Heidelberg competence training for developing mental strength

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The Heidelberg Competence Training (HKT) for the development of mental strength is a psycho-educational process that teaches people theoretically well-founded and practical strategies and competencies in order to activate their personal performance potential at the right time in a targeted and conscious manner and thus successfully achieve individually set goals.

The HKT was developed by Wolfgang Knörzer , Wolfgang Amler, Robert Rupp and their project group at the Heidelberg University of Education and is used in an educational context (all types of schools, universities, teacher training, adult education), in health promotion and in sport. It is based on Grawe's consistency theory and, according to Heckhausen and Gollwitzer's Rubicon model, serves the volitional phase of goal formation and action execution.

With the help of the HKT, people can precisely formulate their goals, learn the access paths to concentration, become aware of their own strengths and develop and apply strategies for solving possible disorders. The training leads to the development of a positive problem-solving attitude and strengthens the self-efficacy belief .

Emergence

The Heidelberg competence training was developed in 2005 at the Heidelberg University of Education in close contact with practical application as a training concept for the "development of mental strength", continuously improved and modified for new target groups.

The starting point was the observation of the developers in their practice as (university) teachers and adult educators that people of different ages often have inadequate mental strategies and skills in order to specifically and systematically access and show their knowledge and skills in challenging situations.

In 2005, on the basis of the concept of “integrative mental training in sport” (cf. Amler, Bernatzky & Knörzer, 2008), the program “Making athletes mentally strong” was created for young athletes with the aim of fully exploiting performance possibilities, resisting doping attempts and to build up a second mainstay in parallel to competitive sport development through academic and professional development (cf. Knörzer, Amler, Bernatzky & Breuer, 2006). The implementation in different schools showed that the mental training also in the school area, e.g. B. for class work and exam situations, can be used effectively. It has since been adapted to the health sector (e.g. for rehabilitation ).

Theoretical basic principles

The role of basic psychological needs

The theoretical foundation of the HKT is the consistency theory of the neuropsychologist Grawe (2004). Based on the “Cognitive-Experiential Self Theory” by Epstein (1993), Grawe (2000 ) formulated the consistency theory as a “model of normal mental functioning” (Grawe, 2000, p. 449 ) on the basis of current findings from neuroscientific and psychological research ). According to this, the satisfaction of central psychological basic human needs is a prerequisite for the development of motivational approaches and a life in mental health and well-being. The four central basic needs are:

  • the need for orientation and control
  • the need for attachment
  • the need for self-esteem enhancement / protection as well
  • the need to gain pleasure / avoid discomfort.

Parallelism of analog and digital principles

In order to initiate sustainable motivational and learning processes, conscious-logical as well as unconscious and emotional aspects of learning are integrated into the training at HKT. According to the personality system interaction theory ( PSI theory ) by Kuhl (2001), four (brain) systems are available to humans that interact with each other and thus make it possible to grasp and process the world. Two of these systems are of particular relevance for the theoretical foundation of the HKT: the intention memory (IG) and the extension memory (EG). The IG is responsible for our conscious logical-analytical thought processes, plans and intentions are stored in it and planned action steps are prepared. The EG comprises an extensive associative network of biographical experiences, needs, norms and goals of a person, which simultaneously and unconsciously takes into account and integrates many individual aspects holistically.

Rubicon model of action orientation

In the Rubicon process model created by Heckhausen and Gollwitzer (1987) and expanded by Storch and Krause (2007), a distinction is made between the motivation phase and the volition phase. Only after crossing the Rubicon - the transition from motivation to volition - the action phase is initiated. In its form, the HKT has so far been designed as a volition program that strengthens the will for goal-realizing action and shows ways of implementation.

Outcome orientation

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Outcome orientation means thinking from the goal. The goal of HKT is to empower people to deal with incongruity, i.e. H. Challenge situations to be solved in a resource-oriented way. The methodological ways to achieve the respective goal can vary. The HKT offers the possibility of flexible adaptation to target group, framework conditions and orientation (e.g. performance optimization or lifestyle change). For a comparative evaluation, features were named that show whether this goal has been achieved. These features also characterize the four sub-steps of the HKT:

  1. Formulate goals exactly according to target criteria and mentally experience the achievement of goals.
  2. Know the access routes to concentration and be able to concentrate.
  3. Know your own strengths and be able to consciously activate them.
  4. Being able to formulate solution strategies for possible disturbances and be able to use possibilities of mental shielding.

application areas

The table shows selected fields of application in which the HKT has already been carried out.

