PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

Student Name

Capella University

PSY FPX 8840 Principles of Sport Psychology

Prof. Name:

Why Use Psychological Assessments In Coaching

Good afternoon, and thank you for the opportunity to speak at your convention. I appreciate the time allocated for discussing psychological testing and its significance in your sport. Many people perceive psychological testing in sports as a means to predict an athlete’s suitability and skill level for a particular sport. However, our focus today will be on the application of psychological testing in areas such as anxiety, imagery, self-confidence, goal-setting, and concentration. How often have you witnessed an athlete “choke” under pressure, attribute a loss to a lapse in focus during a critical moment, or admit that nerves got the better of them? Yet, after such admissions, coaches and players often attempt to resolve these issues by simply increasing physical practice or skill training.

Consider a recent scenario involving a women’s soccer team. With the score tied in the final minute of the second half, Tatiana is fouled while attempting to score. A goal kick is awarded to her, but she requires assistance off the field, leaving the penalty kick to a true freshman, Joan. While trainers attend to Tatiana, Joan’s teammates surround her, offering encouragement with phrases like “just relax,” “you can do it,” and “this penalty kick could lead us to victory against the number 15 team in the nation!” Coach Cox also chimes in with support, saying, “We believe in you.” After three tense minutes, Tatiana finally leaves the field, and Joan positions the ball for the penalty kick. The mounting pressure has taken its toll on Joan, causing her muscles to tense and disrupting her rhythm and timing. Consequently, Joan misses the penalty kick wide left, and her team ultimately loses the game in overtime. The following day, Joan and Coach Cox decide she should take an additional 25 penalty kicks daily to improve her accuracy.

PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

However, the underlying issue was not physical; it was an elevated state of anxiety, and Joan lacked a strategy to manage this anxiety. Does this scenario sound familiar?In a study conducted by Leffing, Durhand-Bush, Wurzberger, and Cada (2005), coaches in team sports reported that at least 50% of their sport is mental, while coaches in individual sports indicated that 80 to 90% of their sport is mental. The study revealed that psychological testing assists coaches in developing appropriate training plans for their athletes by highlighting strengths and weaknesses. The summer and winter Olympic Games exemplify how even the slightest differences can determine whether an athlete wins a medal. Swimmers often touch the wall just fractions of a second apart, while gymnasts and figure skaters may win or lose by mere hundredths of a point. Although these differences are minimal, the outcomes are significant. Most coaches and athletes would agree that while they may be physically equal, the differences in results often stem from the athletes’ mental states. If an athlete’s psychological condition is so crucial to success, why do most coaches and athletes devote so little time to developing the psychological skills necessary to enhance performance?

There are three primary reasons why psychological testing may be overlooked by coaches and athletes: 1) a lack of knowledge, 2) a misunderstanding of psychological skills, and 3) a lack of time. While interpreting psychological tests should be left to qualified professionals, there are excellent testing websites that present results in an easily understandable format. After testing is completed, the next steps should involve interpretation, analysis, and the implementation of psychological skills. Unfortunately, some believe that simply instructing a player to relax, calm down, focus, or pay attention is sufficient to prepare them mentally. However, we know that it is not that straightforward for an athlete to comply with these demands without prior psychological skill development.

PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

We have learned that for athletes to respond effectively to such advice, there must be a structured plan for skill acquisition, which can only be established after psychological testing. Another common misconception is that champions are born, not made. While elite athletes may possess certain physical attributes and psychological traits, it is essential to recognize the value of developing psychological skills to improve sports performance. As a coach, wouldn’t it be beneficial to identify which team member exhibits the highest levels of mental toughness or competitiveness in specific situations? For instance, as a basketball coach, you would want not only your best free-throw shooters on the court during the final two minutes but also those who excel under the intense pressure that those moments bring. We all know athletes who perform exceptionally well in practice but seem to falter when the spotlight is on them. Conversely, some athletes thrive in mentally and physically challenging situations during the game.

If both the athlete and the coach largely agree that the poor performance was due to a mental letdown, it would be sensible to incorporate daily mental skills practice. While it is essential to establish game plans and refine physical skills, dedicating just 15 minutes to mental skills training—developed through testing—can lead to significant improvements. For instance, the University of Alabama softball team credits their mental skills program, created after anxiety testing, for their NCAA championship victory that year.When evaluating an athlete’s performance, it is crucial to recognize that factors beyond psychological aspects can influence outcomes. For example, a softball player might attribute her slump to anxiety, while the actual issue could stem from a mechanical flaw in her swing. Therefore, coaches must actively observe and diagnose mechanical problems that a sports psychologist might overlook. Psychological assessment can help correct any misconceptions. Both oral and written psychological assessments provide valuable subjective and objective insights for athletes and coaches. Taylor (1995) outlines the strengths and limitations of subjective and objective assessments in evaluating athletes’ mental skills as follows:

Subjective Assessment

Objective Assessment

PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

Some widely recognized assessments include the Test of Attentional and Interpersonal Style (Nideffer, Segal, Lowry, & Bond, 2001), the Sport Anxiety Scale (Smith, Smoll, & Schutz, 1990), the Test of Performance Strategies (Thomas, Murphy, & Hardy, 1999), and the Trait–State Confidence Inventory (Vealey, 1986). Additionally, sport-specific assessments, such as the Gymnastics Efficacy Measure (McAuley, 1985) and the Baseball Test of Attentional and Interpersonal Style (Albrecht & Feltz, 1987), have been developed and shown to be valid and reliable.

One of the more innovative interventions introduced following psychological assessment is performance profiling. A recent comprehensive review of performance profiling indicates that, despite some limitations, the literature supports its effectiveness for coaches, athletes, and sports psychologists (Weston, Greenlees, & Thelwell, 2011). Athletes identify areas they wish to improve, such as enhancing mental toughness or reducing performance anxiety, which fosters greater investment in the process. For example, a sports psychologist might begin the assessment by asking an athlete to list the qualities exhibited by elite performers in their sport. The athlete then ranks their own qualities against those of elite performers, creating a profile that highlights areas for improvement. The sports psychologist and coach can then collaborate to set goals, monitor performance, and motivate the athlete.

In summary, psychological testing enables coaches to develop more effective physical training plans while also allocating time for mental skills development for both individual athletes and the team. Although ethical concerns exist regarding psychological testing, we do not advocate for profiling that predicts athletic ability. Instead, we promote methods for coaches to understand how their athletes will respond in specific situations during competition. This predictability can lead to greater success for athletes, teams, and ultimately, coaches.

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.

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.

PSY FPX 8840 Assessment 2 Why Use Psychological Assessments In Coaching

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.