Athlete’s Mental Skills

Athlete’s Mental Skills

Across the world of elite sport, a problem pops up over and over again, athlete’s mental game

Top athletes under-perform when expectations are highest. One thing goes wrong, then another, then another. Soon, the higher-ranking opponent collapses and no one is really sure why.

“The core of the problem is the wrong view of how the human mind actually works. Feelings and emotions are the foundation to thought – not the other way around. We have a flat earth-round earth moment right now where most advisors fear the round earth yet it’s exactly the path to greater horizons and specifically the path for athletes to use to outperform under pressure.”

That is according to Denise Shull, a Performance Coach who serves as the Principal of the ReThink Group, a New York-based human capital consultancy that leverages the latest neuroscience and psychological research into creating new levels of human performance.

Found on: https://leadersinsport.com/performance/rethink-group-radical-mental-skills/

 

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Entrepreneurship Aptitudes Test

Entrepreneurship Aptitudes Test

Take The Entrepreneurship Aptitudes Test

🧭 35 MINUTES

Do you have what it takes to strike it out on your own? Got the entrepreneurial spirit in you? A number of people don’t fit into the existing corporate molds.

Maybe they have a hard time taking direction or hate working in an industry they aren’t passionate about. Perhaps they have a lot of great ideas that they never get to implement in their workplace because of all the bureaucratic red-tape.

Sometimes, they just feel driven to achieve, heading towards some finish line that most people can’t see. These people work best when they’re on their own, as entrepreneurs.

This test will identify whether you have the characteristics that typically demonstrate entrepreneurial potential.

Examine the following statements and indicate how often or to what degree you agree with them. In order to receive the most accurate results, please answer each question as honestly as possible.

After finishing this test you will receive a FREE snapshot report with a summary evaluation and graph. You will then have the option to purchase the full results for $12.95

 

greatness

Do You Have What it Takes For Greatness?

What makes someone with early potential develop that talent in a way that results in high performance or greatness?

The volume, The Psychology of High Performance: Developing Human Potential into Domain-Specific Talent, addresses that question by examining outstanding performance across five different domains: academic disciplines (mathematics and psychology), arts production (culinary arts and drawing/painting), arts performance (dance and acting), professions (medicine, software engineering, and professional teams), and sport (golf and team sports).

The book was, in part, inspired by a famous study by Benjamin Bloom and colleagues in 1985, which retrospectively examined the trajectories of world-class athletes, artists, scholars and professionals. The work, the authors write, “remains a valid and elegant reporting of the developmental stages of instruction experienced by his study participants. What was missing … is an explicit description of psychosocial dimensions of eminent achievement.”

The study of expertise has expanded in recent years to examine similarities and differences across multiple domains (see the Journal of Expertise), and this edited volume brings together scholars across various disciplines. Rena, Paula, and Frank kindly responded to three questions regarding their new book.

 

What have we learned since Bloom’s original contribution on the psychology of high performance?

Ironically, one of the major things that we have learned since Bloom’s (1985) study is how much he got correct. The importance of looking at talent withindomains; providing the right resources both within and outside of school; the importance of the family, especially in the earliest years; the right teachers and mentors at particular stages on the developmental trajectory in a domain; and a community of learners are still key factors in the advancement of high performance.

Since 1985, we have since learned that psychosocial skills and insider knowledge interact with ability to enhance the likelihood of progress to the next level of talent development, and we do have some ideas about which psychosocial skills matter broadly across domains.

We still need to identify psychosocial skills unique to domains and who is best placed to convey these skills and knowledge. Also, we have little to go on regarding developmental benchmarks for talent development, largely because we assume that present performance is the best predictor of future performance—but it may be that present performance is not the sole predictor.

A better predictor may be the capacity to develop and maintain critical psychosocial skills.  For example, what happens to a talented individual who loses passion for the domain, stops practicing intensely, or is unable to focus?

 

Used with permission
What are the commonalities for talent development when considering multiple domains?

All domains change over time in response to societal demands. For example, medicine has needed to increase sub-specialization and pay more attention in training protocols to interacting and communicating with patients.

