Tyrone is a county-level golfer competing both as an individual and in the county team. He is a strong player and is respected particularly for

Tyrone is a county-level golfer competing both as an individual and in the county team. He is a strong player and is respected particularly for his consistency and long and accurate tee shot (first shot on every hole). This allows him to make a strong start on each hole. Two seasons ago he won a major event in Bath, and he is hoping to defend his title and win again at the end of next month. s training has been going well and both his coach and strength and conditioning coach are happy with his progress. However, in recent tournaments he has started very poorly, consistently being disappointed in his tee shot. He has now started to doubt his club choice and opts for a safer option, which is extremely unusual for him. s coach has questioned him about his tee shot, and in a recent meeting with him and his training partner, Jordan, he explained that he is struggling with his form, particularly on his tee shots. He told them that as the start of the round draws nearer, he starts to get really nervous, experiencing ‘butterflies in my stomach – and sweaty palms’, tightness through his shoulders and having doubts about his ability to perform. He explained that he is concerned about getting beaten by some of the new players to the circuit and is worried about maintaining his top 15 ranking, and what they will think of him if he loses. Jordan tells Tyrone how, when he was having a difficult time in competition, he saw a sport psychologist, which really ed. Based on this, and with the support of his coach, Tyrone has said he is happy to accept the additional support of a sport psychologist. The question / task i need with  is in the next paragraph (Task 1 & Task 1.1)  i have then listed the relevant sections i need to draw my answers off below that . Drawing on appropriate theoretical content, explain the process that a sport psychologist would follow to design an intervention for Tyrone. Task 1.1 In relation to professional boundaries, justify why it is a sport psychologist who should design and deliver the interventions associated with the delivery of sport psychology. This section will require you to draw on information from Study Topic 1, Unit 2 (section 2.3). Needs
Planning the
Delivering and
Choosing an
monitoring Long description Keegan’s model (2016) shows that there are six fundamental stages involved in the delivery process, from initial intake to delivery and monitoring. But what do these different stages entail? The following section looks a little more closely at each one. 2.5.1 Intake, needs analysis and case formation The opening stages of the model are designed both to encourage the development of the relationship between psychologist and client, and to establish expectations and goals. In order to meet the needs of the client it is important for the psychologist to learn more about that person (Keegan, 2016). There are various different methods that can be used to assess an individual’s needs, including interviews, performance profiling, observation and psychometric assessment (Weinberg and Williams, 2015). In most cases a combination of methods will be utilised in order to build a complete picture of the individual; you will hear this referred to as triangulation, which is the use of a combination of tools to ensure validity of the information or, in this case, the picture being created (Weinberg and Gould, 2015). Some of these methods are discussed below. A psychologist can interview a new client to discuss past experiences and performances, and explore their current thoughts. As Greenlees (2009) suggests, consultation enables a better understanding of the client’s ‘view of the world’. In psychology, this approach is referred to as consultancy; however, whatever your role in sport and exercise, getting to know those you work with is essential. Consider for a moment the personal trainer who is meeting a new client for the first time: they too conduct a ‘needs analysis’ in order to implement the most appropriate training approach to working with that client, but will perhaps do in a slightly different way from a psychologist. This unit has provided you with an introduction to goals, the characteristics of goals and the principles of goal setting. Throughout the unit the case study of Elise has been used as an example of an athlete who initially used goal setting rather haphazardly, but with a sport psychologist’s support was able to set goals that would facilitate enhanced performance while maintaining positive self-esteem. For Elise, a move away from a focus on winning (outcome) to a more self-referenced (performance) focus, with attention to specific aspects of her performance (process), is likely to have positive benefits for her. The main learning points for this unit are: UNIT 11 In Study Topic 2 you learned that stress, anxiety and arousal can impact on sport and exercise performance. This unit introduces some further strategies beyond imagery and self-talk that sport psychologists might suggest to support individuals to successfully manage stress in sport and exercise. Although the unit primarily considers stress reduction, or what are referred to as stress-restructuring strategies, it will also consider strategies to increase arousal, often referred to as ‘psyching-up’ or energising techniques. You will explore these techniques through your own experience and the case study of Elise. When arousal or anxiety are perceived by an individual to be detrimental to performance, a ‘reductionist approach’ might be adopted, in which the aim is to reduce the symptoms associated with stress. These symptoms do not need to be seen as detrimental, however, and can be interpreted in a positive way (i.e. a restructuring approach) that may actually benefit performance, as was outlined in Study Topic 2. Alternatively, an individual might be under-aroused for performance and in these situations an energising or psyching-up approach might be adopted to enhance performance. Many of the techniques for managing stress take the form of either an emotion- or a problem-focused (preventative) approach. Emotion-focused approaches aim to manage the responses arising from stressors, whereas problem-focused strategies, which are used less often, direct efforts at preventing or managing stressful demands with the intention of providing relief. These problem-focused approaches (e.g. advice seeking, information gathering, planning, problem solving, proactive behaviour) aim to remove or reduce stress by targeting the causes of it in practical ways. This unit will pay particular attention to pre-performance routines as well as emotion-focused strategies. By the end of this unit you should be able to: Techniques that seek to reduce arousal and anxiety symptoms (often called relaxation techniques) can be classified as either ‘muscle-to-mind’ or ‘mind-to-muscle’ approaches. This unit has examined the role of arousal-control techniques for reducing stress and psyching up in sport. The main learning points for this unit are: As a word of caution, although we might adopt some of the principles of the techniques outlined in this study topic for our own use in sport and/or exercise or in our role as a coach to use with our athletes or clients, we should be very mindful that they should typically be developed and delivered through the work with a qualified sport psychologist to ensure that we are working within our professional competencies, as outlined in Study Topic 1. In this study topic you have been introduced to four of the key psychological techniques from Andersen’s (2009) canon: goal setting, imagery, self-talk and arousal control. They may be used by exercisers, athletes, coaches and sport psychologists to address issues in performance and wellbeing. As you will have noticed, these techniques can be used with or without support from a sport psychologist; however, there are times when the issues to be addressed become sufficiently complex to warrant the intervention of a qualified professional. In situations that require the input of a sport psychologist, it would not be uncommon for an intervention to incorporate more than one technique. Therefore, although this study topic has looked at the techniques individually, they may be combined; for example, an imagery script designed by a sport psychologist might focus on process and performance goals that have been identified in collaboration with the individual concerned. As discussed in Study Topic 1, the person providing sport psychology support should be appropriately qualified and registered with the HCPC (in the UK). Throughout the units in Study Topic 3 you have been given opportunities to apply to your own experience the four of Andersen’s (2009) canon of psychological techniques this study topic has explored. For example, drawing on the material from Unit 8, you could adopt goal setting to provide you with direction either in a sport or in an exercise context or in your working life. You should, as has been explained, ensure that you use a combination of outcome, performance and process goals. If you are a coach or fitness instructor and you think that your athlete has a problem that might be addressed through psychological skills training (PST), you should consult a sport psychologist for guidance rather than attempting to implement PST yourself.

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