No abstract

Previous literature within applied sport psychology offers little detailed discussion regarding the personal qualities of sport psychology practitioners and the impact of these qualities on practice. This paper presents an exploration of the views of sport physicians regarding the personal characteristics and qualities of applied sport psychologists deemed necessary for effective practice. Five UK-based physicians and one Head of Medical Services, working in a range of elite and professional sports, were interviewed about their experience and perceptions of working with sport psychologists. The interview transcripts were content analysed and trustworthiness criteria applied. Four key themes emerged from the data, labelled ‘Personal qualities’, ‘Relationship Building’, ‘Professionalism in Practice’, and ‘Similarities between Psychologist and Physician’. The findings within each theme offered interesting insights into the impact of personal qualities on effective sport psychology practice. This study extends the existing literature on sport psychologists’ characteristics and effectiveness and offers new insights into their personal qualities and how these interact with the practice environment. The findings supported the growing emphasis within the field on the importance of the person behind the practitioner. Suggestions are offered with reference to the need to consider how literature from counselling psychology and medical training could assist the development of practice and education and training in sport psychology.

Theories based in symbolic interactionism and narrative psychology can help us understand practitioner identity. Drawing on theories from these approaches, our purpose in this article is to distil research on sport psychologist growth, argue professional identity is a central goal in practitioner development, and offer applied implications. Professional growth includes movement from the self as an expert, who solves clients' problems, to the self as a facilitator, who works alongside clients. Practitioners strive towards being authentic and along the way, develop self-awareness, learn to manage anxiety, and choose their preferred ways of working. A key feature of being authentic is an articulated professional identity.Practitioners can shape their professional identities by interacting with helpful people, consuming various genres of literature, and engaging in different types of writing.

Since the person behind the practitioner has been recognised as a core foundation of professional practice in sport psychology, research attention has diffused to focus on navigating the ‘rocky road’ towards individuation. As such, this study extended the literature by illuminating the importance of developing personal qualities during the embryonic stages of supervised experience (SE) in sport psychology to help support the individuation process occurring throughout the training journey. Specifically, the aim of the current study was to explore the contribution of personal qualities to the personal and professional development of trainee sport psychology practitioners, within the individuation process. Seven semi-structured interviews were conducted with probationary sport and exercise scientists (psychology) working in a range of elite and professional sports (i.e., premier league football, rugby league, golf, gymnastics, swimming, and several other Olympic sports). The interview schedule was refined following a pilot study. Interview transcripts were content analysed and trustworthiness criteria applied. Interpretative phenomenological analysis identified three main superordinate themes, labelled ‘self-development of personal qualities’, ‘facilitators of supervisee individuation’, and ‘initial consulting experiences of practitioners’. This study extends the literature by illuminating the importance of developing personal qualities during the embryonic stages of SE to help support the individuation process occurring throughout the training journey, thus better preparing sport psychologist’s for self-governed practice once accredited. Considerations are given in relation to how sport psychology education and training programmes could aid the individuation process via the development of personal qualities.

No abstract

Less than 20% of cancer patients meet the recommended physical activity (PA) guidelines, partially due to poor knowledge and enforcement/encouragement amongst health-care professionals (HCPs). The primary aim of this study was to explore the perceptions of exercise practitioners on the role of PA and the physiological and psychological benefits to recovering cancer patients; the secondary aim was to understand the barriers and facilitators of promoting PA to cancer survivors. The third aim was to, seek the perspectives on the effectiveness of referral systems between the hospitals and PA structures. A purposive sample of five exercise practitioners’ (four male and one female) with experience with cancer patients participated in a semi-structured interview (45–60 min). Interviews addressed five key topics: intervention procedures, patient well-being, patient education on PA, effectiveness of referrals from hospitals, and post-intervention PA. Interviews were transcribed verbatim and analysed via thematic analysis. The participants believed that recovering cancer patients possess a knowledge of the physiological benefits of PA, yet psychological understanding remains unknown. Social environments are key to participation in PA and most HCPs lacked knowledge/awareness of the benefits of engaging in PA. There is a need to improve HCPs knowledge of the benefits of PA, whilst providing standardised training on how PA can improve cancer patients’ outcomes.

This chapter reviews research on supervision. Descriptive investigations document practices, obstacles, and both supervisors’ and supervisees’ expectations and experiences in supervision. Related studies reveal how trainees develop personally and professionally as they gain applied experience. Topics that will advance knowledge include exploring (a) the amounts and types of supervision trainees and practitioners receive, (b) the optimal ways to match models of supervision with trainees’ development needs, (c) the ways to train supervisors effectively, (d) the active ingredients in supervision, and (e) the influences and challenges of culture and context on supervision. Research on these topics will inform educators’ and supervisors’ efforts to help trainees and practitioners attain the competencies needed to help clients, build satisfying careers, and contribute to enhancing sport and exercise psychology’s role in the sporting world.

No abstract