A Reflection on the Process of Incorporating Psychological Skills Training Within Strength and Conditioning Programming and Future Implications for Service Delivery

Date of Award


Document Type

Undergraduate Capstone Project

Degree Name


Organizational Unit

Graduate School of Professional Psychology

First Advisor

Artur Poczwardowski

Second Advisor

Lyndsey Seewald

Third Advisor

Jonathon L. Rowe


Psychological skills training, Strength and conditioning, Service delivery


Utilizing a holistic approach to performance training in numerous sports is supported by research (Asken, Christiansen, & Sell, 2016; Strean & Strozzi-Heckler, 2009), but few reports examine the implementation of psychological skills training (PST) for athletes within strength and conditioning (S&C). The benefits of using an approach that implements PST with S&C are, for example, more direct connections to and greater engagements with physical and psychological training, consistent exposure to PST, and more opportunities for direct interaction with a performance consultant throughout PST (Asken, Christiansen, & Sell, 2016). Teaching PST with S&C also provides a more efficient SPP service delivery model for sport and performance consultants (SPC) and their clients because it promotes increased accessibility of services by using a singular location without diminishing the benefits of utilizing a holistic approach to performance training. The purpose of this project was to reflect on the first author’s personal experiences as an SPC implementing an eight-week long PST program alongside S&C programming. The SPC chose to employ a collaborative approach to implement the PST program, specifically highlighting the usefulness of incorporating a peer mentor (PM) as a mechanism for consistent feedback throughout implementation. Based on the recommendations for self-reflective practice (Gibbs, 1988), this report will apply the case study approach and will focus on the following: (a) the viability of training PST for sport performance within an S&C setting, (b) the lead consultant’s experience of receiving peer mentorship during such the program’s implementation, and (c) the experience of the peer mentor in providing mentorship to a fellow student practitioner. The authors present areas for future research and implications for practical application.

Publication Statement

Copyright is held by the author. Permanently suppressed.


44 pages

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