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6.12 years old

Self-perception profile for children

The acknowledgement that, beginning in middle childhood, children have domain-specific evaluations of their competence or adequacy in different arenas (for example, scholastic competence, social competence, athletic competence, physical appearance, and behavioral conduct), does not preclude their having an overall sense of their worth as a person, labeled global self-worth (analogous to overall self-esteem). In fact, it becomes an interesting question of just which specific self-concept domains contribute more to one’s overall sense of global self-worth.

  • Scholastic Competence. These items refer specifically to the child’s perceived cognitive competence, as applied to schoolwork. Thus, items make reference to doing well at schoolwork, being able to figure out the answers, finishing one’s schoolwork quickly, etc.
  • Social Competence. Social support as well as social acceptance could well flow from the benevolence of significant others, and not necessarily eliciting characteristics of the self. That is, from the theoretical perspective of a self-perceptions profile, items should refer to characteristics of the self that define one’s success or competence in that domain. Thus, refer to knowing how to make friends, having the skills to get others to like oneself, knowing what to do to have others like or accept you, understanding what it takes to become popular, etc.
  • Athletic Competence. Athletic competence items primarily refer to one’s ability to do well at sports, including outdoor games, demonstrating one’s athletic prowess.
  • Physical Appearance. These items tap the extent to which one feels one is good looking, happy with one’s looks, body, face, hair, etc.
  • Behavioral Conduct. This subscale taps the degree to which one likes the way one behaves, does the right thing, acts the way one is supposed to act, and avoids getting into trouble.

12+ years

Psychological Assessment

We use two data collection methods, questionnaires and interviews, in order to identify each athlete's personal needs and suggest the appropriate strategies/interventions for his/her further development.

1) Questionnaires

Through self-reports we evaluate:

a) whether athletes have developed significant psychological skills (coping with adversity, peaking under pressure, freedom from worry, self-confidence, goal setting, concentration, coachability, management of physical and cognitive stress) which help them maximize significantly their athletic performance, and

b) how often athletes apply psychological techniques (goal setting, imagery, thought management, relaxation techniques, routines) during training or competition, which refer to processes or methods that help athletes develop or activate psychological skills.

2) Interview

We follow a semi-structured approach that allows us to gather valuable information that we would not have the opportunity to discover with different ways of assessment, as athletes are given the opportunity to express their own thoughts and feelings. We emphasize on building a secure, confidential and cooperative relationship with each athlete and specifically gather information on: a) details of his/her sport and performance, b) his/her life outside sports, e) important relationships and social support network, and f) ways of self-care.

Sport Psychological Assessment

Not everything that can be counted counts, and not everything that counts can be counted
Psychological assessments can provide useful information about an athlete’s mental skills, concentration, motivation, personality, and level of confidence. They can be administered to individuals or teams and a scheduled feedback session can be done to review/interpret the results of the psychological tests.
  • Sport Psychological Assessment
    6.12 years old
  • Sport Psychological Assessment
    12+ years
Athletes