Sport Psychology Practitioners Research Articles

A Case Study of a Senior High-Performance Leader Managing Psychological Effects During the COVID-19 Pandemic

The potential scope for qualified sport psychology service providers is broadening. Recent empirical research and associated commentaries have highlighted the opportunity for applied sport psychology professionals to apply concepts and experiences toward having a positive effect on athletes’ training environment. This case study details a high-performance leader within an Australian national training institute who is also a trained sport psychology practitioner, attempting to optimize psychological effects in the time leading up to the Tokyo 2020 (i.e., 2021) Olympic Games. The objective was to meet or exceed medal targets though the provision of a strong, team-led approach where activity to achieve high-performance outcomes was prioritized but in a manner that leveraged strong professional relationships and through the prioritization of everyone’s mental and emotional health whenever practicably achievable.

A thematic-synthesis of self-care in sport psychology practitioners

ABSTRACT' Self-care has been identified as essential for promoting well-being among psychology professionals and an imperative for practitioners. Nevertheless, the value of self-care for sport psychology practitioners (SPPs) has only received limited research attention. Yet, a growing body of work has emerged, offering helpful knowledge to SPPs throughout the professional developmental span. A synthesis of the existing literature on SPPs’ self-care could offer the knowledge foundation for training programs on SPPs’ self-care. We systematically reviewed the existing literature focused on self-care among sport psychology practitioners. Using PRISMA guidelines, an initial database search identified 1,837 research records. After removing duplicate studies, screening by title and abstract, and assessing full-text article eligibility, we selected 15 articles for inclusion. Analysis of these articles resulted in three prevailing themes: (a) sport psychology practitioner’s self-care; (b) effective self-care; (c) connected care: A collaborative lens on individual self-care. These findings offer a significant insight to the literature on self-care in sport psychology practitioners. The synthesis also points to the important role others play in developing, implementing, and maintaining effective individualised SPP self-care. Based on these findings, we offer recommendations for professional bodies and education providers regarding the alignment of training routes and continuing professional development programs with the extant literature on self-care.

‘Pushing through the pain cave’: Lived experiences of pain tolerance in male ultra-marathon runners

Extant research has typically focused on the study of pain tolerance in endurance sport from a psychophysiological perspective, with findings illustrating that ultra-runners can tolerate pain for a longer duration of time than non-running active controls. However, qualitative investigation that explores the lived experiences of pain tolerance in ultra-running has been limited thus far.This research explored the lived experiences of pain tolerance in male ultra-marathon runners and how this evolved over time. Six male ultra-marathon runners were interviewed using a semi-structured interview guide. The methodology and analysis were guided by Interpretative Phenomenological Analysis. Four group experiential themes (GETs) were identified, and these are: building relationships with pain, what is ‘real’ pain? gratification of pushing through pain, and the trajectory of enduring hardship.The findings highlight the challenge of distinguishing between discomfort and real pain and the influence of socio-cultural norms on pain tolerance within ultra-running. The study raises important applied implications for coaches and sport psychology practitioners with regards to developing a holistic picture of ultra-runners’ pain experiences and cultivating environments that facilitate multiple narratives and enhance individuals ultra-running experiences.

A tale of three stories: The influence of transnationalism, gender, and dual career on the professional development of a trainee sport psychologist

The service delivery and philosophy of sport psychology practitioners is highly influenced by their life experiences, values, and personal beliefs. Nevertheless, accounts of such influences are limited within the professional development literature. In this article, the first author provides an analysis of how her experiences as a transnational female student-athlete and student-coach have shaped her identity and professional development as an applied sport psychology trainee. In so doing, the first author has reflected on the challenges and opportunities that she faced through these experiences. More specifically, her transnational experiences enabled her to realise the importance of love, empathy, and resilience as the foundations of her professional philosophy. Further, her experience as a female student-athlete enabled her to develop management skills and to overcome barriers resulting from her gender identity. We hope that by sharing the experiences of the first author in the present work, we create resonance and a sense of familiarity with some readers and provoke all practitioners to pause and reflect on how their experiences, values, and personal beliefs continue to influence their practice.

