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Metacognition and self-regulation strategies to support high school student athletes

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Metacognition and self-regulation strategies to support high school student athletes

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Content Metacognition and Self-regulation Strategies
to Support High School Student Athletes
Jenna Gasparino
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Jenna Gasparino 2024
All Rights Reserved

The Committee for Your Full Name certifies the approval of this Dissertation
Elizabeth Slattery
Helena Seli
Terry Barnum, Honorary Member
Kenneth Yates, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
High school athletes face challenges as they strive to excel academically, athletically, and
socially, making stress management central to their overall well-being. This is particularly true
for those who have been recruited out of their neighborhood schools to attend rigorous
independent schools. While several programs support collegiate student athletes, there is no
specific curriculum to support those in high school. The purpose of this curriculum is to provide
metacognition and self-regulation strategies to support high school student athletes in better
managing their academic, athletic, and social-emotional lives. Drawing on several aspects of
social cognitive theory, this curriculum presents an integrated approach to support student
success. The curriculum will be implemented as a year-long program and allow the practice of
these techniques across the academic, athletic, and social domains. The summative assessment
will occur during the second semester, when student athletes will continue to utilize the acquired
strategies through independent learning and instructor support. The curriculum includes a
complete implementation and evaluation plan that measures the achievement of curricular goals.
After completing this course, student athletes will demonstrate stress management in all areas of
their lives. While this curriculum was designed with the student athlete experience in mind, the
skills and strategies introduced could be replicated among non-student athletes.
Keywords: student-athlete, metacognition, self-regulation, educational psychology, sports
psychology, goal orientation, attribution, self-efficacy, growth mindset

v
Dedication
To my family, friends, and students. Thank you for supporting me on this academic journey that
I seem to keep chasing.
To Gina, Maricar, and Ashley. Thanks to the conversations and encouragement during our daily
COVID workouts, I had the courage to even take the step to apply. You are M’Girls.
To Martha Chacon. Thank you for the nightly de-briefs on my drives home after class and for
joining the Rossier family with me. This 19-year wave of educational change we have ridden
together continues to be the fuel that keeps me going.
To the Harvard-Westlake community for valuing professional growth and making it possible,
and much easier, to say yes to USC. Terry and Beth, I am here because of your inspirational
leadership and support.
To the late Ted Walch for his mentorship and wisdom.
To my colleagues and work familia, Julee and Ray, who have a shared belief in this work and
would not let me give up when life got hard.
To all of my students, especially those who frequent the LC, for being daily reminders of why
this is important. You inspire me every day and are the reason I do this work.
To my son, Will Gasparino, for courageously living the daily life of a neurodiverse student
athlete and making me realize the full struggle that independent school athletes face.
To my son, Lucca. This foundational work will, no doubt, impact your future. Thank you for
making me laugh and keeping me young.

vi
To my mom for uprooting her life every spring to take care of my household. I never would have
been able to make it to class or get this work done without her. To her and my dad for instilling a
love of learning and education in me that continues to burn.
To my husband, Billy. Thank you for not hesitating when I shared that I wanted to take on this
program. It was hard in so many ways and you continued to find a way to support me. Thank you
for believing in me, for the example you set for our children, and for the deep love and friendship
that we share.

vii
Acknowledgements
I would like to thank my dissertation committee as well as the Rossier professors who have been
influential in this path. I would like to thank Dr. Kenneth Yates for being an example of good
teaching at the collegiate level. He scaffolded this process in a way that was challenging yet
manageable. As an English teacher who is continuously pressed for giving timely feedback I
have been inspired by his ability to manage this. For the past two years he has been available any
time that I’ve needed him and responds to my work in a way that is both constructive and
supportive. He truly practices what he preaches. I also want to acknowledge Dr. Seli for the work
that she has done in the field of metacognition and self-regulation. The strategies that she has
developed were influential in my own research and in the development of this curriculum. I
would also like to acknowledge Dr. Hirabayashi for guiding the direction of my research during
my first year of the program. She understood the population that I worked with as a parent and as
an educator and allowed me to explore the field of educational psychology in a way that led to
this project. Similarly, Dr. Joelle Greene was instrumental in this pursuit and increased my
efficacy in research methods tremendously. She believed in me and this work and made data
interpretation something that I actually looked forward to instead of something that felt
impossible. Finally, I would like to thank Beth Slattery and Terry Barnum for taking the time to
be a part of this process. They both have been instrumental in my professional growth and
continue to support my passions and pursuits. I am incredibly fortunate to be a part of this
community of Trojan love. Fight on!!

viii
Table of Contents
Abstract iv
Dedication v
Acknowledgements vii
List of Tables xii
List of Figures xiii
Overview of the Project and Needs Assessment 1
Problem of Practice 2
Evidence for the Problem of Practice 3
Importance of Solving the Problem 4
Instructional Needs Assessment 5
The Learning Environment 7
Potential Issues with Power, Equity, and Inclusion 8
About the Author 9
Literature Review 11
Prior Attempts 11
The Content of the Curriculum 12
Develop Metacognitive Thinking Strategies: Learning How You Learn 13
Develop Metacognitive Self-Regulation Strategies: Directing Your Learning 14
Build a Support System: Cultivating Relationships 15
Maintain a Strong Sense of Self-Efficacy, Attribution, and Mastery Orientation 16
Manage Wellness: Sleep and Nutrition 18
Manage Social-Emotional Well-being 19
Summary of the Curriculum Content 19
The Learning Environment and the Learners 24

ix
Description of the Learning Environment 24
Teacher/Trainers/Facilitator Characteristics 25
Existing Curricula/Programs 26
Available Equipment and Technology 26
Classroom Facilities and Learning Climate 26
Description of the Learners 27
Cognitive Characteristics 27
Prior Knowledge 28
Physiological Characteristics 28
Motivation Characteristics 29
Social Characteristics 30
Implications for Design 31
The Curriculum 32
Cognitive Task Analysis 32
Course Learning Goals 33
Course Learning Outcomes 34
List of Units, Terminal, and Enabling Objectives 40
Overview of the Units 48
Visual Overview of the Units 50
Scope and Sequence Table 52
Delivery Media Selection 53
General Instructional Platform Selection in Terms of Affordances 54
Access 54
Consistency 54
Cost 55

x
Specific Instructional Platform Selection in Terms of Restrictions 55
Client Preferences or Specific Conditions of the Learning Environment 57
Specific Media Choices 57
General Instructional Methods Approach 60
Social Cognitive Theory 61
Attribution Theory 61
Goal Orientation Theory 62
Implementation Plan 62
Evaluation Plan 64
Evaluation Framework 65
Level 4: Results and Leading Indicators 65
Level 3: Behavior 67
Level 2: Learning 74
Level 1: Reaction 80
Evaluation Tools 81
Data Analysis and Reporting 83
Conclusion 86
References 87
Appendix A: Course Overview 94
Appendix B: Lesson Overviews 99
Unit 1: Developing Metacognitive Knowledge 99
Unit 2: Developing Self-Regulation Strategies 101
Unit 3: Self-regulation Strategies for Social-emotional Well-being 104
Unit 4: Building Support Systems 107
Unit 5: Maintaining Self-efficacy and Growth Mindset 109

xi
Unit 6: Establishing Healthy Sleep and Nutritional Practices 112
Appendix C: Lesson, Activities, Design, and Materials 116
Unit 5: Maintaining Self-Efficacy and Growth Mindset 116
Learner Characteristic Accommodations 120
Facilitator’s Notes 120
Instructional Strategies 120
Specific Approach 121
Terminal and Enabling Objectives for Unit 5 Lesson 1: Self-Efficacy and Motivation 122
Lesson Materials for Unit 5 Lesson 1 137
Slides for Lesson 1 of Unit 5: Self-Efficacy 138
The New General Self-Efficacy Scale 165
Student Athlete Guided Study 167
Student Athlete Guided Study 169
Appendix D: Evaluation Tool: End of Semester Course Survey 174
Appendix E: Evaluation Tool: End of Year Course Survey 176

xii
List of Tables
Table 1: Summary of Learning Outcomes for the Curriculum 20
Table 2: Scope and Sequence 53
Table 3: Key Considerations for Media Selection 57
Table 4: Media Choices in Student Athlete Guided Study 58
Table 5: Indicators, Metrics, and Methods for External and Internal Outcomes 66
Table 6: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 69
Table 7: Required Drivers to Support Critical Behaviors 72
Table 8: Evaluation of the Components of Learning for the Program. 79
Table 9: Components to Measure Reactions to the Program 81
Table C1: Learning Activities Table for the Course Overview 94
Table E1: Learning Activities for Unit 5 Lesson 1 124

xiii
List of Figures
Figure 1: Visual of Course Overview 51
Figure 2: Frequency of Application of Course Strategies 83
Figure 3: Specific Domains in Which Strategies Are Utilized 84
Figure 4: Strategies Most Commonly Used 84

1
Overview of the Project and Needs Assessment
David started playing basketball when he was 7 and was quickly identified as having
natural talent. A club team recruited him when he was 9, and by the age of 12, he was traveling
around the country, competing against the top talent. At age 13, he was recruited to attend an
exclusive, highly ranked independent school in the western United States and received a full
scholarship. David and his family eagerly accepted this opportunity. David’s academic
background was in Title I public elementary and middle schools; he always excelled in the
classroom and was a popular student socially. He knew the transition to a highly rigorous
academic environment would be difficult, but he was up for the challenge.
The academic and athletic environments were rigorous. David was competing with the
state’s top talent on the court and was learning among the smartest students in the country in the
classroom. He was thriving athletically. He made varsity as a freshman and was quickly wellknown by his peers and teachers. School, on the other hand, was more difficult. The coursework
was challenging, but teachers also moved through the content quickly. When he got lost, he did
not know where to begin and was embarrassed to ask for help.
When David did not experience the same academic success he had in the past, he was not
expecting his teachers’ and peers’ reactions. If he failed a quiz or asked a dumb question, his
classmates would joke, “At least you’re good at basketball,” or, “We all know why you are
here.” His athleticism had always been his source of pride. Now, every time he walked into the
classroom, he felt like the dumb jock who was only at school to play basketball. Despite staying
up for hours doing homework and studying after getting home late from practice, he received his
first Bs and Cs and began losing motivation.

2
Problem of Practice
High school student athletes encounter above-average stress academically, physically,
and social-emotionally (Neal et al., 2015). Their experience is fueled by others’ expectations.
While their physical capacities are an asset, they can also be a liability due to added socialemotional and academic pressures. In addition to ultra-competitive programs’ physical demands,
these students are expected to manage high academic expectations, rigorous coursework (often
with limited preparation), and competitive college admissions standards. Additionally, the socialemotional aspects of being a teenager are often more intense for them (Neal et al., 2015). The
responsibility that comes with the superstar persona and the pressures of being a role model
while a teenager can be challenging to manage at such a young age. Students must maintain a
balanced sense of their whole selves to manage each persona (athletic, academic, and socialemotional). If left unmanaged and out of balance, these stressors can become toxic and even
traumatic.
A highly selective, rigorous independent school in the western United States recently
expanded its athletic facilities to develop an athletic village where a continued emphasis on
excellence will guide its mission. Moreover, the school attracts top-performing athletes. The
perhaps unintended consequence of this expansion has been an emerging culture at the school in
which athletic abilities outweigh the development of the whole student: social-emotional,
athletic, and academic. As a result, student athletes regularly confront the dumb jock stereotype
threat in and outside of the classroom. Moreover, they currently do not have access to the
resources and support that can help them maintain a balanced concept of self.
The support program presented in this curriculum offers research-based tools to support
student athletes’ holistic success to improve their experience and development. Using the science

3
of learning and development principles of practice as a framework, the curriculum supports the
idea that successful student athletes maintain a balance of academic, social, and athletic life
(Darling-Hammond et al., 2020). Ultimately, through a strengthened sense of the whole self,
these scholar-athletes would serve as models for other students and consequently strengthen
those students’ self-concepts as well. As such, this curriculum could be adapted for all students
at this school.
Evidence for the Problem of Practice
According to the Stanford Challenge Success Survey (Challenge Success, 2023), students
at this independent school report struggles with overall emotional well-being. Forty-eight percent
of students reported that they are doing school, meaning they often or always do their work but
rarely or never value it or enjoy it. Only 15% of students reported being fully engaged, meaning
they often or always do their work, enjoy it, and value it. Additionally, data from the director of
institutional research reveals that students with GPAs of 3.0 or lower feel a lack of a sense of
belonging to this community.
Similarly, in conducting an environmental scan, the learning specialists working with
student athletes in the academic support center and the sport psychologist shared anecdotes of
student athletes feeling an added layer of pressure to perform academically due to stereotype
threat from peers or teachers. Students frequently shared that teachers are less likely to
accommodate them when they miss class for a competition and are not always available when
students struggle with content. They also reported that they face added pressure during college
recruitment and admissions due to the high academic standards and competitive culture. Finally,
since the overall school culture focuses on academic excellence, peers often misjudge student
athletes with the stereotype of the dumb jock.

4
National data on student athletes’ academic, mental health, and athletic experiences
demonstrate a parallel among high school and collegiate athletes. However, the implications vary
depending on sport, gender, and race. For example, a study found that high school athletes
experience higher levels of anxiety and depression than non-athletes (Rice et al., 2019).
Similarly, a meta-analysis of 37 studies found that student athletes were at a higher risk of
experiencing depression than other students (Wolanin et al., 2015). Another study found that
high school athletes are more likely to misuse prescription drugs and engage in binge drinking
than non-athletes (Veliz et al., 2017). Similarly, a study published in the Journal of American
College Health found that student athletes were more likely to engage in binge drinking
compared to non-student athletes (Ford, 2007). Academically, high school athletes who
participate in rigorous sports programs endure significant academic pressures. The balance of
athletic training and competition with rigorous coursework is often difficult. Several studies
suggest that the time demands of their sport, missed school time, and academic and athletic
expectations all contribute to academic pressures (Sarkar & Fletcher, 2014; Wininger & White,
2015). Similar studies reflect these pressures at the collegiate level, including the impacts of the
dumb jock stereotype threat by peers and faculty (Stone et al., 2019). The inability to balance
academic and athletic demands harms overall well-being, which carries into college and life.
Importance of Solving the Problem
This independent school’s mission statement highlights a commitment to cultivating
diversity and inclusivity while pursuing joyful educational excellence. However, current student
athletes’ experiences indicate that these goals have not been fully realized. Promoting a positive
and inclusive culture requires a balanced holistic education focused on holistic educational
excellence in athletic, academic, and social-emotional well-being. Neglecting this balanced

5
perspective can lead to mental health risks, such as toxic stress, that can become traumatic.
Adequate resources for maintaining a holistic sense of self are essential. A curriculum that
equips student athletes with the tools to manage the stressors in high school will, ultimately,
allow them to manage stressors in college and beyond. With these resources, students will
develop a positive sense of belonging and self, leading to success in all areas of their lives.
Instructional Needs Assessment
To design an effective curriculum, Smith and Ragan (1999) recommended conducting a
needs assessment to determine if new knowledge is required to achieve the organization’s goals.
The current climate for student athletes at this school site fits both a problem model and an
innovation model (Smith & Ragan, 1999). While developing a new athletic campus is a new
concept for this school and reflects a commitment to excellence in athletics, it fails to include an
adequate academic and social-emotional support plan. This problem needs to be addressed
before innovation occurs. Trustees, school administrators, and teachers know that student
athletes, especially those who have been recruited, struggle academically. There is concern that
academic struggles will only perpetuate because the new athletic campus will be 2 miles from
the academic campus.
According to Smith and Ragan (1999), a problem model reflects that a clear problem
exists. The community has identified that the lack of support for student athletes conflicts with
the aspect of the organization’s mission regarding inclusivity, and this additional academic
pressure only exacerbates the athletic and social-emotional pressure that student athletes
experience. A recent board meeting included a lengthy discussion about who was responsible for
the problem and how to improve the current culture for student athletes. The siloed nature of
athletics and academics, the lack of communication between faculty and coaches, and the overall

6
lack of academic support from faculty were all to blame. Since faculty and coaches’ performance
impacts student athletes’ success, a problem model is appropriate for this situation (Smith &
Ragan, 1999). Therefore, addressing the problem requires developing resources for both teachers
and student athletes. Additionally, a concerted effort to create collaborative opportunities and
relationships between faculty and coaches could help as the school continues to innovate.
According to Smith and Ragan (1999), an innovation model is one that examines changes
in the educational environment and determines whether new learning goals or systems need to be
implemented to accommodate this change. The development of a new athletic campus created an
opportunity to address the problem and create a new academic support program for student
athletes at this school. In this case, the school is building a new physical space to accommodate
the growing number of student athletes and foster its mission for excellence in athletics. The
athletic campus will be located 2 miles from the academic campus, widening the current
disconnect between faculty and athletic staff. Supporting students academically and socialemotionally requires a physical space at the new athletic campus and a support curriculum.
Without a cultural shift to address the pressures that student athletes face at this school,
their stress could become traumatic. The expansion of facilities must include the space and
resources to provide this support. The board of trustees, administrators, faculty, students, and
parents identified the problem examined herein, which correlates to current research on stress
among student athletes at the national level (Wolanin et al., 2015). The benefits of this
curriculum would allow student athletes a new self-perception to better manage their stress in
high school, college, and beyond.

7
The Learning Environment
Smith and Regan (1999) referred to the learning context as both the physical reality and
the temporal and social reality in which learning occurs. In this curriculum, these contextual
realities are essential in that they inform the current systems and culture of this highly rigorous
and exclusive institution. The student athletes who will be the recipients of the curriculum will
enroll in a guided study course specifically for them during the traditional school day on the
academic campus in a formal learning environment. In addition, an after-school option at the
athletic campus will reinforce the course ideas in a nonformal environment.
According to D. Clark (2015), a formal learning environment is one that takes place
within a system where a department or organization establishes and assesses curricular goals and
objectives and assumes primary control over learning. This curriculum will be delivered during
students’ scheduled time during the seven-period school day by an instructor who will also be
responsible for setting goals, objectives, and assessments. Students will receive a pass/fail grade
upon completing the course.
A nonformal learning environment is one in which the learner directs and controls all
aspects (D. Clark, 2015). It may not occur within an organizational system, but it aligns with the
stated mission and goals and is student-centered. Nonformal learning is characterized by
flexibility and individualization. It is often self-directed or experiential, meaning that learners
gain knowledge and skills through hands-on activities, reflection, and feedback (D. Clark, 2015).
This curriculum will also occur in a nonformal learning environment. As the physical context is a
highly rigorous, independent school with a prominently formal environment, the student athletes
will engage in activities to acquire the skills to manage the stress they frequently encounter in
this environment.

8
According to Worthington (2003), synchronous learning is more traditional in that it
occurs in real time, and students work synchronously to complete assigned tasks according to a
timetable organized by the instructor. Alternatively, during asynchronous learning, students
receive materials, and task completion depends on the timetable they establish or at their pace,
typically in an online situation (Worthington, 2003).
Finally, blended learning is a combination of both synchronous and asynchronous
approaches. A meta-analysis of 50 studies by the U.S. Department of Education (2010) found
that students in blended learning environments performed better academically than those in
traditional face-to-face settings. A blended learning approach will ensure that the resources
created through this curriculum serve the greatest good for the greatest number of people.
Through a blended learning approach, students will always have access to materials, and more
in-person class time can be dedicated to providing specific student support.
Potential Issues with Power, Equity, and Inclusion
This independent school is highly ranked and costs $45,000 per year in tuition. Hence,
access to resources such as private tutors is limited to those who can afford it. Additionally, the
students who have attended rigorous, independent elementary schools and have much social
capital are at an advantage. Athletes at this school represent a variety of students. However, the
elite athletes were primarily identified at the age of 14 and recruited for this reason. Many of
them come from backgrounds of middle to low socioeconomic status, identify as students of
color, and identify as neurodiverse. As a result of the intersection of these identities and less
access to educational resources, these students may have entered the school at a disadvantage.
While the school’s mission reflects a commitment to diversity, equity, and inclusion for
students,according to recent school surveys on sense of belonging, not all students are recipients

9
of these values. Distinctive commitments to prioritizing health and well-being and enabling
students to feel an equal sense of belonging are clearly publicized, yet these commitments
continue to fall short. The school endowment offers students these opportunities regardless of
their financial means but fails to offer the support they need to navigate the pressures they may
encounter in this environment. Recent commitments regarding the expansion of the athletic
campus specifically address student support for excellence and well-being, investing in
environmental sustainability, and providing public access to facilities.
Additionally, the establishment of learning principles and ongoing DEI work reflect the
school’s commitment to equity and inclusion. During the 2021–22 school year, the school
adopted six core learning principles to guide student learning. Two of these goals center on
support and diversity. They support students’ intellectual and emotional well-being, fostering a
growth mindset and providing a diverse and equity-focused inclusive learning community.
Additionally, a yearly DEI audit is conducted to reflect progress toward these goals.
Efforts to alleviate the stress, such as shifting to a block schedule, setting a maximum
number of honors and AP courses students can take, providing anti-racist curriculum training,
and removing barriers that keep students from taking advanced courses, have been implemented.
However, as the DEI audit, well-being surveys, and Challenge Success data reflect, the intent of
the mission, commitments, and learning goals are still not felt by all students. Teachers who do
not implement these visions in their classrooms are not held accountable, and students continue
to feel the effects of the pressure they encounter. Many of our student athletes fall into this
category.

