The Valor Difference

We combine scientific research with the best practices of elite athletes to build a higher performing, adaptable and more humane workplace.

Our Proven Framework

1

Values Endurance

The ability to leverage one’s top strengths, take intentional actions, and create a life aligned with one’s values.

2

Mental Agility

The ability to look at situations from multiple perspectives, creatively problem-solve, and think flexibly under pressure.

3

Connection Strength

The ability to build upon the connection with oneself, and grow strong and healthy relationships with others.

4

Self-Awareness Power

The ability to pay attention to your thoughts, emotions, behaviors and physical reactions and responses.

5

Emotional Flexibility

The ability to strategically change one’s thoughts, emotions, and behaviors in the service of a desired outcome.

6

Optimism Conditioning

The ability to notice and expect the positive, bounce back from setback, and prepare for success.

Our Science

At Valor Performance, we proudly take an evidence-based, multidisciplinary approach to learning, recognizing that elite performance requires a mindset created through efficient, deliberate and effortful preparation1.

By integrating asynchronous and synchronous learning, hybrid platforms boast the advantages of efficiency and personalization over more traditional settings2. Anyone can access world-class learning from anywhere and at any time3,4. This flexible structure enables us to meet our clients where they are and enables them to think about, reflect on, and understand the online material at their own pace5.

Our coaching, the face-to-face learning element, increases leader effectiveness, improves work attitudes, job satisfaction, relationships, and increases the likelihood of setting specific goals7. Recipients also experience reduced workplace stress as coaching increases their ability to manage work-related problems, facilitates problem-solving, raises self-confidence, and develops stress coping skills8. Organizations that have embraced coaching benefit from reduced turnover rates and improved bottom-line measures7.

The Valor coaches and software platform expose clients to a wide variety of performance-enhancing techniques using cognitive-behavioral theory9, positive psychology10, and mindfulness11. Since stress is an unavoidable by-product of expertise, we also integrate proven models of stress12 and recovery13 to enable clients to effectively design efficiency in work and life. The results are mentally tough and resilient leaders14 with enhanced capabilities in decision making, team building, and empowering others to achieve peak performance.

  1. Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
  2. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C: U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. Retrieved from http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
  3. Bowen, W. G., Lack, K. A. (2015). Higher education in the digital age (New edition ed.). US: Princeton University Press.
  4. Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2) Retrieved from https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
  5. Cherry, K., & Morin, A. (2019). The 6 stages of behavior change: The transtheoretical or stages of change model. Retrieved from https://www.verywellmind.com/the-stages-of-change-2794868
  6. Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44(3), 217-235. doi:10.1016/j.compedu.2004.01.005
  7. Fillery-Travis, A., & Lane, D. (2006). Does coaching work or are we asking the wrong question? International Coaching Psychology Review, 1(1), 23-36. Retrieved from http://eprints.mdx.ac.uk/5797
  8. Gyllensten, K., & Palmer, S. (2006). Experiences of coaching and stress in the workplace: An interpretative phenomenological analysis. International Coaching Psychology Review, 1(1), 86-98
  9. Ellis, A. (1957). Rational Psychotherapy and Individual Psychology. Journal of Individual Psychology, 13: 38-44.
  10. Seligman, M. E. P. (1991). Learned optimism (2. print. ed.). New York: Knopf.
  11. Hayes, S. C. (2019). A liberated mind: How to pivot toward what matters. New York: Avery.
  12. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Michigan. Springer Press.
  13. Eccles, D. W., & Kazmier, A. (2019). The psychology of rest in athletes: An empirical study and initial model. Psychology of Sport and Exercise, 44, 90–98.
  14. Coleman, J. M. & Morales, H. (2018). Leadership, In A. Mugford & G. Cremades (Eds.), Sport, Exercise, and Performance Psychology: Theories and Applications. Routlege/Psychology Press.

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