Sports officials and parents as spectators: Diffusing tensions on the sidelines

Youth sport competitions are often emotionally charged events, with children, parents, coaches, and officials reporting emotions ranging from anxiety and stress through to enjoyment because of their involvement. One of the sources for the negative emotions and experiences associated with youth sport is the behaviors displayed by spectators on the sidelines. Typically, in youth sport events, these spectators are the parents of the children involved in the competition. Recognizing the detrimental consequences that arise for children when parents are inappropriately or negatively involved on the sidelines, sport psychology researchers and practitioners have increasingly targeted interventions at improving parents’ involvement in competitions. Although such interventions are valuable and important for improving children’s youth sport experiences, their focus is typically exclusively upon the interactions and relationships between parents and their children. However, negative behaviors from parents on the sidelines can also impact others in the environment, particularly sports officials who report abuse and aggression from the sidelines as one of the primary reasons for leaving their roles. As officiating numbers decline, sporting organizations are considering how to best tackle these attrition rates and one area that may be worthy of consideration is the interaction between parents and officials. To-date, limited consideration has been given to the bi-directional interactions between parents and officials or to steps that could be taken to improve interactions. To this end, the purpose of this commentary is to increase awareness, initiate conversations, stimulate research, and enhance applied practice targeting the interactions between officials and parents in youth sport.

Lessons Learned

Abstract: Impacts of the COVID-19 pandemic led athletes and coaches to seek assistance from sport psychology practitioners (SPPs). However, SPPs were also constrained in their professional and private lives during this time. This qualitative study examined how the pandemic affected SPPs’ consulting work with athletes and coaches from March 2020 until June 2021. The overarching purpose was to derive insights into SPPs’ applied practice. I conducted semistructured interviews with eight certified SPPs from Germany, Austria, and Great Britain (4 females; Mage = 46.37 ± 11.16 years; Myears of practice = 18; range = 2 – 30). Participants were self-employed or worked at Olympic centers, youth academies, and sports schools. A reflexive thematic analysis revealed how the SPPs’ practice was tested, how their private and work life interacted, and how the pandemic promoted emerging trends within sport psychology. The lessons derived can help prepare SPPs for future challenges in their work, such as health crises or postponements of events.

Exploring the processes of evidence-informed decision-making in applied sport psychology

The purpose of the current study was to explore evidence-informed decisions involved in designing psychological interventions for performance enhancement. Employing a constructivist grounded theory methodology, 10 experienced and 10 early career sport psychology practitioners participated in semi-structured interviews. All participants gained their qualified status through the British Psychological Society and were registered practitioner psychologists with the Health and Care Professions Council within the UK. Accordingly, results are reflective of the participants’ training and practice experiences. Four key categories of decision-making processes were constructed: gathering information about the athlete, using research evidence, drawing on experience and tacit knowledge, and integration. Our findings demonstrated the interactions between research-based and practice-based knowledge when designing interventions that suit the needs of the athlete, work pragmatically within the applied context, and have the desired effect on the intervention goal. Our findings provide a better understanding of the interactions and processes used by sport psychology practitioners in applied practice. Such an understanding may inform the construction of evidence-informed interventions that lead to better performance outcomes. Lay Summary: This study explored the evidence-informed decision-making processes of 10 early career and 10 experienced, UK-based, sport psychology practitioners when designing interventions for athletes. Results highlighted the importance of integrating evidence from the athlete, research, and practice experiences to support evidence-informed decisions to enhance the performance of athletes.

Client-Led Applied Sport Psychology Practitioners’ Narratives About Helping Athletes

The current study explored how applied sport psychology practitioners adopting client-led stances described two of their athlete interactions. Applied sport psychology practitioners (8 female and 12 male, mean age = 33.76 years, SD = 4.70), describing themselves as client-led practitioners, discussed two athlete consultancies during open-ended interviews. Data analysis involved examining the narrative structure of practitioners’ stories and identifying the features of client-led service delivery present in the accounts. The participants’ stories reflected a collaborative empiricism narrative in which they collaborated with athletes to resolve client issues. The stories contained features of client-led person-centered therapy and the use of practitioner-led techniques and interventions. The results point to applied implications such as providing accounts of service delivery on which practitioners can reflect as they consider the ways they wish to help clients.

