Workshop

Workshop: Adding Peak Performance Techniques to your practice!
Introducing An Integrated Program to Enhance Performance in the Workplace, Academics, Sports and the Performing Arts.
Feb 4-5, 2004 Palm Springs

Instructor: Rae Tattenbaum, MSW, BCIA Certified in Neurofeedback
Course Content. Whether their area of excellence is business, sports or the performing arts, peak performers share an important characteristic. They are able to enter a state where they are totally focused on what they do. They have learned to bring themselves to a place that combines mental clarity and sustained energy with a sense of inner calm and active engagement. Virtually everyone experiences these “moments of flow” at some point in their lives. Peak performers learn how to access them when they need to, whether they are performing before a live audience, closing an important deal, helping a troubled patient or merely playing a game of golf with a friend.
Participants in this two-day workshop will learn the techniques necessary for achieving optimum personal performance, both for themselves and for those they counsel or coach. Among the topics to be covered are: the characteristics of flow and the performance state; personal impediments to performance; the clinical role versus the coaching role; achieving physiological balance through relaxation techniques, biofeedback, meditation and open focus; the use of neurofeedback; cognitive approaches; the “inner journey”; mental imagery and the role of the coach.
This workshop is of particular value to coaches and personal trainers, as well as to neurofeedback practitioners and therapists who wish to see their clients move to the “next level” of functioning.
Day One:

A: Moments of Flow

1. Characteristics of Flow
2. Workshop Expectations
3. Criteria for workshop success

B: Flow and the significance of attention in the workplace, sports, academics and performance.

C: Characteristics of Performance

D: The Model: Five-Phases

C: Three Degrees of Performance

E. The Performance State

1. Attention
2. Arousal
3. Cognitive and Affective
4. Imagery and Sculpting
5. State of Flow:

F.     Flow Studies

G.    The Intake Process

H.   The 12 Individual Character Traits

I. The Assessment

1. Clinical Intake

2 Factors Preventing Flow

3. Performance Assessment

4. Barriers To Performance: Choking
5. Performance Issues and Anxiety: DSM
6. Attachment Issues
7. Post Traumatic Stress-
8. Shift in status
9. Family System
10. Role of Transference
11. Clinical vs. coaching function
10. Client Contract
- J: Phase One: Physiological Balance
1. Regulating Arousal
2. Biofeedback: Respiration , Hand Warming and EMG
3. Meditation
4. Autogenics
5. Progressive Relaxation
6. Heart Math
7. Open Focus


Day Two:


A: Questions and Overview of Model
B: Open Focus Exercise
C: Neurofeedback
1. State and Performance
2. Self Regulation of Brain and State
3. Exercise Model Towards Performance
4. The Neurophysiology of Arousal
5. Biofeedback and Neurofeedback a tool
- Mirror to state
- Maintaining state
6 . Regulating arousal
~ Over
~ Under
~ Instabilitie
7 Performance vs clinical
8 Assessment leads to protocols
· Attention
· Instabilities
9. The study of golfers and brain state
10. Alpha Theta
- Stabilize Attention
- Safe Place
- Facilitating Creativity
- Creative Visualization

A: The Inner Journey Goal: To Build emotional toughness
1. Identifying Barriers
2. Identifying who owns the talent
3. Cognitive Distortions
4. Shadows to Performance
5. Safe Place Concepts
6. Confidence
7. Golden Shadows
8. Future Self
B: Mental Imagery and Coaching
1. Creating a mental model of an event
2. Improvement in performance that results from an individual’s either thinking about a skill or watching someone else perform it
3. Psycho Neuromuscular Theory: - Creating a template or a neurological blueprint
4. Validity of Mental Imagery on Performance
5. Samples of imagery
C: The role of the coach
1.Goal setting
2. Interventions
3. Transference
5. Trauma Transference
6. Counter Transference
D. Marketing and Advertising
E. The Interactive Metronome

Introduction;

Objectives:
1. Identify each participant’s experiences with peak performance in their own work, daily activities and hobbies.

2. Establish that flow is an achievable state.

3. Establish the two basic characteristics are attention and regulation of arousal.

4. Identify a five-phase model that includes physiological balance, biofeedback including traditional and Neurofeedback, inner journey, mental imagery and coaching.

5. Define performance and their venues.

6. Establish a frame of reference for the degrees of performance: Peak, Optimal, and Power.

7. Identify the significance in performance that attention, arousal, cognitive and affective issues play as well as the role of mental imagery, sculpting and flow.

Theoretical Framework
8. Identify the individuals goals and motivations.

9. Define 12 characteristics that are usually associated with optimal functioning.

10. Introduce the concept of attention as a competency
A competency composed of a different set of skills
· Types of Attention
· Sustaining Attention
· Mental Pliancy

11. Describe the Neurophysiological components of attention and how the brain “decides” to attend to some stimuli and ignore others.

12. Illustrate the demands of performance in academics, the worksite, sports and the performing arts require different points of focus.

