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SUPPLEMENTARY MATERIALS

Catalytics Construction. Unit SMEs are given detailed instructions in Catalytic narratives (like the above) are presented to the group pro-
writing occupationally relevant narratives of incidents in which chal- jected onto a whiteboard, followed by a Scenario Strategy Grid (be-
lenges to the fight/flight system, psychological and physical perfor- low) with a partially worked out example of the cognitive skill being
mance are encountered. These capture the nature of the incident, re- learned.
sources (tools, people, etc), timelines of events in which they occurred,
sensory details (time of day, climate, temperature, environmental FIGURE 2 Scenario Strategy Grid.
context -– sight, smell, sound, touch/ kinesthetic, taste), internal ex-
periences (thoughts and physical sensations), and lastly – outcomes.
Catalytics are then fully constructed by the Trainer, and integrated (in-
terchangeably, in specific locations in the materials, Part 2, Figure 1)
forming the basis for specific education components, including learn-
ing activities and structured discussions used throughout all phases.
These components focus on synthesizing existing knowledge with
self- and situational-awareness to enhance understanding of the con-
nections between stressful environmental demands and their effects on
physiology, cognition (thinking, decision-making, distractibility, etc.),
emotion, behavior, and performance.
FIGURE 1 Phase II (Mental Agility / Mental Flexibility):
Example Catalytic.

In this example from Phase II (Mental Agility / Mental Flexibility)
trainees are guided through the Catalytic scenario (e.g., identification
of the thoughts, cognitive distortions, associated performance en-
hancing vs. degrading thoughts, emotions, and behaviors) utilizing a
Scenario Strategy Grid. These activities are constructed to allow for
structured intermissions where trainees are required to apply skills
and knowledge, encourage inductive reasoning, generate discussion
The above example developed for this training involves a situation and sharing of ideas, information, and strategies among the unit mem-
in which challenges with communication on the home front create bers to complete the exercise. This further allows trainees to simulta-
distractions in the deployed environment. The technician (represented neously mentally rehearse and practice retrieval of skills from Phase I
as the protagonist in the narrative) outlines the repeated dismissal of and enhances Mental Agility / Flexibility skills application in Phase II
negative, unbalanced, performance-degrading thoughts that return ex- and Phase III labs with real-time feedback from both the trainer and
actly when least optimal - as he’s hovering inches above an Improvised training cohort. It additionally aids in filling gaps in existing knowl-
Explosive Device, fingers searching in the dirt, on a night mission. He edge and resources to enhance skill application during sessions while
becomes distracted by the taste of the wrong toothpaste in his mouth gaining further occupationally relevant knowledge.
triggering an earlier argument with his wife about it. He is mentally Phase Descriptions: See Part 1 for a detailed description of Phases I
pulled away as the negative thoughts return at exactly the wrong mo- through III.
ment and provide a dangerous distraction, then suddenly pulled back Schedule: The following schedule was used as a guideline establish-
by a wave of adrenaline when he finds what he’s looking for (trig- ing rough time points to improve time management. Unit members
gering the fight/flight response, degrading fine-motor, and reducing were trained on protocol elements by the primary SIT Trainer (Phase
hearing/communication ability). The Catalytic illustrates the impor- I through III) at available time points and assigned rotating roles and
tance of staying aware of cognitions that can produce performance duties throughout the training (i.e., set up, operating HRV biofeed-
degradations, and the importance of developing skills to identify, chal- back equipment for demonstrations, collecting measures, etc.). Train-
lenge, and replace negative unbalanced thoughts before they result in ees were engaged in active training for no more than 30–45 minutes
dangers to health or safety in the field. at a time before breaks to reduce mental fatigue and improve encod-
Adaptives: Adaptive components are a set of established group ex- ing/engagement. Modules 5, 6, and 7 were streamlined to focus on
ercises designed to simultaneously employ both the Educational and skill-building in preparation for Adaptive Environmental Simulation
Catalytic components while learning and practicing advanced skills. (Phase III).

52 | JSOM Volume 21, Edition 4 / Winter 2021