Practitioners in search of an identity: A Delphi study of sport psychology professional identity

The existence of a professional identity among sport psychology practitioners (SPPs) can increase ethical and effective practice while also leading to more satisfactory careers and advancing awareness of professional roles. There is currently no consensus regarding a sport psychology professional identity (SPPI), a definition of this construct, and the factors influencing it. As such, in the present study, we sought consensus on a definition of SPPI and aimed to identify associated factors. A multinational panel of 39 SPPs from 6 different continents participated in a 3-round Delphi study. The panelists in this study, who were recruited based on their applied and scholarly experiences, constructed a shared definition of SPPI as an individual’s professional self-concept concerning their sense of belonging and fit within the sport psychology profession. Further, the panelists also constructed a list of factors supporting (n = 13; e.g., knowledge and philosophy of the profession, personal meaning) and hindering (n = 10; e.g., isolation, non-traditional roles, lack of practitioner-environment fit) the development of SPPI. Professional organizations might use these results to advance professional development and training by integrating them into curricula for qualification processes. A clear understanding of what SPPI is and the factors that foster and hinder its development can support practitioners’ wellbeing and practice as well as raise public awareness of what is the sport psychology profession.

Professional development of sport psychology practitioners: From systematic review to a model of development

A clear model of professional development (PD) has the potential to enhance educational and training programs and promote effective, competent, and ethical practice. Scholars have explored facets of the PD of sport psychology practitioners (SPPs) using theoretical frameworks borrowed from counseling psychology. Yet, given the emergence of a sport-specific body of work on this topic, it appears timely to take stock of existing context-specific knowledge. In the present study, we aimed to systematically review the extant literature focused on SPP’s PD to identify specific characteristics and organize this knowledge in an accessible and structured manner in the form of a process model of PD. Following the PRISMA guidelines, we identified 1147 research records in the databases SportDiscuss, PsychArticles, PsychInfo, ProQuest, and PubMed. We subsequently screened and assessed the records for eligibility (i.e., empirical studies published in English that focus on developmental characteristics of SPPs, including a clear developmental stage) reducing the sample of articles that fitted our inclusion criteria to 34 qualitative manuscripts. Finally, we critically explored these manuscripts by engaging in a reflexive thematic analysis and created four developmental phases (i.e., introduction, exploration, solidification, and fulfillment). SPPs’ transition through these phases is seemingly facilitated by four processes (i.e., reflection, supervision, connections and networking with peers, and learning by doing), which also support the completion of the tasks associated with nine developmental elements (i.e., purpose, confidence and anxiety, focus, awareness, adaptability, independence, philosophy/congruence, professional identity, and the individual). We present the interaction of these developmental phases, elements, and processes in the form of a sport psychology-specific process model of PD. We discuss the implications of this model and its potential contribution to future research, supervision, and training programs. Yet, we also acknowledge how a focus on Anglophone and Western cultural contexts and a lack of methodological transparency are limitations of the extant literature.

“Can You Work With Athletes as a Female?”: Career Experiences of Female Sport Psychology Practitioners

The heteropatriarchal ideology undergirding sport has been recognized as a root cause of gender biases across multiple domains. Gender bias persists, although there is a growing number of female sport psychology practitioners entering the field. As such, continued exploration of the impact gender biases and stereotypes has on women’s career experiences remains necessary. Utilizing a feminist standpoint framework, the purpose of this research was to explore the career experiences of female sport psychology practitioners, centering the role of sexism. Seventeen cisgender female sport psychology practitioners participated in semistructured interviews from May 2021 to July 2021. Participants’ ages ranged from 24 to 46 years, with a mean age of 33.2 years, and years of applied experience ranged from 2 to 21 years, with a mean of 7.4 years. Reflective thematic analysis revealed five themes: (a) perceived lack of credibility, (b) compensation disparities, (c) sexist attitudes, (d) pregnancy and parenthood, and (e) advocating for self and others. Participants’ experiences suggest female sport psychology practitioners are confronted with blatant sexism in the workplace that poses professional challenges and career obstacles they have resiliently navigated. This study contributes to the growing body of literature pertaining to women in sport by purposefully exploring the juncture of gender with other identity factors (e.g., age, sexual orientation, and credibility).