Aesthetics within fields of performance also change and as a result, preparation changes (witness that in the education of artists, the basic skill of drawing has become optional in the curriculum and preference is given to learning what you need to know to do the art you want to do).

Commonalities across talent development domains can be divided into several categories. The first is the personal category. In addition to domain-specific ability and creativity, passion, persistence in the face of failure or setbacks, and engaging in the work of the discipline or field over time are useful across domains.

The second category is environmental. Social, emotional, and financial support are critical.  Even in domains where the tools or equipment that is required is relatively inexpensive, the resource of time is key, and time is dependent on a certain amount of fiscal resources.

The third factor is chance, which involves both the personal and environmental. The individual developing talent needs to be on the lookout for opportunities and ready and willing to take up opportunities as they arise. There are a lot of talented individuals aiming for the top and typically there are more talented individuals than there are opportunities.

It is important to note that domains differ in important ways as well. For example, talent trajectories begin, peak, and end at different times. And within domains, there are early and late specialization fields, those that focus more on teamwork and others that are more individual, those that expect large commitments to education and those that do not, and those that require a great deal of disciplined or deliberate practice and those that require less.

The next steps for the field will be to categorize these similarities and differences based on research and the best practices presented in this book and translate this information into a testable model.

 

What can we learn from talent selection and development from sports that has the potential to be applied in academic settings?

Sports provides several key lessons. First, the domain of sport relies more on sport-specific criteria than do academic fields. They use actual performance as a selection tool. Individuals are asked to play the sport, often with other equally talented athletes who are trying out, and those who perform best are selected. Teachers (coaches) do the selection with pretty good accuracy.

Second is the importance of ongoing disciplined practice. We use the term disciplined rather than deliberate practice because the nature of the “practice” that one needs to engage in to succeed in physics or acting may be very different than the deliberate practice required in sport, but it is still practice in the discipline.

Sport has long recognized the importance of psychosocial skills like coping with performance anxiety—particularly at the elite levels of competition. Sports take place in front of audiences where one has supporters and individuals who are not rooting for you and you have got to learn to be able to “shut out” distractions and get the job done. Similarly, games are played almost weekly or even more frequently, and athletes have got to put their best selves on the field or court on every occasion. Thus, an athlete is trained to “pick oneself up” after losses, understand the lessons the loss provides, and move forward to try to win the next game.  Sports psychologists are integrated into this important component of training. We leave the development of these skills to chance for academically talented individuals, but we could place more of a focus on developing them.

Sport also seems to have many different avenues for gaining experience in the early years—through school teams, park district activities, club sports, and so on. These opportunities are open to all children and get more selective as they progress.

In other words, “on ramps” are readily available. Parents know and accept the idea of starting young children with exposure and progressing to increasingly more selective and competitive opportunities. We do not have such “on ramps” in academics and parents do not have the same knowledge or acceptance of the idea.

However, we argue that many of the advantages of sport come with it being a performance domain, and other performance domains such as elite music performance also offer useful lessons for academic domains. As in sport, in developing elite musical talent, there are explicit criteria for selection based on performance, and diminished reliance on abstract tests. Teachers are often practicing professionals and provide individualized instruction – much of the talent development work is conducted one-on-one.

Teacher selection is also key and sometimes more important than the reputation of the music institution. And beyond one-on-one lessons, there are master classes sharing instruction with all the students of one teacher. Additionally, for a student to progress, he or she needs to pass muster every year in front of the whole department.

Finally, there are “Reality 101” classes requiring students learn how to behave in professional environments, how to handle stress, how to get an agent, and other practical skills required to facilitate success.

These skills would also be useful in academic domains and universities are now beginning to have classes on succeeding in academia or translating your doctoral degree into success outside the academy.

 

Mental Speed Test

Mental Speed Test – Version 1

Mental Speed Test 


🧭 5 MINUTES

The following test is meant to assess your mental speed – how quickly you can process information and make decisions based upon that information.

