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Advocating For a Written Sport Psychology Curriculum for Youth and School Sports Teams
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Mid-Season Evaluations Fall, 2005, Winter, 2004 and Fall, 2003.

101 Athletes (Rockville High School, Vernon, CT) Fall, 2005

1. I have read the written curriculum given to me at the workshop(s)?

69% read the entire curriculum. 99% read all or part of it.

2. I think that teaching mental skills is an important part of my training as an athlete.

91% agree that teaching mental skills are an important part of their training.

3. Do the mental skills contained in the curriculum apply to every day life?

93% think that all or some of the mental skills apply to everyday life.

4. I practice some of the mental skills and exercises found in the curriculum on my team.

77% practice the mental exercises in the curriculum regularly, fairly frequently or some of the time.

5. Our coaches remind us of the mental skills we learned at the workshop.

71% of the coaches remind athletes of mental skills regularly or fairly frequently.

6. I focus more on mental skills now than I did before I began taking sport psychology workshops.

84% believe they are more focused more on mental skills than before they took the workshop.

7. I have used visualization as a tool for learning.

85% use visualization as a tool regularly, fairly frequently or at least some of the time.

8. I try to recognize when I am being negative to others or myself.

88% try to recognize when they are negative regularly, fairly frequently, or at least some of the time.

9. I try to correct negative thought by replacing them with positive ones.

87% try to replace negative thoughts with positive ones.

10. I try to focus more on mental skills this year than I did last year.

88% focus more on mental skills this year than last year.

11. I try to focus on the “little things” or the “details” when I am practicing.

83% agree strongly or somewhat that they try to focus on task when practicing.

12. I practice maximum effort as a skill.

80% practice maximum effort as a skill regularly or fairly frequently.

13. I recognize when I am not giving maximum effort.

83% regularly or fairly frequently recognize when they are not giving their maximum effort.

14. I take corrective action when I notice that I am not giving maximum effort.

72% try to take corrective action regularly or fairly frequently.

15. I try to think about what I am thinking about.

90% think about what they are thinking about regularly, fairly frequently, or at least sometimes.

16. What I am thinking affects my performance.

84% agree that what they are thinking affects their performance.

17. I try to change what I am thinking when I notice that my thoughts are not helpful.

94% try to evaluate thoughts and change them where they are not helpful at least some of the time. 64% try changing thoughts regularly or fairly frequently.

18. I am using meditation techniques other than visualization.

56% use meditation other than visualization regularly, fairly frequently, or at least some of the time.

19. I set goals for practice.

88% set goals for practice regularly, fairly frequently, or at least some of the time.

20. I write down goals for practice.

53% write down goals regularly, fairly frequently, or at least some of the time.

21. I consciously work on being supportive of others.

97% consciously work on being supportive regularly, fairly frequently, or at least some of the time.

103 Athletes (Newton North High School)
60 Male
43 Female
42 Varsity
6 JV
39 Frosh
39 Football
21 Soccer
12 Volleyball
31 Swimming
46 Fr.
17 So.
23 Jr.
15 Sr.

1. I have read the written curriculum given to me at the workshop(s)?
     Yes/Some of It 71.6%

2. I think that teaching mental skills is an important part of my training as an athlete.
     Agree Strongly/Agree Somewhat 88.3%

3. Do the mental skills contained in the curriculum apply to every day life?
     Yes/Some of Them 93.1%

4. I practice some of the mental skills and exercises found in the curriculum on my team….
     Fairly Frequently/Regularly 74.8%

5. Our coaches remind us of the mental skills we learned at the workshop…….
     Fairly Frequently/Regularly 76.7%

6. I focus more on mental skills now than I did before I began taking sport psychology workshops.
     Agree Strongly/Agree Somewhat 63.1%

7. I have used visualization as a tool for learning.
     Fairly Frequently/Regularly 72.5%

8. I try to recognize when I am being negative to myself or others.
     Fairly Frequently/Regularly 88.2%

9. I try to correct negative thought by replacing them with positive ones.
     Fairly Frequently/Regularly 88.3%

10. I try to focus more on mental skills this year than I did last year.
     Agree Strongly/Agree Somewhat 63.1%

11. I try to focus on the "little things" or the "details" when I am practicing.
     Agree Strongly/Agree Somewhat 78.2%

12. I practice maximum effort as a skill.
     Fairly Frequently/Regularly 95.0%

13. I recognize when I am not giving maximum effort.
     Fairly Frequently/Regularly 98.0%

14. I take corrective action when I notice that I am not giving maximum effort.
     Fairly Frequently/Regularly 94.0%

15. I try to think about what I am thinking about.
     Fairly Frequently/Regularly 88.1%

16. What I am thinking affects my performance.
     Agree Strongly/Agree Somewhat 81.2%

17. I try to change what I am thinking when I notice that my thoughts are not helpful.
     Fairly Frequently/Regularly 96.0%

18. I am using meditation techniques other than visualization.
     Fairly Frequently/Regularly 49.5%

19. I set goals for practice.
     Fairly Frequently/Regularly 84.2%

20. I write down goals for practice.
     Fairly Frequently/Regularly 88.1%

21. I consciously work on being supportive of others.
     Fairly Frequently/Regularly 96.0%

    In the Winter of 2004, 179 student/athletes of the 223 participating filled out self-report evaluations. The overwhelming results are that students at Newton North High School are thinking about and using mental skills that are more likely to lead to success, on the field, in school and in life. Imagine children across the country learning and practicing the skills shown below. It can happen in your community.

    Results of GetPsychedSports.org Mid-Season Evaluation Forms
    Winter, 2003 Newton North High School Sports Teams
    Based on a survey 179 student/athletes on sixteen varsity/jv teams
    95% consciously work on being supportive regularly, fairly frequently, or at least sometimes.
    85% agree strongly or to some extent that mental skills are an important part of their training.
    94% think that all or some of the mental skills in the curriculum apply to everyday life.
    79% think about what they are thinking about regularly, fairly frequently, or at least sometimes.
    92% recognize and then change unhelpful thoughts regularly, fairly frequently, or at least sometimes.
    93% try to recognize when they are negative regularly, fairly frequently, or at least sometime.
    88% try to replace negative thoughts with positive ones.
    84% use visualization as a tool regularly, fairly frequently or at least sometime.
    81% agree strongly or somewhat that they try to focus on task when practicing.
    98% practice maximum effort as a skill regularly, fairly frequently, or at least sometimes.
    47% use meditation other than visualization regularly, fairly frequently, or at least some of the time.
    77% set goals for practice regularly, fairly frequently, or at least some of the time.

Our Mission
To bring positive change to organized sport from grade school through high school by:
 •  Building self-worth for good mental health
 •  Calming the atmosphere around organized sport
 •  Enhancing personal performance

"After attending the workshop, the team set up realistic goals for each game. While our record was 1 and 14, we are able to maintain a positive atmosphere because we reached our goals."

 -- Bill Verner, Natick High School, Girls Hockey


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