PSY FPX 8842 Assessment 5 Integrated Sport Psychology Plan

Assessment 5 Integrated Sport Psychology Plan

Name

Capella university

PSY FPX 8842 Applied Sport Psychology

Prof. Name

Date

Abstract

This intervention strategy unfolds across a typical season for a novice NFL player, spanning from July to December. It aims to furnish players with mental tools such as goal setting and self-talk to enhance their performance. The rationale behind the intervention’s impact on players is discussed, along with considerations for relevant stakeholders and multicultural differences. Ethical implications surrounding the plan are also examined.

Introduction

Transitioning into the NFL as a rookie entails rapid adjustments to new rules, expectations, and demands. While the NFL provides a brief Rookie Transition program, its duration and scope are limited. Consequently, there is a need for sustained support throughout the season to aid rookies in navigating the challenges they face. Sport psychology employs various psychological techniques to optimize athlete performance (Association for Applied Sport Psychology, n.d.-a). This integrated plan focuses on the mental skills of goal setting and self-talk and their application during a rookie’s inaugural NFL season. Goal setting enhances motivation and performance, while self-talk influences confidence and behavior (Association for Applied Sport Psychology, n.d.-a). These skills complement each other, facilitating an athlete’s success.

Literature Review

Bivens and Leonard (1994) explore the interplay between race, centrality within a team, and educational attainment in the NFL. Their findings suggest that a player’s position within the team hierarchy influences decision-making abilities, impacting goal-setting tendencies and self-talk efficacy. Carter and Prewitt (2014) delve into multicultural competency in applied sport psychology, highlighting the importance of understanding diverse backgrounds among NFL players. This is pertinent given the significant non-white representation in the league and the varied skill sets associated with different positions. McCalla and Fitzpatrick (2016) discuss stakeholder dynamics within high-performance teams, emphasizing the importance of identifying and addressing the needs of stakeholders to ensure effective intervention implementation. In the context of the NFL, where teams are multimillion-dollar entities, understanding stakeholder relationships is crucial.

Rationale

Mastery of self-talk and goal setting fosters mental resilience in athletes, allowing them to focus on executing physical skills rather than grappling with psychological barriers. This is particularly vital for rookies adapting to the NFL’s rigors, where rule changes and team dynamics necessitate quick adjustment. These skills are adaptable to diverse athletes with varying goals and backgrounds, offering a tailored approach to intervention. Whether a player seeks to improve speed, agility, or team cohesion, goal setting and self-talk serve as foundational tools for success.

Assessment and Evaluation Mechanisms

Assessing the efficacy of the intervention requires nuanced approaches. Subjective assessments such as the Subjective Career Success Inventory (SCSI) (Shockley et al., 2016) provide insights into players’ individual goals and perceptions of success. Additionally, objective metrics like NFL Next Gen Stats offer tangible data on performance improvements. However, success metrics must consider contextual factors such as opponent strength and team dynamics, which influence individual performance and goal attainment.

Key Stakeholder Relationships

Primary stakeholders include rookie athletes, whose development and long-term success are the intervention’s focal points. Coaches and teammates indirectly benefit from mentally resilient players capable of adapting to new challenges and executing tasks under pressure.

Diverse Populations

Goal setting and self-talk are versatile tools applicable to athletes of diverse backgrounds and experiences. Whether rookies, veterans, or players from different cultural backgrounds, these skills aid in personal and team development, fostering adaptability and resilience. Understanding individual players’ backgrounds and needs enables tailored interventions, ensuring inclusivity and effectiveness across diverse populations.

Ethical Concerns

Ethical considerations revolve around competency in addressing players’ needs and potential issues. Collaboration with coaching staff helps bridge knowledge gaps and ensures interventions align with team objectives. Additionally, recognizing and addressing personal issues like substance abuse necessitates referral to appropriate resources, safeguarding players’ well-being.

Conclusion

The proposed intervention offers a balanced approach to enhancing rookie NFL players’ performance without overwhelming them. Grounded in foundational skills of goal setting and self-talk, it empowers athletes to navigate the challenges of professional football effectively. While adaptable to individual needs, these skills serve as cornerstones for success, fostering resilience and progress. In conclusion, while no plan is perfect, the integration of goal setting and self-talk provides a robust framework for athlete development in the NFL and beyond.

References

Association for Applied Sport Psychology. (n.d.-a). About applied sport & exercise psychology. Retrieved from https://appliedsportpsych.org/about/about-applied-sport-and-exercise-psychology/ Association for Applied Sport Psychology. (n.d.-b). Ethics code: AASP ethical principles and standards. Retrieved from http://www.appliedsportpsych.org/about/ethics/ethics-code/ Bivens, S., & Leonard, W. M., II. (1994). Race, centrality, and educational attainment: An NFL perspective. Journal of Sport Behavior, 17(1), 24. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fdocview %2F215874413%3Faccountid%3D27965 Carter, L., & Prewitt, T. (2014). Seeing, being, and doing: Addressing multicultural competency in applied sport psychology. Athletic Insight, 6(3), 221–232.

PSY FPX 8842 Assessment 5 Integrated Sport Psychology Plan

McCalla, T., & Fitzpatrick, S. (2016). Integrating sport psychology within a high-performance team: Potential stakeholders, micropolitics, and culture. Journal of Sport Psychology in Action, 7(1), 33–42. Merrill, E. (2020). How NFL players are thinking about life after football. ESPN. Retrieved from https://www.espn.com/nfl/story/_/id/28824324/how-nfl-players-thinking-life-football NPR. (2018). NFL mental health therapist on depression in football. NPR. Retrieved from https://choice.npr.org/index.html?origin=https://www.npr.org/2018/12/26/680129774/nflmental-health-therapist-on-depression-in-football NFL. (n.d.). Next gen stats. Next Gen Stats. Retrieved from https://nextgenstats.nfl.com Roberts, G. C., & Kristiansen, E. (2010). Motivation and goal setting. In Routledge handbook of applied sport psychology: A comprehensive guide for students and practitioners (Routledge international handbooks) (1st ed., pp. 490–499). Routledge. Shockley, K. M., Ureksoy, H., Rodopman, O. B., Poteat, L. F., & Dullaghan, T. R. (2016). Development of a new scale to measure subjective career success: A mixed-methods study. Journal of Organizational Behavior, 37(1), 128–153. https://doi.org/10.1002/job.2046 Van Raalte, J. L. (2010). Self-Talk. In Routledge handbook of applied sport psychology: A comprehensive guide for students and practitioners (Routledge international handbooks) (1st ed., pp. 510–517). Routledge.

PSY FPX 8842 Assessment 5 Integrated Sport Psychology Plan

Watson, J. I., Way, W. C., & Hilliard, R. C. (2017). Ethical issues in sport psychology. Current Opinion in Psychology, 16, 143–147. Wilkinson, T. J. (2013). Assessment in sport and exercise psychology. In K. F. Geisinger, B. A. Bracken, J. F. Carlson, J. C. Hansen, N. R. Kuncel, S. P. Reise, & M. C. Rodriguez (Eds.), APA handbook of testing and assessment in psychology, Vol. 2: Testing and assessment in clinical and counseling psychology (pp. 543–553). Washington, DC: American Psychological Association.

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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 8842 Assessment 5 Integrated Sport Psychology Plan

• 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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