SPORT PSYCHOLOGY ASSIGNMENT 2&3 Combined
This is applied work from assignment one (please see uploaded assignment 1 which has references and areas I failed to address properly).
MAX 2200 words, Harvard, cite them right Style referencing. Part one and two has approx. 1000 words each, dependent on the need. It would be acceptable to use more words for the 2nd part as this is where we are reflecting. To be in 3rd person.
Introduction Structure
The aim of this assignment is to assess in detail the psychological support needs of the chosen client, through the selection of appropriate assessment tools. Furthermore, a report will be created (case study), which will succinctly illustrate the findings.
Introduction
Opening statement (missed in assignment 1). Often in sport athletes can encounter a variety of psychological issues which may result in the reduction or enhancement of their performance levels (Wright et al, 2016). Use this and re-word or use another quote.
1.Informal Chat
Gathering basic information to create a picture. My client initially disclosed to feeling very anxious both cognitive (negative thoughts) and somatic (physical i.e., feeling sick) prior to online classes, due to the pandemic. She also opened-up to feeling body conscious as she had put on some weight and was making her feel less confident, which in turn was making her anxious. Client is highly motivated. She revealed she was not concerned about her sporting ability but felt these physiological feelings were making her feel anxious and the more she worried the worse it got. This meeting was over the phone and we agreed to an interview (30-45 minutes) on Saturday 19 December at 4pm.
Needs Analysis (Sport) from Interview
Conduct an interview (open ended questions) to gather information to find out prominent psychological salient issues and allow a plan to be put together to address these issues.
Interview – (open ended) Saturday, 19 December
Information gathering on how the client feels, looking for salient factors. The aim is to find intervention that can plug the gap, helping them feel and perform better.
Discuss with client the number of sessions and collaborate with them to find suitable times to make it more likely they keep to the programme i.e., 4 weeks in duration with 2 sessions per week.
Brief Profile
Female
AGE: 41
SPORT: Strength and Conditioning Coach (personal training, fat burn extreme and game-fit sessions)
2. Interview findings
Please see uploaded Questionnaire completed for client. From the interview I detected that my client was confident with performing, albeit this could be enhanced with less anxiety/worry around self, which seems to cause physiological symptoms prior to performance. Once client gets started, they are fine. Her feelings of self-loathing related back to a childhood trauma. She had used sport to feel better within herself and alleviate mental health issues. Now finding herself in the pandemic and not working out as regular, her mental health issues have resurfaced. Being focused all her life on sport and looking for that reinforcement of sporting identity, now not being so prominent has led her to think more about her own personal identity and this has caused negative self-talk both within and out-with performance situations. My client tries to block these feelings out which seems to add to the stress and physiological responses.
Graph to show baseline and post intervention results using measurement tools required.
After the interview a CSA1/2 measuring tool was then used to measure cognitive/somatic anxiety alongside self-confidence. The results from this confirmed my feelings that it was not performance related and more the general anxiety/thought process that was causing the physical manifestations. The Act AAQ-11 (see uploaded questionnaire) was then used, which showed high scores in all questions relating to psychological inflexibility/experiential avoidance. Through further investigation into ACT measuring tools, a more in-depth measure was used Compact (see uploaded completed questionnaire).
Theories suggest there is a link between both cognitive and somatic anxiety and other modern theories depict relationship not as smooth as we think. (Examples of journals to critique this point).
This will highlight clients’ needs i.e., what needs improved and indicate appropriate intervention to lead with. Can use basic graph on Word to show anxiety and confidence levels prior to intervention. Use the CSA1/2 this will demonstrate Cognitive/Somatic anxiety, alongside Self-confidence.
Type of Intervention to Use – 1 or 2 Interventions can be used
Justify intervention chosen i.e., how Acceptance Commitment Theory and self-talk are effective tools for high anxiety and low self-confidence.
Details of Interventions Used
Designing and delivering psychological support to an athlete/performer, any level. The use of appropriate measuring psychological tools (no more than 3) to assess any psychological salient issues. I have used the Interview (open ended questions to get a more holistic view). I then went on to further investigate the findings of personal anxiety, from interview with the CSA1/2 (baseline graph required from word). ACT measuring tool AAQ-11 (published 2011) and also the compact was used, as when reading the literature, it was suggested it was a new up to date, more generalized ACT measure (please find uploaded literature to support with references).
Academic research will be utilized to illustrate how Acceptance Commitment Therapy and positive self-talk (if used) was used within a programme and how effective or not these interventions were. If it is deemed that the self-talk not required and better to stick to the one intervention to go more in-depth that is acceptable. If self-talk is used the self-talk questionnaire will require a baseline graph and comparison one at end for comparison after intervention.
Any beneficial effect from using interventions on areas which needed improvement? Reflect from graph.
1. Acceptance Commitment Theory (ACT) – Use the ACT therapy for daily practice to allow in the feelings of anxiety, worry, negative self-talk, and let it go.
2.Self-talk – instructional? self-talk to keep focus which will help with self-confidence and decrease anxiety?
Interventions Programme
Look at what was done within interventions, not too much detail, just brief. Look at literature recommendations of using the interventions over a long period of time for best results etc.
Self-Talk Actions/Homework
For example, homework tasks (using positive self-talk outside of sessions).
If client struggles with self-talk i.e., the correct type of talk or key words to use. It would be good to make a list for the client to assist them. This could be done together to get words which relate to client. Look at whether motivational or Instructional (S.T) is required. Client is usually very motivated so I would be inclined to go for Instructional which would help her focus, enhancing performance which would increase self-confidence with a knock-on effect of reducing performance anxiety.
Acceptance Commitment Therapy Actions/ Homework
Use the ACT therapy for daily practice to allow in the feelings of anxiety, worry, negative self-talk, and let it go.
Other Actions within Interventions
Optional to refer to how humour was used between self and client, to create a good working relationship and encourage client to keep appointments etc. Familiarity must be considered i.e., whether you know client personally or not. I know this client well and on friendly terms. Sharing of past experiences to enable client to feel comfortable.
- Is it effective, similar, or different?
- Why did pick this intervention?
- Can you justify through literature?
- It is not necessary to show it did work, just to reflect upon it and use the literature to show how it could have worked better. If it showed good results, explain why. Make sure this section is concise.
- Explain succinctly and be critical. If it is effective, similar, or different. Recommend other intervention that may be have been more useful with literature to back this up.