The exercise consists of word/image pairs and simple mathematical equations or number sequences. If a pair matches, click the “Correct” button (the left arrow key on your keyboard). If the pair does not match, click the “Incorrect” button (the right arrow key on your keyboard). However, if the word “Opposite” appears at the top of the screen, you need to reverse your answer.

In the first example (pear and star), the answer would be incorrect (“Incorrect”). For the second example, although it is an exact match, the word Opposite appears at the top of the screen, so rather than choosing “Correct” you would have to choose “Incorrect”

For the mathematical equations simply indicate whether the answer is correct or incorrect. For the number sequences indicate whether the number in red correctly completes the sequence.

As you can see, the first equation is wrong – the answer should be 5, so in this case, you would choose “incorrect”. However, although the number sequence is also wrong (the answer should be 22), the word Opposite requires you to reverse your answer, so in this case you would choose “Correct” rather than “Incorrect”.

Remember, you are being timed, so try to answer as quickly as possible – and remember to reverse your answer when the word “Opposite” appears.

After finishing the test, you will find out how accurate and fast you were. Have fun!

 

Happiness

How Happy are You?

More then often we are so consumed with our daily lives that we forget to take a look at the larger picture of who we are and what we need to be happy.

 

We work, raise our children, and manage our chores, but it takes an extraordinary event such as a life-threatening illness, or the death of a loved one, to focus our attention on the meaning of our lives.

Pleasure theory has been around since the days of ancient Greece and is well-represented in modern-day society and academic psychology. Socrates pondered the idea that pleasure is the basis of morality; he wondered if pleasure indicates moral good and pain indicates evil.

Epicurus, the greatest of all pleasure theorists, believed that the key to a happy life was to minimize stomach distress, or anxiety, by changing one’s attitudes and beliefs. His rational emotive philosophy was popular for 700 years in ancient Greece and Rome.

More recently, Playboy founder Hugh Hefner used pleasure theory to justify the sexual revolution of the 1960s. Psychologist N. M. Bradburn said that the quality of a person’s life can be measured by the excess of positive over negative feelings. So is maximizing pleasure and minimizing pain the ultimate key to human happiness? No. When I was in the hospital analyzing what made my life satisfying, I didn’t focus on the parties. In fact, pleasure and pain were not even considerations.

If pleasure is not what drives us, what does? What desires must we fulfill to live a happy life? To find out what really drives human behavior, a study was made on graduate students and other 6,000 people from many stations in life which values are most significant in motivating their behavior and in contributing to their sense of happiness. After the findings ware analyzed to learn how different motives are related and what is behind their root meanings.

The results of research showed that nearly everything we experience as meaningful can be traced to one of 16 basic desires or to some combination of these desires. So was developed a standardized psychological test, called the Reiss Profile, to measure the 16 desires.

Happiness defined

 

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Harvard social psychologist William McDougall wrote that people can be happy while in pain and unhappy while experiencing pleasure; To understand this, two kinds of happiness must be distinguished: feel-good and value-based.

Feel-good happiness is sensation-based pleasure. When we joke around or have sex, we experience feel-good happiness. Since feel-good happiness is ruled by the law of diminishing returns, the kicks get harder to come by. This type of happiness rarely lasts longer than a few hours at a time.

Value-based happiness is a sense that our lives have meaning and fulfill some larger purpose. It represents a spiritual source of satisfaction, stemming from our deeper purpose and values. We experience value-based happiness when we satisfy any of the 16 basic desires–the more desires we satisfy, the more value-based happiness we experience. Since this form of happiness is not ruled by the law of diminishing returns, there is no limit to how meaningful our lives can be.

Malcolm X’s life is a good example of both feel-good and value-based happiness. When racial discrimination denied him the opportunity to pursue his childhood ambition of becoming a lawyer, he turned to a life of partying, drugs and sex. Yet this pleasure seeking produced little happiness–by the age of 21, he was addicted to cocaine and sent to jail for burglary.

He had experienced a lot of pleasure, yet he was unhappy because his life was inconsistent with his own nature and deeper values. He had known feel-good happiness but not value-based happiness.

