Sport Psychology Consulting Effectiveness: The Sport Psychology Consultant's Perspective

The purpose of this study was to explore how sport and exercise psychologists working in sport understand and use motivational interviewing (MI). Eleven practitioners participated in semistructured interviews, and inductive thematic analysis identified themes linked to explicit use of MI, such as building engagement and exploring ambivalence to change; the value of MI, such as enhancing the relationship, rolling with resistance and integrating with other approaches; and barriers to the implementation of MI in sport psychology, such as a limited evidence-base in sport. Findings also indicated considerable implicit use of MI by participants, including taking an athlete-centered approach, supporting athlete autonomy, reflective listening, demonstrating accurate empathy, and taking a nonprescriptive, guiding role. This counseling style appears to have several tenets to enhance current practice in sport psychology, not least the enhancement of therapeutic alliance.

Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Exploring the Understanding and Application of Motivational Interviewing in Applied Sport Psychology

Mack

Breckon

Butt

et al. 2017

“…Educating athletes about MST skills and techniques has been argued to be key to the development of athlete awareness of the importance of the mental aspects of their performance. This in turn will encourage athletes to continue to monitor their mental skills and the techniques they use and seek further assistance when needed (Sharp & Hodge, 2011).…”

Section: Increased Athlete Knowledge Of Mst Skills and Techniquesmentioning

confidence: 99%

A Qualitative Evaluation of the Effectiveness of a Mental Skills Training Program for Youth Athletes

Sharp

Woodcock²,

Holland³

et al. 2013

Self Cite

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).

“…However, 89 sport psychologists have been found to vary in the nature, frequency and amount of 90 supervision that they have (Sharp & Hodge, 2011). Additionally, a quantitative study found 91 that only one sport psychologist out of 58 reported using personal counselling despite them 92 deeming self-awareness to be important (Winstone & Gervis, 2006 which athletes may find themselves (Sharp & Hodge, 2011).…”

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confidence: 99%

“…Extensive research within sport psychology provides guidance on what sport 24 psychologists should deliver within consultations (e.g., psychological skills training) but less 25 exists on how to form and maintain successful practitioner-athlete relationships (Katz & 26 Hemmings, 2009; Sharp & Hodge, 2011). This is a concern given that athletes identify 27 interpersonal skills and the ability to build practitioner-athlete relationships as central emphasis placed on them may vary depending on the style of counselling adopted (Gelso & 44 Carter, 1985; Sexton & Whiston, 1994).…”

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confidence: 99%

The Use of Counseling Principles and Skills to Develop Practitioner-Athlete Relationships by Practitioners Who Provide Sport Psychology Support

Longstaff

Gervis

2016

1This study examined how practitioners who provide sport psychology support use 2 counselling principles and skills to develop practitioner-athlete relationships. Semi-structured 3 interviews were conducted with thirteen competent practitioners (Mean age = 41.2 ± 10.9 4 years old, five men, eight women). Thematic analysis revealed that the participants used a 5 range of counselling principles to develop practitioner-athlete relationships including: the 6 facilitative conditions, self-disclosure, counselling skills, the formation of working alliances, 7 and awareness of the unreal relationship. The participants also described using non-8 counselling strategies (e.g., gaining an understanding of the athlete's sporting environment) 9 to build relationships with their athletes. There was considerable variation between the 10 participants both in the training that they had received in counselling principles and skills, 11 and how they applied them. It was concluded that counselling principles and skills play a 12 significant role in the development of practitioner-athlete relationships.