{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113894"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113894","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Class in session?: A case study exploration of the X's and O's behind teaching a Sport and Performance Psychology course at the high school level","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. 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Specifically, humanistic learning theory was used as the main theoretical foundation for pedagogy and Maslow's theory of self-actualization served as the central motivational tenet to inspire student-athletes to become the best version of themselves. Similarly, cognitive-behavioral theory was used as the main underpinning for curriculum development as Event + Response = Outcome served as the primary cognitive-behavioral system to teach and apply sport and performance psychology concepts. Finally, case study methodology was utilized to examine the effectiveness of this semester-long elective class within building mental skill and addressing self-actualization needs. The performance evidence was gathered using a mixed methods approach, as quantitative and qualitative data was collected through pre- and post-course surveys and participant interviews. Pre-course data included a baseline assessment of mental skill and a needs analysis. 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