Academic Portfolio
This portfolio serves as a comprehensive record of my academic journey and professional development in sport and performance psychology. Below you will find detailed reflections on core competency areas and supporting evidence of my scholarly work.
Learning Outcome 1
PLO#1
Evaluate the predominant theories and emergent trends within the discipline of Sport and Performance Psychology.
Course: SPP6550 Sport Psychology
Assignment: Bull Durham Project
Course: SPP6215 Applied Sport Psychology
Assignment: Personal Performance Enhancement Project (PPEP)
I completed the Bull Durham Project during my first term in the program. The Director of the department described the program’s progression as “crawl before you can walk.” The Sport Psychology course was meant to teach us the foundational theories of the field, and this project shows my ability to apply those theories in the sport context. The movie Bull Durham provided a fictional experience to analyze a specific sport case. As an inexperienced student, the fictionalized scenario provided an ethical opportunity to demonstrate my understanding of the foundational principles.
The Personal Performance Enhancement Project (PPEP) shows the development my ability to apply theories and concepts to real-world situations. It demonstrates the transition between evaluating a fictional scenario to applying the theories to my own performance. As I am still an active high-level athlete, the PPEP was incredibly impactful to my career development because it gave me the opportunity to both test and experience different techniques. While I did not realize it at the time, this was the beginning of the development of my theory of performance excellence.
The Bull Durham Project illustrates my understanding of the general principles of sport psychology. I was able to take the material from the course and apply it to various scenes in the movie. For example, I identified various coping methods used by the main characters such as self-talk or distraction. Conversely, I identified how some of the elements of the movie contradict sport psychology principles such as the premise that performance can improve if an important social supporter constantly derides one’s competency self-perception. The relatively limited dimensionality of the characters allowed for both straightforward identification of concepts but also obvious places where the plot diverged from theory. This offered a low-stakes introductory environment to evaluate my understanding of foundational concepts.
The PPEP reflects on the emergent trends in sport psychology from my own perspective as the performer. It used the Williams and Krane (2021) Applied Sport Psychology textbook as the framework for implementing interventions in a performance area in my own life. I am a competitive fencer, so I used the project to try to improve my fear of failure and overthinking while I fence. As the project developed, I evaluated the effectiveness of the intervention techniques and adjusted them to my own circumstances.
While the Bull Durham Project paper demonstrates my understanding of general sport psychology concepts, my understanding of the underlying mechanisms has developed over the course of the master’s program. For example, having developed my professional philosophy and theory of change, I could now create a comprehensive intervention plan using evidence-based techniques. I could also perform a fictional psychological evaluation of the characters and create a needs assessment and case conceptualization.
Since doing the PPEP, I have come to understand that it is best not to use every technique in our toolbox to tackle every problem. This is why the needs assessment and case conceptualization stages are so important because we need to prioritize and use techniques that are in alignment with our theoretical orientation. Otherwise, the techniques may be counterpoductive. Although it is an ongoing process, I now have a more solidified consulting philosophy that will facilitate creating cohesive intervention plans.
The Bull Durham assignment was a good introduction to how we can apply evidence-based principles to “live” scenarios. In keeping with the guiding principle of the program, this assignment started building my confidence in the process of translating academic theories and principles into real-world applications. I will be using these observational and critical thinking skills when evaluating my clients in future case formulations. As practitioners, especially in group or team settings, we do not always have the opportunity to gain an in-depth knowledge of each performer as an individual, so we need to rely on our observational skills to assess the needs and dynamics of the group. The critical thinking skills are important when the client(s) expect us to make quick assessments and suggestions in the brief sessions often required by the nature of our practice.
In doing the PPEP, I can say, with full honesty, to my clients that I have tried the techniques that I am suggesting to them. This can strengthen the buy-in from the clients. Additionally, while it is important to comprehend the theoretical foundations of sport psychology in an academic sense, practicing the concepts deepened on my understanding of their application. It also gave me an opportunity to gain a deeper understanding of how evidence is accumulated through research and the fact that being a popular technique does not necessarily mean that something is evidence-based or appropriate for the context.
When I submitted the Bull Durham assignment in my first term, I received positive feedback, citing especially the “Self Determination” section. I believe this section was specially noted because I made deeper connections with specific theories and the motivation orientations of the main characters by using the theories as evidence for my conclusions. I was also able to do this proficiently in the “Achievement Goals” section. To improve the assignment today, I could apply this same principle of applying specific concepts and theories as evidence for my conclusions. For example, in the “Coping” section I may use Bandura’s (1977) self-efficacy theory to explain why some of the characters’ coping mechanisms may have worked.
