An initial conversation covering school, family, support system, and sport. The goal is to understand an athlete’s mental processes: what’s working and what needs work, and to get them reflecting on their own performances. Athletes have time to ask questions as well.

Self-talk, imagery, and reflection come up most often, then we go wherever the athlete’s specific challenges lead.

The goal isn’t only performance on the field, court, or track. It’s a well-rounded individual who can apply these same mental skills at school, in relationships, and everywhere else that puts pressure on them.

One-on-one work starts at 14. Younger athletes build the same foundations through group workshops, with parents involved and signing off throughout. The work gets more in-depth and complex as athletes get older.

Simple self-rating scales (for example, how well an athlete engaged in self-talk that session or game), plus the same reflection questions revisited at the start, midpoint, and end of a program. Parents or coaches can be looped in too, if the athlete wants that.

An athlete who knows their own values and consistently acts on them. They focus on what they can control rather than opponents or outside noise, responding from their values rather than their emotions. There’s no single definition of success; it looks different for every client.