After reaching rock bottom, he embraced the teachings of the Nation of Islam and committed himself to his most fundamental values. He led his followers toward greater social justice, married, had a family of his own and found happiness. Although he experienced less pleasure and more anxiety as a leader, he was much happier because he lived his life in accordance with his values.

The 16 basic desires make us individuals. Although everybody embraces these desires, individuals prioritize them differently. Al Gore, for example, has a very strong desire for power. This desire makes him happy when he is in a leadership role, when he gives advice to others, or when he shows how competent and smart he is.

George W. Bush has a strong desire for social contact. This desire makes him happy when he socializes and unhappy when he spends a lot of time alone. The two politicians place very different values on the basic desires of power and social contact, which is reflected in their personalities–Gore tends to be overbearing and overeager to get ahead, and Bush tends to be a good ol’ boy.

Although everybody wants to attain a certain status, individuals differ in how motivated they are to obtain it. Jackie Kennedy Onassis, for example, had a passion for status–she needed to be wealthy to be truly happy. By obtaining wealth, she thought that she could satisfy her deep desire for respect from her upper-class peers. She spent much of her life pursuing wealth by marrying two multimillionaires.

In contrast, Howard Hughes did not care much about status-he didn’t care about what people thought of him and spent little time trying to earn their respect. While Jackie Kennedy Onassis placed high value on gaining status and the respect of her social peers, Howard Hughes had both but neither made him happy.

Revenge is another goal that motivates people differently. Now that Regis Philbin has hit the big time with his show “Who Wants To Be A Millionaire,” why does he keep reminding us of the times he had been passed over earlier in his career? By embarrassing those who lacked faith in him, Philbin is gaining a measure of revenge.

In comparison, John F. Kennedy Jr. did not go after people who criticized him or his family. Revenge can be fun, but it is more motivating for some than for others.

The 16 basic desires

You cannot find enduring happiness by aiming to have more fun or by seeking pleasure. What you need to do, as the 19th-century philosopher J.S. Mill observed, is to satisfy your basic desires and take happiness in passing. First, use the test to figure out who you are.

Find out which of the 16 desires provide the most meaning in your life. How strongly are you motivated to obtain a successful marriage, career or family? Do you love a good meal and dining out? Must you be physically fit to be happy? Fortunately, you do not have to satisfy all 16 desires, only the five or six most important to you.

After you identify your most important desires, you need to find effective ways to satisfy them. There is a catch, however. Shortly after you satisfy a desire, it reasserts itself, motivating you to satisfy the desire all over again. After a career success, for example, you feel competent, but only for a period of time. Therefore, you need to satisfy your desires repeatedly.

How can we repeatedly satisfy our most important basic desires and find value-based happiness? Most people turn to relationships, careers, family, leisure and spirituality to satisfy their most important desires.

Since we have the potential to satisfy our basic desires through relationships, we can find greater happiness by finding new relationships or by improving the ones we already have. After looking at the 16 basic desires and estimating the five or six most important to you, do the same for your partner, or have your partner take the test. Compare the two lists-the strengths of your relationship are indicated by similar desires, and the weaknesses are indicated by disparate desires.

Shelly and Sam are a good case in point. Before they married, both placed value on romance, fitness and socializing, but they differed on whether or not they should have children. Shelly secretly thought she could change Sam’s mind. When Sam still did not want children after a few years of marriage, Shelly did not take her birth control pills one night and ended up having a baby boy. Sam loved his boy, but he didn’t enjoy raising him.

 

What can Shelly and Sam do to improve their relationship and regain happiness?

 

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Counseling
is worth a try, but even with the best counselor it will be difficult for them to resolve their differences.

Their problem is that they prioritize the basic desire for family differently-one enjoys raising children, the other doesn’t.

The desire for family, which is not easily changed, has pulled them in different directions, turning a happy marriage into an unhappy one. Their best bet to improve their relationship may be to set aside time for activities that satisfy the desires that bind them. If they set aside time to put the romance back in their lives, maybe the strong points in the relationship will outweigh the weak ones. Ultimately, that is the judgment we all must make, because few relationships are perfect.

