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The purpose of this investigation was to; (a) examine what experienced SPCs perceived to be the necessary components of the sport psychology consulting relationship, and (b) examine individual contributions of the SPC and client to the consulting relationship. Purposeful sampling was used to recruit 10 experienced SPCs (8 male and 2 female, M age = 50.44 years, M years consulting experience = 21.67 years) who held current sport psychology accreditation/certification and who had considerable consulting experience. Following individual interviews, extensive content analysis revealed that the sport psychology consulting relationship was reflective of (a) rapport, (b) respect, (c) trust, (d) a partnership, and (e) a positive impact on the client. Members of the consulting relationship made individual contributions to the relationship; SPCs contributed; (a) honesty, (b) commitment, (c) knowledge and expertise, (d) counseling skills, and (e) professional ethical behavior. With clients contributing; (a) openness to change, (b) honesty, and (c) willingness to work.

The purpose of this investigation was to examine what experienced sport psychology consultants (SPCs) believed to be essential for consulting effectiveness at elite sport competitions (i.e., pinnacle sporting events). A purposeful sampling method was used to recruit 10 experienced SPCs (8 male and 2 female, M age ϭ 50.44 years, M years consulting experience ϭ 21.67 years) who held current sport psychology accreditation/ certification and who had considerable experience consulting at pinnacle sporting events (e.g., Olympic Games, World Championships, World Cups, European Championships). Following individual participant interviews, extensive inductive content analysis revealed that effective consulting was reflective of building a relationship with clients that has a positive impact on the individual and which the client is both happy with and will continue to develop. Additionally, fitting in but not getting in the way, consistent SPC behavior and working closely with coaches were perceived as essential while working at elite sport competitions.

The purpose of this investigation was to evaluate the effectiveness of a mental skills training (MST) program for male youth elite rugby athletes. Three focus groups were held with 21 under-16 male rugby athletes and four male coaches involved in the MST program to examine the quality of service delivery, athlete responses to the MST program, the mental qualities used by athletes, and its perceived influence on athlete performance. Following inductive-deductive content analysis, 40 subcategories and 16 categories emerged. Participants believed the MST program to be an interactive, well-planned program that increased athlete understanding of MST methods and awareness of MST strategies to manage rugby performance. Athletes thought it important that their coaches develop a greater knowledge and understanding of MST methods. Finally, athletes perceived the MST skills and methods they learnt through the MST program were transferable to other sports and areas of their life outside of rugby (e.g., school).

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