A Conversation with Casey Schmalacker, Vice President of New Frontiers Executive Function Coaching
Athletes are masters of self-awareness when it comes to their bodies. They can sense the tiniest shift in balance, breath, or form — and adjust in real time. That same ability to notice, reflect, and refine is what we might call metacognition. It’s the awareness of our own thinking, feeling, and responding.
In my work as a psychotherapist and former athlete, I’ve seen how this level of body awareness can become a powerful gateway to emotional and cognitive growth. Recently, I had the chance to sit down with Casey Schmalacker, Vice President of New Frontiers Executive Function Coaching, one of the leading organizations in the country specializing in executive function support. Casey and his team help people strengthen self-management and goal-directed behaviors through a thoughtful balance of structure and compassion.
Together, we explored how athletes can bring their training mindset to the mental game — building focus, resilience, and self-compassion using the same skills that drive their success in sport.
Q&A with Casey Schmalacker
Q1: Casey, executive function is often discussed in education or workplace contexts. How does it show up in athletics?
At its core, executive function is about self-management and goal-directed behavior — the ability to organize actions, adapt plans, and stay regulated in pursuit of what matters most. Athletes rely on these skills constantly: creating training schedules, monitoring progress, handling competition stress. The difference is that we often talk about these behaviors as “discipline” or “focus,” when in reality, they’re expressions of strong executive functioning.
Q2: Metacognition — thinking about one’s own thinking — is such a key concept here. How can athletes use it to build mental fortitude?
Athletes already use metacognition physically: they review game footage, reflect on their form, adjust their strategy. We help them transfer that same process to the mental and emotional side. For example, noticing when frustration shifts focus or when perfectionism takes over. With practice, that awareness turns into self-regulation — the ability to pause, reassess, and realign. It’s the same growth mindset, just turned inward.
Q3: You’ve talked about exploring the “connections and outputs” that shape behavior. Can you share what that process looks like in practice?
Absolutely. Many of us operate from a simple cause-and-effect mindset — when I do X, it leads to Y. But with reflection, we can expand that understanding: when I feel A, I do B, which leads to C, which makes me feel D. This wider view helps us see patterns, emotions, and triggers that were previously invisible. For athletes, it might mean realizing that stress during practice leads to rigid thinking, which limits creativity, which then reinforces self-criticism. Once those connections are visible, we can intervene with compassion and strategy — creating new pathways and outcomes. That’s the heart of metacognitive work.
Q4: Many athletes struggle with transitions — whether after an injury, a season, or even a career change. How can executive function skills help during those times?
Transitions test every part of our executive system. When identity feels uncertain, structure and intentional routines help re-establish stability. Coaching provides a framework for setting realistic goals, maintaining self-care, and creating strategies for new environments. Those routines act like scaffolding — helping athletes adapt while still feeling grounded in who they are.
Q5: Parents and coaches often want to support athletes’ mental development but worry about adding pressure. What can they do to nurture self-awareness and balance?
Encouragement doesn’t have to mean evaluation. Asking reflective questions — “What helped you stay focused today?” or “What was hardest to recover from?” — opens the door to metacognition without judgment. It helps athletes internalize that awareness is part of performance. It also models that growth is about learning, not just outcomes.
Q6: Both of our practices value whole-person development. How do you see the overlap between executive function coaching and therapeutic work with athletes?
We share a belief that growth requires both structure and compassion. Coaching brings in the systems and strategies for goal-directed behavior, while therapy explores the emotions and identity that shape those actions. Together, they help individuals understand not just what they do, but why they do it — and how to change those patterns with intention. It’s awareness paired with action, reflection paired with movement. That’s how lasting growth happens.
Shared Purpose
At the heart of both our approaches is a shared belief: strength isn’t only physical — it’s reflective. The same awareness athletes bring to movement, rhythm, and performance can also be trained in thought, emotion, and behavior.
When we combine therapeutic insight with structured executive function coaching, we create space for people to build systems of awareness and care that carry them far beyond the game. It’s about growth that feels grounded, intentional, and deeply human.
If you’d like to learn more about executive function coaching for athletes — or explore how these strategies can support performance, focus, and life transitions — you can reach Casey Schmalacker, Vice President of New Frontiers Executive Function Coaching, at casey@nfil.net or visit www.nfil.net.
Note: This and every Athlete Illuminated post is for educational purposes only and not a replacement for mental health treatment. If you are in urgent need of mental health support, please call 9-8-8. If you are experiencing an emergency, please call 9-1-1 or go to your nearest emergency room. For ongoing mental health concerns, consider seeking professional support or therapy.
The Athlete Psychotherapist 
Leave a comment