Our basic desires can also be satisfied through work. Steven Spielberg, for example, honored his Jewish heritage when he made the movie Schindler’s List, the Academy award-winning film about the Holocaust. When Spielberg thinks about this accomplishment, he feels a sense of loyalty to his Jewish heritage, an intrinsically valued feeling that satisfies the desire for honor.

Rocky Graziano also found valued-based happiness through his career. Graziano was a fighter–that was who he was and who he wanted to be. He was an unhappy juvenile delinquent who got himself into fistfights. But when he became a boxer–rising to the rank of middleweight champion–he finally found work that provided a socially acceptable means for him to satisfy his passion for vengeance. Fighting had gone from a source of displeasure to a source of happiness in his life.

One way to become happier is to find a job or career that is more fulfilling than the one you have now. To do this, you need to analyze how you can use work to better satisfy your five or six most important basic desires. If you have a high desire for acceptance, for example, you need work that exposes you to little evaluation and potential criticism. If you have a high desire for order, you need work that involves minimal ambiguity and exposes you to few changes. If you are a curious person, you need a job that makes you think.

Our basic desires can also be satisfied through leisure activities. Watching sports, for example, provides us with opportunities to repeatedly experience the intrinsically valued feelings of competition, loyalty, power and revenge. When Brandi Chastain kicked the winning field goal and the United States won the 1999 World Cup in women’s soccer, a surge of power went through the nation like a bolt of lightning–the crowd roared and people thrust their fists powerfully into the air.

Sports produces more or less the same range of intrinsically valued feelings in fans as they do in players, which is why so many people watch.

One of the deepest ways to satisfy our desires is through spirituality. We can satisfy the desire for honor by embracing the religious denomination of our parents. A psychologically important attribute of religion is the emphasis given to the desire for unity, or to open one’s heart to God. At least for some, faith is a path toward greater value-based happiness.

Value-based happiness is the great equalizer in life. You can find value-based happiness if you are rich or poor, smart or mentally challenged, athletic or clumsy, popular or socially awkward. Wealthy people are not necessarily happy, and poor people are not necessarily unhappy. Values, not pleasure, are what bring true happiness, and everybody has the potential to live in accordance with their values.

Reference (and really worth reading): 

Who Am I: The 16 Basic Desires That Motivate Out Happiness and Define Our Personalities, Steven Reiss, Ph.D. (Tarcher/Putnam, 2000)

The Art of Happiness: A Handbook for Living, His Holiness the Dalai Lama and Howard C. Cutler, M.D. (Riverhead Books, 1998)

 

The 16 keys to happiness

  • To increase your value-based happiness, firs read the following statements and mark whether they describe you strongly (+), somewhat (0), or very little (-).
  • The ones that describes you strongly show the keys to your happiness-you should aim to satisfy these to increase your happiness.
  • Some tips to help you do this can be found in article, and more can be found in author’s book, Who Am I: The 16 Basic Desires That Motivate Our Happiness and Define Our Personalities.

 

Legend for Chart:

A – DESIRE

B – STATEMENT

C – SELF-RATING

A B C

  1. CURIOSITY I have a thirst for knowledge. —–
  2. ACCEPTANCE I have a hard time coping with criticism. —–
  3. ORDER It upsets me when things are out of place. —–
  4. PHYSICAL ACTIVITY Physical fitness is very Important to me. —–
  5. HONOR I am a highly principled and loyal person. —–
  6. POWER I often seek leadership roles. —–
  7. INDEPENDENCE Self-reliance is essential to my happiness. —–
  8. SOCIAL CONTACT I am known as a fun-loving person. —–
  9. FAMILY My children come first. —–
  10. STATUS I am impressed by people who own expensive things. —–
  11. IDEALISM Compared with most people, I am very concerned with social causes.
  12. VENGEANCE It is very important to me to get even with those who insult or offend me. —–
  13. ROMANCE Compared with my peers, I spend much more time pursuing or having sex. —–
  14. EATING I love to eat and often fantasize about food. —–
  15. SAVING I hate throwing things away. —–
  16. TRANQUILITY It scares me when my heart beats rapidly. —–

 

 

 

Ever notice how any successful story throughout history tends to have a similar cast of characters? Thats because everyone has an archetype.