One thing the instructor asked me to consider in the feedback from the PPEP was whether mindfulness and self-talk are compatible. As this project was temporal and contextual, I cannot go back and change the content of the project. However, now that I have a stronger sense of my theoretical orientation, I would likely not use both of those interventions with the same client. Because I align most with Acceptance and Commitment Therapy (ACT) counseling theory, I tend to rely more on mindfulness. Doing this project now, I would focus on the ACT techniques of unhooking from thoughts and self-as-context.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Williams, J. M., & Krane, V. (Eds.). (2021). Applied sport psychology: Personal growth to peak performance (8th ed.). McGraw Hill.
Learning Outcome 2
PLO #2
Distinguish between various ethical codes within the mental health counseling and performance consulting professions and articulate the rationale for disparities among them.
Course: COUN6101 Ethics and Professional Identity
Assignment: Ethical Case Analysis
Course: COUN6101 Ethics and Professional Identity
Assignment: Professional Development Plan
The artifacts I have selected represent the importance of ethical codes in my personal practice. The Ethical Case Analysis demonstrates my ability to identify and apply appropriate ethical codes and decision-making models to a fictional dilemma, and the Professional Development plan is the real-world application of working within the bounds of an ethical code. Both artifacts center on the Association for Applied Sport Psychology’s (AASP, 2024) Ethics Code as I plan to seek certification from AASP as my main professional credential, so that is the most critical code for me to follow. In the process of this course and in writing these assignments, I reviewed both the ethical codes of the American Counseling Association (ACA) and the American Psychological Association (APA). I chose not to reference the APA ethics code in these assignments because the AASP code was informed by the APA code, and I will be practicing as a consultant, not as a psychologist. However, I chose to use the ACA ethical decision-making model for the Ethical Case Analysis because AASP does not have its own model, and the ACA and AASP core principles are the same: competence, confidentiality, integrity, professional relationships, and cultural competence (Forester-Miller & Davis, 2016).
Both assignments required me to analyze the ethics codes of professional counseling and consulting organizations, their impact on professional standards, and then apply them to my professional practice. The Ethical Case Analysis used the ACA decision-making model to suggest solutions to an ethical dilemma that uphold my professional values and avoid harm to the clients. Both assignments cite how specific AASP Ethics Code (2024) principles and standards applied to either the fictional case or my own future professional practice. The Professional Development Plan integrates my professional values into a realistic plan for my career development. Having a plan on how I will conduct myself professionally demonstrates accountability towards showing respect for others and centering the welfare of others because ethical practice is more than how we interact directly with clients.
Practically speaking, my understanding of the professional landscape of applied sport and performance psychology has developed, and I understand the nuances of titles and credentials more than when I first completed these assignments. The experience I have since gained in applied work has shown that ethics is an ongoing process and does not always have a clear path. For example, AASP (2024) recommends that we do not take on multiple roles but does not make a clear statement about whether clinical mental health and performance enhancement are separate roles. Thus, when many collegiate athletic departments require SPPs to have clinical licensure due to budgeting and safety regulations, there is no professional consensus as to whether this violates the multiple roles principle. My professional goals have also evolved such that I now value flexibility in my own schedule and location more than a prestigious institutional position, so I am more passionate about building a private consulting business.
Being familiar with ethics codes is not enough to build an ethical practice. Integrating ethical practice into my professional development plan ensures that it remains dynamic as I move through my career. Moving into my supervision stage, this strong ethical foundation has developed a framework with which I can navigate inevitable gray areas or dilemmas. These assignments emphasize the importance of being clear about one’s scope of practice as well as clarifying the boundaries of confidentiality during the intake process.
For the ethical case analysis, I would add content about how this situation may have been avoided if the practitioner had clarified their roles at the time of hiring and during the intake process. I think after one has organically taken on multiple roles, it becomes harder to disentangle from that situation as you have already been engaging in that practice. For the Professional Development Plan, as stated above, my career goals have changed to match my personal values. Additionally, after discussions in almost every course so far, I would add a discussion of how professional titles can both help and hinder mental performance consultants with the lack of understanding from the general public on the CMPC title. On that same topic, I am still developing how to approach explaining why I do not (and cannot) use the psychologist title without undermining my credentials.
References
Association for Applied Sport Psychology. (2024).Association for Applied Sport Psychology ethical principles and standards. Zito, M., Carter, C., Herzog, T.,Kerulis, M., Muscat, A., Shigeno, T., Skvarla, L., Chu, T. L., Rose, S., Wahl, C., & Watson, J. (Eds.).https://appliedsportpsych.org/about-the-association-for-applied-sport-psychology/ethics/
Forester-Miller, H., & Davis, T. E. (2016). Practitioner’s guide to ethical decision making (Rev. ed.). https://www.counseling.org/docs/default-source/ethics/practioner-39-s-guide-to-ethical-decision-making.pdf
Learning Outcome 3
PLO#3
Demonstrate, through presentation and in writing, the development of a professional consulting philosophy integrating the disciplines of psychology, sport science, and counseling.
