Objective: The purpose of this research was to gain an insight into UK trainee sport psychologists' (TSP) and experienced sport psychologists' (ESP) perspectives of their professional development by drawing on a counsellor development framework (Rønnestad & Skovholt, 2012) .Design: A longitudinal qualitative design using semi-structured interviews (Study I) and a multi-interview qualitative design (Study II). Methods: Nine UK TSPs enrolled on the British Psychological Society (BPS), Stage 2 Qualification in Sport and Exercise Psychology (QSEP) participated in Study I. TSPs participated in three individual interviews regarding their professional development during the first 2 years of training. Five UK BPS-chartered ESPs with a minimum of 15 years consulting experience participated in Study II. ESPs took part in two separate interviews regarding their professional development. Study I themes were developed using an abductive thematic content analysis to interpret TSPs' perspectives about their development. We examined Study II data through the lens of the themes generated from Study I. Results: Participants' development reflected factors that underlie the process of individuation, such as personal interactions with peers and a broadening of influences outside of training (e.g., personal therapy, life experiences). Participants perceived professional development in sport psychology as intermittent and cyclical due to their varied work responsibilities. Conclusion:Individuation represents a dynamic ongoing process where practitioners attempt to understand better, who they are and the influence they have on service delivery.Individuation can be a deliberate process that can assist practitioners in realising professional satisfaction and meaning.

11The purpose of the present study was to compare learning experiences perceived to contribute 12 to service-delivery competence in sport, clinical, and counseling psychologists. Twenty 13 psychologists (11 female, 9 male, 28-70 years of age) participated in semistructured interviews.

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.

The research team explored UK trainee sport and exercise psychologists’ perspectives on developing professional-judgment and decision-making (PJDM) expertise during their British Psychological Society Qualification in Sport and Exercise Psychology (Stage 2). An assorted analysis approach was adopted to combine an existing longitudinal qualitative data set with the collection and analysis of a new qualitative data set. Participants (1 female, 6 male) were interviewed 4 times over a 3-yr training period, at minimum yearly intervals. Interviews were transcribed verbatim and reflexive thematic analysis applied to transcripts using the theoretical concepts of PJDM. Experience, analytical reasoning, and observation of other practitioners’ practice was useful for developing PJDM expertise. PJDM expertise might be optimized through the use of knowledge-elicitation principles. For example, supervisors could embed critical cues in the anecdotes they share to expand the experience base that trainees can draw from when making decisions.