 

If you haven’t bothered counting, I’ll let you know that most characters will fall into one of 12 principal roles. This explains why and how you find favourite stories so relatable. Carl Gustav Jung, a famous psychoanalyst, defined these characters and the journey they go on as Archetype.

 

What is an Archetype?

 

An archetype is something that symbolises primary human motivations, drives, desires and goals. It influences how we finds meaning in life, what we values, and the personality characteristics that we have. Most people tend to identify primarily with one archetype, although it is possible to be a mix of a few different ones.

Below you have all 12 archetypes, with a brief description. Enjoy!

 

Archetype

If you’re a visionary, you value innovation above all else. You look for patterns in the ordinary and try to create order out of chaos. You are intuitive and tend to find it much more comfortable than others to accurately predict trends and look into the future.

You love to exchange ideas, share your opinions, and try out new gadgets. But you also have a tendency to overthink things or catastrophise if stressed and overwhelmed. When this happens, it is essential for you to retreat to somewhere secluded and/or scenic so that you can once again focus in on your next innovative idea that you would like to put into action.

Being a visionary archetype, you tend to include the designer, the detective, the director, the entrepreneur, the hermit, the futurist or the strategist.

 

Archetype

If you’re a caregiver, you value being compassionate, caring and kind to others, but especially your family and friends. You struggle to say no to people because you love to help out and give as much as you can.

Burnout is a risk if you spread yourself too thin, however. You are easy to get along with, flexible to various situations, and always willing to do what is required to adapt to and fit in with others without losing your sense of self. Your favourite activities involve spending time with those you love, and you are the person that people call or talk to if they have been going through something tough or are in crisis.

The caregiver archetype tends to include the loving parent, the teacher, the nurse, the doctor, the best friend forever, the rescuer, the mentor, the healer, the veteran and the civil servant.

 

Archetype

The royal wants power and to be in control. They love being a leader and the boss and love living the high life and the sense of entitlement that comes with this. The royal is not afraid to throw money at a problem so that it will go away, and is willing to use their status, title or name to get what they want and feel that they deserve. Activities, holidays and clothes all need to be the best that money can buy.

Royal archetypes include the king, the queen, the prince or princess, the boss, the executive, the politician, the diva and the networker or social climber.

 

performer report

The performer is all about entertaining others and being the centre of attention. Even at social and family gatherings. Like Lady Gaga, they live for the applause and moving others emotionally or making them laugh. The performer wants to be seen and believes that being dramatic and in the right places with the right people is the best way to achieve this.

The performer archetype includes the actor, the entertainer, the comedian, the clown or fool, the eccentric, the trickster, the storyteller, the spellcaster, the magician and the provocateur.

 

Archetype

The spiritual person has their faith as the cornerstone of who they are. They are belief driven, and pray and seek for what they know to be true to come to fruition. They love to engage in yoga, meditation, and connecting with others on a deeper level and can feel very connected with others and the world around them.

The biggest trap for the spiritual person is magical thinking and not doing enough to take action and change the questionable things in their lives. They instead have hope and faith that things will work out the way they want, even when all the evidence suggests otherwise.

The spiritual archetype can include the shaman, the saint, the mystic, the guru, the angel, the missionary, the martyr, the disciple and the Samaritan.

 

Archetype

The tastemaker values the beautiful nature of things above all else. They pay attention to trends, fashion and decor, and ensure that whatever they have is as aesthetically pleasing as possible. Different from the royal, they don’t assume that this is just about what is most decadent or expensive.

A tastemaker loves to explore new restaurants, shops, technology and holiday spots. Their weakness is judging others who do not prioritise aesthetics as much as them.

The tastemaker archetype includes the fashionista, the goddess, the gentleman and the metrosexual.

 

explorer report

The explorer loves adventure, exploring the world, and seeking excitement wherever they are. They are curious about everything new and things they are yet to encounter, and as a result, fear commitment and being stuck in one spot or tied down by someone else in any way. The explorer feels drawn to things unseen and undiscovered and is willing to be practical about what it takes to live their life in this way. They love meeting new people and immersing themselves in new cultures and experiences.

