Applied sport psychology in professional sports: The team psychologist.

Gardner, Frank L.

doi:10.1037/0735-7028.32.1.34

Cited by 42 publications

(32 citation statements)

References 14 publications

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“…Before I could open my mouth, the head coach simply congratulated the swim mer on not throwing up in the pool and told him to warm down. I immediately felt like I failed the swimmer and should have had more to say on perceptions of failure and what he could have taken away from a poor swim-as Gardner (2001) wrote, I had missed my long-awaited "moment to shine" (p. 35). Later, I realized that I was so stuck in my rigid analysis that I missed the opportunity to offer my genuine condolences and support after a poor performance (Tod et al, 2009).…”

Section: Doing Nothing and Doing It Wellmentioning

confidence: 94%

“…Similarly, a consultant might travel, eat, or otherwise interact with coaches and athletes in a more social setting than a coun selor would with a therapy client (Andersen, Van Raalte, & Brewer, 2001;Aoyagi & Portenga, 2010;Aoyagi & Shapiro, 2011;Gardner, 2001;Haberl & Peterson, 2006). Taking part in social functions is essential for consultant integration into the team community and can aid signifi cantly in effective work with athletes and coaches.…”

Section: Ethical Considerationsmentioning

confidence: 96%

“…Andersen and Stevens (2007) noted that graduate students in the early stages of their training can struggle with helping others when they too feel as though they need help. One way in which I handled my anxieties before attending Olympic trials was to, with the encouragement of my supervisor, set my role expectations early with both the swimmers and the head coach (Aoyagi & Portenga, 2010;Aoyagi & Shapiro, 2011;Gardner, 2001;Tonn & Harmison, 2004). In our first workshop together, I reminded the swimmers that I would always be available as a resource to them while at the meet but if I asked, "How's it going?"…”

Section: Personal Anxieties and The Importance Of Supervisionmentioning

confidence: 96%

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Lessons Learned Consulting at Olympic Trials: Swimming Through Growing Pains

Christensen

Aoyagi

2014

The Sport Psychologist

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The literature on the practice of sport and performance psychology (SPP) is lacking in recent contributions from student practitioners despite previous calls for additional contributions (Holt & Strean, 2001;Tonn & Harmison, 2004). A recent graduate from a master's degree program in SPP was invited to attend USA Swimming 2012 Olympic Team Trials as a member of the support staff for the club swim team she had been consulting with for the duration of her graduate training. The focus of this paper is to expand upon this gap in the literature by providing a first-hand account of a young practitioner's experiences at a high-performance meet. The neophyte consultant's use of supervision for personal and professional preparation for Olympic trials, her experiences there, including ethical dilemmas encountered, and the lessons learned from attending such an event so early in her career will be discussed. Future implications are also offered for graduate students and early career professionals in SPP.

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Section: Doing Nothing and Doing It Wellmentioning

confidence: 94%

Section: Ethical Considerationsmentioning

confidence: 96%

Section: Personal Anxieties and The Importance Of Supervisionmentioning

confidence: 96%

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Lessons Learned Consulting at Olympic Trials: Swimming Through Growing Pains

Christensen

Aoyagi

2014

The Sport Psychologist

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“…Despite this growth in service provision, reports on practice suggest that many coaches and athletes remain reluctant to use sport psychology (Gardner, 2001). A number of practitioners have suggested that use of sport psychology will be influenced by the attitudes athletes hold toward the service (e.g., Leffingwell, Rider, & Williams, 2001;Linder, Pillow & Reno, 1989).…”

Section: Irish Athletes' Attitudes Toward Seeking Sport Psychology Comentioning

confidence: 99%

Irish Athletes’ Attitudes Toward Seeking Sport Psychology Consultation

Lavallee

Jennings

Anderson

et al. 2005

The Irish Journal of Psychology

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) in order to develop an understanding of the attitudes elite Irish athletes (N=240) hold toward sport psychology and also compare these attitudes with those found in other countries. Irish athletes in this study reported a generally positive attitude toward sport psychology provision overall, and also were identified as being open to receiving sport psychology assistance, reported moderately high levels of confidence in sport psychology, and indicated the lack of accessibility and availability to these services as distinguishing factors. Comparison of results with athletes from other countries suggested that positive attitudes toward sport psychology may be based on factors not directly associated with personal experiences of sport psychology. As the provision of sport psychology increases, practitioners need to better understand athletes' attitudes toward sport psychology so they can tailor their services to best meet the needs of athletes. In order to do this, further research related to cultural and national differences is required.

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“…The camera allows one to view your behaviour, to see which of your behaviour has nothing to do with golf." for an athlete's specific sport psychology needs (Gill, 2001;Murphy, 1995 (Gardner, 2001; …”

Section: Sessionmentioning

confidence: 99%

Bringing golf into sport psychology sessions through technology (video footage)

Human

Kriek²,

Bezuidenhout³

2009

Af. J. Phys, Health Edu. Rec. & Dance

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Technology has entered many spheres of modern day society. T he sport context has also been infiltrated by technology, as can be seen in how video-footage is used in coaching, biomechanics, as well as umpiring/refereeing. This research focused on using video-footage during sport psychology sessions in golf. Stage 1 entailed the videotaping of six golfers from the Tshwane University of Technology's Golf Academy (TUTGA) during a practice session. During Stage 2 the six golfers viewed the video-footage that was made of the practice session, and indicated what they deemed relevant to be discussed during one-to-one sport psychology sessions. Stage 3 entailed one-to-one sport psychology sessions informed by narrative practice with the six golfers respectively, during which the identified material from Stage 2 was discussed. During Stage 4 a focus group session was held with the six golfers during which they were asked to narrate their experiences of being videotaped during a practice session, as well as discuss this video-footage during one-to-one sport psychology sessions. These focus group discussions were videotaped, transcribed and analyzed through a process of narrative analysis. It seems that using video-footage allowed the golfers to voice their specific sport psychology needs, which allowed for their specific needs to be addressed collaboratively (between a sport psychologist and golfer) in a contextual manner. Therefore, from this study it seems that using video-footage during sport psychology sessions with golfers, added value to the sport psychology process.

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Applied sport psychology in professional sports: The team psychologist.

Cited by 42 publications

References 14 publications

Lessons Learned Consulting at Olympic Trials: Swimming Through Growing Pains

Lessons Learned Consulting at Olympic Trials: Swimming Through Growing Pains

Irish Athletes’ Attitudes Toward Seeking Sport Psychology Consultation

Bringing golf into sport psychology sessions through technology (video footage)

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