· Spolin’s Work
· Slides

13. Illustrate that the demands of attention task for building consistent attention.

14. Define arousal in performance

15. The Importance of mastering physiological activation

16. Identify the stress literature i.e. flight/fight, role of cortisol

17. Develop a list of the affective and cognitive barriers to performance.

18. Introducing the role of the amygdala and it’s responsibility for emotional influences on perception, Tracking the performer’s attaching the emotional significance influences perceptual experience

Introduce the framework of mental toughness and full engagement i.e. physically energized, emotionally connected, mentally focused and spiritually aligned

19. Explore the sports and performance studies on the state of flow and optimal performance in various settings.


Intake:

1. Frame and teach an assessment process that takes into account the clinical issues versus performance issues.
2. Frame and teach different methods of learning about the client’s goals.
3. Establishing processes to understand the ability and the client’s relationship to the skill.
4. Identifying or creating instruments that measures feelings of self-consciousness, anxiety, energy management and attention.
5. Select questions that assess the client’s ability to enter flow, mange distractions and use of imagery.
6. Introduce Progroff’s journalizing concepts specifically life history, an autobiography of the ability and dialogues with the body and the ability.
7. Clarify the questions that are relevant for assessing the family’s support of the ability and the relationship to other key individuals. I.e. coaches, mentors, teachers
8. Clarify contract and role issues with client.
Physiological Balance:

1. This segment focuses on learning to self-regulate one’s arousal and attention and the importance of these two tasks.
2. To identify a series of techniques that facilitates the client’s management of their energy and ability that become ritualized into the daily habits of the client. Mobilize four key sources of energy
3. To revisit techniques that reinforces self-regulation of arousal levels.
4. The goal of this programmatic element is to assist the client in managing their inner energy
5. To introduce the concepts pioneer by James Loehr re mental toughness training as well as Barry Sterman’s work with pilots.
6. Helping clients design processes that permit Balance energy expenditure with intermittent energy renewal
7. Identifying resources for nutrition, exercising and breath work for optimal functioning.
8. Refresh the participants in the principles and uses Jacobsen’s progressive relaxation, autogenics, the awakened mind, mindfulness meditation and autohypnosis.
9. Identify Heart Math as a tool for coherence and balance.
10. Introduce The Listening program and it’s role.
11. Teach Les Fehmi’s Open Focus philosophy that attention is the underpinning of physiological balance.
12. Lead the group through a process of customization of open focus.

Biofeedback and Neurofeedback

1. Survey role of Biofeedback and peak performance
2. Discuss guidelines for the use of temp, muscle and respiration.
3. Discuss the role of EEG Neurofeedback as a tool for improving arousal regulation, improved attention and the ability to shift focus.
4. Facilitate and lead a discussion regarding translating the assessment process into protocols.
5. Framing the role of EEG Neurofeedback into rewarding the client’s brain to be more stable, more still and less stuck.
6. Identify the different points of view re the role and need for a QEEG.
7. Demonstrate the role of the coach during the EEG session.
8. Demonstrate the role of auto hypnosis or post hypnotic suggestions during the feedback session.
9. Identify how to use somatic experiences during the EEG training
10. Introduce the sports psychology research about golfers and other elite athletes.
11. Lead a discussion regarding the frequency of training and home trainers.
12. Propose that Neurofeedback play a vital role in helping the client do the inner work to dissolve barriers as well as constructing mental imagery.

Inner Journey

1. Facilitate a dialogue and process for discerning the information gleaned during the assessment process into cognitive barriers inhibiting performance.
2. Clarify the role of the autobiography and other writing assignments based on Ira Progoff’s work.
3. Illustrate how emotional factors that inhibit performance can be responsive to inner journey work.
4. Formulate a strategy to help practitioners limit the therapeutic intervention to issues impacting their ability.
5. Introduce Nancy Napier’s work and the role of the inner child, the shadow, the future self, and the golden shadow.
6. Demonstrate the use of breathing and guided imagery to teach the client to journey to safe places.
7. By using autohypnosis and or somatic principals teach clients to go immediately to this place.
8. Introduce exercises for confidence building.
9. Reference TFT and its role in dissolving trauma.
10. Reference the Tapas approach and it role in dissolving barriers.

Mental Imagery and Sculpting

1. Introduce the different theories as to why imagery is effective.
2. Familiarize participants about the mental imagery research.
3. Facilitate a dialogue about the impact of Neurofeedback over the motor cortex and it’s impact on the client’s ability to engage in mental imagery.
4. Suggest the uses of imagery in academics, the work place, sports, and the performing arts.
5. Define when in the process to use imagery i.e. focuses, confidence, skill acquisition, practice, problem solving, distraction training and cue triggers.
6. Establish guidelines in transferring the inner journey work to imagery for performance.
7. Suggest guidelines for constructing imagery.
8. Illustrate through case examples of the use of imagery.
Coaching:

1. Defining the difference between clinician and coach.
2. Defining the coach’s tasks
3. Facilitating a discussion regarding the coach’s role to other key people in client’s life.
4. Developing guidelines for how the practitioner moves from coaching to clinician on an as needed basis.
5. Identifying issues that will indicate that there is transference. Determine the type and response.
6. Developing safeguards to make sure that there are clear boundaries and that a counter transference does not evolve.


Marketing and Resources:

1. Identifying populations and arenas in which to market these services.
2. Bibliography and helpful web sites.
Finding a mentor.

Instructor. Rae Tattenbaum is a licensed social worker. Along with an MSW from the Columbia School of Social Work, she has an undergraduate degree in theater arts and extensive experience in both the theater and business worlds. Ms. Tattenbaum’s experience in senior executive positions with companies such as Northern Telecom and Nortel enables her to understand the need for business executives to learn how to best manage their energy and resources. More recently, she has become well known, both as a personal coach for artists and athletes and as one of the leading instructors in peak performance techniques.

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