10
About the Author
As the developer of this curriculum to support student athletes at my school site, I am in a
position of power in many ways. My position as teacher and dean of faculty allows me to share
my voice in a manner that students and other faculty members can not. In addition to working
closely with the administrators who make important curriculum decisions, I am also close friends
with our head of school and our school athletic director. Both of them trust and value my
opinions and regularly offer the space for me to lead.
I hold the primary power as the teacher who will utilize the curriculum in both the
classroom and academic support center. The student athletes are required to take the Guided
Study for Athletes course and, thus, are subject to the curriculum. Therefore, as the teacher, I am
already in a position of power. Additionally, I identify as an able-bodied, White, straight woman
from a middle/upper-class background, which also puts me in a position of privilege. Since many
of the student athletes with whom I work are male students of color from middle to lower-class
backgrounds, my positionality could potentially impact student perceptions of me and my
experiences.
However, one way I closely relate to the students with whom I work is through my
experiences in athletics. I played competitive high school basketball, my husband played
baseball at the professional level and works for a major league team, and my son is currently a
Division I baseball player. While many of these experiences put me in a position of privilege,
they also allow me to relate to the student athletes with whom I work.
Critical race theory (CRT) is a theoretical framework that explores how race and racism
intersect with social and political power structures and asserts that racism is a social construct
embedded in systems that perpetuate racial inequities (Ladson-Billings, 1998). The inequities

11
that impact student athletes at this exclusive, predominately White educational institution are
reflected in CRT. Many of these students are recruited to the school as a result of their athletic
talents and are not prepared for the academic and social-emotional pressures they will face as a
result of the structural racism built into this system. Additionally, the intersections of race,
gender, ability, and class among these student athletes create a unique experience of oppression
and privilege that is reiterated in CRT.
This curriculum’s development also reflects racial capitalism, a theory that refers to how
capitalism and racism work together to create and maintain systems of exploitation and
inequality (Fraser, 2016). While this predominantly White institution offers financial assistance
to these student athletes and presents educational and social opportunities, the students are
essentially exploited for their athletic talents to establish a sports powerhouse. The majority of
them are segregated into lower-tracked classes and continually encounter barriers that limit
access to opportunities to challenge themselves.
Literature Review
The literature review is organized into two parts: prior attempts and the curriculum
content. The section on prior attempts recognizes attempts to address the pressures that student
athletes experience and the limitations within these attempts. The section on the content of the
curriculum includes the research and strategies to support the development of this curriculum.
Prior Attempts
The NCAA has extensively researched various aspects of the student athlete experience
and developed several programs to support athletes. The NCAA Life Skills Program seeks to
help student athletes find balance in athletic performance, academic achievement, and personal
well-being (NCAA, 2023). Additionally, a study revealed that the student athlete development

12
model developed by the National Consortium for Academics and Sports improved student athlete
career self-efficacy (Van Raalte et al., 2017). Finally, there are a multitude of programs and
curricula to support high school students’ social-emotional well-being. For example, MindUp is
an evidence-based organization that has been shown to improve mental health and, consequently,
academic achievement (MindUP, 2022). Additionally, the Behind Happy Faces Mental Health
Curriculum provides evidence-based resources for teachers of Grades 6–12 to teach mental
health (Human Power Project, 2020).
While these programs have been proven effective, none is specific to independent high
schools’ student athletes. For example, the NCAA’s life skills curriculum considers a holistic
approach to supporting student athletes, but it centers on the collegiate experience. Most college
athletes have access to resources such as sports psychologists, mental skills coaches, athletic
trainers, nutritionists, academic learning specialists, and tutors. A search of the literature reflects
that independent high schools may offer similar resources; however, their availability may not be
as extensive. As such, the curriculum described in this design document fills the needs of
secondary school student athletes.
The Content of the Curriculum
The purpose of this curriculum is to teach recruited student athletes at independent
schools self-regulation and learning strategies to help reduce stress related to academic, athletic,
and social-emotional well-being. The process of informing the content of the curriculum
included first prompting a ChatGPT search engine, “What are the necessary steps student
athletes need to use to successfully manage academic, athletic, and social-emotional stress?”
(OpenAI, 2023). After reviewing and revising these steps, I discussed them with two collegiate
student athletes who confirmed that these would benefit their success. During the literature

13
review, the steps underwent revisions based on the discovery of new insights and tools, and some
steps needed to be subdivided as a result of excessive content.
As such, there are six major steps for recruited student athletes at independent schools to
self-regulate and engage in learning strategies: develop metacognitive knowledge (learning how
you learn), develop metacognitive self-regulation strategies (directing your learning), build a
support system, maintain self-efficacy and mastery orientation, manage sleep and nutrition, and
manage social-emotional well-being. The following section examines the literature supporting
the content for the major steps, organized by each major step.
Develop Metacognitive Thinking Strategies: Learning How You Learn
The foundation of high achievement among high school student athletes is the
development of metacognitive thinking, knowledge, and skills. Flavell’s seminal work in
cognitive development laid the foundation for metacognition and cognitive monitoring. This
model includes metacognitive knowledge, experiences, goals, and actions or strategies (Flavell,
1979). Flavel (1979) argued that successful teaching begins with teaching students how to better
understand their cognitive process, identify feelings that accompany it, plan and self-monitor
their process, and utilize strategies and actions to enhance cognition. This metacognitive
foundation is reflected in more recent works that assert similar arguments and specific strategies
to increase metacognitive understanding. Chew (2010) suggested that teaching deep processing
skills such as elaboration, distinctiveness of concepts, and how to make information personal
helps strengthen metacognition. One study revealed that participating in a 6-hour intervention
designed to teach components of planning, monitoring, and evaluation could increase students’
metacognition, motivation, learning, and preparation for future learning for middle school
science (Zepeda et al., 2015). A key difference between strong and weak students is the quality

14
of their metacognition. Hence, students need to learn to think about how they learn and specific
strategies that will allow them to better understand their metacognitive processes.
The lessons developed for this curriculum are based on strategies published by The
Teaching and Learning Center at Stanford University (Darling-Hammond et al., 2020) and The
Vanderbilt Center for Teaching (Chick, 2013). The Teaching and Learning Center suggests using
specific strategies and teaching an awareness of knowledge and thinking practices (DarlingHammond et al., 2020). The Vanderbilt Center for Teaching suggests three primary strategies for
teaching metacognition: teaching students to plan, monitor, and evaluate their learning and
teaching students the difference between deep and surface learning. These strategies were
modified to meet the specific needs of the student athlete experience at this school site. Since
metacognition is the foundation for success in learning, high school student athletes must learn
metacognitive skills that foster self-regulation and deep learning. However, student athletes have
to be metacognitively aware and properly self-regulate as they learn.
Develop Metacognitive Self-Regulation Strategies: Directing Your Learning
To optimize learning, student athletes must actively engage in self-regulation strategies.
The more self-regulated a learner is, the more they can take charge of their learning and find
success (Dembo & Seli, 2013). Dembo and Seli (2013) identified six components of selfregulation: motivation, use of time, physical environment, social environment, and monitoring
performance. A meta-analysis of 47 experimental studies found that monitoring goal progress is
an effective self-regulation strategy and that interventions that increase the frequency of progress
monitoring are likely to promote behavior change. (Harkin et al., 2016). Forming a goal intention
is not, on its own, sufficient to ensure goal attainment. Instead, consistently evaluating one’s
ongoing performance has a robust effect on goal attainment (Harkin et al., 2016). However,

15
setting goals is not enough to shape motivation. Learners must believe that they have the
personal agency to achieve those goals. Learners’ beliefs about their capabilities to exercise
control over events that affect their lives are central to motivation and learning (Miller, 2021).
Learning and motivation are enhanced if the learner has positive expectations for success and
attributes success and failures to effort rather than ability (Dembo & Seli, 2013). Additionally,
the degree to which a learner values a task predicts effort and persistence. The value of a task is
determined by enjoyment, the potential benefits to the learner, its significance to the learner’s
self-concept or identity, and the extent to which the benefits outweigh the cost (Miller, 2021).
Finally, several aspects of the physical learning environment play a key role in learning. These
environments must be maintained within the classroom, and students must learn how to replicate
these environments outside of school (Choi et al., 2014).
The six components of self-regulation Dembo and Seli (2013) outlined served as the
foundation for the curriculum development for this unit: motivation, use of time, physical
environment, social environment, and monitoring performance. Additionally, an empirical study
examined the impacts of the physical environment on learning and provided useful examples
such as the best lighting, temperature, and seating to establish optimal learning environments
(Choi, 2013). All of the suggested strategies were considered and modified to fit the needs of the
high school student athlete experience. Because student athletes who engage in self-regulation
strategies will be more successful, this unit focuses on general self-regulation strategies that have
proven effective. Subsequent units explore specific strategies in greater depth. Another key to
student athlete self-regulation is building a strong support network.

16
Build a Support System: Cultivating Relationships
Through active participation and genuine engagement with professors, support groups,
coaches, and peers, student athletes can build a support network to foster their success. One of
the strongest indicators of academic performance among Division I athletes was utilizing
academic support services (Ridpath et al., 2007). This can come in many forms, such as
academic advisors, teachers, coaches, learning specialists, counselors, and peer tutors. In fact,
peer support is one of the most effective self-regulation methods. A study of 188 1st-year college
students revealed that the students whose exhaustion decreased described experiences of peer
support that helped them to develop their self-regulation skills (Räisänen et al., 2021).
The science of learning and development framework forms the basis for this curriculum
and this unit in particular (Darling-Hammond et al., 2020). This outlines four interrelated
systems that address major developmental needs, including the need for strong, supportive
relationships (Darling-Hammond et al., 2020). While these approaches primarily focus on
strategies that teachers can use to cultivate relationships in their classrooms, many teachers may
not utilize these strategies. Therefore, students need to learn to establish these relationships for
their own success. Additionally, Karabenick and Dembo (2011) identified specific strategies for
help-seeking, such as how to identify support, how to prepare for meetings with support
specialists, and what kinds of questions to ask during these meetings. These proposed strategies
will be adapted to fit student athletes’ needs at this school site and allow students to adopt the
healthy support systems essential for success. Another key to success is maintaining a strong
sense of self-efficacy and adopting a mastery orientation that contributes to personal and athletic
growth.

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Maintain a Strong Sense of Self-Efficacy, Attribution, and Mastery Orientation
By believing in their capability to succeed and maintaining a mastery orientation, student
athletes can build a sense of self that fosters their success. Bandura’s (1977) seminal work on the
theory of self-efficacy laid the foundation for understanding how individuals’ beliefs in their
abilities and competencies influence their motivation, behavior, and overall psychological
functioning. The degree of confidence learners have in their abilities can significantly influence
whether they attempt a given situation. Moreover, self-efficacy is domain-specific, varying
across different activities and situations. For example, a student athlete may have high selfefficacy in sports-related tasks but lower academic self-efficacy. However, learning depends on
individual beliefs about ability and that to which an individual attributes success.
Attribution theory is concerned with what learners think causes success or failure
(Weiner & Kukla, 1970). These theories explain that motivation is based on the interpretation of
successes and failures, the psychology of persistence, and learned helplessness. It also asserts
that motivation is within the learner’s control. Mindset research grew out of attribution theory
and asserts that beliefs about intelligence or personality are either fixed (out of one’s control) or
growth (can be developed; Dweck, 2016). Growth mindset orientation is the adoption of positive
effort beliefs, learning goals, and the desire to improve through taking on difficult tasks, resilient
attributions, and the belief that setbacks do not signify a lack of ability and mastery orientations
or sticking with challenging tasks rather than choosing easier ones (Dweck, 2016). Finally,
stereotype threat is a common experience among student athletes. Recent studies suggest that
growth mindset interventions serve to combat stereotype threat (Rydell et al., 2017).
The lessons for this unit were created based on these foundational texts and theories and
reflect specific strategies to teach students about self-efficacy and attribution theory. Because of

18
this independent school's rigorous expectations and competitive culture, this is an integral
strategy for student athlete success. Hence, the lessons include strategies such as selfobservation, self-judgment, self-reaction, and positive self-talk. Students will also learn about the
brain’s malleability and the evidence that asserts that learning is a process (Dweck, 2016).
Because modeling is a significant aspect of building self-efficacy, students will be assigned
mentors and serve as mentors throughout the program. Because stereotype threat impacts student
athlete attributional and consequential success, a mastery goal orientation and a strong sense of
self-efficacy must be adopted to enhance learning. Another key to student athlete success is
proper nutrition and sleep strategies to support overall wellness.
Manage Wellness: Sleep and Nutrition
Student athletes can maintain a better sense of overall wellness through sleep and
nutrition management. According to National Children’s Hospital (2023), teenagers need 9 to 9.5
hours of sleep per night yet average 7 to 7.5, thus impacting their mood, behavior, cognitive
performance, academic performance, and physical ability. In a sleep study, 11 members of the
Stanford basketball team who maintained a nightly sleep schedule with a minimum of 10 hours
per night showed increases in athletic performance and daytime alertness and mood (Mah et al.,
2011). Thus, this unit includes strategies to maintain healthy sleep patterns, such as going to bed
and waking up at the same time each night and morning, avoiding oversleeping on weekends,
taking short naps, creating the right sleep environment, and avoiding specific food and drink
before bed.
Additionally, students need education on proper nutritional habits. According to Gibbs
and Becker (2021), most youth do not meet national nutrition recommendations and overconsume high-calorie, low-nutrient-dense foods. Their curriculum designed specifically for

19
student athletes includes content on nutrition basics, energy exertion, behaviors athletes should
engage in to maximize timing of intake, proper hydration, and the impacts of nutrition on
emotional health. The curriculum will be modified to accommodate student athletes’ needs.
Because sleep and nutrition play a critical role in overall well-being, healthy habits are important
for overall wellness. Another key to success is adopting strategies to support social-emotional
well-being.
Manage Social-Emotional Well-being
Social-emotional support strategies equip student athletes with the tools to regulate
emotional well-being. A study that reviews the stressors athletes encounter and the protective
factors that help them withstand these demands allows insight into how to promote psychological
resilience in sport performers (Sarkar & Fletcher, 2014). By focusing on developing factors such
as personality traits, motivation, confidence, focus, and perceived social support, the best athletes
can be better protected from the potential negative effect of stressors (Sarkar & Fletcher, 2014).
Another study identifies elite athletes’ most common mental health concerns and
suggestions for treating them (Reardon et al., 2019). While the CASEL Framework provides a
social-emotional learning curriculum that is not specific for student athletes, the research-based
strategies such as self-awareness, self-management, social awareness, relationship skills, and
responsible decision making can all be modified to meet the specific needs of this curriculum
design (CASEL, 2023). Additionally, Dembo and Seli (2013) identified self-regulation strategies
for managing emotions included in this unit, such as identifying negative thought patterns,
positive self-talk, and relaxation techniques. Social-emotional learning will equip student athletes
with the self-regulation strategies to support them in their academic, athletic, and social lives.

20
Summary of the Curriculum Content
The curriculum’s content includes research that supports the rationale for the course’s
development and research-based strategies to support high school student athletes. Each major
step is supported by specific content and learning and motivational strategies to allow student
athletes access to the skills and support necessary for learning. Although each step is addressed
in isolation, it is important to note that this curriculum also assumes an integrated approach.
Table 1 shows the summary of learning outcomes for the curriculum.
Table 1
Summary of Learning Outcomes for the Curriculum
Major step Learning goal Gagne knowledge outcomes
Develop metacognitive
thinking strategies: learning
how you learn.
When they encounter
something new in an
academic, athletic, or
social setting, students will
demonstrate metacognitive
knowledge by identifying
their metacognitive
processes while
performing the new task.
Declarative knowledge:
metacognition is the ability
to think about and have an
awareness of one’s thinking
and learning.
Intellectual skills: reflecting
upon thoughts, feelings, and
actions related to learning
and problem solving.
Cognitive strategies: monitor,
watch, and guide one’s own
problem-solving process.
Attitudes: value using
metacognitive knowledge
and reflective mindset
Develop metacognitive selfregulation strategies:
directing learning.
When they encounter
something new in an
academic, athletic, or
social setting, students will
demonstrate metacognitive
self-regulation strategies to
make informed decisions
Declarative knowledge: Selfregulation is the ability to
control thoughts, emotions,
and behaviors to achieve
desired goals.
Intellectual skills:
metacognition, critical
thinking, problem solving,

21
Major step Learning goal Gagne knowledge outcomes
to improve their
performance in their dayto-day lives.
adaptability, organization
and planning, attention and
concentration, memory and
recall
Cognitive strategies: selfreflection, self-monitoring,
goal setting, cognitive
restructuring, attention
control, and organization
and planning
Attitudes: self-awareness,
Commitment and
motivation, persistence,
resilience, responsibility,
accountability, flexibility,
adaptability, patience and
self-compassion, reflective
mindset
Build a support system:
cultivating relationships.
Students will identify and
utilize useful support
systems in an academic,
athletic, or social setting,
such as learning
specialists, peer tutors,
sports psychologists,
trainers, mentors, and
special programing when
they need them.
Declarative knowledge: A
support system is a network
of individuals, resources,
and services that provide
assistance, encouragement,
and guidance.
Intellectual skills: selfreflection, self-awareness,
critical thinking,
communication,
intrapersonal skills,
empathy, perspective,
research, and information
literacy
Cognitive Strategies: selfawareness, self-reflection,
active listening, problem
solving, decision making,
cognitive restructuring
Attitudes: openness, trust,
respect, empathy,
compassion, nonjudgement, reciprocity,
positivity, patience, and
understanding

22
Major step Learning goal Gagne knowledge outcomes
Maintain self-efficacy,
attribution, and mastery
orientation.
When they encounter a
difficult situation in an
academic, athletic, or
social setting, students will
demonstrate a strong sense
of self-efficacy and a belief
in their ability to embrace
challenges and persist in
achieving their goals
through possible setbacks.
Declarative knowledge: selfefficacy is an individual’s
belief in their own ability to
accomplish tasks, achieve
desired outcomes, and
overcome challenges.
A mastery orientation is a
learning orientation or
mindset that focuses on
personal growth and
development and the
mastery of skills and
knowledge.
Intellectual skills: problem
solving, self-awareness and
reflection, communication
and intrapersonal skills,
information processing, goal
setting
Cognitive strategies: positive
self-talk, visualization, and
mental imagery, reframing
failures and setbacks,
modeling and social
comparison, attribution
retraining, seeking
constructive feedback
Attitudes: optimism,
perseverance, resilience,
self-accepting, openness to
feedback, pro-activity,
growth mindset
Manage sleep and nutrition. In their day-to-day lives,
students will identify and
incorporate healthy sleep
and nutrition practices.
Declarative knowledge:
healthy sleep for a student
athlete is approximately 9.5
hours per night. A healthy
diet provides the necessary
nutrients for optimal
performance, energy, and
recovery.

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Major step Learning goal Gagne knowledge outcomes
Intellectual skills: selfreflection and awareness,
time management, goal
setting, self-regulation,
sleep hygiene, sleep
monitoring, sleep education,
nutritional knowledge, meal
planning, food label reading
and assessment, and food
tracking
Cognitive strategies: goal
setting, eating and sleeping
scheduling, eating and
sleeping routines, stimulus
control, cognitive
restructuring, relaxation
techniques, positive
reinforcement, and self-talk.
Attitudes: values sleep and
nutrition, commitment to
self-care, discipline,
consistency, and
mindfulness.

