Academic Portfolio
Critical review, analysis and reflection is a key element to expand and apply learning. The following provides an overview of the key performance learning objectives (PLO), an artifact to exemplify learning within that objective, an overview of how each artifact related to others obtained withing the program and a reflection of each artifact created and learned within the Sport and Performance Psychology program.
​
The Scientist-Practitioner model provides the foundation to understand the relevant theories, scientific knowledge, translation of skills from classroom to practice with self and clients to provide the opportunity to create the confidence in practitioners to understand the theory, develop, apply, and reflect your personal style which enables creativity and iterative in nature. This helps to facilitate authentic relationships with clients and provide “sticky”, contextually relevant strategies/skills that are helpful to our clients (Aoyagi, Poczwardowski, & Shapiro, 2017). Utilizing this model has been helpful as I have been able to translate scientific knowledge into practice to develop customized interventions to support my clients.
​
I have applied deliberate processes to implement theory from applied research within a variety of areas within the program. I have been able to create a general design/approach to apply concepts learned from all the applied sport psychology courses in the program. There are so many facets I have learned and working to build my competency in various skills such as: mental skills training, theories of self-efficacy, arousal-based approaches, attentional control theory (ACT), goal setting, self determination theory (SDT), growth versus fixed mind set, well-being theory, strengths theory, athletic Identity, and motivational theory.
​
I am excited to pursue certification as a Certified Mental Performance Consultant (CMPC). I will continue to modify and grow my practice and approaches as I go to ensure they are science/research based, client centered, ethical, tailored to enhance performance that is contextually relevant to the client, improves their overall wellness and is culturally responsive. My goal to support clients to perform their best with a sense of who they are, a strong sense of purpose, belonging, hope, and excitement to live their best life.
Artifact 1
The Predominate Theories and Emergent Trends within the Discipline of Sport and Performance Psychology
PLO #1 Evaluate the predominant theories and emergent trends within the discipline of Sport and Performance Psychology.
​
The purpose of this personal performance enhancement project (PPEP) is to identify an area of life where enhanced performance is desired and an opportunity to practice techniques to make improvements outlining the rationale for the performance area, goals for improvement, mechanisms for self-monitoring, techniques used with reflections on the effectiveness of each technique utilized, described challenges experienced in implementation, and learnings to apply to work professionally with others in the future.
This artifact demonstrates the fundamental elements of learning objective one as, it reflects the sport psychology and performance enhancement process of observe, assess, educate, acquire, apply, and re-evaluate. The first section provides an overview of the area of focus, the assessments utilized, the skills that were taught (education and acquire), and the shared reflections on the application of these skills. The second section highlights the summation of the learning, re-evaluation reflections, and adjustments made to enhance performance and guide future professional practice. The fundamental piece for me in performance enhancement, is how to stay consistent when faced with adversity, how to apply these techniques to enhance your performance, to maintain momentum, to readjust when you fall off the rails in your fitness/sport and nutrition routines, and to plainly just pull yourself up when you fall into the pit of despair and re-engage in life. Learning the technical skills of sport is essential, supporting the inclusion of technical skills required for the sport is essential and needs to be coupled with the mental skills training in real time.
​
When looking at the area of focus, in the long haul, wherever life’s journey takes you, mental skills are fundamental to success. I have a richer understanding of how performance enhancement measures do make all the difference in successful outcomes in sport and in life. I would continue to advance and refine my skills and adapt them to the individual/situation to ensure it is continually evolving and contextually relevant.
​
​
​
Ethics - Decisions and Differences
Artifact 2
PLO #2 Distinguish between various ethical codes with the mental health counseling and performance consulting professions and articulate the rationale for disparities among them.
An overview of an ethical decision making model and related Association of Applied Sport Psychology (AASP) and the American Code Association (ACA) application with ethical issue identification, ethical decision model application, suggested ethical issue. Distinguish between various ethical codes with the mental health counseling and performance consulting professions and articulate the rationale for disparities among them. al issue resolution and summary is presented. Applying rigor to ethical decision making is essential in sport psychology and mental health counseling as human services operates in a dynamic field within multifaceted systems and complex sociocultural and human factors to consider of which this paper provides a general construct to demonstrate application of this by identifying the problem, applying the relevant codes, determine the nature and dimensions of the dilemma, general potential courses of action (Forester-Miller and Davis, 2016).
​
Critical review of ethical issues and systematically analyzing the issue, possible action and outcomes is a key factor to ensure best client care and outcomes. Utilizing a methodical approach applying codes, a defined model, literature, evaluation results and utilizing expert supports facilitates the development of effective approaches to ensure best practice.
​
This artifact highlights the fundamental elements of learning objective two via presenting a theoretical case study demonstrating effective ethical decision making is a valuable one that is essential to incorporate in clinical practice. This model guides clinicians through a step-by-step process that flows well with clinical practice. The clinician then can research their professional standards, codes, organizational policies/regulations to further assess the best course of action. A thorough review of the research and literature provides further insight into practice precedence and ethical considerations.
​
The full experience of working through this exercise was incredibly helpful to establish greater proficiency utilizing rigor and a methodological approach to ethical decision making keeps the focus of care on best practice with the client, provider and system at the heart of clinical care.
