amy b athey psy d clinical and s port psychologist

* Amy B. Athey, Psy.D. Clinical and S port Psychologist amyatheypsyd@ A little about me * Licensed Psychologist specializing in clinical and sport psychology * Certified Consultant, AAS P * US OC Registry of S port Psychology

0 downloads 3 Views 5,16 MB Size Report
  1. * Amy B. Athey, Psy.D. Clinical and S port Psychologist amyatheypsyd@

  2. A little about me… * Licensed Psychologist specializing in clinical and sport psychology * Certified Consultant, AAS P * US OC Registry of S port Psychology Providers * US ATF S port Psychology S ervice committee member * Over twelve years providing sport psychology service to developmental, collegiate, and elite athletes * Have worked at ACC, S EC and now, P AC-12 institutions providing clinical and sport psychology services * Recently tapped as one of five national experts to provide expert oversight for the NCAA S ports Medicine Handbook

  3. * No conflicts of interest or financial disclosures to report. *

  4. * Role within team model of Sport Psychologist * Sport Psychology practice – an evolution * Influence of neuroscientific advances on specific areas: * Recovery * Arousal regulation * Confidence/ Readiness to compete * Focus/ Concentration *

  5. Nutritionist S port Psychologist Athletic Trainer Athlete Team Physician S trength/ Conditioning *

  6. Athletic Trainer Nutrition S trength/ Conditioning Athlete Team S port Psychologist Physician/ S pecialist *

  7. *

  8. "Football was the easy part," Bradshaw says. "I could concentrate for three hours, and the games were an escape. It was the rest of my life that was going to hell.” -Terry Bradshaw, NFL Hall of Famer

  9. * • Common areas of concern: depression, anxiety, relationship issues, substance abuse, disordered eating, developmental/ transition issues • Psychoeducation and advocacy • Crisis Management • Referral for medication evaluation and management

  10. *

  11. *

  12. He has since become perhaps the brightest, most exciting player in baseball. But at age 17, all he felt was hurt and confusion. "It seemed like everyone was yelling at me in baseball, then I came home and everyone was yelling at me there," Griffey recalled. "I got depressed. I got angry. I didn't want to live." So he took a step that too many take. He tried to take his life. In January 1988, Junior swallowed 277 aspirin, by his own count, and wound up in intensive care in Providence Hospital in Mount Airy, Ohio. *

  13. *

  14. *

  15. *

  16. *

  17. *

  18. *

  19. * Imagery/ Simulation * Goal Setting * Relaxation Training * Leadership Development * Concentration Training * Inj ury Management * Positive Thought * Pre- and Post- Training/ Cognitive Restructuring Competition Routines * Confidence Training * Team Building * Emotion Regulation * Recovery Training Training *

  20. * With more sophisticated understanding of the inner workings of the brain, we can assist athletes to perform at new heights quicker. * Measuring the functional state of the brain and CNS provides information about the quality of communication in the brain, resistance to stress, and levels of activity/ rest. * 2 nd Generation applied sport psychology is looking to measure and provide training tools to understand peak performance and make it more consistent. *

  21. 1. Assist athlete with Rest and Recovery 2. Assist athlete in the control of Emotions 3. Assist athlete to maintain Focus and Attention 4. Assist athlete to be Mentally Tough (optimal performance under Pressure) * CNS Training and Mastery

  22. * Three critical factors needed: 1. Practice 2. Benchmarking current abilities 3. Consistent feedback * Without benchmarking and consistent feedback, performance is often erratic. * Consistent performance is more than “ thinking positively,” but rather assisting athletes to control the cont rollables by not being told, but rather experiencing, seeing, and making real neurological changes in the brain in real-t ime . *

  23. Example: Monitoring Sleep - Recovery • Fosters accountability for the athlete and provides objective information that can be used for education/reinforcement of habits • Good habits promote increased welfare, efficiency in the subsystems of the body, sync proper CNS responses, faster reaction times, better decision making *

  24. *

  25. * Emotional/ impulse control is the effective recognition and management of destructive reactions. * Impulse control allows us to stay physically calm, positive and thoughtful. * Creates mental space to generate constructive emotion and reasonable thinking. *

  26. * Emotional S elf-Control is the ability to master disruptive or destructive “ emotional outbursts” or automatic responses (amygdala hij acks) to threatening stimuli, situations, or imagined dangers. * “ Amygdala Hij ack” * Most primitive part of our brain and essentially controls our “ fight or flight” response * In other words, it causes a reactive response to a challenge * Characteristics: * A trigger (some event or action that initiates the hij ack) * An instant reaction (loss of control) * A strong emotion * A strong regret after the action * We have all had amygdala hij acks in our life where our emotional side has reacted out of proportion to a certain event. One large component of impulse control is not allowing amygdala hij acks to occur. *

  27. * On of the best examples of an amygdala hij ack in sport was when Zadane * Player's Arousal head butted Marco Materazzi in the 2006 Impacting World Cup Soccer Decision Making Finals. * People asked, “ what was he thinking” ? ? * The reality was, “ He was NOT!!!”