24
Major step Learning goal Gagne knowledge outcomes
Manage social-emotional
well-being.
In their day-to-day lives,
students will apply
strategies to effectively
manage their socialemotional well-being.
Declarative knowledge: social
and emotional well-being
consists of being mentally,
emotionally, and socially
healthy
Intellectual skills
Self-awareness, emotional
intelligence, communication
skills, perspective taking,
problem solving, decision
making, stress management,
resilience, and adaptability
Cognitive strategies: cognitive
reframing and flexibility,
thought stopping, positive
self-talk, mindfulness, goal
setting, problem solving
Attitudes: self-compassion,
open-mindedness, gratitude,
respect, resilience, empathy,
mindfulness, self-reflection

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The Learning Environment and the Learners
This section will focus on the learners and the learning environment’s characteristics.
When designing a curriculum, careful consideration must be placed on the organization’s
mission, learning principles, and design, as well as on resources and the learners’ characteristics
(Smith & Regan, 1999). The culture and context must be conducive to the learning to promote
engagement and motivation and help learners achieve learning goals and objectives (Smith &
Regan, 1999). Additionally, to develop an effective curriculum, the learners’ cognitive,
physiological, affective, and social characteristics must be assessed (Smith & Regan, 1999).
Description of the Learning Environment
As previously noted in Chapter 1, this course will take place in a traditional classroom
at an independent school on both the academic and the athletic campuses and provide both a
formal and nonformal context for learning. Because the conditions for learning entail the
physical, temporal, and social reality in which learning occurs, careful consideration will be
taken when constructing the learning environment (Smith & Regan, 1999). The science of
learning and development framework, which reflects a whole child learning philosophy that
considers the academic, cognitive, ethical, physical, psychological, and social student
experiences, serves as a foundational source in the construction of both a physical and social
learning context for this course (Darling-Hammond et al., 2020).
The physical context will be a traditional independent school classroom at both the
academic and athletic campuses. These classrooms are equipped with whiteboards, modular
furniture (tables and desks), and technologies to assist learning, such as WiFi and projection.
There will be space for students to receive direct instruction and work collaboratively through a
blended learning approach. However, because this course is designed to support the academic

26
and social-emotional needs of student athletes, it is imperative that the learning environment
provides a sense of physical and psychological safety. Therefore, cultivating relational trust will
establish an environment that provides warm, caring, supportive student-teacher relationships.
The classroom structure will foster a sense of belonging through positivity and respect for
individual student experiences.
Teacher/Trainers/Facilitator Characteristics
It is important that the teachers of the curriculum have both classroom teaching
experience and an understanding of the student athlete experience. A background in athletics or
personal awareness with the lived experience regarding the specific pressures that student
athletes face is important. Additionally, the teachers of this curriculum need an understanding of
a holistic approach to teaching and training to teach specific self-regulation strategies that are
transferable across the student athlete experience. Because social-emotional regulation strategies
are an integral aspect of the curriculum, teachers must have a high degree of emotional
intelligence and be emotionally regulated themselves.
Additionally, fostering a sense of belonging requires teachers to promote cultural
competencies through culturally relevant teaching practices. Hence, teacher training in this
domain may be a requirement. The blended learning approach requires the utilization of various
forms of media and technology, such as the Canvas learning system, Google documents, and
recording and posting material online. The teacher will need to be proficient in these teaching
tools. Finally, while this course is designed with the student athlete experience in mind, it could
easily be replicated for other student populations. With that consideration, all of the required
characteristics are still applicable.

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Existing Curricula/Programs
There is currently no curriculum specifically designed for high school student athletes
at this school. However, there is an option to participate in a guided study course designed as a
tutorial where students use the class period to work on homework and receive academic support
from the learning center staff. Additionally, student athletes who struggle academically are often
assigned a mandatory study hall during the lunch period. Rather than focusing on the whole child
and all of the pressures on student athletes, this learning is primarily tutorial-based and focused
on specific academic skills.
Available Equipment and Technology
The current guided study course for student athletes occurs in the academic support
center during one of the 75-minute block periods. This classroom is outfitted with instructional
technology, multiple whiteboards, and school supplies, such as paper, pens, pencils, rulers,
calculators, and notebooks. It has a technology dock that includes a projector, documentation
camera, DVD player, and sound system. All students bring to school personal laptops equipped
with access to WiFi, the learning management system, and the school library database, which
includes a multitude of applications and media sources.
Classroom Facilities and Learning Climate
The facilities used for the current guided study course are also used for this course. The
academic support center is a unique space at this highly rigorous independent school. While the
larger community is academically challenging and elicits increased stress and anxiety among
students, this space offers a reprieve from that dominant environment. The support staff in this
space has a shared philosophical intention for fostering trusting relationships and a sense of
belonging for students. This is the one space on campus where students frequently report feelings

28
of safety and agency. The academic support center on the new athletic campus will hold these
same philosophical intentions for learning. While this is taboo considering the high-pressure
climate of the larger organization, it has become a model of education slowly gaining the interest
of teachers outside of this space. Ideally, this curriculum could be used outside of this context to
create a shift in the organizational system at large.
Description of the Learners
The purpose of this section is to provide a context for the learners in this course. The
framework for science of learning and development reflects that student development is
impacted by interactions between the learner and their family, community, and classroom
contexts (Darling-Hammond et al., 2020). Therefore, these aspects need to be taken into account
when considering the student athlete experience. While these students confront the same
academic and social-emotional pressures as all students, they also have to manage the athletic
pressures that come with that persona. The superstar persona, stereotype threat, and internal and
external motivation to succeed occur in the classroom and community and can have significant
consequences on the student’s ability, self-efficacy, and prior knowledge.
Cognitive Characteristics
Developing a successful curriculum to serve student athletes requires considering how
they receive and process information (Smith & Ragan, 1999). These cognitive characteristics
provide information about individual differences in learning styles that influence a learner’s
ability to complete a task and why (Smith & Ragan, 2005).
The general cognitive characteristics of the target audience for this curriculum are high
school-aged student athletes recruited to a highly competitive independent school. These students
are enrolled in the course in an effort to seek supportive strategies for dealing with academic,

29
athletic, and social-emotional stress. High school student athletes possess a range of aptitudes
that help them succeed in sports and the classroom. They tend to display a strong work ethic and
understand the importance of discipline. Additionally, focus, concentration, and resilience are
important aptitudes during athletic training that transfer to academic pursuits. Finally, teamwork
and collaboration are integral to the athletic experience. These aptitudes extend to academic life
as they work in groups through communicating effectively with peers and teachers. This
curriculum offers support strategies for student athletes to harness these aptitudes and integrate
them into all aspects of their lives.
Prior Knowledge
Since this curriculum provides metacognition and self-regulation strategies to help
student athletes manage academic, athletic, and social-emotional stress, any foundational
understanding of these concepts is helpful but not essential. Students in this course will represent
a range of backgrounds in these areas. Therefore, awareness or approaches to time management,
goal setting, effective study strategies, self-reflection, and mindfulness practices serve as a
foundation. Because the course takes a blended learning approach, students will need to
understand basic technology use primarily by navigating Google Documents and the learning
management system.
Physiological Characteristics
While the physiological characteristics will vary depending on each athlete’s sport, the
majority of the students in this course are at a physiological advantage. These students compete
among top talent at the highest level for their age group, and their physical health is in prime
condition. However, athletes are also more susceptible to sports-related injury. Hence,

30
consideration must be taken for this possibility and accommodations that may be needed for
students to access the curriculum.
Motivation Characteristics
This section examines the motivational characteristics of the student athlete. Student
athletes are typically intrinsically motivated to perform their sport and extrinsically motivated to
perform in the classroom (Simons et al., 1999). However, other aspects of motivation come into
play, particularly the value students place on the learning task, the degree to which they believe
they can achieve goals, and the emotions they experience.
Task Value
Motivation depends on the learner’s belief about the value of the goal and whether it is
worth attaining (Schunk, 2020). If a student places a high value on the goal, they will experience
an increase in motivation to achieve that goal. For student athletes, the degree of value is
dependent on the particular goal. For example, they may place a higher value on learning if the
outcome directly impacts their eligibility. Student athletes in this course tend to place a lower
value on academic tasks and a higher value on athletic tasks. Hence, the self-regulation strategies
they will learn offer an opportunity to move beyond the utility value of eligibility and to discover
other ways to value learning tasks.
Self-efficacy
Self-efficacy is an individual’s belief in their ability to execute courses of action to
achieve desired outcomes (Bandura, 1977). Because self-efficacy varies across activities or
situations, student athletes may have higher self-efficacy in sports-related tasks and lower selfefficacy in non-sports-related tasks. Additionally, stereotype threat occurs when stigmatized
groups experience anxiety about confirming negative stereotypes related to their identity

31
(Aronson et al., 1999). Student athletes often experience the dumb jock stereotype that ultimately
increases anxiety and self-doubt and impacts learning. Students at this highly rigorous academic
institution frequently report similar feelings; hence, one of the major steps of this curriculum is
providing strategies for students to maintain self-efficacy.
Emotions
Negative emotions like distress and anxiety inhibit the learning process, but positive
emotions can also elicit the learning response (Immordino-Yang & Damasio, 2007). Common
emotions among student athletes are competitiveness, passion, determination, pride, nervousness,
anxiety, frustration, and stress. In this course, students will learn self-regulation strategies to
utilize positive emotions to cope with negative ones in all areas of their academic, athletic, and
social lives.
Social Characteristics
This section will examine the social characteristics of the student athlete. Since this
curriculum utilizes a whole student framework that integrates academic, athletic, and socialemotional aspects of the student experience, the social characteristics must be considered.
According to the science and learning development framework, an ideal learning environment is
one that “includes positive sustained relationships that foster attachment and emotional
connections; physical, emotional, and identity safety; and a sense of belonging and purpose”
(Darling-Hammond et al., 2020, p. 99). To establish such an environment, the student athlete’s
social characteristics must be examined.
Relationships to Peers
Student athletes have unique relationships with their peers depending on the independent
dynamic, team dynamic, and social environment. While they have a shared lived experience

32
among fellow athletes, they may also be in direct competition with them, which may bring about
both an intense rivalry and mutual respect. They tend to form close bonds and foster strong,
supportive relationships with teammates due to the time spent together and a shared pursuit of
success. They may also rely heavily on role models and mentors for support and guidance.
Outside of athletics, student athletes may have non-athlete friends who have shared interests that
provide a balance for their social lives. However, non-student athletes can also create added
pressure due to the stereotype threat they perpetuate. A study that included 180 student athletes
revealed that professors and non-student athletes at a college campus held lower academic
expectations for student athletes (Wininger & White, 2015). This dynamic creates added pressure
and may leave student athletes less trusting of relationships with these peers.
Socioeconomic Background
Because of the high cost of tuition, socioeconomic background plays a significant role in
the institution’s social dynamics. The majority of recruited student athletes are from middle or
lower socioeconomic status, and most receive significant financial aid. Their backgrounds limit
their social capital and access to the support specialists they may need outside of the context of
the school, such as academic tutors, specialized coaches, or behavioral therapists.
Racial/Ethnic Background
These student athletes’ racial and ethnic identities vary by sport. However, those who
identify as a minority are also among the lowest-achieving students at the school. Hence, this
intersection of identity was considered when developing this curriculum.
Implications for Design
The specific learner characteristics previously outlined are integral in considering this
curriculum’s design. Because this course design utilizes an integrated, holistic framework when

33
considering the student athlete experiences, it is important to consider the intersections of these
characteristics and the environmental impacts. Many of these students represent marginalized
populations within a predominantly White institution and confront racial capitalism in this
context. Therefore, culturally responsive teaching practices that foster a sense of belonging are
an essential element in the course design.
The Curriculum
The purpose of this course is to teach high school student athletes how to effectively
manage academic, athletic, and social-emotional stress. The curriculum includes the following
six components: metacognitive understanding, self-regulation, building support systems, selfefficacy and mastery orientations, healthy sleep and nutrition practices, and managing social and
emotional well-being. As a result of this curriculum, learners will demonstrate their
understanding of metacognition and the self-regulation skills to manage their lives as student
athletes. This chapter will address curriculum and lesson analysis and begins with a cognitive
task analysis of each task and learning goal.
Cognitive Task Analysis
The design of this curriculum began with a cognitive task analysis that gave insight into
specific strategies that high school student athletes at independent schools needed to manage
academic, athletic, and social-emotional stress. The first step in this process was the
‘bootstrapping’ method of a review of the literature (R. E. Clark et al., 2008). Through this
research, the learning goals and best strategies for support were revealed. The second step
entailed information processing analysis (Smith & Ragan, 1999). Through interviews with
student athlete alumni of this organization, the selected strategies and learning goals were
confirmed. The following are the results of the cognitive task analysis:

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● Objective: What is the goal of the task?
○ The objective of the task is to teach high school student athletes how to
successfully manage academic, athletic, and social-emotional stress.
● Cue: How do you know when to start it?
o At the beginning of the academic school year
● Condition: What is the context in which the task is performed?
o An academically rigorous, independent high school
● Standards: How fast do they have to do it? How accurately measured?
o The curriculum will be implemented over the course of the school year and
will be measured based on their ability to successfully manage academic,
athletic, and social-emotional pressures.
● Equipment: What supplies and materials does the task require?
o Existing classroom materials and technology.
● Major steps: The major steps that high school student athletes need in order to
successfully manage academic, athletic, and social-emotional stress are to gain
metacognitive awareness, develop self-regulation strategies to direct learning, build
support systems, maintain high self-efficacy and mastery orientation, develop healthy
sleep and nutrition practices, and manage social-emotional well-being.
These major steps facilitated the literature review and the identification of the best strategies for
this curriculum. These steps also led to the development of the learning goals and unit objectives.
Course Learning Goals
According to Smith and Ragan (1999), learning goals provide the specific knowledge that
the learner is expected to gain as a result of instruction and establish a pathway to learning. Goals

35
must be observable and measurable (Smith & Ragan, 1999). The major steps identified in the
cognitive task analysis ultimately become the learning goals. However, additional goals may
relate to the overarching goal for each detailed lesson. The learning goals for this curriculum are
as follows:
● When they encounter a new stressor in an academic, athletic, or social setting,
students will demonstrate metacognitive knowledge by identifying their
metacognitive process while performing the new task.
● When they encounter something new in an academic, athletic, or social setting,
students will demonstrate metacognitive self-regulation strategies to make informed
decisions to improve their performance in their day-to-day lives.
● Students will identify and utilize useful support systems in an academic, athletic, or
social setting, such as learning specialists, peer tutors, sports psychologists, trainers,
mentors, and special programing when they need them.
● When they encounter a difficult situation in an academic, athletic, or social setting,
students will demonstrate a strong sense of self-efficacy and a belief in their ability to
embrace challenges and persist in achieving their goals through possible setbacks.
● In their day-to-day lives, students will identify and incorporate healthy sleep and
nutrition practices.
● In their day-to-day lives, students will apply strategies to effectively manage their
social-emotional well-being.
Course Learning Outcomes
Learning outcomes support the instructor in determining appropriate strategies and
procedures that will be used to meet learning goals (Smith & Ragan, 2005). Using Gagne’s

36
categorization of outcomes, each includes a specific description of the declarative knowledge,
intellectual skills, cognitive strategies, and attitudes that learners will need to demonstrate to
achieve the learning goals (Gagne et al., 2005).
1. When they encounter something new in an academic, athletic, or social setting,
students will demonstrate metacognitive knowledge by identifying their
metacognitive process while performing the new task.
● Declarative knowledge
○ Students will be able to define metacognition as the awareness and
understanding of their own learning process. They will identify the
components of metacognition that include knowledge of self, task and
strategies and will be able to understand how these components work
together to support their learning.
● Intellectual skills
○ Identifying their own metacognitive process.
● Cognitive strategies
○ Recognize and be aware of their own metacognitive process
○ Self-reflection through the ability to evaluate their learning
○ Evaluate options regarding their learning, training, and performance
● Attitudes
○ Value self-awareness, positive attitude toward learning, responsibility,
and resilience.

37
2. When they encounter something new in an academic, athletic, or social setting,
students will demonstrate metacognitive self-regulation strategies to make informed
decisions to improve their performance in their day-to-day lives.
● Declarative knowledge
○ Students will be able to define and identify effective strategies for
directing their learning.
● Intellectual skills
○ Students will develop the ability to effectively regulate their thoughts,
emotions, and behaviors.
● Cognitive strategies
○ Students will organize, plan, set goals, control their attention, problem
solve, and self-reflect.
● Attitudes
○ Value self-awareness, determination, belief in their ability, accountability,
and positive attitude toward feedback
3. Students will identify and utilize useful support systems in an academic, athletic, or
social setting, such as learning specialists, peer tutors, sports psychologists, trainers,
mentors, and special programing when they need them.
● Declarative knowledge
○ Students will understand the benefits of a support system, identify the
various types of support, and identify specific people or programs that
will provide the best personal guidance and assistance for them.
● Intellectual skills

38
○ Students will be able to identify their personal needs, assess resources,
effectively communicate, and evaluate the effectiveness of resources.
● Cognitive strategies
○ Students will identify supportive individuals and programs, seek
guidance through building relationships, and foster collaboration with
selected support networks.
● Attitudes
○ Value openness to support, willingness to ask for help, trust and reliability,
gratitude
4. When they encounter a difficult situation in an academic, athletic, or social setting,
students will demonstrate a strong sense of self-efficacy and a belief in their ability to
embrace challenges and persist in achieving their goals through possible setbacks.
● Declarative knowledge
○ Students will be able to define self-efficacy and identify the effects of
self-efficacy on their performance.
○ Students will be able to explain the brain’s malleability and its
potential to gain mastery over time.
● Intellectual skills
○ Students will be able to process information regarding ability and
expectancies, identify and accept challenges, reflect honestly, and
persevere during difficulties.

39
● Cognitive strategies
○ Students will utilize positive self-talk, critically assess their
performance, and seek and utilize feedback.
● Attitudes
○ Value perseverance and resilience, confidence, positivity, openness to
learning, appreciation for feedback
5. In their day-to-day lives, students will identify and incorporate healthy sleep and
nutrition practices.
● Declarative knowledge
○ Students will be able to identify recommended sleep patterns for
optimal performance, the impact of sleep on cognitive functioning, and
appropriate sleep practices.
○ Students will be able to identify nutritional requirements specific to
their needs as student athletes.
● Intellectual skills
○ Students will establish goals and plans for sleep and nutritional needs.
● Cognitive strategies
○ Students will establish plans for the sleep environment and set goals
for healthy sleep patterns.
○ Students will develop nutritional plans for their needs that include
nutritional timing in relation to training, competition, and recovery.
○ Students will self-monitor sleep and nutrition.
● Attitudes

40
○ Value for health and well-being, responsibility and accountability,
honesty and self-awareness, balance and moderation
6. In their day-to-day lives, students will apply strategies to effectively manage their
social-emotional well-being.
● Declarative knowledge
○ Students will be able to identify the role of emotions in their day-to-day
lives.
○ Students will be able to identify stress and stressors in their day-to-day
lives.
○ Students will learn techniques and coping mechanisms to regulate
emotions.
● Intellectual skills
○ Emotional awareness through self-reflection and the ability to regulate
emotions
○ Communication skills and collaboration when seeking support to
manage emotions
● Cognitive strategies
○ Self-reflection through journaling and self-assessment.
○ Cognitive restructuring and positive self-talk
○ Mindfulness practices such as breathing, meditation, visualization, and
relaxation techniques
○ Communication and active listening

41
● Attitudes
○ Value self-awareness, mindfulness, openness to learning, balance and
self-care
List of Units, Terminal, and Enabling Objectives
While this curriculum takes an integrated approach to managing pressures that impact all
aspects of the lived student athlete experience, it is organized into six distinct units. Each unit
includes terminal and enabling objectives; however, because many of these strategies rely on the
same skill set, there is transfer across units. The units were developed in sequential order;
however, they may be resequenced depending on the analysis made in the scope and sequence
table. The preliminary order is as follows:
● Unit 1: Metacognitive Awareness (learning how you learn)
● Unit 2: Developing Self-Regulation Strategies to Direct Learning
● Unit 3: Build Support Systems
● Unit 4: Maintain High Self-Efficacy, Attribution, and Mastery Orientation
● Unit 5: Develop Healthy Sleep and Nutrition Practices
● Unit 6: Manage Social-Emotional Well-Being
The terminal and enabling objectives for the above units are as follows:
1. When they encounter something new in an academic, athletic, or social setting,
students will demonstrate metacognitive knowledge by identifying their
metacognitive process while performing the new task using a rubric.
● Declarative knowledge
○ When given the term “metacognition,” students will be able to define
and provide examples and nonexamples of the term as the awareness

42
and understanding of their own learning process. They will identify the
components of metacognition that include knowledge of self, task and
strategies and will be able to understand how these components work
together to support their learning.
● Intellectual skills
○ When they encounter something new in an academic, athletic, or social
setting, students will identify and describe their metacognitive processes in
their reflective journals using a rubric.
● Cognitive strategies
○ When they encounter something new in an academic, athletic, or social
setting, students will recognize and describe their metacognitive
processes in their journals using a rubric.
○ When they encounter something new in an academic, athletic, or social
setting, students will self-reflect and evaluate their learning by
journaling using a rubric.
○ When they encounter something new in an academic, athletic, or social
setting, students will evaluate options regarding their learning,
training, and performance and record these in their journals using a
rubric.
● Attitudes
○ When they encounter something new in an academic, athletic, or social
setting, students will choose to be self-aware, have a positive attitude

43
toward learning, and demonstrate responsibility and resilience, as
shown in their journal writing using a rubric.
2. When they encounter something new in an academic, athletic, or social setting,
students will demonstrate metacognitive self-regulation strategies to make informed
decisions to improve their performance in their day-to-day lives.
● Declarative knowledge
○ When they encounter something new in an academic, athletic, or social
setting, students will define and identify effective strategies for
directing their learning. They will identify the self-regulation strategies
that are most effective in supporting their learning, apply these
strategies in their academic, athletic, and social lives, and record their
reflections in their journals using a rubric.
● Intellectual skills
○ When they encounter something new in an academic, athletic, or social
setting, students will develop the ability to effectively regulate their
thoughts, emotions, and behaviors. Students will identify and describe
their regulation processes in their reflective journals using a rubric.
● Cognitive strategies
○ When they encounter something new in an academic, athletic, or social
setting, students will organize, plan, set goals, control their attention,
problem solve, and self-reflect in their journals using a rubric.

