PSY FPX 6820 Assessment 3 Individual Performance Enhancement Plan

Assessment 3 Individual Performance Enhancement Plan

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Capella university

PSY FPX 6820 Performance Enhancement in Sports

Prof. Name

Date

Availability of Services to Athletes

The array of services aimed at enhancing athletic performance encompasses specialized interventions tailored to meet the individual needs of athletes. These interventions are recommended over conventional approaches, as they are deemed more suitable for addressing the unique requirements of athletes. The services offered typically commence with the involvement of a sports psychologist and may extend to other professionals as deemed necessary. Sports psychologists possess expertise in sport, exercise, and physical activity, catering to the needs of individuals, teams, or organizations. Their interventions focus on enhancing specific mental, behavioral, psychosocial, and emotional skills such as relaxation techniques, concentration, and imagery utilization. Research suggests that attentional control theory provides insights into how anxiety can impact performance, highlighting the importance of addressing psychological factors (Williams & Krane, 2021).

Utilization of Assessment Results

In the context of performance enhancement and athlete-specific psychological services, the establishment of clear goals becomes imperative. An analysis of Andrew’s assessment reveals elevated levels of external and internal distractibility, along with low information processing scores, indicating susceptibility to stress and burnout. Addressing these issues necessitates redirecting Andrew’s attention towards task-relevant stimuli. Additionally, Andrew exhibits high self-criticism and low physical competitiveness, which could undermine his performance. Setting goals focused on cultivating mindfulness and fostering positive self-talk may mitigate these challenges and contribute to overall team dynamics (Dorfman, 1990; EPSystems, 1974).

Implementing Performance Enhancement Techniques

In instances where athletes seek to optimize their performance, effective goal-setting techniques play a pivotal role. Employing theories and strategies tailored to individual needs, such as SMART goals (Specific, Measurable, Attainable, Realistic, Timely), facilitates progress towards desired outcomes (AASP, 2022). Despite criticisms of SMART goals for their lack of challenge, integrating short-term goals aligned with long-term objectives enhances goal attainability and fosters motivation (Nowack, 2017). Activity-based interventions, such as attention redirection with imagery and incorporation of positive self-talk, offer practical approaches to enhancing performance and managing anxiety (Williams & Krane, 2021).

PSY FPX 6820 Assessment 3 Individual Performance Enhancement Plan

Activity Interventions

Activity-based interventions, such as attention redirection with imagery and positive self-talk, offer practical strategies for enhancing performance and managing anxiety. These techniques involve guided visualization exercises and cognitive restructuring aimed at improving focus and self-confidence. Moreover, mindfulness practices promote relaxation and stress reduction, contributing to overall well-being and performance optimization (Williams & Krane, 2021).

Conclusion

In conclusion, addressing the diverse needs of athletes requires a comprehensive approach that encompasses psychological interventions tailored to individual requirements. By implementing evidence-based techniques and strategies, athletes like Andrew can enhance their performance and overall well-being. Furthermore, the integration of activity-based interventions offers practical tools for managing anxiety and optimizing athletic performance. Through collaborative efforts between athletes, coaches, and sports psychologists, the attainment of peak performance becomes achievable.

References

Association for Applied Sport Psychology. (2022). Ethics code: AASP ethical principles and standards. Retrieved from http://www.appliedsportpsych.org/about/ethics/ethics-code/ Dorfman, H. A. (1990). Reflections on providing personal and performance enhancement consulting services in professional baseball. The Sport Psychologist, 4(4), 341-346. https://doi.org/10.1123/tsp.4.4.341 EPSystems. (1974). Tais sales report sample – sullivan search. The Attentional & Interpersonal Style Inventory. Retrieved from https://sullivansearch.com/wp-content/uploads/2015/11/TAIS-Sales-Report-Sample.pdf

PSY FPX 6820 Assessment 3 Individual Performance Enhancement Plan

Nowack, K. (2017). Facilitating successful behavior change: Beyond goal setting to goal flourishing. Consulting Psychology Journal: Practice and Research, 69(3), 153-171. Williams, J. M., & Krane, V. (Eds.). (2021). Applied sport psychology: Personal growth to peak performance (8th ed.). McGraw-Hill.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 6820 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 6820 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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