In order to realize its purpose and goals, the Rutgers Sport Psychology Program is organized into the following areas for student-athletes, coaches, and others:
I. Personal Development
In this area, Rutgers student-athletes have the option to receive guidance and counseling for any number of personal issues.
These personal issues include but are not limited to: (a) organizing and using one’s time effectively; (b) developing self-awareness and decision making skills; (c) managing emotions; and (d) coping effectively with life events and crisis.
Methods and procedures used to assist student-athletes in this program area include: one to one counseling, group instructional sessions, meetings with student-athlete mentors, and other approaches.
This program area also may involve student-athletes’ participation at the “Sport Psychology Clinic” of the Livingston College Counseling Center.
II. Substance Abuse Education and Intervention
Rutgers student-athletes, as well as their coaches, are involved in mandated educational sessions about the use and abuse of alcohol, drugs, and performance enhancing substances.
These educational sessions are scheduled for each team, and they occur throughout the academic year.
In addition, all student-athletes are involved in routine testing as part of the Drug Policy of the Division of Intercollegiate Athletics. (explained in a separate section of this web site) .
For student-athletes who test positive under the Drug Policy, mandated individual counseling is required and, depending on the situation, more intensive behavioral treatment may be indicated.
III. Performance Enhancement
Rutgers student-athletes have the opportunity to develop mental and emotional skills that have been proven to help athletes perform well.
These skills can be leveraged by each student-athlete to help “bridge the gap” between their potential and performance.
Based on Dr. Charlie Maher’s “Framework for Mental and Emotional Development of Athletes”, these basic skills are:
1. Balancing one’s sport with other important aspects of life (perspective)
2. Understanding one’s current strong points, adequacies, and limitations as an athlete (personal awareness)
3. Participating in competitive sport with enthusiasm and passion (self motivation)
4. Having a plan for being an effective competitor and following through with it, even despite adversity (mental discipline)
5. Believing in one’s ability to execute during competition (self confidence)
6. Competing at an effective level of emotion, as the contest begins and during it (emotional intensity)
7. Paying attention the competitive task at hand, one step at a time (focus of attention)
8. Remaining poised and under emotional control, especially under pressure (composure)
9. Communicating and interacting with teammates and coaches (teamwork)
10. Remaining on an even and humble keel, no matter what the results (self esteem)
11. Taking responsibility for one’s performance (performance accountability)
12. Striving to get better and to make adjustments, little by little (continuous improvement)
Each student-athlete who wants to work on one or more of these skills can do so with the assistance of program staff.
Any student-athlete who seeks to enhance their athletic performance in a systematic and proven manner is invited to participate in the design, implementation, and evaluation of an individualized performance enhancement program, under the guidance of program staff.
Involvement of the student-athlete can occur in four steps:
First--- An assessment of mental and emotional strong points and limitations is conducted with each student-athlete. Typically, the assessment includes completing a standardized personality test, along with a mental skills inventory, and an interview with a member of the program staff.
Second--- Based on assessment results, the student-athlete--- along with the program staff member--- sets goals in one or more mental and emotional skill areas described above.
Third--- Once goals are specified, methods and procedures are determined to help the student realize the goals--- and a plan for monitoring progress also is formulated.
Fourth--- An individualized mental plan then is implemented, with the student-athlete and program staff member meeting on a scheduled basis to review the progress being made in relation to the plan.
Student-athletes who want to "size themselves up" in the mental and emotional areas that are associated with effective performance can follow this link: Mental Skills Inventory for Rutgers Student Athletes
IV. Coach and Support Staff Consultation
Coaches and support staff, such as athletic trainers, can choose to receive consultation and procedural assistance in a range of areas related to sport psychology.
These requests and interests may relate to the psychological development of individual student-athletes as well as for themselves as professionals.
V. Team Development
Coaches may also be interested in team development services for their team in the psychological area
These services include but are not limited to the following:
(a) Mental and emotional assessment of the team as a collective unit using a standardized approach;
(b) Development and implementation of mental skill sessions and meetings for the team members, based on the assessment results; and
(c) Delivery of customized programs for all or some of the members of the team.