Field of application context target group Goal setting
Pedagogical
University
Heidelberg
Workplace Health Promotion Administrative staff Better handling of workloads
Exam preparation Exam candidates Get optimal performance in exam situations
Teacher training Teachers working in schools Application of HKT in school for personal development, exam preparation, performance optimization, by students
Competitive sports /
school
School subject "Luck"
Willy Hellpach School Heidelberg 		Vocational school students from grade 10 Joy in performance
Schools of all school types as well as partner schools of the Olympic base Rhein-Neckar ;
10 "HKT schools" 		Young competitive athletes Optimal performance in school and serious sporting situations, personal development, mentally strong as doping prevention (empowerment approach)
Rehabilitation Clinic
Heidelberg-Königstuhl 		Rehabilitation stay in clinic Rehab patient Support in building a physically active lifestyle
Addiction prevention Training for addiction counselors of the
MKJS Baden-Württemberg 		Addiction counseling teachers, school psychologists Qualification seminar

About the developers

Professor Dr. Wolfgang Knörzer is a qualified pedagogue, teacher and professor for sports science / sports education at the Heidelberg University of Education. There he heads the Center for Prevention and Health Promotion. He also looks after competitive athletes in various sports at the Rhein-Neckar Olympic base.

Wolfgang Amler is the deputy head of a network school (GHS, RS) and a specialist advisor for school development at the Stuttgart regional council. He is a member of the HKT project.

Robert Rupp is a qualified pedagogue and research assistant in the BA course "Health Promotion" at the Heidelberg University of Education.

See also

literature

  • W. Amler, P. Bernatzky, W. Knörzer: Integrative mental training in sport. Meyer & Meyer Sport, Aachen 2008, ISBN 978-3-89899-197-1 .
  • S. Epstein: Implications of cognitive-experiential self-theory for personality and developmental psychology. In: D. Funder, R. Parke, C. Tomlinson-Keasy, K. Widaman (Eds.): Studying lives through time: Personality and development. American Psychological Association, Washington DC 1993, pp. 399-438.
  • E. Fritz-Schubert : School Subject Luck: How a New Subject Changes School. Herder, Freiburg 2008.
  • K. Grawe: American Psychological Association. In: Psychological Therapy. Hogrefe, Göttingen 2000.
  • K. Grawe: Neuropsychotherapy. Hogrefe, Göttingen 2004.
  • H. Heckhausen, P. Gollwitzer: Thought contents and cognitive functioning in motivational versus volitional states of mind. In: Motivation and Emotion. 11, 1987, pp. 101-120.
  • W. Knörzer, W. Amler, P. Bernatzky, S. Breuer: Making athletes mentally strong - competence-oriented doping prevention in practice. In: W. Knörzer, G. Spitzer, G. Treutlein (Hrsg.): Doping prevention in Europe - principles and models. First international expert discussion 2005 in Heidelberg. Meyer & Meyer, Aachen 2006, pp. 242–248.
  • W. Knörzer, W. Amler, R. Rupp: The Heidelberg Competence Training (HKT) for developing mental strength. A contribution to a resource-oriented health education. In: Journal Perspektiven zur Pedagogical Professionalisierung 77. “Health - Last or Lust !? - Health Promotion in School “2009, pp. 35–41.
  • W. Knörzer, W. Amler, R. Rupp: Developing Mental Strength: The Heidelberg Competence Training in School Practice. Beltz, Weinheim 2011, ISBN 978-3-407-25556-3 .
  • W. Knörzer, R. Rupp, S. Heinrich: Developing mental strength - the example of the Heidelberg Competence Training (HKT). In: W. Knörzer, M. Schley (Ed.): Neuroscience moves. (= Sports Science and Sports Practice. Volume 156). Edition Czwalina, Feldhaus Verlag, Hamburg 2010, pp. 69–76.
  • J. Kuhl: Motivation and Personality. Interactions of Mental Systems. Hogrefe, Göttingen 2001.
  • M. Storch, F. Krause: Self-management - resource-oriented. Basics and training manual for working with the Zurich Resource Model (ZRM). Huber, Bern 2007.

Web links