PSY FPX 8842 Assessment 5 Integrated Sport Psychology Plan

PSY FPX 8842 Assessment 5 Integrated Sport Psychology Plan

Student Name

Capella University

PSY FPX 8842 Applied Sport Psychology

Prof. Name:

Date

Abstract

This intervention plan spans a typical season for a rookie NFL player, from July through December. The plan focuses on equipping players with mental skills, such as goal setting and self-talk, to enhance their performance. Research will be examined to provide a rationale for the intervention plan’s effects on the players. Additionally, relevant stakeholders and how to handle multicultural differences will be discussed. Ethical concerns related to the plan and the individuals involved will also be evaluated.

Introduction

As a rookie in the NFL, life changes rapidly, with new rules, requirements, and expectations. Although the NFL offers a Rookie Transition program, it only lasts three days and covers specific topics to ensure consistent information is provided to each team. However, after the third day, the athlete continues to work for the remaining five months of the regular season, or six months if the team makes it to the postseason.

Sport psychology employs various psychological skills to help athletes consistently perform at their best (Association for Applied Sport Psychology, n.d.-a). This integrated plan will cover the mental skills of goal setting and self-talk and how to effectively apply them over the course of a rookie’s first NFL season. Goal setting, which can be an individual or team skill, enhances motivation and improves performance (Association for Applied Sport Psychology, n.d.-a). Self-talk refers to the internal dialogue individuals engage in, and replacing negative thoughts with positive ones can boost confidence and encourage specific behaviors (Association for Applied Sport Psychology, n.d.-a). These two mental skills complement each other, as athletes often use self-talk while implementing their goal-setting plans.

Literature Review

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

This article examines the relationship between race, centrality, and educational attainment, proposing that players in central positions (e.g., quarterback, running back, wide receiver) are more capable of making critical decisions. This concept is relevant to the research, as a player’s position may influence the type of goals they set and the effectiveness of their self-talk in developing leadership skills.

Carter, L., & Prewitt, T. (2014). Seeing, being, and doing: Addressing multicultural competency in applied sport psychology. Athletic Insight, 6(3), 221–232.

The article explores the training and qualifications of sport psychology consultants, with a focus on multicultural and diversity training. Given that 70% of NFL players are non-white, this is crucial in understanding each player’s unique abilities based on their position.

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.

This article identifies stakeholders in an intervention plan and their direct or indirect involvement. Understanding the importance of benefiting stakeholders is essential when implementing a plan in the multibillion-dollar NFL industry.

Merrill, E. (2020). How NFL players are thinking about life after football. ESPN. https://www.espn.com

This article highlights the brief duration of an NFL career and the uncertainty of transitioning out of the league. The importance of self-talk and goal setting extends beyond the league, as it helps players develop life plans post-retirement or injury.

NPR. (2018). NFL mental health therapist on depression in football. NPR. https://choice.npr.org

PSY FPX 8842 Assessment 5 Integrated Sport Psychology Plan

This interview with the Carolina Panthers’ mental health therapist discusses depression in the NFL. Some rookie players may not have encountered a psychology professional during their college careers and may be hesitant to participate in mental skills training.

Roberts, G. C., & Kristiansen, E. (2010). Motivation and goal setting. In Routledge handbook of applied sport psychology: A comprehensive guide for students and practitioners (1st ed., pp. 490–499). Routledge.

This chapter explores mental skills training related to motivation and goal setting. The extrinsic motivation of NFL players, who receive salaries based on weekly performance, is crucial when formulating individual goals.

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

This study developed a 24-item Likert scale inventory to measure subjective career success. This is relevant to the research, as goals may be individually derived and subjective in nature.

Van Raalte, J. L. (2010). Self-Talk. In Routledge handbook of applied sport psychology: A comprehensive guide for students and practitioners (1st ed., pp. 510–517). Routledge.

This chapter discusses the impact of positive self-talk on goal setting and achievement. It is foundational for being a successful and coachable player.

McGraw, S., Deubert, C. R., Lynch, H. F., Nozzolillo, A., & Cohen, I. G. (2019). NFL or ‘not for long’? transitioning out of the NFL. Journal of Sport Behavior, 42(4), 461-492. Retrieved from http://library.capella.edu

This article addresses the short career span of NFL players, with average playing time ranging from three to six years. Players must set and accomplish goals within this limited time frame.

Rationale

Understanding self-talk and goal setting fosters mentally strong athletes who can focus on physical execution. For rookies, these skills are vital due to the changes from college football and the expectations from coaches and teammates. The professional sports landscape is fluid, with trades and transactions occurring throughout the season. The ability to set goals independently and engage in positive self-talk enables players to adapt to new team dynamics.

Both skills are easily adaptable to any athlete. While goals may vary, the intervention can succeed by following a structured plan for each mental skill.

Assessment and Evaluation Mechanisms

Assessing needs can be challenging when outcomes are subjective. The Subjective Career Success Inventory (SCSI) (Shockley et al., 2016) can help address this, as it measures career success across eight dimensions. NFL Next Gen Stats can also measure quantifiable goals, such as speed and distance (NFL, n.d.). While wins and losses may seem like indicators of success, various factors, such as opponent abilities, can affect whether a player reaches their goals.

Key Stakeholder Relationships

The primary stakeholders in this plan are rookie athletes, who will benefit directly from mental skills training. Other teammates will also indirectly benefit by working with more mentally resilient peers. Coaches will gain athletes capable of adapting to pressure situations during games.

Diverse Populations

The adaptability of goal setting and self-talk makes this intervention effective for diverse populations. Whether a player is new or has been in the league for years, setting personal and team goals is essential to remain competitive. Understanding each athlete’s background, experience, and abilities allows for individualized plans that can meet specific goals.

Ethical Concerns

Ethical concerns related to competency must be addressed (Association for Applied Sport Psychology, n.d.-b). While efforts are made to fill knowledge gaps, consultation with coaches and staff is essential to guide athletes effectively. Additionally, issues such as substance abuse may require referral to specialists before continuing the program.

Conclusion

This intervention system offers optimal outcomes without overwhelming the athlete. With foundational mental skills, athletes can make meaningful progress despite limited time constraints.

References:

Association for Applied Sport Psychology. (n.d.-a). About applied sport & exercise psychology. 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.

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. 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. https://choice.npr.org/index.html?origin=https://www.npr.org/2018/12/26/680129774/nfl-mental-health-therapist-on-depression-in-football

NFL. (n.d.). Next gen stats. Next Gen Stats. https://nextgenstats.nfl.com

PSY FPX 8842 Assessment 5 Integrated Sport Psychology Plan

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.

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.