PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

Assessment 2 Why Use Psychological Assessments In Coaching

Name

Capella university

PSY FPX 8840 Principles of Sport Psychology

Prof. Name

Date

Exploring the Role of Psychological Testing in Sports Performance Enhancement

Greetings and gratitude for allowing me the privilege to address your convention. I value this opportunity to delve into the significance of psychological testing within the realm of sports. While conventional wisdom often associates psychological testing with predicting an individual’s aptitude for a particular sport or their skill level within it, I wish to redirect our focus towards its application in areas such as anxiety management, imagery, self-confidence, goal setting, and concentration. Picture this scenario: during a crucial moment in a women’s soccer match, Tatiana, the star player, sustains an injury, leading to a penalty kick opportunity for a rookie, Joan. As the pressure mounts, Joan’s teammates and coach offer words of encouragement, yet despite their support, Joan misses the penalty kick, resulting in defeat. In hindsight, it becomes evident that Joan’s performance wasn’t hindered by lack of physical prowess, but rather by heightened anxiety without adequate coping strategies. A study conducted by Leffing, Durhand-Bush, Wurzberger & Cada (2005) revealed that coaches in team sports attributed at least 50% of performance to mental factors, while individual sport coaches attributed 80 to 90% to the same. These findings underscore the pivotal role of psychological factors in athletic achievement, as demonstrated by the fine margins differentiating Olympic medalists from the rest.

PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

Despite the paramount importance of psychological preparedness, coaches and athletes often allocate scant time towards its development, citing reasons such as lack of knowledge, misconceptions about psychological skills, and time constraints. However, neglecting psychological testing and skill acquisition can prove detrimental to performance, as evidenced by instances of mental lapses during critical moments. To address these challenges, it’s imperative to leverage psychological testing to identify athletes’ strengths and weaknesses, paving the way for tailored training plans encompassing both physical and mental aspects. Objective assessments such as the Test of Attentional and Interpersonal Style and the Sport Anxiety Scale, among others, provide valuable insights for coaches and athletes alike. One promising intervention stemming from psychological assessment is performance profiling, wherein athletes self-identify areas for improvement based on comparisons with elite performers. This collaborative approach between sport psychologists and coaches facilitates goal-setting, performance monitoring, and motivation, thereby enhancing overall athletic performance. In conclusion, while ethical considerations surround psychological testing, its judicious application empowers coaches to anticipate athletes’ responses in high-pressure situations, thereby fostering success for individuals and teams alike.

References:

Albrecht, R.R., & Feltz, D.L. (1987). Generality and specificity of attention related to competitive anxiety and sport performance. Journal of Sport Psychology, 9, 241–248. Leffingwell, T., Durand-Bush, N., Wurzberger, D., & Cada, P. (2005). Psychological assessment. In J. Taylor & G. Wilson (Eds.), Applying sport psychology: Four perspectives (pp. 85–100). Champaign, IL: Human Kinetics. McAuley, E. (1985). Modeling and self-efficacy: A test of Bandura’s model. Journal of Sport Psychology, 7, 283–295. Nideffer, R.M., Segal, M.S., Lowry, M., & Bond, J. (2001). Identifying and developing world-class performers. In G. Tenenbaum (Ed.), Reflections and experiences in sport and exercise psychology (pp. 129–144). Morgantown, WV: Fitness Information Technology.

PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

Smith, R.E., Smoll, F.L., & Schutz, R.W. (1990). Measurement and correlates of sport-specific cognitive and somatic trait anxiety: The Sport Anxiety Scale. Anxiety Research, 2, 263–280. Taylor, J. (1995). A conceptual model for integrating athletes’ needs and sport demands in the development of competitive mental preparation strategies. The Sport Psychologist, 9, 339–357. Thomas, P.R., Murphy, S.M., & Hardy, L. (1999). Test of performance strategies: Development and preliminary validation of a comprehensive measure of athletes’ psychological skills. Journal of Sport Sciences, 17(9), 697–711. Vealey, R. (1986). Conceptualization of sport-confidence and competitive orientation: Preliminary investigation and instrument development. Journal of Sport Psychology, 8, 221–246. Weston, N., Greenlees, I., & Thelwell, R. (2011). Athlete perceptions of the impacts of performance profiling. International Journal of Sport and Exercise Psychology, 9, 173–188.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

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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 8840 Assessment 2 Why Use Psychological Assessments In Coaching

• 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. PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

• 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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