  28. * One Coach's * "Top Ten" Arousal Impacting Decision Making * Dangers of Poor Impulse Control for Coaches * Others will withdraw – perhaps avoid coach * Frequent regret of the impact of word and actions * Miss critical opportunities for coaching * Excess fear, anger or sadness simply feels bad * Hostile people suffer increased heart disease * S tuck in repetitive and destructive patterns

  29. * 19 year old European tennis player * Describes difficulty managing emotion * Resulting in: * Point penalties * S trained relationships with teammates * Depressed mood, difficulty concentrating, feelings of guilt * S port counseling process included: * Increasing awareness of triggers * Playing someone he “ should” beat handedly * Education on stress response and optimal zone of functioning * He performed optimally in a more intense state. How could he balance the need for arousal without becoming “ hij acked? * Relaxation strategies… both on and off court * Collaboration and consultation with coaching staff. *

  30. A m om ent of stopping, turning inside, checking yourself out, noticing how you feel and observing your thoughts w ithout buying into them is a profoundly significant m om ent. It w ill give you the pow er to act from a resourceful, skillful place.

  31. *

  32. *

  33. * Middle-distance female runner * History of high performance (top 10% in country) * Presents with low mood, frustration related to performance slump; also, describes experiencing self-doubt, low confidence * Utilize more common cognitive-behavioral and positive psychology interventions * Replaced practice of imagery pre-race with use of personal video clip (approx. 2 minutes) that she accessed on her ipod/ iphone. *

  34. *

  35. *

  36. * F/ U, self-referential videos of success and failure were used for mood provocation to investigate mood, neural, and endocrine activity among elite athletes * Used fMRI and T/ C ratio * fMRI BOLD signals revealed significantly greater activation in right premotor cortex and left sensorimotor cortices following successful self-reference than failed * Percentage gains in T/ C among success positively correlated with R premotor cortex BOLD activity * S uggests that affect with self- reference corresponds to an integrated neural and endocrine response to competitive challenge *

  37. * Utilized relaxation strategies to help mitigate stress response * Affirm positive choices resulting in optimal performance – “ How did you solve that problem? ” * Review negative performance using “ mastery” approach… what would you do different here? * Reinforce positive self-reference statements * May include multiple review of video performance * Goal: diffuse negative self-reference and reinforce positive self-reference (“ What do you bring to the next race? ” ) *

  38. *

  39. * * Brain’s ability to change can assist to create better athletes. * Example: early attention/ rapid decision making * Isolate the specific neural network that underlies certain skills * Assess the current processing capabilities of the system and then train system. *

  40. * Cognitive Training *

  41. * French Federation of Rugby * Divided team – one group received training, one did not… blind to expert field coach ratings * Main findings: * Progression in performance rating of cognitively-trained group * Progression in both ability to anticipate opponents and to execute performance based decisions with the Neurotracker training, as self-assessed by the players *

  42. * The field of applied sport psychology continues to evolve. * While some delineate “ clinical versus performance” issues, all impacts performance. * Clinical intervention still necessary in providing full- service to the whole athlete. * Importance of being informed by the data to guide consultation/ intervention * And, yes, we still have much to learn! *

  43. *

Recommend Documents

who and why
WHO AND WHY ? Who? Kellie Cassidy

7/28/19 WHO AND WHY ? Who? Kellie Cassidy Clinical Psychologist Karri

interventions for vulnerable
Interventions for Vulnerable Youth

Interventions for Vulnerable Youth (IVY) DR LEANNE GREGORY Principal

a presentation by
A presentation by: Hiro Koo

A presentation by: Hiro Koo Psychologist & Licensed Clinical

Buckinghamshire Dr John Pimm,

IAPT and chronic pain management services working together in

type 1 diabetes psychology
Type 1 Diabetes Psychology Dr Vicky

Type 1 Diabetes Psychology Dr Vicky McKechnie Clinical Psychologist Clinical

and differences
and Differences Dr. Lindsay Bates,

22/10/2018 Understanding ADHD and ASD: Similarities and Differences Dr.

what they need to get better
What they Need to get Better Jay R.

Incurable Chronic Pain Patients: What they Need to get Better Jay R.

Experience Emma Vines and Ruth

In International Pla lacement Experience Emma Vines and Ruth MacQueen

case study
Case Study Jan Jenkins, PhD | Director

Tweet us your questions and thoughts during the webinar! @NPCT_Refugee

dynamic mechanism design tutorial
Dynamic Mechanism Design Tutorial

Dynamic Mechanism Design Tutorial Susan Athey July 7, 2009 Susan Athey ()

cholesterol granuloma of the orbit an atypical
Cholesterol granuloma of the orbit: An

See discussions, stats, and author profiles for this publication at:

idiopathic intracranial hypertension w ith papilla edem a
Idiopathic Intracranial Hypertension w

Is there any correlation betw een Idiopathic Intracranial Hypertension w ith

Content Background eyeConnect

eyeConnect Bringing the Eye and Ear to You Improving quality of life through

Introduction Sunkindom Perimeter SK

Introduction Sunkindom Perimeter SK 850A Expert Visual Field Test A visual

the future of human vision
The Future of Human Vision

The Future of Human Vision Preferential Augmentation Using GPUs Wikimedia

what is perioperative harm and how can we reduce it
What is perioperative harm and how can

What is perioperative harm and how can we reduce it? Mr Ian Civil Clinical

under pressure
UNDER PRESSURE The Science of Doing

PERFORMING UNDER PRESSURE The Science of Doing Your Best When it Matters

understanding brain function and
Understanding Brain Function and

Understanding Brain Function and Neuroplasticity as It Relates to Emotions

autism and the social brain a visual tour
Autism and the Social Brain A Visual

Autism and the Social Brain A Visual Tour Charles Cartwright, M.D. Director

ir rat ability and anxiety in the
Ir-rat-ability and Anxiety in the

Ir-rat-ability and Anxiety in the Amygdala Team Four: Megha Andrews, Madlyn

trauma a


1 1. Brain and lid flipping 2.

Kelley Flatters -7th Grade Counselor Lauren Paulhamus -8th Grade Counselor 1