The Critical Moment (CMT) testing paradigm introduces psychological stressors to practice settings by attaching physical, psychological, and material value to what would otherwise be routine moments during training. CMT brings accountability to practice sessions by documenting performance throughout a training period or on demand during specific testing epochs. The CMT creates psychological stress in a performance situation that otherwise might be perceived as routine and innocuous by an athlete. CMT paradigms are sport specific and can be customized so as to simulate important actions or tasks that are common and important to a particular sport. Anecdotally, one will frequently observe that athletes of all levels also are motivated intrinsically to compete and want to perform well and win, even in intra-squad competitive events or tasks that are ancillary or irrelevant to real game statistical performance.

Behavioral-Motor-Technical (BMT)-based intervention attempts to help support an athlete’s mental game using exposure, confrontation, threshold, and learning principles to improve attention, motor control, and self-confidence, as well as reduce nervousness associated with pressure moments of competition. BMT-based intervention is a direct approach to mental training (MT). Conceptually, BMT MT’s utility and potential to enhance psychological performance is based on motor learning, technical repetition, and exposure/habituation principles. The central nervous system mechanisms that are thought to be associated with BMT-MT-induced habituation or inoculation to competitive stress are discussed under brain-based interventions of the athlete’s profile (AP) brain-heart-mind-body conceptual model and construct bases. The goal of BTM-MT is to consolidate optimum technical and motor patterns in long-term procedural memory as well as repetitively attempt to demonstrate peak technical performance under greatest situational pressure, first in training and then during official competition.

Heart rate deceleration biofeedback (HRD BF) is a relatively unknown intervention whose origin can be traced to an extensive body of research on pre-stimulus or pre-action cardiac activity. HRD BF is a very mechanistic approach, whose effects can be immediately documented independent of speculative interpretive components associated with more cognitively based interventions. BF attempts to induce or shape mind-body responses by first showing baseline autonomic and/or central nervous system activity as reflected in waveform oscillations or other representations that are observable on a computer screen, and then reinforcing prescribed performance or wellness-related target psychophysiological responses. In multi-modal HRD BF, video and visualization components are integrated into the mental training process. In terms of intervention efficacy, the tested player won more and lost fewer games in the HRD BF compared to the no-intervention condition. Conceptually consistent intervention efficiency and efficacy findings support its utility as an athlete assessment and intervention approach.

Neurofeedback (NF) is a brain-based procedure that has made its way into the sport performance mental training (MT) arena. Athlete-specific NF protocols have also been used in an attempt to enhance performance. However, there are conceptual and methodological issues and problems associated with NF, more so in sport performance contexts. The current state of NF mirrors that of the field of sport psychology in general. According to the Dietrich’s Transient Hypofrontality Hypothesis (THH), the brain must make do with a finite amount of metabolites and blood flow. The THH can be difficult to test due to motion artifact issues associated with most brain imaging instruments, including positron emission tomography (PET) and functional magnetic resonance imaging (fMRI). THH-based NF may have the potential to reprogram/program performance adaptive brain-heart responses in athletes who are burdened with the worst athlete’s profile (AP) by taking the frontal lobes out of the performance disruption equation.

Multi-modal approaches to mental training (MT) involve the incorporation of more than one intervention method in attempts to enhance performance. Intervention amenability and compliance relative to multi-modal MT, as when using singular modalities alone, need to be seriously considered. Multi-modal MT can be very straightforward and designed to specifically address psychological or technical issues or goals independently. This chapter provides an example of a select individualized multi-modal intervention. As with all MT modalities, multi-modal methods must be documented and scrutinized for efficiency and efficacy. Heart rate variability (HRV) and autonomic nervous system (ANS) reports are used to determine intervention efficiency and efficacy. Multi-modal mental training (MMMT), as with any form of intervention that has established efficiency and efficacy, should be carried out independently by athletes who travel to competitions or are assisted by coaches and/or team mates in the absence of a sport psychology practitioner.

This introduction presents an overview of key concepts discussed in the subsequent chapters of the book. The book presents information and approaches that are critical to high-standard evidence-based applied sport psychology. Evidence-based practice and empirically validated assessment and interventions have become catch-phrases in psychology. It exposes practitioners, educators, and students to an integrative, interdisciplinary, and systematized approach to athlete assessment and intervention. The book is also designed to foster interdisciplinary understanding, information sharing, and integrative approaches to athlete assessment, mental training, and outcome research. It focuses on the American Board of Sport Psychology-Carlstedt Protocol (ABSP-CP), a system of athlete assessment and intervention that since originally being conceptualized has been applied to hundreds of athletes. The book is replete with extensive case studies of actual athlete assessment and intervention, bringing to life the perspectives, models, methodologies, and procedures in the form of real data sets and their acquisition, analysis, and interpretation.

This chapter presents a validated multifaceted assessment and intervention protocol that has been used on hundreds of athletes over the last 15 years. It provides data and findings on athletes who have experienced the Carlstedt Protocol (CP), and recommends for the integration of procedures and methodologies that are vital to evidence-based applied sport psychology, and the credibility of the field of sport psychology/biofeedback and its practitioners. In addition to guiding biofeedback, the established athlete’s profile is a strong predictor of intervention amenability and compliance tendencies, pain thresholds, attentional control during competitive stress, coachability, and the placebo-nocebo effects. During critical moments, athletes possessing the most negative or disruptive constellation of primary higher-order (PHO) factors exhibit heart rate acceleration (HRA) prior to action, while those having the most facilitative or protective constellation continue to demonstrate heart rate deceleration (HRD).

This chapter presents an introduction to advanced gold standard accountability procedures for athlete assessment and intervention. The best way to demonstrate the validity of an assessment battery or efficacy of an intervention is through an accountability process. Relative to athlete assessment, accountability can and should be demonstrated in the construct validity of a specific psychological, behavioral, or psychophysiological measure that is being assessed. The field of applied sport psychology is replete with research-based systems, eclectic and hybrid athlete evaluation, and mental training methods, as well as extreme Guru-propagated, “analyze and cure-all” schemes that promise or guarantee incredible success. The preceding data set is consistent with individual athlete differential mind-body responses that have been observed in extensive previous intervention efficacy research. Practitioners should generate and maintain an accountability database throughout the course of their work with an athlete.

The establishment of construct validity in the context of sport psychological assessment and intervention requires the identification of valid functional mind-body origins or bases of athlete psychological responses and associated performance tendencies during training or competition. Finding additional links between heart rate deceleration (HRD) and concomitant brain activity parameters leading up to action that are also associated with performance outcome would be an extension finding in the construct validation process. Irrespective of whether a practitioner subscribes to the Brain-Heart-Mind-Body-Motor (BHMBM) and its interrelated Athlete’s Profile (AP) and Theory of Critical Moments (TCM) models of peak performance, construct validity should be considered when deciding what assessment instrument to use or intervention to apply. The chapter also presents a comprehensive and integrative explication of key components of the Carlstedt Protocol’s (CP) validated athlete assessment and intervention system.