44
● Attitudes
○ When they encounter something new in an academic, athletic, or social
setting, students will choose to be self-aware and have a determined
attitude, a strong belief in their ability, and a positive attitude toward
feedback.
3. Students will identify and utilize useful support systems in an academic, athletic, or
social setting, such as learning specialists, peer tutors, sports psychologists, trainers,
mentors, and special programing when they need them.
● Declarative knowledge
○ When in need of assistance, students will define the benefits of a healthy
support system, identify various people and programs who will best
support their needs, communicate effectively to establish relationships
with these systems of support, and record their reflections in their journals
using a rubric.
● Intellectual skills
○ When in need of assistance, students will define the benefits of a
healthy support system, identify their personal support system, record
their needs in a reflective journal, assess resources, effectively
communicate to establish support, and evaluate the effectiveness of
resources in their journals using a rubric.
● Cognitive strategies
○ When in need of assistance, students will identify supportive individuals
and programs, seek guidance through building relationships, foster

45
collaboration with selected support networks, and record their reflections
in their journals using a rubric.
● Attitudes
○ When in need of assistance, students will choose to be self-aware of
their needs, open to receiving support, and respectful and appreciative
of the guidance received.
4. When they encounter a difficult situation in an academic, athletic, or social setting,
students will demonstrate a strong sense of self-efficacy and a belief in their ability to
embrace challenges and persist in achieving their goals through possible setbacks.
● Declarative knowledge
○ When they encounter a difficult situation in an academic, athletic, or
social setting, students define self-efficacy, identify the effects of selfefficacy on their performance, and reflect and record their beliefs
about their ability in reflective journals.
○ When they encounter a difficult situation in an academic, athletic, or
social setting, students will be able to identify their specific goal
orientation and record this identity in a reflective journal.
○ When they encounter a difficult situation in an academic, athletic, or
social setting, students will be able to explain the malleability of the
brain and its potential to gain mastery over time.
○ After completing a difficult task in an academic, athletic, or social
setting, students will identify attributions that contributed to their
success or failure in reflective journals.

46
● Intellectual skills
○ When they encounter a difficult situation in an academic, athletic, or
social setting, students will be able to process information regarding
ability and expectancies, identify and accept challenges with a growth
mindset, reflect honestly, and persevere during difficulties. Students
will identify and reflect on this process in their journals using a rubric.
● Cognitive strategies
○ When they encounter a difficult situation in an academic, athletic, or
social setting, students will utilize positive self-talk, critically assess
their performance, seek and utilize feedback, and record these
reflections in their journals using a rubric.
● Attitudes
○ When they encounter a difficult situation in an academic, athletic, or
social setting, students will value perseverance and resilience,
confidence, positivity, openness to learning, and appreciation for
feedback.
5. In their day-to-day lives, students will identify and incorporate healthy sleep and
nutrition practices.
● Declarative knowledge
○ In their day-to-day lives, students will identify recommended sleep
patterns for optimal performance, the impact of sleep on cognitive
functioning, and appropriate sleep practices and record their sleep
habits in their journals using a rubric.

47
○ In their day-to-day lives, students will identify nutritional requirements
specific to their needs as student athletes and record their eating habits
in their journals using a rubric.
● Intellectual skills
○ In their day-to-day lives, students will establish goals and plans for
sleep and nutritional needs and record these goals and plans in their
journals using a rubric.
● Cognitive strategies
○ In their day-to-day lives, students will establish plans for the sleep
environment, set goals for healthy sleep patterns, and record these
goals in their journals using a rubric.
○ In their day-to-day lives, students will develop nutritional plans for
their needs that include nutritional timing in relation to training,
competition, and recovery. They will record their meal planning in
their journals using a rubric.
○ In their day-to-day lives, students will self-monitor sleep and nutrition
habits and record their habits in their journals using a rubric.
● Attitudes
○ In their day-to-day lives, students will value health and well-being, be
self-aware of their sleep and nutritional habits, and take responsibility
for these habits honestly.
6. In their day-to-day lives, students will apply strategies to effectively manage their
social-emotional well-being.

48
● Declarative knowledge
○ In their day-to-day lives, students will identify the role of emotions in
their lives and record these emotional responses in their journals using
a rubric.
○ In their day-to-day lives, students will identify stress and stressors that
impact their emotions and record these stressors in their journals using
a rubric.
○ In their day-to-day lives, students will utilize techniques and coping
mechanisms to regulate emotions and record their reflections in their
journals using a rubric.
● Intellectual skills
○ In their day-to-day lives, students will maintain emotional awareness
through self-reflection and the ability to regulate emotions. They will
record this awareness in their journals using a rubric.
○ In their day-to-day lives, students will utilize communication skills and
collaboration when seeking support to manage emotions and record
their reflections in their journals using a rubric.
● Cognitive strategies
○ In their day-to-day lives, students will practice self-reflection through
journaling in their journals using a rubric.
○ In their day-to-day lives, students will utilize cognitive restructuring
and positive self-talk and record their reflections in their journals using
a rubric.

49
○ In their day-to-day lives, students will utilize mindfulness practices
such as breathing, meditation, visualization, and relaxation techniques
and record their reflections in their journals using a rubric.
● Attitudes
○ In their day-to-day lives, students will value self-awareness,
mindfulness, openness to learning, balance, and self-care.
Overview of the Units
Since this curriculum utilizes a holistic view of the student athlete experience, the units’
development used an integrated approach. The unit sequencing takes into account foundational
knowledge for each of the concepts as well as the need to serve the most immediate student
needs. Since most students at this institution have not received education on metacognition and
because it serves as the foundation for learning, the first six classes focus on this area. These
classes also preview self-regulation strategies that direct student learning. The next unit covers
foundational self-regulation; students will receive instruction on basic strategies to manage
academic, athletic, and social-emotional well-being.
An examination of Gagne’s outcomes for learning revealed the importance of
establishing implicit behaviors and attitudes throughout the remaining units, and, as such, the
units’ sequencing was adjusted. To ensure that social-emotional attitudes can be established and
reinforced, Unit 6 on social-emotional self-regulation was integrated into the second unit on selfregulation. Students will learn mindfulness practices that are transferable across domains and
will be reinforced throughout the course. After these foundational units, the course will continue
to reinforce all introductory ideas and strategies and take a deep dive into more specific units on

50
self-regulation strategies that most benefit student athletes, such as establishing support systems,
self-efficacy and mindset, and healthy sleep and nutrition practices.
Student athletes in this course are typically 1st-year students at this site. Hence, access to
all support resources needs to occur early in the curriculum and after the students have had some
experience on campus (Week 4). The final three curriculum units will occur when students need
them most. For example, students most frequently begin to struggle academically during Weeks
6 through 9. Therefore, direct instruction on self-efficacy and mindset practices will be critical
during this period. Similarly, because the demands of academics increase around Week 10,
students tend to sleep less and eat poorly. Students will receive instruction on healthy sleep and
nutritional practices during this time.
While the course takes a part-task approach to learning in the first semester, it takes a
whole-task approach during the second semester that serves as the summative assessment of the
course. During the second semester, student athletes will continue to utilize the strategies they
acquired during the first semester through independent learning. Students will continue to meet
during the assigned class time but will focus their attention on immediate academic, athletic, or
social-emotional needs that arise. The instructor will support students through reteaching and
reinforcing strategies to individuals as they continue to develop these recurring skills. The
overview of the units will be provided during the first lesson of the first unit as an advanced
organizer for the remainder of the course and can be found in Appendix A. The overview of each
unit can be found in Appendix B. Finally, the details of the development of one unit, as an
example, can be found in Appendix C. Appendices D and E provide the evaluation tools.

51
Visual Overview of the Units
Figure 1 provides an overview of the units in this curriculum. The course will encompass
a 15-week academic semester and be divided into approximately two 3-week units. Each unit
integrates each aspect of the lived experience of the student athlete: academic, athletic, and
social-emotional.

52
Figure 1
Visual of Course Overview

53
Scope and Sequence Table
The content is organized in a learning-related structure where new learning depends upon
relevant prior knowledge (Smith & Ragan, 1999). Additionally, this structure reflects a
conceptual epitome model where an orientation to a concept occurs at the beginning of the
course and lays the foundation for subsequent units (Smith & Ragan, 1999). The scope and
sequence table, the sequencing of units, and the learning process, including the skills and
outcomes, reflect this approach. The part-task and whole-task approach is also represented in the
sequencing of the two semesters, which is demonstrated in the expectation of mastery to occur
during the second semester when students practice these skills independently. As previously
noted, Unit 6 on self-regulation was moved to reflect the necessity of establishing attitudes
earlier in the course. An overview of each unit can be found in Appendix B. In addition, as an
example, Appendix C provides an overview of the learning activities and lesson materials for
Unit 5 Lesson 1.

54
Table 2
Scope and Sequence
Semester 1 Semester 2
Learning goals Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Developing
metacognitive
knowledge
I R R R R R M
Developing selfregulation strategies
P I R R R R M
Developing selfregulation strategies
for social-emotional
well-being
P I R R R R M
Building support
systems
P P I R R R M
Maintaining selfefficacy and growth
mindset
P P I R R M
Establishing healthy
sleep and nutritional
practices
P P P I R M
Note. The letters in the table represent the following: previewed (P), introduced (I), reinforced
(R), or mastered (M)
Delivery Media Selection
Connecting new information to prior knowledge often requires the use of media (Clark et
al., 2010). Using an instructional aid such as a visual or manipulative, students can draw on what
they know to understand something new (R. E. Clark et al., 2010). This curriculum utilizes
various media to facilitate learning, create access, and provide consistent availability to students.

55
General Instructional Platform Selection in Terms of Affordances
The choice of platform depends on various factors, including learning objectives, the
target audience, and resources. A blended learning approach that combines online and physical
classroom components may be the most effective. This approach allows learners to access online
resources at their own pace while providing face-to-face interactions, hands-on practice, and
immediate feedback in a physical classroom setting. Alternatively, an entirely online approach or
a traditional physical classroom setting can be considered based on the specific needs and
preferences of the learners. Ultimately, the choice should prioritize flexibility, interactivity, and
practical application.
Access
According to R. E. Clark et al. (2010), media choices should be based on various factors,
including learning objectives, the target audience, and resources. For this course, a blended
learning approach that combines online and physical classroom components is the most
effective. This approach allows learners to access online resources at their own pace while
providing face-to-face interactions, hands-on practice, and immediate feedback in a physical
classroom setting. Alternatively, an entirely online approach can be considered based on the
specific needs and preferences of the learners. Ultimately, the choice should prioritize flexibility,
interactivity, and practical application for mastering the metacognition and self-regulation skills
that best help student athletes manage academic, athletic, and social-emotional stress.
Consistency
To ensure consistency in delivery, an online learning management system (LMS)
emerges as a suitable choice. An LMS offers a centralized platform where learners can access
consistent and organized materials, including video tutorials, guides, and practice exercises. It

56
enables instructors to track learners’ progress and provide feedback consistently. The LMS also
fosters a sense of community through features like discussion boards, allowing learners to
engage with each other and the instructor consistently. Finally, the LMS offers access to course
content once students have completed the course.
Cost
R. E. Clark et al. (2010) recommended examining the delivery costs under different
conditions. Online media is the lowest-cost option for this course. Platforms such as websites,
online tutorials, or LMS often involve one-time costs for content creation and setup, including
the development of instructional materials, website design, and initial software investments.
Recurring costs may involve hosting fees, maintenance, and occasional updates to keep the
content relevant and up-to-date. However, online media can have a longer shelf life than physical
media, as it can be easily updated and refreshed without reprinting or redistributing physical
copies. However, it is important to note that the cost analysis should also consider factors such as
the target audience’s accessibility to technology and the availability of resources to support
online media delivery.
Specific Instructional Platform Selection in Terms of Restrictions
The three primary restrictions that impact media that should be considered when selecting
media sources are authenticity, access, and sensory requirements (R. E. Clark et al., 2010).
Conceptual authenticity refers to the genuineness and applicability of the concepts in real-world
situations (R. E. Clark et al., 2010). Online media can authentically allow learners to apply
metacognition and self-regulation strategies in a realistic context for practice. Through online
platforms, learners can access a variety of resources such as organizational planners, video
tutorials, peer modeling, and mindfulness tutorials. However, students could also become too

57
dependent on these external resources. Ideally, they should rely on self-regulation skills that they
develop independently of external resources. As such, the program’s second semester
emphasizes students’ practice of the course content in authentic real-life situations.
R. E. Clark et al. (2010) suggested that corrective feedback offers learners guidance
through identifying errors and suggesting methods for improvement. As student athletes learn
new strategies to manage academic, athletic, and social-emotional pressures, there is a need for
immediate corrective feedback to reinforce understanding and correct any misconceptions. For
example, interactive quizzes or exercises can provide learners immediate feedback on their
understanding of concepts. Online platforms can also incorporate automated scoring systems that
evaluate learners’ scorecards or responses in real time. Additionally, online discussion forums or
chat features allow learners to seek clarification and promptly receive feedback from instructors
or peers. However, while media can support immediate corrective feedback, in-person feedback
may be more personal and effective in some situations. For example, student emotions and affect
may not be effectively communicated through online sources.
Finally, R. E. Clark et al. (2010) recommended asking whether the practice of the skills
requires any specific use of the senses. This curriculum does not include any special sensory
requirement. Table 3 reflects all of the media considerations.

58
Table 3
Key Considerations for Media Selection
Key consideration Media considerations
Conceptual authenticity Select media that student athletes can apply in
real-world situations: academic, athletic,
and social-emotional
Select media that reflects the lived high
school student athlete experience, such as
peer modeling.
Immediate feedback Select media that will assess understanding of
concepts, validate successful use of
strategies, reinforce or redirect learning
Factors such as emotion, affect, and
collaboration are interpersonal in nature and
will benefit from being taught in person.
Special sensory requirements None
Client Preferences or Specific Conditions of the Learning Environment
The organization where this course will be taught requires instructors to use Canvas as
their LMS. All assignments, assessments, and feedback uploaded to Canvas are immediately
transferred to an organizational application that students can access on their phones and
computers. This organizational preference allows instructors to communicate with students
through one platform and benefits students when considering the management of student life.
Specific Media Choices
Based on the considerations presented in earlier sections, this course is designed to be
taught using a blended learning approach using both synchronous and asynchronous approaches.
Media selection depends on the content being delivered and the approach to applying the selfregulation strategies for individual students. The primary benefit of a variety of instructional

59
media is that they allow greater access, continuity, authentic application, and sustainability of the
coursework. Table 4 reflects the specific media choices as well as the purposes and benefits of
each.
Table 4
Media Choices in Student Athlete Guided Study
Media Purpose Benefits
Instructor To facilitate the instruction of
declarative and intellectual
knowledge
To provide feedback on
understanding and application of
concepts and skills
To maintain a focused, respectful,
and productive working
environment
Support for content delivery
Builds self-awareness and efficacy
Control within the learning
environment
Peers To provide social support for the
lived student athlete experience
To facilitate the instruction of
values and attitudes
To provide collaborative
opportunities to learn and apply
concepts.
To validate the lived student athlete
experience
To model application of selfregulation skills
To provide feedback on
understanding of concepts and
application of skills
Vicarious learning and shared
personal narratives builds selfawareness, efficacy and mindsets
Builds collaboration skills
Feedback from an authentic
audience
Reading selections To facilitate the instruction of
declarative and instructional
knowledge
To facilitate the instruction of
values and attitudes
To validate the lived student athlete
experience
Support for content delivery
Concepts and shared personal
narratives build self-awareness,
efficacy and mindsets

60
Media Purpose Benefits
To model application of selfregulation skills
Videos To facilitate the instruction of
declarative and instructional
knowledge
To facilitate the instruction of
values and attitudes
To validate the lived student athlete
experience
To model application of selfregulation skills
Support for content delivery
Concepts and shared personal
narratives build self-awareness,
efficacy and mindsets
Social media To facilitate the instruction of
declarative and instructional
knowledge
To facilitate the instruction of
values and attitudes
To validate the lived student athlete
experience
To model application of selfregulation skills
Support for content delivery
Concepts and shared personal
narratives build self-awareness,
efficacy and mindsets
MLS (Canvas) To facilitate the organization of
instructional content
To provide feedback on
understanding of concepts and
application of skills
To provide collaborative
opportunities to learn and apply
concepts.
Support for organization and
content delivery
Provides autonomy for independent
learning and application
Builds collaboration skills
Google
Applications
To facilitate the organization of
instructional content
To provide feedback on
understanding of concepts and
application of skills
To provide collaborative
opportunities to learn and apply
concepts.
Support for content delivery
Builds collaboration skills
Feedback from an authentic
audience
Provides autonomy for independent
learning and application
Various
applications
designed for
self-regulation
To facilitate the organization of
instructional content
Support for content delivery
Provides feedback on conceptual
understanding and application of
skills

61
Media Purpose Benefits
To provide feedback on
understanding of concepts and
application of skills
To utilize various self-regulation
strategies
Provides autonomy for independent
learning and application
General Instructional Methods Approach
This coursework utilizes a guided experiential learning (GEL) approach presented by
R. E. Clark et al. (2010), which draws upon the five training principles that Merrill (2002)
identified as the key ingredients to effective learning, which include realistic field-based
problems to solve, examples that relate to learners’ prior knowledge and experiences, clear
demonstrations of how to perform a task or solve a problem, frequent practice and application,
and application that includes both part task and whole task. Student athletes in this course face
the problem of managing academic, athletic, and social-emotional stress. Over the semester,
students will learn metacognition and self-regulation strategies applicable to their personal
experiences in each domain. Experts and peer models will demonstrate strategies, and students
will practice frequent application with support through a part-task approach over the first
semester. Application will continue during the second semester but will shift to a whole-task
approach where students will demonstrate mastery of self-regulation skills on a consistent,
independent basis. The GEL approach is also reflected in the curriculum design for each specific
lesson in the utilization of seven elements of design sequence: objectives and standards are clear,
reasons for learning are defined, the overview of the content is previewed, conceptual knowledge
is explained, procedures and tasks are demonstrated, part and whole-task practices with

62
corrective feedback is provided, and challenging competency-based tests that include reactions
and learning) will be included in each of the lessons (R. E. Clark et al., 2010).
Social Cognitive Theory
Social cognitive theory is the underlying theory that guides the design of this curriculum.
Developed by Bandura (1977), this theory emphasizes the interaction between individuals, their
behavior, and the environment (Schunk, 2020). The primary focus of this curriculum is to help
student athletes manage academic, athletic, and social-emotional pressures through selfregulation strategies. Social cognitive theory suggests that self-regulatory behaviors, such as selfobservation, self-reaction, self-efficacy, goal setting, and self-reflection, lead to an increased
sense of agency (Schunk, 2020). Additionally, this course will frequently use another component
of social cognitive theory, peer modeling, where student athletes interact and collaborate with
peers with a shared lived experience. Self-efficacy theory is another aspect of social cognitive
theory that is influential in developing this curriculum. This theory reflects that an individual’s
belief in their ability to perform a specific task, achieve a goal, or handle a particular situation
impacts motivation and learning (Schunk, 2020). Because student athletes may often maintain
high degrees of efficacy in one domain and a lower degree of efficacy in another, specific
strategies must be included in the curriculum to increase self-efficacy across domains.
Attribution Theory
Another underlying motivational theory that influenced the development of this
curriculum is attribution theory (Weiner, 1986). This theory explores how learners interpret and
explain the causes of their own and other’s behavior (Schunk, 2020). Student athletes in this
course will frequently reflect on the causes of their motivation and achievement and analyze

63
these various factors. Additionally, students will identify which of these external and internal
factors are within their control.
Goal Orientation Theory
Goal orientation theory (McClelland, 1987) is closely connected to beliefs about the
nature of ability and focuses on how individuals’ attitudes and beliefs about goals influence their
motivation, behavior, and performance. This plays a key role in self-regulated learning (Schunk,
2020). Student athletes in this course will identify specific goals for achievement and examine
the attributes that influence the achievement of these goals. Hence, managing these goals
requires understanding goal orientation, specifically performance and mastery goals.
Performance goals are task-oriented and ability-focused, while mastery goals focus on processes
and strategies (Schunk, 2020). Conceptions of ability also influence goal orientation (Schunk,
2020). Students who pursue learning goals tend to hold a growth mindset that reflects the belief
that one’s ability can be developed. One of the methods of increasing self-efficacy in this
curriculum is guiding students to develop goal orientations in which they attribute success to
their belief in their ability to grow and develop over time.
Implementation Plan
Smith and Ragan (1999) identified four elements of program implementation. The first
step is diffusion, or spreading the proposed ideas to others within the organization (Smith &
Ragan, 1999). Next is disseminating the ideas through intentionally promoting the course
through advertisement of theory, practice, or philosophies. The adoption of the curriculum
occurs when the organization officially supports and designates it as official coursework (Smith
& Ragan, 2005). Finally, the stakeholders impacted by the new design accept and support the
coursework (Smith & Ragan, 1999).

