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PSY FPX 8841 Assessment 1 Intervention Plan for Ashley


Capella University

PSY FPX 8841 Performance Enhancement in Sports

Prof. Name


Intervention Plan for Client Ashley


This document outlines a customized intervention plan for Ashley, a 19-year-old Caucasian female student-athlete who is part of the cross country/track team. She has been referred for focus training due to difficulties with concentration, anxiety, and performance issues in both athletic and academic settings since transitioning from high school to college. Ashley feels overwhelmed by her academic workload, social commitments, and athletic performance expectations.


Ashley’s primary concerns involve reducing anxiety and stress to improve her athletic performance. While depression is not currently a major issue, her high anxiety levels could lead to further psychological distress if not addressed. Given her history of high achievement and her mother’s struggles with anxiety, timely intervention is crucial to prevent a decline in her athletic performance and overall well-being.

Intervention Plan

Trust Building Phase– Provide continuous support from her coach and team management.
– Clearly outline roles and expectations.
– Integrate our services into Ashley’s regular training schedule for consistent routine, with sessions scheduled pre- or post-training to manage anxiety and enhance performance.
Observation– Conduct field observations to gain insights into Ashley’s behavior and interactions during practice sessions.
Needs Assessment– Engage in open discussions with Ashley and her coach to understand her performance challenges while maintaining confidentiality.
Assessment Instrument– Use the Competitive State Anxiety Inventory-2 (CSAI-2) to accurately assess Ashley’s levels of cognitive anxiety, somatic anxiety, and self-confidence.
Interventions– Focus: Encourage Ashley to set realistic expectations for social commitments, prioritizing academic and athletic pursuits without feeling overwhelmed.
– Confidence: Implement positive self-talk techniques to boost Ashley’s confidence and overcome mental barriers.
– Performance Anxiety: Teach Ashley strategies to manage performance-related stress, using self-talk and visualization techniques to approach races and meets positively.
Referral– Refer Ashley to a sports psychologist if specialized expertise is needed for further clinical assistance.
Termination of Services– Decide on the conclusion of services based on Ashley’s progress and ongoing needs, with flexibility to adapt as her needs evolve.

PSY FPX 8841 Assessment 1 Intervention Plan for Ashley


Association for Applied Sport Psychology. (n.d.). Ethics code: AASP ethical principles and standards. Retrieved from

Beckmann, J., & Elbe, A. (2015). Sport psychological interventions in competitive sports. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Martens, R., Burton, D., Vealey, R. S., Bump, L. A., & Smith, D. E. (1990). Development and validation of the Competitive State Anxiety Inventory-2 (CSAI-2). In R. Martens, R. S. Vealey, & D. Burton (Eds.), Competitive anxiety in sport (pp. 193-208). Champaign, IL: Human Kinetics.

Smith, R. E., Smoll, F. L., & Passer, M. W. (2002). Sport performance anxiety in young athletes. In F. L. Smoll & R. E. Smith (Eds.), Children and youth in sport: A biosocial perspective (2nd ed.). Dubuque, IA: Kendall/Hunt.

Speed, H. D., & Andersen, M. B. (2014). Comprehensive sport psychology services. In J. L. Van Raalte & B. W. Brewer (Eds.), Exploring sport and exercise psychology (pp. 15–31). Washington, DC: American Psychological Association.

Van Raalte, J. L., & Andersen, M. B. (2014). Referral processes in sport psychology. In J. L. Van Raalte & B. W. Brewer (Eds.), Exploring sport and exercise psychology (pp. 337–350).

PSY FPX 8841 Assessment 1 Intervention Plan for Ashley

Williams, J. M., & Krane, V. (Eds.). (2015). Applied sport psychology: Personal growth to peak performance (7th ed.). New York, NY: McGraw-Hill.

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