“It’s Absolutely Essential”: Sport and Performance Psychology Practitioners’ Perspectives on Training, Use, and Importance of Debriefing in Applied Work

Debriefing is commonly used in sport and performance psychology (SPP), but little has been done to expand debriefing education and training experiences. The researchers sought to examine SPP practitioners’ education and training on debriefing and how it is used in their applied work. This study had two phases (Phase I, n = 143; Phase II, n = 13). During Phase I, researchers developed a 16-item questionnaire regarding demographics and debriefing training, use, and importance. Many participants debriefed every session (46%) and rated debriefing as extremely (53.1%) or very important (39.2%). Participants were unsatisfied with their training (55%) and desired more debriefing training from coursework (65%). Three themes were identified in Phase II interviews: training and education, use of debriefing, and importance of debriefing. With limited research in SPP about debriefing, this study furthers knowledge about how debriefing is used in practice and how training experiences can be improved.

The what, why, and how of goal setting: A review of the goal-setting process in applied sport psychology practice

Goal setting is a widely used intervention by sport psychology practitioners (SPPs) and coaches aimed at enhancing the performance of their clients and athletes. Many mnemonics and acronyms have been suggested to follow when setting goals. These often recommend certain principles or characteristics, such as setting specific, measurable, achievable, realistic, and time-related (SMART) goals. Less attention has been paid to the process of goal setting, or specifically how a SPP or coach goes about setting goals. The purpose of this review was to provide an overview of current goal-setting processes by identifying, describing, and comparing models within the applied sport psychology and professional practice literature. Furthermore, we aimed to synthesize contextual information and critically evaluate stages presented in these processes, while providing further considerations for practitioners and future directions for researchers. Our review shows there are several commonalities in the suggested processes of setting goals and that the stages can be broadly categorized as: (i) preparation; (ii) goal setting; (iii) planning; and (iv) follow-up. Although goal setting should be applied in a dynamic, individualized, and contextually-appropriate manner, the review demonstrates the need for integration of additional evidence-based psychological strategies within each stage of the goal-setting process. Lay summary: In this paper we provide an overview and synthesis of the different goal setting processes used by SPPs and coaches. We present ideas to consider when setting goals and direction for research in this area.

Mind the gap: Environmental influences on player psychosocial needs and development in an elite youth football academy

The Premier League football academy environment plays a significant role in shaping the psychosocial needs and development of youth footballers. The first author conducted a qualitative case study within a category one academy over nine-months using multiple methods (observation, field notes, interviews, focus groups, and document analysis). The holistic ecological approach (HEA) was used as a framework to capture the complexity of academy life. Analysis revealed a disparity between the awareness of the importance of psychosocial skills within the environment and the approach to embedding and prioritising their development. Environmental factors at both a micro and macro level resulted in an intention-action gap which inhibited psychosocial skill development. From the results of this study we suggest that sport psychology practitioners (SPPP) should incorporate environmental level factors in their work to better facilitate players’ psychosocial development.

Contributing to the Draft Process in Professional Sport Organizations in the United States and Canada: Perspectives and Guidelines for Sport Psychology Practitioners

Sport psychology practitioners may be asked by general managers and coaches of professional sport organizations to contribute to the draft process by providing psychological information about athletes they want to select for their respective teams and organizations. Although it seems that this request for psychological information is increasing in professional sport organizations in the United States and Canada, little guidance has been forthcoming about how sport psychology practitioners can contribute to the draft process. This article provides perspectives on the nature and scope of the draft process based on guidelines for psychological assessment and evaluation, consultation theory and research in sport psychology, and the professional experiences of the authors. It also offers guidelines for how sport psychology practitioners can engage in the draft process in professional sport organizations in the United States and Canada.

An Overview of Young Athlete Needs and Perceptions on Sports Psychology Services

Sport psychology research and practice in Indonesia have grown immensely, yet the research on teenage athlete perception on their need for sports psychology services is limited. This research was intended to understand young athlete needs and perceptions on sports psychology services. The qualitative approach was conducted for this research. The researcher interviewed twelve young badminton athletes aged 16-17 years (± 16,5) to understand their needs and perceptions of sports psychology services. The analysis used was the analysis of interview transcript and the search of the similar results as main data. The results showed that the participants had demonstrated the intention to receive sports psychology services from sports psychology practitioners to optimize their sports performance. However, they had not had any specific concept, expectation, or perception of the kinds of support they could receive from a sport psychology practitioner and services.

