Performance Learning Outcome #3

Artifacts 

• COUN6110 Personality and Counseling Theories – Theoretical Orientation Paper 
• COUN6230 Psychological Preparation and Mental Skills Training - MST Curriculum 

Reflection & Analysis 

Throughout these artifacts I was able to learn about different mental skills that facilitated different situations. I was able to explore my learning of mental skills and important sport and performance psychology (SPP) topics such as imagery, goal setting, self-talk, athletic identity, routines, mental toughness, focus, arousal states, and setbacks/adversity. Throughout this artifact I was able to articulate what these SPP topics and mental skills were through theoretical research, why they are important to enhancing performance, how to implement them into an athlete's sport, and when they can be the most impactful for the athlete, depending on the context of their athletic situation. I was able not only to learn about these topics and provide insight on how athletes can apply them, but I also created my own mental skills assessments that reflected inspiration from valid and reliable resources in the SPP field.  

Not only did these artifacts help me become familiar with integrating disciplines of psychology, sport science, and counseling, but they also helped shape and guide my own consulting philosophy. I received my awareness through research and experience of how I want to shape my delivery and services as a mental performance consultant. I have been inspired through research, knowledge, and my own personal experience to create a client-centered, autonomy-supported approach utilizing sport psychology theories of Self-Determination Theory (SDT) and Acceptance Commitment Therapy (ACT) while also combining cognitive behavioral tools (CBT).  

When  we feel like we are not in control, we can lack motivation to change or  enhance our performance in the most effective way. In Horn & Smith  (2019) it describes that when the three basic psychological needs are  met (autonomy, competence, and relatedness), people thrive and  experience physical and mental wellness. I want to try and continue  aligning with this theory since I believe when I as a consultant provide  a sense of empathy/understanding it can provide the belief the person  needs to develop autonomy, competence, and relatedness. 

CBT  and ACT theories contribute to increasing the psychological flexibility  of individuals and can be a way to view situations in a brighter light  even in the face of difficult thoughts and feelings. CBT is a great way to change your relationship with your thoughts by altering irrational  ones and ACT helps you change your relationship with your thoughts by  changing how you relate to them (Prochaska & Norcross, 2018).  Adapting these two theories into my philosophy is not just a random  pick, but resonates closely with my beliefs, values, and experiences. I have come to realize through reflection that our thoughts, emotions, and behaviors are always interacting, and if I can create awareness, space, and adaptation to take control of our thoughts, my athletes will strive for excellence in their performance. 

Before these artifacts, I had no idea that there were guiding principles/theories to help shape our philosophies as consultants. I always had the thought that we learned as many mental skills as possible and implemented them as we see fit.  However, it is much more complex and clearer than that. Principles and  theories allow us to  reconnect with our own values and beliefs as individuals and choose  which ones we want to guide our consulting philosophy. If a theory does  not resonate with you, why would you ever try to implement it with one  of your athletes? These artifacts taught me to deliver approaches/interventions with conviction, and this  can only be done if you align with the theories and principles that  match your values and beliefs as an individual.  

Feedback from my professors was provided for both artifacts where I was able to expand and add content that supported my stance/research. During the COUN6230 artifact we learned a new mental skill every week that had its own chapter in the curriculum. My professor  helped me conceptualize between each mental skill by using a what, why,  how, and when format so I could not only make sense of what the skill is but also how to apply it. This taught me how to understand each concept and create a connection between how they relate to sport psychology philosophies.