The explorer archetype includes the adventurer, the traveller, the seeker, the discoverer, the wanderer, the individualist, and the pioneer.

 

archetype

The advocate is always being a champion for a good cause and hoping that things will get better if they put up a fight for what they believe in. They may have a tendency of getting too caught up personally in the cause but are willing to back up.

They believe in getting signatures for a petition, fundraising money for a campaign, or organising a protest. They also try to live their lives in a way that is consistent with their values and standing up for those less fortunate or those without a voice, such as flora and fauna.

This archetype includes the hero, the environmentalist, the crusader, the vegan, the lawyer, the feminist, and the human rights advocate.

 

intellectual report

The Intellectual takes pride in their extensive knowledge about things that are important to them. They are always seeking new information and trying to apply this information in a useful way to increase their wisdom.

If you are this, you can come across as a know it all, but you may like you never have enough new things to learn. They love to spend time reading books and going to museums and are happy to impart their knowledge to anyone who is willing to listen.

The Intellectual archetype includes the philosopher, the student, the geek, the sage, the scientist, the theologian, the crone, the inventor, and the judge.

 

rebel_report

The rebel’s core values are justice and autonomy. They are fiercely independent and cannot be contained by the social niceties, order and dutifulness. They do what they want at all times, and like adventure and excitement, challenging convention and being deliberately provocative too.

They are at risk of not thinking through the consequences of their decisions, and as a result can overconsume drugs or alcohol or get into trouble with the law, at work, or with those closest to them.

Rebel archetypes include the warrior, the hedonist, Don Juan, the femme fatale and the wild man or wild woman.

 

athlete_report

The athlete lives for staying active, fit, and in shape. They love to compete in anything involving physical activity and are happiest when they have achieved a big, athletic goal.

Athlete archetype have a tendency to turn everything into a competition, which can annoy others, but they are just as happy pushing themselves to improve their health and body. Clothing is worn for comfort and performance only, not aesthetics. Being an athlete you love to attend sporting events and you are happy to watch sport on the TV.

The Athlete archetype includes the competitor, the outdoorsman, the dancer, and the tomboy.

 

creative_450x44

The creative loves being original and genuinely expressing themselves. The creative hates to just repeat or copy what others have done before them. They are happiest creating something from nothing, and this may include a piece of art, but it could also be a meal, an outfit, room in a house or even an idea.

If you are this archetype, you have a tendency to be a perfectionist, and this can make it difficult to begin a new project. Once you get started, you  tend to get into the zone until the project is complete or you need a break.

The creative archetype includes the artist, the chef, the child, the poet, the novelist, the shapeshifter and the romantic.

 

What Are Your Main Archetypes?

At archetypes.com it’s possible to find out which archetypes you are most similar to. This may help you to identify what journey it is you need to take in life, or what areas may be best for you to focus on going forward. Included below are my results:

Archetype

I’m pretty happy with these results, and not surprised by my top 2, but I was surprised to see visionary my third highest archetype. I’ve never thought of myself as that imaginative or innovative, but I do want the world to change for the better and am willing to do what I can to improve the mental health of others.

Based on these results, it’s apparent that I love to help others, but I need to be cautious about taking on excessive responsibility for others or feeling too guilty or inadequate when I can’t help as much as I would like to.

Also I love to learn and be curious about new things, but I still need to be humble and understand that there’s still so much that I’ll never know. Other thing is that I have to understand that not everyone wants to learn like I do, and that is okay too.

Lastly, when I have an innovative idea, it is vital that I put this plan into action so that I can make a real difference. I would also benefit from making sure that I connect with others and collaborate with the right people to help make these dreams become a reality.

I know that archetypes and the test are not highly scientific, but I still found them useful. I think about what story I am trying to live out, and what values or principles are guided by Caring for others, learning new things, and creating positive change is what I care about.
What about you?

 

 

via Which Archetype Are You? — HeartyPsych