64
Smith and Ragan (1999) suggested following this implementation plan to ensure effective
implementation. Additionally, an awareness of the adopting organization’s needs should be
considered to inform the curricular design process. This awareness allows the designer to
consider areas of limitation and possible expansion and includes consideration for time, space,
knowledge, funding, staffing, philosophy, and mission (Smith & Ragan, 1999).
These implementation steps were carefully considered for this curriculum. The needs
assessment identified the problem of practice and the steps for minimizing academic, athletic,
and social-emotional stress. Due to the expansion of this school’s athletic campus, administrators
and board members concluded that support systems needed to be implemented to maintain the
cohesion between athletic and academic student life and to further support student athletes’
athletic, academic, and social-emotional needs. There is currently a program offered for some
student athletes at the upper-school campus during the school day, but this program lacks an
organized structure that includes a fully developed curriculum. After discussion, stakeholders,
administrators, athletic directors, and learning specialists concluded that the implementation plan
for this proposed curriculum is as follows:
1. Learning specialists and assistant learning specialists will be targeted to pilot the
course and receive training on the content.
2. Course instructors will deliver the curriculum during the Guided Study for Student
Athletes course during various blocks throughout the school day.
3. Throughout this curriculum’s implementation, instructors will be surveyed to capture
data on their experience using the curriculum. Additionally, qualitative data will be
collected during weekly team meetings of all three instructors.

65
4. Throughout the course, students will be surveyed and interviewed to capture both
quantitative and qualitative data regarding their experiences in the course.
5. Revisions to the curriculum will be based on both student and teacher feedback and
could include content changes, pacing and timing of activities, and the clarity of
transfer among skills taught to all aspects of student athlete life.
6. Following the revision stage, the course will continue to be taught during the regular
school day and, potentially, after school at the new athletic campus.
7. Administrators will continue to support the program by contributing resources,
including faculty members, if the program necessitates them.
8. Further data will be collected as the course evolves after its initial stage and revisions
will be based on the feedback received.
Evaluation Plan
High school student athletes encounter above-average stress academically, physically,
and social-emotionally (Neal et al., 2015). A highly selective, rigorous independent school in the
Western United States has recently expanded its athletic facilities to develop an Athletic Campus
where a continued emphasis on excellence will guide its mission. Moreover, the school continues
to attract top-performing athletes to attend the school. The perhaps unintended consequence of
this expansion has been an emerging school culture in which the view of the elite student athlete
is one where athletic abilities outweigh the development of the whole student: social-emotional,
athletic, and academic. Hence, the purpose of this curriculum is to implement a support program
to teach metacognition and self-regulation strategies to equip student athletes with the tools to
manage these stressors. A curriculum that supports the management of these stressors in high
school will, ultimately, allow student athletes to manage stressors in college and beyond. With

66
these resources, they will develop a positive sense of belonging and self, leading to success in all
areas of their lives.
Evaluation Framework
The new world Kirkpatrick model will be the framework for evaluating this curriculum
(Kirkpatrick & Kirkpatrick, 2016). The distinguishing characteristic of this model is that it
consists of four levels of evaluation; moreover, the evaluation is planned in reverse and is
planned and implemented after the implementation of the instruction. Level 4 is designed to
evaluate the results and to what degree targeted outcomes occur. The next phase is Level 3,
which evaluates the application of the learned skills in an authentic setting. This is followed by
Level 2, when participants’ acquisition of skills and attitudes is measured. Finally, Level 1 is the
final phase of evaluation and measures the degree to which participants favor the learning
experience and find it relevant in their lives (Kirkpatrick & Kirkpatrick, 2016).
Level 4: Results and Leading Indicators
Level 4 addresses how the curriculum’s results address the broader purpose or mission of
the organization (Kirkpatrick & Kirkpatrick, 2016). The results will be observable both within
and beyond the organization’s walls and validate that this is why the organization exists. Leading
indicators bridge the gap between individual and organizational results and contribute to
accomplishing the highest results. These short-term measurements demonstrate the degree to
which the results of the program implementation are met and can be both internally and
externally measured (Kirkpatrick and Kirkpatrick, 2016).
Table 5 illustrates the internal and external indicators that will be observed if the
proposed curriculum meets the desired impacts. It also includes both the metric and method of
measurement for each outcome. External outcomes include NAIS accreditation, independent

67
school ranking, athletic ranking, college matriculation and athletic commitments, alumni
relations, development, and community impression. Internal outcomes include stress reduction,
increased efficacy, increased positive attribution, growth mindset, sense of belonging, student
engagement and involvement, academic achievement, and teacher satisfaction.
Table 5
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric Method
External outcomes
Increased annual giving Dollars raised Business office collection
Successful completion of
NAIS accreditation
Public notice of approval
based on required
documentation
National Association of
Independent Schools
collects required
documentation from
schools.
Increased college
matriculation to highly
selective universities
Number of students accepted
to highly selective
universities
Students report acceptance
and commitment to school
site, and it is published,
Increased standings in
independent school rankings
Student matriculation, GPA,
SAT/ACT scores, faculty
education, resources
The institution reports
information to niche.com
each year.
Increased alumni relations and
involvement
Number of alumni involved in
school events, activities, and
annual giving
Data collected by alumni
relations department
Increased positive community
impression and reputation
Number of articles published
in local and national media,
shared public anecdotes, and
opinions
Interviews by journalists or
stakeholders
Internal outcomes
Increased GPA Average of grades earned over
a specific course of time
Transcript documentation by
the institution

68
Outcome Metric Method
Increased student engagement Level of engagement and
extent to which they are
engaged
Grades, teacher observation,
engagement surveys
Increased well-being Level in which students feel
emotionally and physically
well
Surveys, teacher/counselor
observation, focus groups,
physical and
psychological
assessments, selfreflection
Increase in sense of belonging Levels of feeling or perception
when students feel
connected, accepted, valued,
and included
Surveys, teacher/counselor
observations, focus
groups, self-reflection
Increased teacher performance Levels of teacher effectiveness
or competence
Classroom observations,
student surveys, student
achievement, teacher
portfolios, self-reflection
Increased parental engagement Number of instances of
parental involvement and
engagement in school
activities, events, or child’s
educational journey
Surveys and questionnaires,
attendance records,
communication records,
participation in volunteer
opportunities,
parent/teacher conferences
Level 3: Behavior
Kirkpatrick and Kirkpatrick’s (2016) third level of evaluation focuses on the application
of skills taught within a program. The application of skills is essential in accomplishing the
outcomes identified in level four; hence, organizations can not meet desired outcomes without
this step. This idea supports that successful learning requires students to apply what has been
learned in one situation to new, unfamiliar situations. These observable behaviors provide the
degree to which something has been learned (Mayer, 2011).

69
Critical Behaviors Required to Perform the Course Outcomes
Kirkpatrick and Kirkpatrick (2016) characterized critical behaviors as actions that can be
observed and measured. When these actions are consistently executed with a high degree of
accuracy, they contribute to achieving the desired outcomes identified at Level 4. The critical
behaviors in this curriculum were identified in the cognitive task analysis and the learning goals.
Table 6 reflects each of these critical behaviors, metrics, methods, and timing of measurement.

70
Table 6
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metric Method Timing
When they encounter
something new in an
academic, athletic, or
social setting,
students will
demonstrate
metacognitive
knowledge by
reflecting upon their
metacognitive
process while
performing the new
task.
Number of times that
students identify and
articulate the
metacognitive
methods they use to
complete a task.
Informal check-ins with
students
Weekly
Reflective journals Bi-weekly
Follow-up student
surveys
End of each
quarter
When they encounter
something new in an
academic, athletic, or
social setting,
students will
demonstrate
metacognitive selfregulation strategies
to make informed
decisions to improve
their performance in
their day-to-day
lives.
Number of times that
students utilize
specific selfregulation strategies
to complete a task
Informal check-ins with
students
Weekly
Reflective journals Bi-weekly
Follow-up student
surveys
End of each
quarter
Students will identify
and utilize useful
support systems in an
academic, athletic, or
social setting, such as
learning specialists,
peer tutors, sports
psychologists,
trainers, mentors, and
special programming
Number of times
students are able to
identify and utilize
support systems
Informal check-ins with
students and other
support staff
Weekly
Documentation of use of
support resources
from specific support
staff and
programming
When
applicable
Reflective journals Bi-weekly

71
Critical behavior Metric Method Timing
when they need
them.
Follow-up student
surveys
End of each
quarter
When they encounter a
difficult situation in
an academic, athletic,
or social setting,
students will
demonstrate a strong
sense of self-efficacy
and a belief in their
ability to embrace
challenges and
persist in achieving
their goals through
possible setbacks.
Number of times
students utilize selfefficacy building
strategies and
growth mindset
practices
Informal check-ins with
students and other
support staff
Weekly
Reflective journals Bi-weekly
Follow-up student
surveys
End of each
quarter
In their day-to-day
lives, students will
identify and
incorporate healthy
sleep and nutrition
practices.
Number of times
students
demonstrate healthy
sleep and nutritional
practices
Informal check-ins with
students and other
support staff
Weekly
Reflective journals Bi-weekly
Follow-up student
surveys
End of each
quarter
In their day-to-day
lives, students will
apply strategies to
effectively manage
their social-emotional
well-being
Number of times
students utilize
mental health
strategies
Informal check-ins with
students and other
support staff
Weekly
Reflective journals Bi-weekly
Follow-up student
surveys
End of each
quarter
Required Drivers
The new world model describes required drivers as elements that motivate students to
perform critical behaviors (Kirkpatrick & Kirkpatrick, 2016). These components work together
to facilitate the application of skills through reinforcement, motivation, incentivizing, and

72
progress oversight. This curriculum will provide students with these required drivers to allow
them opportunities to make connections and apply what they have learned outside of the
classroom. Table 7 illustrates each of these drivers.

73
Table 7
Required Drivers to Support Critical Behaviors
Methods Timing
Critical behaviors
supported
1, 2, 3 etc.
Reinforcing
Teachers prompt students to refer to a
course-designed self-regulation toolkit
to provide students with a list of selfregulation skills available for their use
when applicable.
Daily 1–6
Teachers prompt students to complete
reflection assignments that allow them
to reflect on the tools they utilize in
their day-to-day lives.
Bi-weekly 1–6
Teachers will conduct workshops that
reinforce specific self-regulation
strategies as needed by students.
As needed 1–6
Teachers will conduct routine check-ins
to assess student use of self-regulation
strategies
Bi-weekly, as needed 1–6
Social media posts will be updated
regularly and will serve as reminders
for how to reduce stress in day-to-day
life.
Weekly, as needed 1–6
Student athlete peer mentors will assist
students’ use of self-regulation
strategies by modeling their own
experiences.
Weekly, as needed 1–6
Encouraging
Teachers will conduct routine check-ins
that will provide opportunities for
encouragement to apply learned
behaviors when applicable.
Bi-weekly, as needed 1–6

74
Coaches and support staff will conduct
routine check-ins that will provide
opportunities for encouragement to
apply learned behaviors when
applicable.
Weekly, as needed 1–6
Peer mentors will conduct routine checkins that will provide opportunities for
encouragement to apply learned
behaviors when applicable.
Weekly, as needed 1–6
Social media posts will be updated
regularly and will serve as reminders
for how to reduce stress in day-to-day
life.
Weekly, as needed 1–6
Rewarding
Increase in academic performance/grades Quarterly 1–6
Increase in athletic performance Daily 1–6
Decrease in overall stress and increase in
overall well-being
Daily 1–6
Monitoring
Teachers will monitor student athlete
well-being and use of self-regulation
strategies.
Daily 1–6
Coaches and athletic support staff will
monitor student athletes’ overall wellbeing and use of self-regulation
strategies.
Daily 1–6
Peer mentors will monitor student athlete
well-being and use of self-regulation
strategies.
Weekly 1–6
Student athletes will self-monitor their
overall well-being and use of selfregulation strategies.
Bi-weekly, as needed 1–6

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Organizational Support
While direct instruction is an effective method for teaching new skills, ensuring that a
curriculum is sustainable requires systemic support and buy-in at all organizational levels
(Kirkpatrick & Kirkpatrick, 2016). To create this kind of sustainability at this site, all community
stakeholders must support the metacognition and self-regulation curriculum for student athletes.
With the expansion of the new athletic campus, the board of trustees has already expressed
concern for student athlete support. This course will adequately address these concerns and build
the rationale for continued financial support for programming and resources. At the
administrative level, heads of school and athletic directors will support the curriculum by
implementing professional development for teachers, coaches, or support staff interested in
facilitating the curriculum. Additionally, school counselors, sports psychologists, and deans will
play a critical role in identifying student athletes who may be struggling and need these tools. At
the staff level, coaches and teachers will collaborate to teach the metacognition and selfregulation skills. Finally, student athletes will be responsible for engaging in the content,
completing the exercises to learn the material, and applying and reflecting upon what works for
them. Additionally, they will play an active role in holding one another accountable through peer
support and peer modeling. As they grow increasingly confident in their own application of
skills, they can mentor their peers by sharing their experiences.
Level 2: Learning
Level 2 of the new world model addresses student learning, which is the prerequisite for
applying skills identified in Level 3 (Kirkpatrick & Kirkpatrick, 2016). In this curriculum,
learning is specifically articulated in the course learning goals and declarative knowledge which
describe what the learner should be able to do following each lesson (Smith & Ragan, 2005).

76
Level 2 measures declarative and procedural knowledge, attitudes, confidence, and commitments
(Kirkpatrick & Kirkpatrick, 2016). The following section outlines this curriculum’s terminal
learning objectives and measurement methods.
Terminal Learning Objectives
Upon completion of this course, learners will be able to demonstrate the critical behaviors
outlined in the previous Table 7 as a result of achieving the following learning objectives for
each unit:
● Unit 1: When they encounter something new in an academic, athletic, or social
setting, students will demonstrate metacognitive knowledge by identifying their
metacognitive process while performing the new task using a rubric.
○ Students will be able to define metacognition as the awareness and
understanding of their learning processes. They will identify the components
of metacognition that include knowledge of self, task and strategies and will
be able to understand how these components work together to support their
learning.
● Unit 2: When they encounter something new in an academic, athletic, or social
setting, students will demonstrate metacognitive self-regulation strategies to make
informed decisions to improve their performance in their day-to-day lives.
○ Students will be able to define and identify effective strategies for directing their
learning.
● Unit 3: Students will identify and utilize useful support systems in an academic,
athletic, or social setting, such as learning specialists, peer tutors, sports
psychologists, trainers, mentors, and special programming when they need them.

77
○ Students will understand the benefits of a support system, identify the various
types of support, and identify specific people or programs that will provide the
best personal guidance and assistance for them.
○ Students will utilize communication and collaboration skills to construct
supportive networks.
● Unit 4: When they encounter a difficult situation in an academic, athletic, or social
setting, students will demonstrate a strong sense of self-efficacy and a belief in their
ability to embrace challenges and persist in achieving their goals through possible
setbacks.
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students define self-efficacy, identify the effects of self-efficacy on
their performance, and reflect and record their beliefs about their ability in a
reflective journal.
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will be able to identify their specific goal orientation and
record this identity in a reflective journal.
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will be able to explain the malleability of the brain and its
potential to gain mastery over time.
○ After completing a difficult task in an academic, athletic, or social setting,
students will identify attributions that contributed to their success or failure in
a reflective journal.

78
● Unit 5: In their day-to-day lives, students will identify and incorporate healthy sleep
and nutrition practices.
○ In their day-to-day lives, students will identify recommended sleep patterns
for optimal performance, the impact of sleep on cognitive functioning, and
appropriate sleep practices and record their sleep habits in their journals using
a rubric.
○ In their day-to-day lives, students will identify nutritional requirements
specific to their needs as student athletes and record their eating habits in their
journals using a rubric.
● Unit 6: In their day-to-day lives, students will apply strategies to effectively manage
their social-emotional well-being.
○ In their day-to-day lives, students will identify the role of emotions in their
lives and record these emotional responses in their journals using a rubric.
○ In their day-to-day lives, students will identify stress and stressors that impact
their emotions and record these stressors in their journals using a rubric.
○ In their day-to-day lives, students will utilize techniques and coping
mechanisms to regulate emotions and record their reflections in their journals
using a rubric.
Components of Learning Evaluation
Level 2 evaluation pertains to discerning optimal methodologies for measuring
knowledge, competencies, and attitudes and how frequently these measurements should occur.
This includes both formative and summative assessments that are integrated into the framework
of the curriculum (Kirkpatrick & Kirkpatrick, 2016). This proposed curriculum allows for

79
assessment to be ongoing and individualized to each student’s needs. However, the first semester
will focus on the instruction of content delivered through the metacognition and self-regulation
toolkit, and assessment will be primarily formative. During the second semester, students will be
evaluated summatively as they apply the strategies to their everyday lives. The evaluation plan
illustrated in Table 8 reflects the various measurement strategies to assess each self-regulation
skill.

80
Table 8
Evaluation of the Components of Learning for the Program.
Methods or activities Timing
Declarative knowledge: “I know it.”
Learners complete knowledge checks through
the identification of specific metacognition
and self-regulation strategies.
Each lesson
Learners complete games that demonstrate
their ability to identify specific skills taught.
Each lesson
Learners generate examples of the terms and
concepts being taught.
Each lesson
Learners will record the steps for each selfregulation strategy in their journals.
Each lesson
Procedural skills: “I can do it right now.”
Learners will practice using specific selfregulation strategies when given relatable
scenarios with another peer.
Each lesson
Learners will set goals and develop a plan to
utilize specific self-regulation skills in their
day-to-day lives and record it in their
journals.
Each lesson
Learners will select specific examples in their
lives in which they can apply specific tools
and record them in their journals.
Each lesson
Attitude: “I believe this is worthwhile.”
Learned will describe the importance of
utilizing the learned self-regulation
strategies as well as the risks of not utilizing
them during their day-to-day lives.
Each lesson
Confidence: “I think I can do it on the job.”
Learners will assess the aspects of their lives
where they can apply learned selfregulation strategies and document how
they plan to utilize them.
Each lesson

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Commitment: “I will do it on the job.”
Learners will identify which strategies are
most beneficial in their lives and establish
goals for utilization in their daily lives.
Each lesson
Level 1: Reaction
Level 1 of the new world model evaluates how individuals respond to their learning
experiences. This includes both formative and summative assessments and can include student
reactions such as satisfaction, engagement, active participation, and how relevant students find
the material (Kirkpatrick & Kirkpatrick, 2016). These measurements can be formative, such as
teacher observations, informal check-ins, or low-stakes assessments. They can also be
summative assessments, which include reactions to their comprehensive understanding and
application of their experiences in the course. For this curriculum design, student reactions will
primarily be formative throughout the first semester as students are introduced to each selfregulation strategy. The second semester will be an ongoing summative assessment of how
students feel about their ability to apply the learned skills in their academic, athletic, and social
lives. Table 9 shows a summary of the methods and timing associated with the measurement.