Interpersonal psychological well-being among coach-athlete-sport psychology practitioner triads

The importance of psychological well-being (PWB) is widely acknowledged in global policy and has important ramifications for health, performance, and engagement among sport performers. Despite this compelling knowledge, little is known about PWB in close sport relationships. We aimed to explore the interpersonal antecedents, transfer mechanisms, and outcomes of PWB within and among athletes, coaches, and sport psychology practitioners (SPPs). Underpinned by an interpretative paradigm, we conducted individual and triadic interviews with three coach-athlete-SPP triads from individual sports and analyzed data using abductive reasoning applied to reflexive thematic analysis. The themes we constructed relating to antecedents of PWB were situational properties of stressors, factors relating to the organization, shared values and characteristics, and interpersonal resilience. PWB was transferred among the triad via interpersonal coping, emotional contagion, and social appraising. PWB was cyclic in nature and, thus, we constructed themes (i.e., psychological safety, meaningful experiences of growth and development, and relational dynamics), which represented those factors that acted as both antecedents and outcomes. Our findings transcend individual understandings of PWB in sport by representing the first interpersonal examination of PWB among coach-athlete-SPP triads. This shift is crucial for informing how performers can collectively evaluate and manage PWB in the context of their close sport relationships. These findings implicate two primary recommendations: first, we recommend that researchers extend conceptual understanding of PWB among those in close sport relationships. Second, organizations and practitioners are encouraged to consider how mentoring and relationship-building schemes can be tailored within wider education and support programs to bolster PWB among athletes, coaches, and practitioners.

Process Reports in Applied Sport Psychology: A Tool for Professional Development

What sport psychology practitioners say, how they say it, and why they said it are core determinants of successful practice. As such, reflective practice is critical to practitioners (continued) professional development. This paper explains and illustrates a reflective tool for sport psychology practitioners – the process report. Process reports are an analysis of a practitioner’s method, techniques, and metacommunication. We provide practical steps for a practitioner to conduct a process report offering tips and reflections on the process. By drawing practitioners’ attention to their ability to shape the therapeutic process, we hope to generate more effective, agile, and responsive psychology practitioners.

“He’s Asked for You. . . . ” One-to-One Support With an Elite Academy Soccer Player and Navigating Through the Unforeseen Roles of Sport Psychology Practitioners

This case study outlines the holistic development of an adolescent soccer player, placing focus on the welfare of the individual first and the performer second. The client was seeking support as family life disturbances were having a negative impact on his mental health and general well-being. In addition, scholarship decisions were imminent, and the client felt that his performance had deteriorated. An introduction to the practitioner and client is provided, along with an account of the challenging and anxiety-provoking process encountered. Practitioner reflections are embedded throughout, and recommendations for other trainee sport psychology practitioners are provided. This case highlights the potentially unforeseen roles that sport psychology practitioners may, at times, play to best support their clients. It demonstrates the benefit of seeking guidance and support from supervisors and collaborating with other members of a multidisciplinary team, as well as the importance of having a clearly defined philosophy of practice to ensure that one is working from a place of congruence.

Case Study of a Professional Development Support Group of Sport Psychology Practitioners Working in Major League Baseball Organizations in the United States and Canada

A case study is presented about sport psychology practitioners working in Major League Baseball organizations in the United States and Canada who collaborated as a professional development support group. The practitioners ranged from entry-level mental skills coaches to midcareer providers to veteran sport psychologists. The professional development support group is described in relation to its professional development goals, membership criteria, and relevant context. The case study offers a perspective on the evolution of the group and provides evaluative information about implementation of its activities relative to its professional developmental goals. The case includes reflections about the meaning of the group and suggestions for how sport psychology practitioners can collaborate to foster their professional development in sport settings. In addition, lessons learned from the case study are considered for continued improvement of professional development support in sport psychology. Finally, guidelines are provided for designing and implementing professional development groups in sport psychology at professional and collegiate levels of sport.