for improvement in both attentional and interpersonal domains.

Services Available

Following the TAIS assessment, Andrew will have access to two primary services for performance enhancement. Individual sessions will focus on addressing Andrew’s mindset and psychological needs, including confidence building, transition management, and consistency (Premier Sport Psychology, n.d.). Additionally, teamwork sessions will facilitate Andrew’s integration with his teammates, fostering cohesion, understanding team dynamics, and developing leadership skills (Premier Sport Psychology, n.d.).

TAIS Results

Andrew’s TAIS scores were benchmarked against the World Champion range, covering 67 percent of their scores (Capella University, n.d.). Discrepancies from this range indicate areas where Andrew deviates from the characteristics of top-performing athletes. Andrew scored lower than the World Champions in information processing, control, physical competitiveness, and expression of support and affection, suggesting potential challenges in multitasking, accepting leadership roles, facing physical challenges, and demonstrating emotional support (Enhanced Performance Systems, 2015). Conversely, Andrew scored higher than the World Champions in external distractibility, internal distractibility, orientation toward rules and risk, self-criticism, decision-making style, and expression of criticism and anger, indicating tendencies towards distraction, impulsive decision-making, self-criticism, and confrontational behavior (Enhanced Performance Systems, 2015).

Goal-Setting Styles

Andrew demonstrates a success-oriented goal-setting style, wherein success is defined based on social comparison standards (Burton et al., 2013). Our aim is to transition Andrew towards a performance-oriented goal-setting style, emphasizing learning and personal development over social comparison.

Goals and Activities

Based on Andrew’s TAIS results, the following goals and corresponding activities are proposed:

1. Improve focus and deal with distractions

   • Activity: Engage in attentional focus exercises to tune out distractions and enhance concentration (University of Wisconsin Hospitals and Clinics Authority, n.d.).

2. Increase confidence and cope with doubts

   • Activity: Utilize imagery techniques to visualize successful plays and leadership scenarios, enhancing self-confidence (University of Wisconsin Hospitals and Clinics Authority, n.d.).

3. Develop stress-relieving skills

   • Activity: Practice self-regulation through meditation to achieve emotional control and optimize performance (Williams & Krane, 2015).

Techniques and Activities

• Attentional focus: Tuning out distractions and focusing attention.
• Imagery: Visualizing successful performance.
• Self-regulation: Exerting control over thoughts, feelings, and actions.
• Meditation: Achieving relaxation and concentration.

Conclusion

This performance enhancement plan is tailored specifically for Andrew Athlete, aiming to elevate his skills, mindset, and teamwork abilities. By addressing his individual needs and providing targeted interventions, we aim to support Andrew in reaching his full potential as a quarterback and teammate.

References

Burton, D., Gillham, A., Weinberg, R., Yukelson, D., & Weigand, D. (2013). Goal setting styles: Examining the role of personality factors on the goal practices of prospective Olympic athletes. Journal of Sport Behavior, 36(1), 23–44. Capella University. (n.d.). TAIS Performance Report: Andrew Athlete. Retrieved from https://courseroomc.capella.edu/bbcswebdav/institution/PSY-FP/PSYFP8841/180700/Course_Files/cf_TAIS_scores_for_andrew_athlete.pdf

PSY FPX 8841 Assessment 3 Individual Performance Enhancement Plan

Enhanced Performance Systems. (2015). The Attention & Interpersonal Style Inventory Performance Report Sample. Retrieved from https://sullivansearch.com/wpcontent/uploads/2015/11/TAIS-Sales-Report-Sample.pdf Premier Sport Psychology. (n.d.). Services. Retrieved from https://www.premiersportpsychology.com/services/ University of Wisconsin Hospitals and Clinics Authority. (n.d.). Sport Psychology. Retrieved from https://www.uwhealth.org/sports-medicine/athletes-wellness-trainingconditioning/sports-psychology/30899 Williams, J. M., & Krane, V. (Eds.). (2015). Applied sport psychology: Personal growth to peak performance (7th ed.). New York, NY: McGraw-Hill.

PSY FPX 8841 Assessment 3 Individual Performance Enhancement Plan

Winning Mind. (n.d.). TAIS Inventory » Factors Measured By TAIS. Retrieved from http://www.taisinventory.com/factors-measured-by-tais/

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 8841 Assessment 3 Individual Performance Enhancement Plan

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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 8841 Assessment 3 Individual Performance Enhancement Plan

• 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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