PSY FPX 8842 Assessment 5

Abstract

This intervention strategy unfolds itself over the course of a test season for an up-and-coming NFL player between July and December. It aims to supply players with cognitive techniques like setting goals and positive self-talk so they can improve at playing football. This explores the reasons underlying why the intervention will be successful on the players, what appropriate stakeholders need to be taken into account, and how multicultural variation figures into the scenario. Ethical concerns about the plan are noted.

PSY FPX 8842 Assessment 5:Introduction

Entering the NFL as a rookie entails rapid adjustment to new rules, expectations, and demands. While the NFL provides a brief rookie transition program, its length and content are minimal. Therefore, there is a need for continued support throughout the season in an effort to help rookies navigate the transitions they encounter.

Sport psychology employs many psychological techniques to maximize athlete performance (Association for Applied Sport Psychology, n.d.-a). This is an integrated strategy aimed at the mental skills of goal setting and self-talk and their application during a rookie’s initial NFL season. Goal setting maximizes motivation and performance, whereas self-talk maximizes confidence and behavior (Association for Applied Sport Psychology, n.d.-a). These skills are complementary and interactive, enabling an athlete to succeed.

Literature Review

Bivens and Leonard (1994) examine the relationship between race, centrality within the team, and education in the NFL. Findings show that decision-making abilities are influenced by the roles players hold within the team status, shifting goal-setting proclivities and self-talk efficacy.

Carter and Prewitt (2014) explore multicultural competency in applied sport psychology, pointing to the significance of diverse backgrounds among NFL players. This is relevant to the high level of non-white representation in the league and the mixed skill sets attached to various positions.

McCalla and Fitzpatrick (2016) discuss stakeholder dynamics in high-performance teams and point out the importance of ascertaining the needs of the stakeholders so that intervention can be effectively implemented. In the context of the NFL, where football clubs are multimillion-dollar organizations, stakeholder relationships are pertinent.

Rationale

Mastering self-talk and goal setting fosters mental toughness among athletes, allowing them to focus on executing physical skills rather than grappling with psychological challenges. This is particularly important for newcomers adapting to the demands of the NFL, where rule changes and team dynamics call for rapid adaptation.

These are transferable skills across various athletes of varying goals and backgrounds, offering a tailored form of intervention. No matter the intent of an athlete to be faster, more agile, or enhance team integration, goal setting and self-talk are vital tools towards achievement.

Assessment and Evaluation Mechanisms

Measurement of the intervention effectiveness has subtle metrics. Subjective metrics like the Subjective Career Success Inventory (SCSI) (Shockley et al., 2016) report individual goals and definitions of success. Objective metrics like NFL Next Gen Stats also have quantifiable metrics on performance improvement.

However, success metrics need to factor in contextual variables like opponent quality and team chemistry influencing individual performance and goal accomplishment.

Key Stakeholder Relationships

The most important stakeholders are beginning players, whose well-being and long-term success are the target of the intervention. Coaches and teammates also indirectly benefit from mentally resilient players who can adapt to new situations and perform under stress.

Diverse Populations

Goal setting and self-talk are versatile tools applicable to athletes of diverse backgrounds and experiences. Whether rookies, veterans, or players from different cultural backgrounds, these skills aid in personal and team development, fostering adaptability and resilience.

Understanding individual players’ backgrounds and needs enables tailored interventions, ensuring inclusivity and effectiveness across diverse populations.

Ethical Concerns

Ethics are founded on proficiency in managing players’ needs and problems. Collaboration with coaching staff bridges knowledge gaps and guarantees interventions aligned with team objectives. Additionally, identification and treatment of individual problems like drug abuse necessitate referral to appropriate resources to safeguard players’ well-being.

Conclusion

The intervention design presents a balanced approach to enhancing the performance of newcomer NFL players without intimidating them. Based on foundational skills of goal setting and self-talk, it teaches athletes how to persevere through adversity in professional football. While adaptable to meet individual needs, these skills form pillars of victory, instilling progress and resilience.

In summary, with no perfect plan, combining goal setting and self-talk forms a strong basis for athlete development within the NFL and beyond.

PSY FPX 8842 Assessment 5 Integrated Sport Psychology Plan 

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. Retrieved from 

https://www.espn.com/nfl/story/_/id/28824324/how-nfl-players-thinking-life-football

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

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

PSY FPX 8842 Assessment 5 Integrated Sport Psychology Plan 

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