The three artifacts I selected for this PLO—the Bull Durham Film Analysis, the Mental Skills Training Curriculum (MSTC) written project, and the accompanying MSTC PowerPoint presentation—represent a deeply engaged response to the evolving landscape of Sport and Performance Psychology. These projects demonstrate not only my understanding of core theories but also my ability to critically evaluate and creatively apply them in culturally responsive and practically meaningful ways.

At the center of all three artifacts is a sustained engagement with several predominant theories in the field. These include Self-Determination Theory (Deci & Ryan), which I return to throughout the MSTC as a framework for supporting autonomy, competence, and relatedness in performers; the Mental Toughness models (such as the 4C’s and its expanded variations), which I examine with a critical lens when applied to artistic populations; and Cognitive Behavioral approaches like REBT, which I explore and often reframe through ACT-based alternatives that emphasize psychological flexibility and mindfulness. I also draw from systems-based and biopsychosocial models, reflecting an important disciplinary shift toward holistic and context-sensitive approaches.

In the Bull Durham Film Analysis, I brought these theories into conversation with culture, examining how motivation, relational dynamics, resilience, and identity are played out through characters and narrative. Originally, the piece relied heavily on our introductory textbook, and the feedback I received pointed out the need for more academic citations and engagement with source material. In the revision, I restructured the piece to focus more tightly on key concepts, brought in primary source literature, and strengthened the theoretical underpinnings. The result is an analysis that doesn’t just apply theory but evaluates its relevance and resonance in real-world contexts—a skill that has proven essential in my applied work. The use of film also reflects an emergent trend in the field: integrating narrative and metaphor to increase accessibility and client connection.

The MSTC written project and PowerPoint presentation go a step further by translating theory into a practical, engaging curriculum. Both artifacts are structured around foundational models, but they also integrate newer directions in the field. These include the growing emphasis on psychological flexibility through ACT, the use of mindfulness-based strategies for performance regulation, and the understanding of performance states as dynamic and trainable. Throughout the curriculum, I evaluate which theories hold up well in applied practice with performing artists, and where adaptations or expansions are needed. For example, I critique the rigidity of SMART goals and introduce more iterative, values-based goal-setting strategies. I also lean into ecological and systems-informed perspectives, highlighting the importance of context, identity, and relational dynamics in shaping performance.

For this capstone, I am presenting the original version of the MSTC as submitted during my coursework. While I am currently in the midst of a full rewrite (streamlining the content, enhancing visual elements, and creating companion worksheets for client use), I chose to include the original because it reflects the depth of theoretical synthesis and intentional curriculum design I had developed at that point. The project was well-received by my professor, and it remains a strong academic representation of my early commitment to blending psychological rigor with creativity and cultural relevance. The newer version, while more accessible for clients, builds on the same foundation and continues to evolve as my professional work expands.

Taken together, these artifacts demonstrate how I’ve progressed from understanding theory to critically evaluating and integrating it into meaningful work. They reflect my ability to identify both the strengths and the limitations of prevailing frameworks, to stay attuned to emerging trends like contextual sensitivity, cultural responsiveness, and interdisciplinary integration, and to contribute my own voice to the ongoing evolution of the field.