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Table 9
Components to Measure Reactions to the Program
Methods or tools Timing
Engagement
Learners participate in guided questions and
respond in their journals.
Lessons 1–end of course
Learners participate in games and activities. Lessons 1–end of course
Learners respond to questionnaires. Lessons 1–end of course
Learners participate in group discussion. Lessons 1–end of course
Learners participate in one-on-one check-ins
with teachers
Lessons 1–end of course
Relevance
Learners share examples and scenarios where
self-regulation strategies can be used with
their peers and teachers.
Lessons 1–end of course
Learners record specific examples relevant to
their lives in their journals.
Lessons 1–end of course
Customer satisfaction
Learners reflect in their journals, interviews,
and discussions that the application of
strategies in their daily lives reduces stress
and increases overall well-being and
satisfaction.
Lessons 5–end of course
End of course survey reflects overall
satisfaction.
Upon course completion
Evaluation Tools
Kirkpatrick and Kirkpatrick’s (2016) model of evaluation suggests that evaluation of
learning should take on a blended approach that encompasses all four levels of evaluation and

83
should occur both immediately after completion of the curriculum and then should be recurring
after a period of delay (Kirkpatrick & Kirkpatrick, 2016). Additionally, it is suggested that the
evaluation take on a learner-centered approach designed with that population in mind
(Kirkpatrick & Kirkpatrick, 2016). Moreover, all evaluation tools should be readable and of
appropriate length to best reflect the participants’ perspective.
Immediately Following the Program Implementation
To assess reactions, learning comprehension, and understanding, Levels 1 and 2 will be
evaluated immediately upon completing the first semester. This will be in the form of a survey
that will measure specific outcomes in student reaction and learning upon completion of each of
the units. The survey will be administered during the final week of school and will include both
rating scale items and open-ended questions. It is included as Appendix D.
Delayed for A Period After the Program Implementation
Because the curriculum is to support student athletes as they confront stress in their daily
lives, it is important that evaluation be ongoing. However, adjusting and revising the curriculum
will necessitate conducting an end-of-course survey. The end-of-course survey will consist of
both open- and closed-ended questions regarding specific self-regulation strategies that students
use in their daily lives drawn from each of the four levels. This end-of-course survey will expand
on the end-of-semester survey and measure the extent to which student athletes continued to
utilize specific strategies learned in this course during the first semester during the second
semester. It is included as Appendix E.
Data Analysis and Reporting
Data will be presented to the head of school, the athletic director, and other stakeholders
to illustrate the course’s effectiveness for our student athletes. The data will inform changes to

84
the curriculum to increase the course’s effectiveness. Additionally, the data will inform
policymakers about the potential implementation of specific self-regulation strategies in classes
school-wide. Qualitative data will be collected through open-ended questions and aggregated by
themes, and quantitative data will include Likert scale items. Figures 2, 3, and 4 illustrate
fictitious examples compiled through Qualtrics and reflect how the data will be presented to
stakeholders. This method of presenting data is consistent with organizational expectations
established by the Director of Institutional Knowledge. Figure 2 reflects the frequency of
application of course strategies in daily life, while Figure 3 reflects specific domains in which
strategies are utilized. Figure 4 identifies specific strategies most commonly used.
Figure 2
Frequency of Application of Course Strategies

85
Figure 3
Specific Domains in Which Strategies Are Utilized
Figure 4
Strategies Most Commonly Used

86
Conclusion
High school athletes face challenges as they navigate their academic, athletic, and social
lives. This makes stress management a crucial aspect of balancing their overall well-being. This
is particularly true for student athletes who have been recruited out of their neighborhood schools
to attend rigorous independent schools. The curriculum for the Guided Study for Student
Athletes course is designed in consideration for this experience and includes research-based
metacognition and self-regulation strategies that offer support for better management of their
academic, athletic, and social-emotional lives. The curriculum will be delivered as a year-long
program, and students will utilize the acquired strategies through independent learning and
instructor support. After course completion, student athletes will demonstrate stress management
in all areas of their lives. While this curriculum was designed with the student athlete experience
in mind, the skills and strategies introduced could easily be replicated among non-student
athletes. Hence, as the course develops over time, integrating similar self-regulation strategies
into all classrooms at this independent school should be considered. These practices could reduce
toxic stress, increase motivation and learning, and improve students’ overall well-being.

87
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Appendix A: Course Overview
The purpose of this course is to help student athletes at independent high schools better
manage stress in their lives. As a result of this course, students will successfully use
metacognition and self-regulation strategies to better manage their academic, athletic, and socialemotional lives. The course consists of six curricular units, with the first two providing a
foundation in metacognition and self-regulation and the subsequent four providing a deeper
understanding of social-emotional well-being, systems of support, self-efficacy and mindset, and
sleep and nutrition.
The course will occur on the campus of this highly rigorous independent school upper
division campus and will leverage all resources provided by the organization, such as the stateof-the-art classrooms, online LMS, and supplies. Teachers, coaches, deans, learning specialists,
and parents will identify the students for the course. The curriculum will be delivered in-person
during a year-long course. It will occur over one academic semester when skills will be taught
synchronously and take a blended learning approach during the second semester. While
summative assessment will occur at the end of each unit, the second semester will entail
recurring application of learned skills. Table C1 provides the learning activities for the course
overview, which is visually depicted as Figure C2.

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Table C1
Learning Activities Table for the Course Overview
Instructional
sequence
Time Description of
the learning
activity
Instructor action
(supplantive)
Learner action
(generative)
Gain attention 5 min Welcome and
introduction of
the course
Course instructor will
introduce
themselves and
their role within the
course.
Ask learners to
actively listen to
the introduction.
Course goal 5 min Provide an
introduction to
the program
Present the overall
course goal to
reduce stress in all
aspects of student
athletes’ life.
Ask learners to listen
to the course goals,
reflect on specific
areas of their lives
where they feel the
most stress, and ask
questions.
Ask students to
anonymously share
goals via course
padlet.
Reasons for the
course
15 min The course has
been designed
to address the
many
pressures that
student
athletes
experience in
their academic,
athletic, and
social lives.
Benefits: learners
will be
introduced to
the resources
and skills
necessary to
reduce stress
The instructor will go
over the reason for
the course, and
will show Victoria
Garrick video (0-
1:58), where she
discusses the daily
stress that student
athletes face.
Instructor will then
provide examples
from each of the
units.
Ask learners to reflect
on their current
knowledge,
comfort and skills
in relation to video
and the stress that
they experience in
their lives.
Ask learners to share
benefits and risks
that they see with a
partner and then
with the larger
group.

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Instructional
sequence
Time Description of
the learning
activity
Instructor action
(supplantive)
Learner action
(generative)
and find more
success in their
lives.
Risks that you
avoid are
struggles that
many student
athletes
encounter,
because they
do not know
how to
successfully
manage stress.
Course
overview
10 min Introduce all six
units of the
curriculum.
Figure A1
Preview the
overall
learning
activities for
the course,
such as
learning new
ideas and
terms,
watching
demonstrations
, and having
opportunities
to practice and
receive
feedback.
Preview the
learning
outcomes from
the course,
Review the course
overview visual
(Figure 1) and the
self-regulation
strategies that will
be covered
throughout the
course.
Conduct preassessment survey
Ask learners to
review the course
overview visual,
asking clarifying or
follow-up
questions.
Have students
complete a preassessment that
allows them to
identify the levels
of stress that they
experience in each
domain: academic,
athletic, and social.

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Instructional
sequence
Time Description of
the learning
activity
Instructor action
(supplantive)
Learner action
(generative)
new
conceptual
knowledge,
skill and
confidence
development.
Introduce the
summative
assessment,
which will
consist of two
surveys. One is
the post-test
survey that
aligns with the
pre-test survey
assessing skills
and
confidence; the
other will be
an in-depth
survey seeking
feedback on
each of the
individual
units and will
also provide
opportunity for
open-ended
feedback.
Total time 40 min

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Figure C1
Visual Overview of the Units

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Appendix B: Lesson Overviews
This section reflects the lesson overviews for all six units of the course curriculum for
Guided Study for Student Athletes. Each unit overview includes the terminal objectives, the
prerequisite knowledge or enabling objectives, and the overview of the learning activities. This
section also describes the summative assessment for each unit. Additionally, assessment of the
transfer of skills will continue during the second semester.
Unit 1: Developing Metacognitive Knowledge
The first unit of this course will be delivered in person, synchronously, and will provide a
foundational understanding of how students think and learn. This foundational unit will explore
the intricacies of the metacognitive process and will equip students with the tools to understand
their thought processes. Instruction will occur in a formal classroom, and students will
participate in lectures, discussions, interactive exercises, and reflective activities. Students will
receive all resources via the Canvas LMS, and they will use other technology, such as Google
Documents, Google Slides, Pear Deck, Jamboard, and Kahoot, to cultivate a deeper
understanding of their cognitive capacities.
Terminal Learning Objective
When they encounter something new in an academic, athletic, or social setting, students
will demonstrate metacognitive knowledge by identifying their metacognitive process while
performing the new task using a rubric.
Enabling Objective
● Declarative knowledge
○ When given the term “metacognition,” students will be able to define and
provide examples and nonexamples of the term as the articulation (writing or

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verbal) awareness and understanding of their learning processes. They will
identify the components of metacognition that include knowledge of self, task
and strategies and will be able to understand how these components work
together to support their learning.
● Intellectual skills
○ When they encounter something new in an academic, athletic, or social
setting, students will identify and describe their metacognitive processes in
their reflective journals using a rubric.
● Cognitive strategies
○ When they encounter something new in an academic, athletic, or social setting,
students will recognize and describe their metacognitive processes in their
journals using a rubric.
○ When they encounter something new in an academic, athletic, or social setting,
students will self-reflect and evaluate their learning by journaling using a rubric.
○ When they encounter something new in an academic, athletic, or social setting,
students will evaluate options regarding their learning, training, and performance
and record these in their journals using a rubric.
● Attitudes
○ When they encounter something new in an academic, athletic, or social setting,
students will choose to be self-aware, have a positive attitude toward learning, and
demonstrate responsibility and resilience, as shown in their journal writing using a
rubric.

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Learning Activities
● After introductions, attention activities, and learning objectives, assess prior
knowledge of the definition of metacognition.
● Review necessary prerequisite knowledge by providing definitions, examples, and
nonexamples of metacognition via videos, case studies, and peer testimonials.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for identifying metacognitive processes and writing in their
reflective journals using a rubric.
● Provide practice and feedback for identifying metacognitive processes in their
reflective journal using a rubric.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or
to solve more difficult problems.
● Teach metacognitive strategies and provide opportunities to practice them.
● To teach attitudes, provide models using videos of professional athletes discussing
their utilization of metacognitive strategies.
Summative Assessment
Students will record their thought processes when they encounter something new in an
academic, athletic, or social setting in their journal using a rubric.
Unit 2: Developing Self-Regulation Strategies
This unit will allow students to explore self-regulation strategies that will better equip
them to manage stress in their academic, athletic, and social lives. Through a blended theory,
practical exercises such as goal setting, self-monitoring, and mindfulness practices will support

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students as they develop an understanding of their emotional responses. This unit will preview
self-regulation techniques that will be further explored in proceeding units.
Terminal Objective
When they encounter something new in an academic, athletic, or social setting, students
will demonstrate metacognitive self-regulation strategies to make informed decisions to improve
their performance in their day-to-day lives.
Enabling Objective
● Declarative knowledge
○ When they encounter something new in an academic, athletic, or social
setting, students will define and identify effective strategies for directing their
learning. They will identify the self-regulation strategies that are most
effective in supporting their learning, apply these strategies in their academic,
athletic, and social lives, and record their reflections in their journals using a
rubric.
● Intellectual skills
○ When they encounter something new in an academic, athletic, or social
setting, students will develop the ability to effectively regulate their thoughts,
emotions, and behaviors. Students will identify and describe their regulation
processes in their reflective journals using a rubric.
● Cognitive strategies
○ When they encounter something new in an academic, athletic, or social
setting, students will organize, plan, set goals, control their attention,
problem solve, and self-reflect in their journals using a rubric.

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● Attitudes
○ When they encounter something new in an academic, athletic, or social
setting, students will choose to be self-aware and have a determined
attitude, a strong belief in their ability, and a positive attitude toward
feedback.
Learning Activities
● After introductions, attention activities, and learning objectives, assess prior
knowledge of defining and identifying effective strategies for directing their learning.
● Review necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for defining, identifying, and applying effective self-regulation
strategies for directing their learning and how to describe their regulation process in
their reflective journal.
● Provide practice and feedback for identifying and applying effective self-regulation
strategies for directing their learning and how to describe their regulation process in
their reflective journal.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or
to solve more difficult problems.
● Teach metacognitive strategies and provide opportunities to practice them.
● To teach attitudes, provide rationale for the utilization of self-regulation strategies
using videos of professional athletes and peer model testimonials.

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Summative Assessment
Students will record their identification and application of effective self-regulation
strategies when they encounter something new in an academic, athletic, or social setting to
improve their performance in their day-to-day lives by writing in their journal using a rubric.
Unit 3: Self-regulation Strategies for Social-emotional Well-being
This unit will include a deeper exploration of self-regulation strategies specifically for
fostering social and emotional balance. Through a combination of theoretical insights and handson exercises, students will delve into the intricacies of managing emotions, navigating social
interactions, and building interpersonal relationships. Strategies such as mindfulness practices,
effective communication techniques, and conflict-resolution strategies will support students in
various social contexts.
Terminal Objective
In their day-to-day lives, students will apply strategies to effectively manage their socialemotional well-being.
Enabling Objectives
● Declarative knowledge
○ In their day-to-day lives, students will identify the role of emotions in their
lives and record these emotional responses in their journals using a rubric.
○ In their day-to-day lives, students will identify stress and stressors that impact
their emotions and record these stressors in their journals using a rubric.
○ In their day-to-day lives, students will identify and utilize techniques and
coping mechanisms to regulate emotions and record their reflections in their
journals using a rubric.

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● Intellectual skills
○ In their day-to-day lives, students will maintain emotional awareness through
self-reflection and the ability to regulate emotions. They will record this
awareness in their journals using a rubric.
○ In their day-to-day lives, students will utilize communication skills and
collaboration when seeking support to manage emotions and record their
reflections in their journals using a rubric.
● Cognitive strategies
○ In their day-to-day lives, students will practice self-reflection through
journaling using a rubric.
○ In their day-to-day lives, students will utilize cognitive restructuring and
positive self-talk and record their reflections in their journals using a
rubric.
○ In their day-to-day lives, students will utilize mindfulness practices such
as breathing, meditation, visualization, and relaxation techniques and
record their reflections in their journals using a rubric.
● Attitudes
○ In their day-to-day lives, students will value self-awareness, mindfulness,
openness to learning, balance, and self-care.

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Learning Activities
● After introductions, attention activities, and learning objectives, assess prior
knowledge of identification of the role of emotions, definitions of stress, and
definitions of coping mechanisms for managing stress in their lives.
● Review necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for identifying the role of emotions and stress, application of
coping mechanisms for managing stress in their lives, and reflection on practices
through recording this awareness in their journals using a rubric.
● Provide practice and feedback for maintaining emotional self-regulation and
awareness through communication, collaboration, positive self-talk, mindfulness
practices, self-reflection, and the ability to regulate emotions by recording their
reflections in their journals using a rubric.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or
to solve more difficult problems.
● Teach metacognitive strategies and provide opportunities to practice them.
● To teach attitudes, provide modeling of professional athletes discussing their own
utilization of emotional regulation practices.

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Summative Assessment
Students will record their application of emotional self-regulation strategies when they
encounter something new in an academic, athletic, or social setting to improve their performance
in their day-to-day lives by writing in their journal using a rubric.
Unit 4: Building Support Systems
This unit will teach students the power of community and connection to harness optimal
athletic, academic, and personal success. Students will explore the importance of teamwork on
the field and in their personal lives and learn specific skills, such as effective communication,
collaboration, and relationship building. Students will be better equipped to manage stress by
identifying and building support systems and utilizing tools to construct and maintain supportive
networks.
Terminal Objective
Students will identify and utilize useful support systems in an academic, athletic, or
social setting, such as learning specialists, peer tutors, sports psychologists, trainers, mentors,
and special programming when they need them.
Enabling Objective
● Declarative knowledge
○ When in need of assistance, students will define the benefits of a healthy
support system, identify various people and programs who will best support
their needs, communicate effectively to establish relationships with these
systems of support, and record their reflections in their journals using a rubric.

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● Intellectual skills
○ When in need of assistance, students will define the benefits of a healthy
support system, identify and record their needs in a reflective journal,
assess resources, effectively communicate to establish support, and
evaluate the effectiveness of resources in their journal using a rubric.
● Cognitive strategies
○ When in need of assistance, students will identify supportive individuals
and programs, seek guidance through building relationships, foster
collaboration with selected support networks, and record their reflections
in their journal using a rubric.
● Attitudes
○ When in need of assistance, students will choose to be self-aware of their
needs, open to receiving support, and respectful and appreciative of the
guidance given.
Learning Activities
● After introductions, attention activities, and learning objectives, assess prior
knowledge of the benefits and the identification of various people and programs who
will best support their needs and how to effectively communicate to establish
relationships with these systems of support.
● Review necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.

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● Model the procedure for the benefits and identification of a healthy support system
and how to effectively communicate in order to establish relationships.
● Provide practice and feedback for identifying support systems and recording student
needs in a reflective journal, assessing resources, effectively communicating to
establish support, and evaluating the effectiveness of resources in their journal using a
rubric.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or
to solve more difficult problems.
● Teach metacognitive strategies and provide opportunities to practice them.
● To teach attitudes, provide peer models to share their experiences utilizing effective
systems of support.
Summative Assessment
Students will record their utilization and self-evaluation of support resources and
effective communication to establish support when they encounter something new in an
academic, athletic, or social setting to improve their performance in their day-to-day lives by
writing in their journal using a rubric.
Unit 5: Maintaining Self-efficacy and Growth Mindset
In this unit, students will examine the principles of self-efficacy and growth mindset and
explore how these ideas of self can positively impact athletic performance, academic
achievement, and personal development. Through a blend of theoretical discussions, practical
exercises, and real-world applications, students will learn to navigate challenges with resilience,
embrace a growth-oriented perspective, and cultivate a positive sense of self.

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Terminal Objective
When they encounter a difficult situation in an academic, athletic, or social setting,
students will demonstrate a strong sense of self-efficacy and a belief in their ability to embrace
challenges and persist in achieving their goals through possible setbacks.
Enabling Objectives
● Declarative knowledge
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students define self-efficacy, identify the effects of self-efficacy on
their performance, and reflect and record their beliefs about their ability in a
reflective journal.
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will be able to identify their specific goal orientation and
record this identity in a reflective journal.
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will be able to explain the malleability of the brain and its
potential to gain mastery over time.
○ After completing a difficult task in an academic, athletic, or social setting,
students will identify attributions that contributed to their success or failure in
a reflective journal.
● Intellectual skills
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will be able to process information regarding ability and
expectancies, identify and accept challenges with a growth mindset, reflect

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honestly, and persevere during difficulties. Students will identify and reflect
on this process in their journals using a rubric.
● Cognitive strategies
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will utilize positive self-talk, critically assess their
performance, seek and utilize feedback, and record these reflections in their
journals using a rubric.
● Attitudes
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will value and choose perseverance and resilience,
confidence, positivity, openness to learning, and appreciation for feedback.
Learning Activities
● After introductions, attention activities, and learning objectives, assess prior
knowledge of the effects of beliefs of ability on performance, the importance of
persistence in goal achievement, and the identification of attributions that contribute
to success.
● Review necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for processing information regarding ability and expectancies,
identifying and accepting challenges with a growth mindset, reflecting honestly, and
persevering during difficulties.

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● Provide practice and feedback for processing information regarding ability and
expectancies, identifying and accepting challenges with a growth mindset, reflecting
honestly, and persevering during difficulties.
● Provide whole-task practice and feedback for processing information regarding
ability and expectancies, identifying and accepting challenges with a growth mindset,
reflecting honestly, and persevering during difficulties.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or
to solve more difficult problems.
● Teach metacognitive strategies and provide opportunities to practice them.
● To teach attitudes, provide modeling of professional athletes discussing their own
utilization of self-efficacy and mindset practices.
Summative Assessment
Students record their sense of efficacy and belief in their ability to embrace challenges
and persist in achieving goals through possible setbacks when they experience something new in
an academic, athletic, and social setting to improve their performance in their day-to-day lives by
writing in their journals using a rubric.
Unit 6: Establishing Healthy Sleep and Nutritional Practices
The final unit will provide student athletes with the knowledge and skills to establish and
maintain healthy sleep and nutritional practices. Students will explore the science behind quality
sleep and nutrition and learn strategies to optimize healthy habits. Through interactive activities,
students will gain practical insights for accomplishing sleep and nutritional goals and optimizing
performance.

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Terminal Objective
In their day-to-day lives, students will identify and incorporate healthy sleep and nutrition
practices.
Enabling Objectives
● Declarative knowledge
○ In their day-to-day lives, students will identify recommended sleep patterns
for optimal performance, the impact of sleep on cognitive functioning, and
appropriate sleep practices and record their sleep habits in their journals using
a rubric.
○ In their day-to-day lives, students will identify nutritional requirements
specific to their needs as student athletes and record their eating habits in their
journals using a rubric.
● Intellectual skills
○ In their day-to-day lives, students will establish goals and plans for sleep and
nutritional needs and record these goals and plans in their journals using a
rubric.
● Cognitive strategies
○ In their day-to-day lives, students will establish plans for the sleep
environment, set goals for healthy sleep patterns, and record these goals in
their journals using a rubric.
○ In their day-to-day lives, students will develop nutritional plans for their needs
that include nutritional timing in relation to training, competition, and
recovery. They will record their meal planning in their journals using a rubric.

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○ In their day-to-day lives, students will self-monitor sleep and nutrition habits
and record their habits in their journals using a rubric.
● Attitudes
○ In their day-to-day lives, students will value health and well-being, be selfaware of their sleep and nutritional habits, and take responsibility for these
habits honestly.
Learning Activities
● After introductions, attention activities, and learning objectives, assess prior
knowledge of the impact of sleep and nutrition on performance and identify proper
sleep and nutritional practices.
● Review necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for establishing goals and plans for sleep and nutritional needs
and record these goals and plans in their journals using a rubric.
● Provide practice and feedback for establishing goals and plans for sleep and
nutritional needs and record these goals and plans in their journals using a rubric.
● Provide whole-task practice and feedback for establishing goals and plans for sleep
and nutritional needs and record these goals and plans in their journals using a rubric.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or
to solve more difficult problems.
● Teach metacognitive strategies and provide opportunities to practice them.

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● To teach attitudes, provide modeling of professional athletes discussing their
responsibility and utilization of optimal sleep and nutritional practices.
Summative Assessment
Students will record and evaluate their sleep and nutritional practices to improve their
performance in their day-to-day lives by writing in their journal using a rubric.