Course: SPP6230 Psychological Preparation and Mental Skills Training
Assignment: Mental Skills Training Curriculum
Course: COUN6110 Personality and Counseling Theories
Assignment: Theoretical Orientation Paper
The Mental Skills Training (MST) Curriculum and Theoretical Orientation Paper represent the early development of my professional consulting philosophy. Together, they demonstrate critical thinking early in my academic training and together integrate the disciplines of sport psychology, sport science, and counseling theory. Specifically, the MST Curriculum implemented a scientist-practitioner model to applied practice.
The MST Curriculum required me to evaluate performance concepts and incorporate them into my personal psychoeducational curriculum. Additionally, I familiarized myself with various assessment tools relevant for performance concepts and identified where they may be appropriate. The Theoretical Orientation Paper demonstrates my understanding of how theory informs practice by connecting my personality, beliefs, and values with counseling theories. In the process of writing that assignment, I examined the history of counseling theory and the evidence, or lack thereof, to support the claims of each theory. I paired this examination with an exploration of my personal core values and beliefs to select theories that align with both.
Since completing these assignments, I have clarified my professional philosophy as an early career practitioner. I developed my understanding of how to integrate my theoretical orientation into my practice more consistently. Getting applied experience through my mentorship has given me the opportunity to “test” the multiple theories I originally used in my Theoretical Orientation Paper. I was given the advice to observe patterns in the things I tell clients and to examine how I explain what thoughts and feelings are to clients. I learned that I tend to ask clients to accept that the process of performance excellence is inherently uncomfortable.
Having a clear professional philosophy is the main driver for providing effective sport psychology services; it gives me a way to make grounded judgment calls. Knowing my general philosophy of human nature and the processes of change helped me choose my mentor for the AASP certification because it is important we are coming from a similar approach so that we can build a framework of practice together. A coherent professional philosophy also provides a strong foundation if I start using a more eclectic approach. The internal logic will change very little, so new theories can be examined and applied through that lens.
If I were to complete rather than revise these assignments today, they would look more like a completed theory of performance excellence (TOPE) and a mental skills curriculum that is more closely aligned with that TOPE. The instructor commenting on my Theoretical Orientation Paper said that I would likely narrow down the number of theories I aligned with as I gained more experience, and she was correct. Completing these assignments was an important process in the development of my professional philosophy that I think are valuable unchanged. A better demonstration of my critical thinking is the section of my current professional philosophy. This shows the progression of evaluating general trends and concepts to narrowing my applied practice to those in alignment with my current professional philosophy. As this is a dynamic process, the assignments could theoretically be rewritten many times throughout my career.
Learning Outcome 4
PLO #4
Develop culturally responsive consulting strategies based upon the relationships, issues, and trends within a multicultural society.
Course: SPP6155 Sport in Society
Assignment: Current Event Analysis
Course: SPP6155 Sport in Society
Assignment: Sport Matters Cultural Plunge Project
The Cultural Event Analysis shows my abilities to connect sociological concepts with an event occurring in the last five years by analyzing a controversial event through a cultural lens. Subsequently, the Sport Matters Project required me to apply those concepts to a real-world experience in a new sport. In both these projects I examined the socio-cultural behaviors in the sport context. As I will likely be working with the figure skating and fencing communities, the subjects of these projects demonstrate my interest in becoming familiar with the cultural landscape of these sports to better understand my clients’ experiences. It also shows my ability to undertake this depth of knowledge for any other sport or performance of which I am not familiar.
These projects demonstrate how sociological, cultural, and ethical knowledge translates into culturally responsive practice. In the Current Event Analysis, I distinguished between ethical and unethical spectator and athlete conduct and how they can affect the sport industry, specifically in figure skating. I theorized about an athlete from a marginalized community who appeared to criticize a government, viewed from a sociological lens, and engaged in critical thinking to produce questions that may help professionals investigate the event further. The Sport Matters Project demonstrates how personal experiences can influence my future practice. While researching new sport populations can produce valuable information, participating in the sport was especially valuable because it was uncomfortable. I chose to “plunge” into wheelchair fencing because it is important to me to understand the experiences of athletes with all types of abilities. Although I cannot fully experience what it is like to have a disability, I gained insight into how these athletes navigate the sport world.