Artifact 3
A Professional Consulting Philosophy
PLO #3 Demonstrate through presentation and writing, the development of a professional consulting philosophy integrating principles of psychology, sport science, and consulting.
​
The key components I have drawn upon to inform my own philosophy, highlighted within this theoretical orientation paper, are anchored in the humanistic, cognitive, and integrative approaches. They connect best with my personal and professional experience, as well as my core values. I feel the application, most often as part of a multi-disciplinary team, can provide an effective way of supporting clients in living their best life and highest potential. I believe all people need to experience a sense of belonging – feeling like you are an important member of a group – being included in something beyond ourselves; a sense of purpose- the reason for which something exists; a sense of worthiness – the quality of being good enough; deserving attention or respect.
​
In my experience, over time, when people lose hope or can’t see past their intense negative feelings, some will turn to a source to fill these voids with something that makes them feel better, to stop the pain, to ease the hurt or give them a sense of belonging/purpose often at a cost to their health and safety.
This artifact highlights the elements of learning objective three by highlighting the core tenants for application in my model draw from cognitive behavioral theory (CBT) as highlighted in O’Hana (2023), CBT therapists look at the “what” (behavior), the “how” (thoughts) and the “why” they are behaving the way they do often focusing on the here and now. Utilizing skill-based training such as psychoeducational skills, mental skills, deep breathing, and visualization are helpful skills which are diversely applicable (Williams & Krane, 2021). This is applicable to many different settings and clients making it versatile and effective in therapeutic and consulting settings within the clinical and corporate settings.
​​
Performance Enhancement Interventions
Artifact 4
PLO #4 Create performance enhancement interventions incorporating a variety of research-supported techniques to enhance performance and overall wellness.
​
I appreciate the opportunity to reflect on the research, learning, and application of tailored intervention design. Ravizza (2012) highlighted practical elements to help design quality interventions with clients including assessment, delivery, approaches, and evaluation. Throughout this process, it is important to understand the athlete's strengths, goals, skills, biopsychosocial, and cultural priorities and create a program to meet the client where they are at and is progressive to take them where they want to go.
Developing mental skills is foundational to optimal performance. Helping athletes develop conscious, contextual, and consistent mental training methods requires commitment, understanding, and self-discipline. As consultants, helping athletes to tap into their best, we need to incorporate the what, why, when, and how of mental skills coupled with developed technical skills in their sport. When this is done in an empowering, flexible way that is meaningful and fun for the athlete, they can reach their goals and dreams (Williams & Krane, 2021).
The artifact provided to demonstrate learning objective four is the curriculum developed to provide a comprehensive overview of foundational elements, techniques, and tools to help inform and guide athletic mental skills development within my practice. Helping athletes develop foundational mental skills that are intentional, contextual, and consistent mental training methods requires commitment, understanding, and self-discipline. As consultants, helping athletes to tap into their best, when this is done in an empowering, flexible way that is meaningful and fun for the athlete, they can reach their goals and dreams (Williams & Krane, 2021).
​​
Artifact 5
A Multi-Cultural Approach
PLO #5 Develop culturally responsive counseling strategies based upon the relationships, issues, and trends within a multi-cultural society.
Learning from this program and that gained from my personal experience have made me aware culturally relevant aspects of identity (racial, gender, sexual orientation, age, socioeconomic status, and education level) and the importance of explicitly integrating these aspects into our practice. This is especially important in the areas of identity development, managing microaggressions, stereotype threats, service provision/access to services. These elements are important to be at the forefront of our practice as we support our client athletes navigate many sport-related pressures as well as academic, life, and multicultural considerations that all require equal attention. (Aoyagi, et al., 2017). Godfrey et al., (2022) also highlight the importance of inclusivity and cultural competence.
​
In the development of this expanded awareness, I am committed to the pursuit of increased knowledge and seeking immersion experiences of other cultures, generations, and communities, to help me to continue to grow, learn to be more aware and mindful of the individual’s experience and the impact of that and their culture, to form the foundation of working collaboratively together. Often times, the depth of knowledge/awareness may be limited, however I think being open, curious, genuinely present, and interested in who the person is, what there experiences are, their perception of their experience, and the goals they want to achieve are fundamentally important (Lee, 2021).
This artifact demonstrates the fundamental elements of learning objective five as it provides my own assessment and reflections to incorporate a cultural lens and reflection to guide my future practice. I highlight the ADDRESSING elements as it provides a high level summary of the biases and areas of inexperience as well as the potential salient factors for future clients (Hayes, 2013).
​
The time between 2020 and 2022 was tremendously difficult and completely changed the trajectory of my and my youngest sons lives. We have been working since to overcome many obstacles. Of all things experienced in life, the foundation of my upbringing and the loss of my son have shaped my worldview. ​I have a new lens as to see how to see and understand peoples’ perspectives differently (Hayes, 2013). These views have helped to shape me to try to listen, seek to understand the essence of the person, be present, be curious/don’t assume, explore strengths and challenges from the person’s authentic perspective and the impact of our perceptions on others.