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A pragmatic research philosophy is introduced that embraces mixed-method approaches to applied research questions. With its origins in the work of Peirce (1984), James (1907), Dewey (1931), and contemporary support from Rorty (1982, 1990,1991), pragmatism emphasizes the practical problems experienced by people, the research questions posited, and the consequences of inquiry. As a way to highlight applications of pragmatism in sport psychology, pragmatism is compared to constructivism and positivism in terms of philosophical underpinnings and methodological applications. The pragmatic researcher is sensitive to the social, historical, and political context from which inquiry begins and considers morality, ethics, and issues of social justice to be important throughout the research process. Pragmatists often use pluralistic methods during multiphase research projects. Exemplar design types are discussed that logically cohere to a pragmatic research philosophy.

Practitioners in helping professions have recognized the importance of philosophy of service as a fundamental factor driving the process of behavior change. This article explores professional philosophy as an underlying element of successful sport psychology service delivery. A hierarchical structure of professional philosophy is proposed that delineates important components both overtly discussed and implied in the sport psychology literature. These components—arranged from the most stable and internal to the most dynamic and external—are (a) personal core beliefs and values, (b) theoretical paradigm concerning behavior change, (c) models of practice and the consultant’s role, (d) intervention goals, and (e) intervention techniques and methods. Each component is examined from the perspective that philosophy guides practice. The resulting conceptualization of professional philosophy may be used for both didactic and research purposes aimed at furthering consultant effectiveness in sport settings.

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The authors review the historical context of sport psychology to explore the present state of sport psychology and make suggestions for the future of the field. The origins of sport psychology are rooted in efforts to improve athletic performance. However, the label "sport psychology" has been used to describe two different service delivery models: performance enhancement and therapy with athletes. Presently, advancements have been made in terms of organizational structure, but there has been little impact on the applied profession. In order to advance the profession, protect the public, and resolve confusion, sport psychology is examined. The authors identify performance excellence as the unique aspect of sport psychology and propose the field be identified as "performance psychology." In order to practice performance psychology competently, four areas of training are identified: (a) performance excellence, (b) mental health counseling, (c) consulting psychology, and (d) performance specialty domain(s). Finally, the authors recommend that a licensure specific to performance psychology be developed.In many significant ways sport psychology has been ahead of its time. When psychology was largely focused on pathology, sport psychology identified growth and psychological enhancement as worthy goals. When physical education was trying to isolate motor pattems, sport psychology expanded to mind-body connections. When academic departments were becoming increasingly specialized and segregated, sport psychology established interdisciplinary collaborations.Yet, in many significant ways sport psychology has lagged behind the times. While psychology distinguished itself from the medical field and established its own licensure and accreditation, sport psychology is still searching for its own unique identity. While physical education evolved into sport science and created applied professions, such as certified strength and conditioning coach and certified athletic trainer; sport psychology is struggling to identify and gain widespread acceptance in its target markets.

This article outlines 11 factors that a consultant may consider when planning, implementing, and evaluating psychological services. These factors are professional boundaries; professional philosophy; making contact; assessment; conceptualizing athletes’ concerns and potential interventions; range, types, and organization of service; program implementation; managing the self as an intervention instrument; program and consultant evaluation; conclusions and implications; and leaving the setting. All 11 factors represent important considerations for applied sport psychology professionals. Although consultants each have their own unique style and approach, these 11 factors are prerequisite considerations that form the foundation of a consultant’s effective practice. These guidelines may provide direction for a practitioner’s professional development, and as such, need time and commitment to be realized.