These were both recently completed during the penultimate term of my degree program, so my academic understanding has not changed substantially. However, I started to work with clients this term and have thus been able to observe the human differences principle illustrated in the AASP Ethics Code (2024), Standard Four. There is a greater risk of not recognizing these differences when working with athletes from the sports with which I am familiar. But the Sport Matters Project showed me how placing myself in the client’s personal experience can help with empathy by recognizing both similarities and differences in our experiences.
The process of analyzing the current event through a cultural lens gave me a framework for approaching clients who participate in a sport or performing art that I am not familiar with. It is important to consider the specific culture in order to understand a client’s needs and to be able to create an effective intervention plan. An important part of my professional philosophy is to create bespoke plans, so I need to understand the nuances of the community in which the client is a member.
These assignments received positive feedback in terms of format and content. While not within the scope of the original instructions, both could be expanded in terms of analyzing the subjects from different sociological concepts. For example, I could discuss figure skating and wheelchair fencing from a class perspective. While figure skating thrives on the perception that its athletes are from a “high” social class, the presence of disabilities in wheelchair fencing serves as a social equalizer. Both, however, require substantial financial resources, which some equate to having a high social class.
References
Association for Applied Sport Psychology. (2024). Association for Applied Sport Psychology ethical principles and standards. Zito, M., Carter, C., Herzog, T, Kerulis,
M., Muscat, A., Shigeno, T., Skvarla, L., Chu, T. L., Rose, S., Wahl, C., & Watson, J. (Eds.). https://appliedsportpsych.org/about-the-association-for-applied-sport-psychology/ethics/
Learning Outcome 5
PLO#5
Create performance enhancement interventions incorporating a variety of research-supported techniques to enhance performance and improve overall wellness.
Course: SPP6522 Sport & Performance Psychology Interventions
Assignment: Case Study - Kathi
Course: SPP 6522 Sport & Performance Psychology Interventions
Assignment: Final Case Study Project
The fictional case study of Kathi, a masters athlete, and my Final Case Study Project for the Interventions course show the development of my consulting skills by applying relevant theories to both a fictional and real-world case conceptualization. Also, I chose one of the partner Case Studies to demonstrate my ability to collaborate with colleagues in the field, as I hope one day to engage in research.
The Case of Kathi shows my ability to create an evidence-based intervention plan for a specific population, considering her individual needs as an “older” athlete. This assignment also showcases my collaborative work with another student because it required multiple stages of planning and consensus, such as our theoretical approach to the case and the division of labor. It also started building my network of peer consultation relationships. The Final Case Study Project was my first real-world client experience and shows the development of my abilities to apply relevant theories to case conceptualization and intervention planning. I completed three sessions with this client, who was seeking help for college admissions testing anxiety, using a Rational-Emotive-Behavioral Therapy (REBT) theoretical approach. I developed a brief intervention plan that aligned with the principles of questioning irrational beliefs by creating a testing “resume” for the client to prove that he has prepared sufficiently for the test and, in fact, has an exemplary academic track record.
Since completing these assignments, I have developed my understanding of how my theoretical orientation impacts intervention planning as well as changed which counseling theory I align with. I am now more aligned with the CBT Third Wave approach of Acceptance and Commitment Therapy (ACT) and use that with my current client roster. After that initial experience with client intake, I have also developed more of a personal style of intake that aligns with my personality and professional philosophy. I think this will constantly develop as I gain more experience as a practitioner and have opportunities with a more diverse set of clients.
The process of completing the partner case studies in this course was a valuable learning experience in how to approach collaborating on projects with colleagues. After reading an expansive amount of research for the master’s degree courses, I understand that most articles are written by a team of researchers, so it will be important to have the skills to contribute effectively to such a team. Both the positive and negative aspects of the partner case studies were opportunities to guide how I plan to navigate collaborative research. The Final Case Study Project was essentially an intake and brief intervention session and gave me an opportunity to practice quickly analyzing a case. Although we hope our clients are willing to give us ample time to make long-lasting changes in their performance and wellbeing, the nature of sport and performance is inherently tied to results. So, many of our clients will be looking for a quick fix for improving results. This project taught me that the reality of mental performance consulting is finding the balance between these short-term “band-aids” and long-term, sustained progress.
Both assignments represent my understanding of my own professional philosophy and consulting skills at the time. If I had completed the Case Study of Kathi on my own, I would have likely approached the case with a CBT philosophy and REBT conceptualization and intervention plan. This may have included an extended intake process of exploring her irrational beliefs and starting to dispute and restructure them. This may be undertaken practically through self-talk and imagery. The values activity included in the plan at the time is, in fact, more aligned with my current allegiance to an ACT approach. Likewise, if working with the Final Case Study Project client today, I would approach the case from an ACT viewpoint. We would have clarified his values and then worked through cognitive defusion and committed action to align his behavior with his values rather than ruminating on his past “failures” at test-taking.