Psychological skills entail various components of mental toughness used to define a person’s ability to traverse difficult situations or perform effectively under pressure. Components of mental toughness that influence psychological skills include confidence, control under pressure, concentration, and commitment ( Steyn, Steyn, Maree, & Panebianco-Warrens, 2016) . Regarding the course readings and Loehr’s Mental Toughness Test, I believe the psychological skills that would most benefit me include control under pressure, motivation (commitment), and concentration.
The ability to have self-control under pressure would assist in copying with effectiveness in adverse contexts (Massey, Meyer, & Mullen, 2015). Often, I have failed to adapt quickly to unique situations because of anxiety. As a result control would enable me to remain calm in adversities. Concentration would enhance my ability to stay focused on the tasks, and commitment would foster working hard than my counterparts to achieve difficult, but attainable goals.
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The application of the identified psychological techniques and skills can positively influence the aspects of the learning environment as well as the leaner experience. An effective learning environment requires the ability of learners to inquire more about the learning outcome than the instructor ( Blijlevens, Elferink-Gemser, Wylleman, Bool, & Visscher, 2018) . Motivation assists students to desire to ask more about the subject. Designing personal learning outcome by students is driven by unwavering commitment to obtain the objectives established the learning process begins ( Beatty, Fawver, & Janelle, 2015) .
In a learning environment characterized by effective instructional outcomes, students should display utmost concentration to perform better than the counterparts. Techniques such as motivation and commitment enhances students’ ability to develop ideas that were otherwise not specified when the lesson began. Learning outcomes will be achieved if the learner understands the contribution of all the stated psychological values.
References
Beatty, G. F., Fawver, B., & Janelle, C. M. (2015). Emotional reactivity, psychological skills, and efficacy. Routledge handbook of sport expertise , 245.
Blijlevens, S. J., Elferink-Gemser, M. T., Wylleman, P., Bool, K., & Visscher, C. (2018). Psychological characteristics and skills of top-level Dutch gymnasts in the initiation, development and mastery stages of the athletic career. Psychology of Sport and Exercise , 38 , 202-210.
Massey, W. V., Meyer, B. B., & Mullen, S. P. (2015). Initial development and validity evidence for the processes of change in Psychological Skills Training Questionnaire. Psychology of Sport and Exercise, 16, 79-87. Chicago
Steyn, B. J., Steyn, M. H., Maree, D. J., & Panebianco-Warrens, C. (2016). Psychological skills and mindfulness training effects on the psychological wellbeing of undergraduate music students: an exploratory study. Journal of Psychology in Africa , 26 (2), 167-171.
