A Sport Psychology Service Delivery Heuristic: Building on Theory and Practice

Abstract

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.

Reflections on Three Neophyte Sport and Exercise Psychologists’ Developing Philosophies for Practice

“…Martindale & Collins, 2007). The benefit of continued philosophical reflections both on and in action will potentially maximize our professional growth and development (Poczwardowski et al, 1998).…”

“…The present article responds to the suggestion that practitioners should question the philosophical standpoint that underpins their methods (Lindsay et al, 2007;Poczwardowski et al, 1998) and will hopefully add to the growing literature which provides reflective accounts of the experiences of early career practitioners (Rowley, Earle & Gilbourne, 2012;Gilbourne & Richardson, 2006;Holt & Strean, 2001;Jones, Evans & Mullen, 2007;Knowles & Gilbourne, 2010;Page, 2009;Tonn & Harmison, 2004). Reflections on PJDM in several experiences are described which contributed to the developing philosophy of practice for three trainee sport psychologists.…”

“…Increases in the publication of early practitioner process-orientated reflections have demonstrated the need for novice practitioners to move beyond a reliance upon the methods taught within the classroom and to disseminate their own practice and question their own service philosophy (Bond, 2002;Knowles & Gilbourne, 2010;Poczwardowski, Sherman, & Henschen, 1998;Tonn & Harmison, 2004). By reflecting upon their consultancy philosophy, practitioners can explore whether their applied delivery is congruent with their personal beliefs and values thereby maximizing their professional growth and development (Lindsay, Breckon, Thomas, & Maynard, 2007;Poczwardowski et al, 1998). The need for practitioners to remain congruent with their values and beliefs has been developed through the therapeutic viewpoint of Carl Rogers.…”

Elite Refereeing in Professional Soccer: A Case Study of Mental Skills Support

“…The mental skills intervention followed a multi-stage model that embraced the design and delivery guidelines proposed by Gordon (1990), Poczwardowski, Sherman and Henschen (1998), and Mascarenhas et al (2005). The model allowed behaviour 6 change to be encouraged through the following phases: (1) Education; (2) Assessment; (3) Mental skill learning; (4) Application of mental skills in context; (5) Evaluation.…”

Professional Philosophy: Inside the Delivery of Sport Psychology Service at Team Denmark

“…As such, the professional philosophy of a consultant is a driving force behind his or her consulting process, and therefore sport psychologists need to clarify their professional philosophy (Corlett, 1996). Poczwardowski, Sherman, and Henschen (1998) further outline 11 factors that a sport psychologist should consider when designing interventions, including professional boundaries and philosophy; range, types and organization of service; and program implementation. Focusing on these issues has successfully contributed to the quality of service delivery in different applied settings (e.g., Van Raalte, 2003).…”