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Appendix C: Lesson, Activities, Design, and Materials
This appendix contains detailed descriptions of selected units or lessons in the
curriculum. The learning objectives are stated and include both the terminal and enabling
objectives. The summative assessment is described for both the unit and the sample lesson.
Finally, the learning activities for Lesson One of this unit are listed in the table, which contains
the description of each activity, what the instructor does, and what the instructor asks the learners
to do.
Unit 5: Maintaining Self-Efficacy and Growth Mindset
This is the fifth unit in a 6-unit course that will teach student athletes metacognition and
self-regulation skills that will equip them with strategies that increase self-efficacy and growth
mindset. The purpose of this unit is to teach student athletes the concepts of efficacy, attribution,
mindset, and practical tools, such as positive self-talk, reflective goal setting and planning, and
visualization and mental imagery. The unit includes four lessons and will be delivered
synchronously in a classroom environment. Each lesson is approximately 75 minutes and will
offer insights and understanding of the terms self-efficacy and growth mindset, peer modeling of
the application of strategies, practice of specific skills such as visualization and positive self-talk,
and reflective response time. Students will also learn to identify their goal orientation as an
important component of their learning and will be guided toward a mastery approach in which
effort is emphasized and in which they learn from their mistakes and persist in accomplishing
their goals. The unit objectives, as well as which lesson will cover each, the learner characteristic
accommodations, and the facilitator’s notes are included below. Later in this section, Lesson 1 of
the unit will be fully developed to serve as an example of what to expect in each lesson.

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Learning Objectives for the Unit
When they encounter a difficult situation in an academic, athletic, or social setting,
students will demonstrate a strong sense of self-efficacy and a belief in their ability to embrace
challenges and persist in achieving their goals through possible setbacks.
Enabling Objectives
● Declarative knowledge
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students define self-efficacy, identify the effects of self-efficacy on
their performance, and reflect and record their beliefs about their ability in a
reflective journal. (Lessons 1, 2)
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will be able to identify their specific goal orientation and
record this identity in a reflective journal. (Lessons 3, 4)
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will be able to explain the malleability of the brain and its
potential to gain mastery over time. (Lessons 3, 4)
○ After completing a difficult task in an academic, athletic, or social setting,
students will identify attributions that contributed to their success or
challenges in a reflective journal. (Lessons 3, 4)
● Intellectual skills
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will be able to process information regarding ability and
expectancies, identify and accept challenges with a growth mindset, reflect

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honestly, and persevere during difficulties. Students will identify and reflect
on this process in their journal using a rubric. (Lessons, 1, 2, 3, 4)
● Cognitive strategies
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will utilize positive self-talk, critically assess their
performance, seek and utilize feedback, and record these reflections in their
journals using a rubric. (Lessons 1, 2, 4)
● Attitudes
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will value effort and choose perseverance and resilience,
confidence, positivity, openness to learning, and appreciation for feedback.
(Lessons 1, 2, 3, 4)
Learning Activities
● After introductions, attention activities, and learning objectives, assess prior
knowledge of the effects of beliefs of ability on performance, the importance of
persistence in goal achievement, and the identification of attributions that contribute
to success. (Lessons 1, 2, 3, 4)
● Review necessary prerequisite knowledge by providing definitions, examples, and
nonexamples. (Lessons 1, 2, 3, 4)
● Provide opportunities for learners to generate their own examples and nonexamples.
(Lessons 1, 2, 3, 4)

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● Model the procedure for processing information regarding ability and expectancies,
identifying and accepting challenges with a growth mindset, reflecting honestly, and
persevering during difficulties. (Lessons 1, 2, 3, 4)
● Provide practice and feedback for processing information regarding ability and
expectancies, identifying and accepting challenges with a growth mindset, reflecting
honestly, and persevering during difficulties (Lessons 1, 2, 3, 4)
● Provide whole-task practice and feedback for processing information regarding
ability and expectancies, identifying and accepting challenges with a growth mindset,
reflecting honestly, and persevering during difficulties. (Lessons 1, 2, 3, 4)
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or
to solve more difficult problems. (Lessons 1, 2, 3, 4)
● Teach metacognitive strategies and provide opportunities to practice them. (Lessons
1, 2, 3, 4)
● To teach attitudes, provide modeling of professional and peer athletes discussing their
own utilization of self-efficacy and mindset practices. (Lessons 1, 2, 3, 4)
Summative Assessment
The summative assessment will occur during the second semester when student athletes
have opportunities to fully implement self-regulation strategies in their daily lives. Students will
record their sense of efficacy and belief in their ability to embrace challenges and persist in
achieving goals through possible setbacks when they experience something new in an academic,
athletic, and social setting to improve their performance in their day-to-day lives by writing in
their journals using a rubric.

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Learner Characteristic Accommodations
Learners are high school student athletes recruited to attend rigorous independent
schools. They are motivated to learn more about increasing self-efficacy and mindset within their
lives’ academic, athletic, and social-emotional domains but may lack the confidence or skills to
do so. The practicality and usefulness of the course must be emphasized throughout; hence,
while the lessons will be informative, they are primarily structured for immediate application.
All lesson materials will be available on the organizational Canvas LMS and are created for this
course and its participants. Principles of universal design for learning will be used in compliance
with the Americans with Disabilities Act to give all learners an equal opportunity to benefit from
instruction.
Facilitator’s Notes
When working with student athletes, instructors should be aware of the many different
intersections of identity. These students represent a variety of racial, gender, and socioeconomic
backgrounds and a range of learning profiles. However, they also tend to display strong aptitude
in work ethic, resilience, and teamwork that can be harnessed to succeed in all areas of their
lives. Therefore, it is imperative that instruction embrace a strengths-based approach that
leverages these abilities and allows for flexibility and modification to accommodate the
individual identities and needs of each learner.
All lesson plans and materials will be housed on the Canvas LMS for this course.
Instructional Strategies
The instructional strategies for this unit have been thoughtfully crafted, taking into
account the learner, the learning environment, and the tasks involved. Additionally, this unit on
building self-efficacy and growth mindset consists of four separate 75-minute lessons:

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● Self-Efficacy and Motivation: Why it Matters
● Self-Efficacy in Practice
● Growth Mindset: The Importance of Failure
● Growth Mindset: Using Failure as a Superpower
Each lesson will be presented synchronously.
Self-regulation, such as increasing self-efficacy and embracing a growth mindset,
requires both cognitive awareness and skill acquisition. Therefore, it is necessary to engage in
both generative and supplantive instructional strategies during this unit. Supplantive strategies
are necessary to gain the learner’s attention and increase their motivation for the task (Smith &
Ragan, 1999). This will occur primarily at the beginning of each lesson of the unit in order to
introduce each of the skills. Generative strategies are essential for practicing the new skills
(Smith & Ragan, 1999). These strategies will be utilized during the practice phase of each lesson
and then again during the summative assessment that will occur during the second semester.
Specific Approach
The mastery of increasing self-efficacy in all domains of student life requires both
cognitive awareness and skill acquisition. Therefore, it is necessary to engage in both generative
and supplantive instructional strategies. Supplantive strategies are necessary to gain the learner’s
attention and increase their motivation for the task and will be utilized in the introduction of the
skills (Smith & Ragan, 1999). Generative strategies are essential for practicing and applying the
new skills (Smith & Ragan, 1999). Thus, these strategies will be used when we get to both the
practice and assessment phases.

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Terminal and Enabling Objectives for Unit 5 Lesson 1: Self-Efficacy and Motivation
Terminal Objective
When they encounter a difficult situation in an academic, athletic, or social setting,
students will demonstrate a strong sense of self-efficacy and a belief in their ability to embrace
challenges and persist in achieving their goals through possible setbacks.
Enabling Objectives
● Declarative knowledge
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students define self-efficacy, identify the effects of self-efficacy on
their performance, and reflect and record their beliefs about their ability in a
reflective journal.
● Intellectual skills
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will be able to process information regarding ability and
expectancies, identify and accept challenges with a growth mindset, reflect
honestly, and persevere during difficulties. Students will identify and reflect
on this process in their journal using a rubric.
● Cognitive strategies
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will utilize positive self-talk, critically assess their
performance, seek and utilize feedback, and record these reflections in their
journals using a rubric.

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● Attitudes
○ When they encounter a difficult situation in an academic, athletic, or social
setting, students will value and choose perseverance and resilience,
confidence, positivity, openness to learning, and appreciation for feedback.
Learning Activities
● After introductions, attention activities, and learning objectives, assess prior
knowledge of the effects of beliefs of ability on performance, the importance of
persistence in goal achievement, and the identification of attributions that contribute
to success.
● Review necessary prerequisite knowledge by providing definitions, examples, and
nonexamples.
● Provide opportunities for learners to generate their own examples and nonexamples.
● Model the procedure for processing information regarding ability and expectancies,
identifying and accepting challenges with a growth mindset, reflecting honestly, and
persevering during difficulties.
● Provide practice and feedback for processing information regarding ability and
expectancies, identifying and accepting challenges with a growth mindset, reflecting
honestly, and persevering during difficulties.
● Provide whole-task practice and feedback for processing information regarding
ability and expectancies, identifying and accepting challenges with a growth mindset,
reflecting honestly, and persevering during difficulties.
● Provide opportunities to transfer knowledge and skills of this unit to other contexts or
to solve more difficult problems.

124
● Teach metacognitive strategies and provide opportunities to practice them.
● To teach attitudes, provide modeling of professional athletes discussing their own
utilization of self-efficacy and mindset practices.
Summative Assessment
Students will record their sense of efficacy and belief in their ability to embrace
challenges and persist in achieving goals through possible setbacks when they experience
something new in an academic, athletic, and social setting to improve their performance in their
day-to-day lives by writing in their journals using a rubric.
Learning Activities Table
The learning activities table (Table E1) reflects the detailed outline of the synchronous,
75-minute introductory lesson on self-efficacy for Unit 5. The lesson includes an introduction to
self-efficacy, preview to activities, opportunities to review prior relevant knowledge, examples,
and opportunities for practice and feedback (Smith & Ragan, 2005). Additionally, the table
includes benefits and risks avoided of the unit, time allotment for each task, big ideas, and
strategies for connecting the material to the next lesson on growth mindset.

Table E1
Learning Activities for Unit 5 Lesson 1
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Gain attention 10
min
Capturing and focusing
the learner’s
attention increases
the potential of
learning. (LDT)
It is necessary to
secure everyone’s
attention prior to the
learning.
1. Show a video clip of
Steph Curry
explaining the sense
of confidence that he
felt despite the low
expectations of
others.
1. Say to students, “To kick
off our new unit, we are
going to watch the
following video clips of
the Steph Curry
documentary
Underrated. As you
watch the video, think
about what he attributes
to his success.”
2. Show Slide 2 with
discussion prompt
and lead a discussion
on what
characteristics lead
to Steph Curry’s
success.
2. After the video, ask
learners, “Despite being
told over and over again
that he did not have the
skills to succeed at the
next level, what
ultimately leads to his
success?”
3. Show students Slide
3 and focus on selfefficacy.
3. Say to students, “While
all of these
characteristics are
important to Steph’s
success, there is one
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Activity
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crucial one that we will
talk about today.”
4. Show slide 4 and
introduce the topic.
4. Say to students, “Today,
we are going to be
talking about selfefficacy and how it
impacts your success.”
5. Show slide 5 and
read the definition to
students.
5. Say to students, “Selfefficacy is all about your
belief in your own
abilities as it pertains to
dealing with various
situations. This impacts
not only how you feel
about yourself but also
how successful you
might be. It was founded
by the research and
theories of a psychologist
known as Albert
Bandura. Does anyone
have any questions about
the definition?”
Learning
Objectives
1 min Learning is increased
when students have
clear objectives.
Focus attention on
what everyone can
accomplish by the
end of the lesson.
Show slide 6 and read
the learning
objective to the
group.
Say to students, “By the
end of the class period,
you will identify specific
strategies to increase

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(Supplantive)
Activity
(Generative)
efficacy and incorporate
it into their life. Does
anyone have any
questions?”
Reasons for
learning
benefits
Risks avoided
2 min Learning and
motivation are
enhanced if the
learner values the
task (Ambrose et al.,
2012; Mayer, 2011).
Making content
applicable to the
lives of student
athletes will add
value and increase
engagement.
1. Show the slide 7 1. Ask students, “Can I
have a volunteer to read
each bullet point?” And,
“Are there any
questions?”
2. Show slide 8 and
discuss the benefits
of having a strong
efficacy.
2. Ask students, “What
does having a strong
efficacy look like?” Say
to students, “It is
relatively easy to spot
those with a strong
efficacy because they are
usually succeeding.” Ask
students to identify and
share the benefits of
strong efficacy in each of
the domains: athletic,
academic, and social life.
3. Show slide 9 that
illustrates the risks
avoided with the
development of self3. Ask students, “What are
the risks of having lower
efficacy in each of the
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efficacy strategies:
not succeeding,
giving up, stress that
can become
traumatic.
domains; athletic,
academic, social?”
Overview:
a. Review/recal
l prior
knowledge
b. Entry level
skills
c. Describe
what is new
(to be
learned)
d. New
declarative
e. Describe
learning
strategies
1 min. The learner’s prior
knowledge
can help or hinder
learning
(Ausubel, 1968).
Reflecting on moments
of success and
failure supports
learners in making
connections from
previous experiences
to a new framework
or structure. By
reminding students
of their pre-existing
skills in a similar
environment
promotes retention
of the new material.
1. Show slide 10 and
Remind students that
they have spent the
last couple of weeks
reflecting and
writing in their
journals about how
to identify
difficulties in their
lives and specific
emotions at play.
They have also been
applying learned
self-regulation
strategies to help
better manage these
difficulties.
Tell students that after
learning new
strategies, they will
be given time to
practice and receive
feedback.
1. Ask learners to think
about what strategies that
we learned in previous
lessons that they now use
when they are in difficult
or stressful situations.
Ask learners if any of these
strategies could be used
to increase confidence.
Say to learners, “During
this lesson, you will be
able to apply previously
learned strategies to
increasing efficacy and
will also learn new
strategies that can be
effective. You will then
be given time to practice
using them and receive
feedback.”
Ask learners if they have
any questions about the
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Slide 10
Tell learners that they
will be introduced to
self-efficacy
building strategies
that may be new to
them.
2. New declarative
knowledge: When
you encounter a
difficult situation in
an academic,
athletic, or social
setting, students
define self-efficacy,
identify the effects
of self-efficacy on
their performance,
and reflect and
record their beliefs
about their ability in
a reflective journal.
learning that is about to
occur.
Assess
prerequisite
knowledge
(the “what”)
(Declarative
knowledge,
15
mins
The learner’s prior
knowledge
can help or hinder
learning (Gagne et
al., 2005).
Learners need to be
able to understand
the demonstration.
Instructor: Show slide
11 and direct them to
shared link to the
self-efficacy survey
as well as examples
of journal responses.
Say to students, “Think
about their own selfefficacy within each
domain (academic,
athletic, social lives) and
complete the self128

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concepts,
processes,
principles)
Enabling
objectives
assessment
As students
complete survey
responses, walk
around in case
questions arise.
Declarative
knowledge: when
prompted, students
will be able to
identify their selfefficacy score in an
academic, athletic,
and social setting
and record it in their
journals.
assessment survey posted
on Canvas. Upon
completion, record your
scores in Journal 1.”
Demonstrate
procedures
(“how to”)
CTA
(Procedural
knowledge)
15
mins
Modeling learning
improves student
achievement. and
motivation will be
enhanced if learners
have clear, current
and challenging
goals (Kirschner &
Hendricks, 2020).
Students learn better
when they are shown
what steps to take to
successfully
complete a task.
Demonstrate strategies
for building selfefficacy using the
self-efficacy tool kit.
1. Assure students that
they can strengthen
their efficacy.
Slide 12
1. Say to students, “Now
that you have an idea of
how strong your efficacy
is, let’s talk about what
we can do about it.”
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2. Read through each
strategy and offer
explanations if
necessary. Direct
them to their Unit 5
journal, which
includes a handout
with this visual aid.
Slide 13
2. Say to students, “There
are four major
influencers on selfefficacy: mastery
experiences, or knowing
you can do it because
you have successfully
done it before; vicarious
experiences, or knowing
you can do it
successfully because
someone like you has
done it successfully
before; social persuasion,
or knowing you can be
successful because you
know and trust others
who believe in you; and
physical and emotional
states, or knowing you
will be successful
because of the physical
or emotional sensations
that elicit this belief.
Does anyone have
questions regarding these
influencers? This visual
is also available as a
handout titled Four
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Influencers of Efficacy in
your Unit 5 journal.”
2. Read each scenario
and reinforce what
the influencer of
efficacy is.
Slides 14-17
2. Ask students, “using the
Influencers on SelfEfficacy Handout in your
Unit 5 journal as a
reference, identify what
the influencer of efficacy
for each scenario is.”
3. Introduce students to
the Self-Efficacy
Toolkit posted in
Canvas. Open
Canvas to
demonstrate in a
separate web
browser and show
where they can find
this in their unit 5
folders.
Slide 18
3. Say to students, “Open
the link to the selfefficacy toolkit in
Canvas. You will see this
is organized by
influencer type and
includes more specific
strategies that you can
use to increase efficacy
in specific situations.
You will notice some of
the strategies you learned
in previous units. Are
there any questions?”
3. Click the link in the
slide to open the
Google Doc with the
3. Say to students, “Open
the Google Doc with the
student examples. I’m
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shared student
example. Teach
students how to
identify the
problems specific to
self-efficacy that are
evident in the
student reflection
example. Highlight
each difficulty on
the Google Doc as
students identify
them in the sample.
Slide 19
going to read through the
example for the section
where this student scored
the lowest on the selfefficacy survey. As you
follow along on your
document, highlight the
moments of difficulty
regarding this student’s
sense of efficacy (or
belief about their
ability).”
4. Demonstrate how to
add each difficulty
to the chart. Ask
students to complete
the chart on their
own and circulate
the room to offer
feedback and answer
questions.
Slide 20
4. Say to students, “Add
each difficulty that you
identified to the chart in
Part 2 of the student
example. Does anyone
want to share one?”
4. Demonstrate to
students how to use
the self-efficacy tool
4. Say to students, “Now,
using the self-efficacy
toolkit as a reference,
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kit to identify what
is applicable to the
stress they are
encountering. Model
how to add these
strategies to the table
in the sample
assignment.
Slide 21
identify one strategy that
this student could use to
increase self-efficacy
regarding the difficult
situations that you
identified. Let’s find one
strategy for the first
difficulty that we
identified.”
Provide practice
and feedback
and evaluate
feedback using
checklist from
the CTA
15
min
Learning and
motivation are
enhanced when
learners have
opportunity to apply
what they have
learned in varying
contexts (Ambrose
et al., 2012; Mayer,
2011).
Providing students
with an opportunity
to apply these
principles with
another student
example will
increase their
confidence for
application in their
own lives.
1. Ask students to
work with a
partner to finish
filling out the chart
for the sample
assignment. Walk
around and provide
feedback as they
work.
Slide 22
1. Tell students, “Work
with a partner to finish
filling out the chart for
the sample assignment. I
will walk around to offer
help if you get stuck. Are
there any questions?”
2. Have students
complete the
reflection for Journal
1 for the section of
the survey where
their self-efficacy
score was the lowest.
Slide 23
2. Say to students, “Now
it’s your turn to apply
this to your own beliefs
about your ability.
Complete the reflection
for Journal 1 for the
section of the survey
where your self-efficacy
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score was the lowest.
Remember to focus on
your beliefs regarding
your ability- how did a
particular situation make
you feel? I will give you
5 minutes of silent
writing and reflection
time.”
Authentic
assessment/
assess learning
using the
checklist from
the CTA
5 min Learning and
motivation are
enhanced when
learners are
given opportunity to
apply what
they have learned in
varying
Contexts (Ambrose et
al., 2012; Mayer,
2011).
Learners need to
demonstrate that
they can utilize
efficacy-building
strategies in their
own lives.
1. Ask students to copy
and paste this
reflection to Part I of
Journal 2 for Unit 5.
Then, complete the
assignment in Part II
as we did for the
previous example.
Circulate the room
to offer feedback
and answer
questions.
Slide 24
1. Say to students, “Copy
and paste this reflection
to Part I of Journal 2 for
Unit 5. complete the
assignment in Part II as
we did for the previous
example.”
Retention and
Transfer (p
138 S & R)
How will you
1
min
Learning and
motivation are
enhanced when
learners are given
opportunity to apply
Learners will build
skill and confidence
by practicing and
receiving feedback
from the instructors.
Remind learners to use
the strategies
introduced today in
their lives this
afternoon and
Say to students, “For
homework, practice
using one of the
strategies you learned
from the self-efficacy
134

Instructional
sequence
Time Principle
LD toolkit and
readings
Rationale Instructional strategy
(Supplantive)
Activity
(Generative)
use it on the
job
what they have
learned in varying
contexts (Ambrose
et al., 2012; Mayer,
2011).
evening and be
prepared to report
back next class.
Slide 25
toolkit and be ready to
report back next class.”
Big ideas 2 min Activating and
building upon
personal interest can
increase learning and
motivation
(Ambrose et al.,
2012; Mayer, 2011).
Learners reinforce
their own interest
when they can
demonstrate their big
idea.
Share that self-efficacy
is essential to
success in life and
have students
quickly respond to
Menti prompts.
Slide 26
Say to students, “With your
phones, scan the Menti
QR code and share a
strategy that you plan to
use.”
Advance
organizer for
the next unit
1 Learning and
motivation are
enhanced if the
learner values the
task (Wigfield &
Eccles, 2000).
This helps learners to
position this unit as a
preparation for the
next lesson in unit
five and serves as a
building block.
Discuss how selfefficacy often goes
hand in hand with a
growth mindset.
Slide 27
Say to students, “Next
class, we will discuss
how self-efficacy
intersects with having a
growth mindset. Has
anyone heard of a growth
mindset before? Think
about how having a
growth mindset may
impact the beliefs that
you have about
yourselves. I can’t wait
to share new information
and tools with you.”
Total time 75
135

137
Lesson Materials for Unit 5 Lesson 1
● Laptop
● Unit 5, Lesson 1 slide deck
● Unit Five Reflective journal- physical or digital
● Self-efficacy survey via MLS
● Student reflective journal example
● Self-efficacy group assignment- physical or digital
● Self-efficacy toolkit, physical or digital

138
Slides for Lesson 1 of Unit 5: Self-Efficacy
Slide 1: Gain Attention
4 min.
Instructor: Show video clip of Steph Curry explaining the sense of confidence that he felt despite
the low expectations of others.
Say to students, “To kick off our new unit, we are going to watch the following video clips of the
Steph Curry documentary Underrated. As you watch the video, think about what he attributes to
his success.”

139
Slide 2: Gain Attention
2 min.
Instructor: Show Slide 2 with discussion prompt. Then, lead a brief discussion on all of the
characteristics that students share. There is always one student who will say something about
confidence, which is a great segway to the topic.
Ask students, “What characteristics, ultimately, led to Steph Curry’s success?”

140
Slide 3: Gain Attention
1 min
Instructor: Show slide 3. Many of the characteristics that they mention will be listed in the list.
Direct them to self-efficacy.
Say to students, “While all of these characteristics are important to Steph’s success, there is one
crucial one that we will talk about today.”

141
Slide 4: Introduction
1 min.
Instructor: Show slide 4
Say to students, “Today, we are going to be talking about self-efficacy and how it impacts your
success.”

142
Slide 5: Introduction
2 min.
Instructor: Show slide 5
Says to students, “Self-efficacy is all about your belief in your own abilities as it pertains to
dealing with various situations. This impacts not only how you feel about yourself but also how
successful you might be. It was founded by the research and theories of a psychologist known as
Albert Bandura. Does anyone have any questions about the definition?”

143
Slide 6: Lesson Objective
1 Min
Instructor: Show slide 6 and read the learning objective to the group.
Ask students, “What does this objective mean to you?” Say to students, “By the end of the class
period, learners will identify specific strategies to increase efficacy and incorporate it into their
life. Does anyone have any questions?”

144
Slide 7: Reasons for Learning
1 Min.
Instructor: Show slide 7
Ask students, “Can I have a volunteer to read each bullet point?” And, “Are there any
questions?”

145
Slide 8: Benefits
1 Min.
Instructor: Show slide 8 and discuss the benefits of having strong efficacy.
Ask students, “What does having a strong efficacy look like?” Say to students, “It is relatively
easy to spot those with strong efficacy because they are usually succeeding.” Ask students to
identify and share the benefits of strong efficacy in each of the domains: athletic, academic, and
social life.

146
Slide 9: Risks Avoided
1 Min.
Instructor: Show slide 9 that illustrates the risks avoided with the development of self-efficacy
strategies: not succeeding, giving up, stress that can become traumatic.
Ask students, “What are the risks of having lower efficacy in each of the domains; athletic,
academic, social?”

147
Slide 10: Overview
1 Min.
Instructor: Show slide and remind students what they know and tell them what they will learn
that may be new. Tell students that after learning new strategies, they will be given time to
practice and receive feedback.
Say to students, “What you already know is how to reflect on difficult experiences and identity
strategies that will help you better manage them. What you may not know is the definition of
self-efficacy, the effects of self-efficacy on performance, and how specific strategies can be used
to increase efficacy. This may be new to you, so we will learn about it, and you will be able to
define it and describe the effects on your performance. This is how we will learn it today … by
assessing your knowledge first and then assessing your self-efficacy. Any questions? Ready?
Let’s get started.”

148
Slide 11: Assess prerequisite knowledge
15 min
Instructor: Show slide 11 and direct them to a shared link to the self-efficacy survey as well as
examples of journal responses. As students complete survey responses, walk around in case
questions arise.
Say to students, “Think about their own self-efficacy within each domain (academic, athletic,
social lives) and complete the self-assessment survey posted on Canvas. Upon completion,
record your scores in Journal 1.”

149
Slide 12
30 sec.
Instructor: 1. Assure students that they can strengthen their efficacy
Say to students, “Now that you have an idea of how strong your efficacy is, let’s talk about what
we can do about it.”

150
Slide 13: Demonstration
2 min
Read through each strategy and offer explanations if necessary. Direct them to their Unit 5
journal, which includes a handout with this visual aid.
Say to students,

151
Slide 14: Demonstration
1 min.
Instructor: Read the scenario on the slide and then ask students to identify what the influencer of
Alex’s self-efficacy is.
Say to students, “Using the Five Influencers of Efficacy Handout on pg. 3 of your Unit 5 journal,
identify what the influencer of efficacy for Alex’s situation is.”

152
Slide 15: Demonstration
1 min.
Instructor: Read the scenario on the slide and then ask students to identify what the influencer of
Nick’s self-efficacy is.
Say to students, “What is the influencer on Nick’s efficacy?”

153
Slide 16: Demonstration
1 min.
Instructor: Read the scenario on the slide and then ask students to identify what the influencer of
Angela’s self-efficacy is.
Say to students, “What is the influencer on Angela’s efficacy?”

154
Slide 17: Demonstration
1 min.
Instructor: Read the scenario on the slide and then ask students to identify what the influencer of
Angela’s self-efficacy is.
Say to students, “What is the influencer on John’s efficacy?”

155
Slide 18
Instructor: Introduce students to the Self-Efficacy Toolkit posted in Canvas. Open Canvas to
demonstrate in a separate web browser.
Say to students, “Open the link to the Self-Efficacy Toolkit in Canvas. You will see this is
organized by influencer type and includes more specific strategies that you can use to increase
efficacy in specific situations. You will notice some of the strategies you learned in previous
units. Are there any questions?”

156
Slide 19
3 Min
Instructor: Click the link in the slide to open the Google Doc with the shared student example.
Teach students how to identify the problems specific to self-efficacy that are evident in the
student reflection. Highlight each difficulty on the Google Doc as students identify them in the
sample.
Say to students, “Open the Google Doc with the student example. Copy and paste the example
for the section where this student scored the lowest on the self-efficacy survey into Part I of
Journal 2. I’m going to read through the example. As you follow along on your document,
highlight the moments of difficulty regarding this student’s sense of efficacy (or belief about
their ability).”

157
Slide 20
5 Min.
Instructor: Demonstrate how to add each difficulty to the chart. Demonstrate how to add each
difficulty to the chart. Ask students to complete the chart on their own and circulate the room to
offer feedback and answer questions.
Say to students, “Add each difficulty that you identified to the chart in Part 2 of the student
example. Does anyone want to share one?”

158
Slide 21
3 Min.
Instructor: Demonstrate to students how to use the self-efficacy tool kit to identify what is
applicable to the stress they are encountering. Model how to add these strategies to the table in
the sample assignment.
Say to students, “Now, using the self-efficacy toolkit as a reference, identify one strategy that
this student could use to increase self-efficacy regarding the difficult situations that you
identified. Let’s find one strategy for the first difficulty that we identified.”

159
Slide 22: Practice
5 Min
Instructor: Ask students to work with a partner to finish filling out the chart for the sample
assignment. Walk around and provide feedback as they work
Say to students, “work with a partner to finish filling out the chart for the sample assignment. I
will walk around to offer help if you get stuck. Are there any questions?”

160
Slide 23
5 Min.
Instructor: Have students complete the reflection for Journal 1 for the section of the survey
where their self-efficacy score was the lowest.
Say to students, “Now, it’s your turn to apply this to your own beliefs about your ability.
Complete the reflection for Journal 1 for the section of the survey where your self-efficacy score
was the lowest. Remember to focus on your beliefs regarding your ability- how did a particular
situation make you feel? I will give you 5 minutes of silent writing and reflection time.”

161
Slide 24: Assessment
5 Min
Instructor: Ask students to copy and paste this reflection to Part I of Journal 2 for Unit 5. Then,
complete the assignment in Part II as we did for the previous example. Circulate the room to
offer feedback and answer questions.
Say to students, “Copy and paste this reflection to Part I of Journal 2 for Unit 5. Complete the
assignment in Part II as we did for the previous example.”

162
Slide 25: Retention and Transfer
30 Sec
Instructor: Remind learners to use the strategies introduced today in their lives this afternoon and
evening and be prepared to report back next class
Say to students, “For homework, practice using one of the strategies you learned from the selfefficacy toolkit and be ready to report back next class.”

163
Slide 26: Big Ideas
1 Min
Instructor: Share that self-efficacy is essential to success in life and have students quickly
respond to Menti prompts.
Say to students, “With your phones, scan the Menti QR code and share a strategy that you plan to
use.”

164
Slide 27: Advanced Organizer
1 Min
Instructor: Discuss how self-efficacy often goes hand in hand with a growth mindset.
Say to students, “Next class, we will discuss how self-efficacy intersects with having a growth
mindset. Has anyone heard of a growth mindset before? Think about how having a growth
mindset may impact the beliefs that you have about yourselves. I can’t wait to share new
information and tools with you.”

165
The New General Self-Efficacy Scale
The New General Self-Efficacy Scale (Chen et al., 2001) provides a measure of selfefficacy that serves as an improvement to the original self-efficacy scale of 17 items created by
Sherer et al. in 1982. Although this scale is considerably shorter, it is thought to have a higher
construct validity than the General Self-efficacy Scale.
The eight-item measure scale assesses one’s belief that they can achieve their goals
despite whatever difficulties they may encounter or have.
1 = strongly disagree; 2 = disagree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree.
Part I. In academic situations …
1. I will be able to achieve most of the goals that I have set for myself.
2. When facing difficult tasks, I am certain that I will accomplish them.
3. In general, I think that I can obtain outcomes that are important to me.
4. I believe I can succeed at almost any endeavor to which I set my mind.
5. I will be able to successfully overcome many challenges.
6. I am confident that I can perform effectively on many different tasks.
7. Compared to other people, I can do most tasks very well.
8. Even when things are tough, I can perform quite well.
1 = strongly disagree; 2 = disagree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree.
Part II. In athletic situations…
9. I will be able to achieve most of the goals that I have set for myself.
10. When facing difficult tasks, I am certain that I will accomplish them.
11. In general, I think that I can obtain outcomes that are important to me.
12. I believe I can succeed at almost any endeavor to which I set my mind.

166
13. I will be able to successfully overcome many challenges.
14. I am confident that I can perform effectively on many different tasks.
15. Compared to other people, I can do most tasks very well.
16. Even when things are tough, I can perform quite well.
Part III. In social situations…
17. I will be able to achieve most of the goals that I have set for myself.
18. When facing difficult tasks, I am certain that I will accomplish them.
19. In general, I think that I can obtain outcomes that are important to me.
20. I believe I can succeed at almost any endeavor to which I set my mind.
21. I will be able to successfully overcome many challenges.
22. I am confident that I can perform effectively on many different tasks.
23. Compared to other people, I can do most tasks very well.
24. Even when things are tough, I can perform quite well.
To calculate a score, one would take the average of all of the responses. A higher score indicates
a greater self-efficacy.

167
Student Athlete Guided Study
Unit 5: Self-Efficacy and Growth Mindset
Journal 1: Record your survey results for each domain and include a short reflection that
addresses the following prompts: Were you surprised by your score in this domain? Why or why
not? Write about a specific instance in which you have experienced a strong or weaker sense of
self-efficacy for each domain. (Student Example)
Academic self-efficacy score: _____
Reflection:
Athletic self-efficacy score: _____
Reflection:
Social self-efficacy score: _____
Reflection:

168
Influencers on Self-Efficacy Reference

169
Journal 2: Reflection on Difficulty
Part I
Reflecting on one of your reflections in the above journal entry or in one of your journal entries
from previous weeks where you have experienced something difficult (academically, athletically,
or socially). Copy and paste this experience or write about a different experience here:
Part II
1. Identify specific elements that contributed to this difficult situation in the chart below.
2. Using the self-efficacy tips sheet as a guide, identify the specific strategies that you could
use to better handle this situation.
Difficulty Strategies

170
Student Athlete Guided Study
Unit 5: Self-Efficacy and Growth Mindset
STUDENT EXAMPLE
Journal 1: Record your survey results for each domain and include a short reflection that
addresses the following prompts: Were you surprised by your score in this domain? Why or why
not? Write about a specific instance in which you have experienced a strong or weaker sense of
self-efficacy (belief in your ability) for each domain.
Academic self-efficacy score: 1.75
Reflection:
I’m not surprised that this is my weakest score. Being a student at this school isn’t easy. My
chem class this year is really hard and it seems like no matter how much I try or how many times
I meet with my teacher I can’t get it. It’s no surprise because I’ve never been good at math or
science. It’s just not my thing. We got our quizzes back yesterday and I got another D. Oh well.
Everyone in the class is much smarter than me. This girl was laughing at me for not knowing
how to use the calculator for mole calculations on our quiz and I felt like a complete idiot. I
laughed it off like I didn’t care, but I felt stupid and all I kept thinking about was how I don’t
belong in this school. I knew I wasn’t going to do good, but I didn’t think I would get lower than
a C. I’m too tired and can’t focus on this stuff right now.
Athletic self-efficacy score: 4.2
Reflection:
This was my highest score. I know I’m not the best player on the team right now, but I’m only a
sophomore. I still get more playing time than a lot of juniors and seniors (lol). I wish that coach

171
trusted me to shoot the ball a little more, but I trust the process. Next year, I will be a starter for
sure, and we will continue to dominate like we have this year.
Social self-efficacy score: 2.8
Reflection:
My score here is average, but I think it depends on the situation that I’m in. During school I
mostly hang out with my teammates or other athletes so I feel pretty comfortable. On the
weekends I have been going to some parties and can get a little nervous when I have to interact
with people who I don’t really know. I’m just kind of shy like that I guess. I also don’t drink or
smoke or nothin like that, so maybe it’s more difficult. I just gotta stay focused on staying in
shape right now so we can

172
Journal 2: Reflection on difficulty (student example cont.)
Part I
Reflecting on one of your reflections in the above journal entry or in one of your journal
entries from previous weeks where you have experienced something difficult (academically,
athletically, or socially). Copy and paste this experience or write about a different experience
here:
I’m not surprised that this is my weakest score. Being a student at this school isn’t easy.
My chem class this year is really hard and it seems like no matter how much I try or how many
times I meet with my teacher I can’t get it. It’s no surprise because I’ve never been good at math
or science. It’s just not my thing. We got our quizzes back yesterday and I got another D. Oh
well. Everyone in the class is much smarter than me. This girl was laughing at me for not
knowing how to use the calculator for mole calculations on our quiz and I felt like a complete
idiot. I laughed it off like I didn’t care, but I felt stupid and all I kept thinking about was how I
don’t belong in this school. I knew I wasn’t going to do good, but I didn’t think I would get
lower than a C. I’m too tired and can’t focus on this stuff right now.
Part II
1. Identify specific elements that contributed to this difficult situation in the chart below.
2. Using the self-efficacy tool kit as a guide, identify the specific strategies that you could
use to better handle this situation.

173
Difficulty
“I believe that…”
Strategies
“I can change this belief by….”
Ex: I’m not good at math or science Ex: Working with an older player on the team
who has taken this class and been successful

174

175
Appendix D: Evaluation Tool: End of Semester Course Survey
1–5 Rating Scale items
1. The class structure and organization of the course supported my learning. (L1)
2. The instructor encouraged my participation. (L1)
3. Rate how effectively these strategies were in helping you manage stress in each of the
following domains of your life: (add rating scale for each)
a. Academic
b. Athletic
c. Social life. (L1)
4. I believe the strategies I learned in this course are important to use in my life. (L2)
5. I feel confident about using these strategies in my life. (L2)
6. In this class I learned stress management techniques that I can apply in my life. (L1)
7. I know where to find the necessary support in order to successfully apply what I have
learned in this course. (L2)
8. I am committed to applying the strategies I have learned in my daily life. (L2)
9. As a student athlete, I found this class useful. (L1)
10. I would recommend this course to one of my peers. (L1)
Open-ended questions:
1. Was there anything about your experience that interfered with your learning? If so,
please describe. (L1)
2. What strategies that you learned did you find to be most applicable to your academic,
athletic, and social life? (L1)
3. What strategies were the least useful and why? (L1)

176
4. Why is it important to use these strategies in your life? (L2)
5. What additional support will you need in order to successfully apply these strategies
in your daily life? (L2)
6. What are barriers that could potentially impact your success in using these strategies?
(L2)
7. How could this course be improved? (L1)

177
Appendix E: Evaluation Tool: End of Year Course Survey
1-5 Rating Scale items
1. The class structure, organization and environment supported my learning. (L1)
2. I was able to further apply what I learned in this course during the first semester to
better help me manage stress in my academic, athletic, and social life during the
second semester. (L3)
3. If you answered no to the question above, please check all that apply: (L3)
a. I did not have the necessary skills or knowledge
b. I had other priorities
c. I didn’t have the necessary resources
d. I didn’t have the support I needed
e. I didn’t have the confidence to use what I learned
f. Other: (please explain)
4. I know where to find the necessary support in order to successfully apply what I have
learned in this course. (L2)
5. I am committed to applying the strategies I have learned in my daily life. (L2)
6. I feel confident about continuing to use these strategies in my life. (L2)
7. How often do you use the strategies that you learned in this course in your life? (L4)
a. Multiple times a day
b. Daily
c. Several times a week
d. A few times a month
e. Monthly

178
f. Rarely
g. Never
8. As a result of utilizing the strategies that I’ve learned in this course, I have
experienced the following in my life: (check all that apply) (L4)
a. Increased ability to organize and plan in order to reduce stress
b. Increased ability to set goals and monitor my progress
c. Increased confidence in my ability to seek help and request it during times of
stress
d. Increased confidence in my athletic, academic, and social abilities
e. Increased confidence in my ability to overcome adversity in my life
f. Increased awareness of healthy eating and sleeping habits
9. This course was most impactful on my: (check all that apply) (L4)
a. Academic life
b. Athletic life
c. Social life
10. As a student athlete, I found this class useful. (L1)
Open-ended questions:
1. What strategies that you learned in this course have been most relevant in your life as
a student athlete? (L1)
2. Share an example of how you used one of the strategies that you learned during the
first semester in your academic, athletic, and social life. (L3)
3. What additional support will you need in order to successfully apply these strategies
in your daily life? (L2)

179
4. What are the challenges that you face that may impact your success in using these
strategies? (L2)

Abstract (if available)

Abstract High school athletes face challenges as they strive to excel academically, athletically, and socially, making stress management central to their overall well-being. This is particularly true for those who have been recruited out of their neighborhood schools to attend rigorous independent schools. While several programs support collegiate student athletes, there is no specific curriculum to support those in high school. The purpose of this curriculum is to provide metacognition and self-regulation strategies to support high school student athletes in better managing their academic, athletic, and social-emotional lives. Drawing on several aspects of social cognitive theory, this curriculum presents an integrated approach to support student success. The curriculum will be implemented as a year-long program and allow the practice of these techniques across the academic, athletic, and social domains. The summative assessment will occur during the second semester, when student athletes will continue to utilize the acquired strategies through independent learning and instructor support. The curriculum includes a complete implementation and evaluation plan that measures the achievement of curricular goals. After completing this course, student athletes will demonstrate stress management in all areas of their lives. While this curriculum was designed with the student athlete experience in mind, the skills and strategies introduced could be replicated among non-student athletes.

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Asset Metadata

Creator Gasparino, Jenna (author)

Core Title Metacognition and self-regulation strategies to support high school student athletes

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Degree Conferral Date 2024-05

Publication Date 06/19/2024

Defense Date 04/23/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag attribution,Educational Psychology,goal orientation,growth mindset,metacognition,OAI-PMH Harvest,self-efficacy,self-regulation,sports psychology,student-athlete

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Seli, Helena (committee member), Slattery, Elizabeth (committee member)

Creator Email dillonjenna@gmail.com,jdillon-gasparino@hw.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113996WQA

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