FEPSAC Position Statement # 8. Quality of Applied Sport Psychology Services, 2006

2006 ◽  
2004 ◽  
Vol 18 (4) ◽  
pp. 415-429 ◽  
Author(s):  
Jack C. Watson ◽  
Samuel J. Zizzi ◽  
Edward F. Etzel ◽  
John R. Lubker

The applied sport psychology supervision experiences of student and professional members of AAASP (N = 313) were surveyed. The results revealed that of those who provide applied sport psychology consultation, students were more likely than professionals to receive supervision and to receive weekly supervision. However, both groups received equal amounts of supervision and had case management as the primary component of their supervision. AAASP professional members providing supervision were more likely to hold certified consultant and licensure status than those who did not provide supervision. Only 22.4% of professionals reported providing applied sport psychology supervision, 75.9% of whom had little or no training in supervision. No differences were found in the amount, type, and quality of supervision provided to students from physical education/sport science programs and those in psychology programs.


2019 ◽  
Author(s):  
Alessandro Quartiroli ◽  
Christopher R. D. Wagstaff ◽  
Edward F. Etzel

2010 ◽  
Vol 24 (2) ◽  
pp. 227-244 ◽  
Author(s):  
Andrew Friesen ◽  
Terry Orlick

Incorporating the holistic development of the athlete into an applied sport psychology intervention has been addressed in the literature (e.g., Bond, 2002; Ravizza, 2002). How sport psychology consultants actually practice holistic sport psychology remains unclear. The purpose of this research was to provide a clarification as to what holistic sport psychology is and examine the beliefs, values, theoretical paradigms, and models of practice of holistic sport psychology consultants’ professional philosophies (Poczwardowski, Sherman, & Ravizza, 2004). Qualitative interviews with five purposefully selected holistic sport psychology consultants were conducted. In general, holistic consulting can be interpreted to mean: (a) managing the psychological effects to the athlete’s performance from nonsport domains; (b) developing the core individual beyond their athletic persona; and (c) recognizing the dynamic relationship between an athlete’s thoughts, feelings, physiology, and behavior. The corresponding beliefs, values, theoretical paradigms, and models of practice of holistic consultants were also presented.


2005 ◽  
Vol 17 (2) ◽  
pp. 87-107 ◽  
Author(s):  
Vikki Krane ◽  
Shannon M. Baird

1997 ◽  
Vol 11 (1) ◽  
pp. 107-119 ◽  
Author(s):  
Robert J. Brustad ◽  
Michelle Ritter-Taylor

Psychological processes in sport are inextricably linked to the social contexts within which they occur. However, research and practice in applied sport psychology have shown only marginal concern for the social dimensions of participation. As a consequence of stronger ties to clinical and counseling psychology than to social psychology, the prevailing model of intervention in applied sport psychology has been individually centered. Focus at the individual level has been further bolstered by cognitive emphases in modem psychology. The purpose of this paper is to highlight the need for a balanced consideration of social and personal influences. Four social psychological dimensions of interest will be explored, including athletic subculture membership; athletic identity concerns; social networks of influence; and leadership processes. The relevance of these forms of influence will be examined in relation to applied concerns in the areas of athlete academic performance, overtraining and burnout, and disordered eating patterns. At minimum, consultants need to address contextual and relational correlates of psychological and performance issues.


2015 ◽  
Vol 9 (3) ◽  
pp. 232-262 ◽  
Author(s):  
Ryan Sappington ◽  
Kathryn Longshore

The field of applied sport psychology has traditionally grounded its performance enhancement techniques in the cognitive-behavioral elements of psychological skills training. These interventions typically advocate for controlling one’s cognitive and emotional processes during performance. Mindfulness-based approaches, on the other hand, have recently been introduced and employed more frequently in an effort to encourage athletes to adopt a nonjudgmental acceptance of all thoughts and emotions. Like many applied interventions in sport psychology, however, the body of literature supporting the efficacy of mindfulness-based approaches for performance enhancement is limited, and few efforts have been made to draw evidence-based conclusions from the existing research. The current paper had the purpose of systematically reviewing research on mindfulness-based interventions with athletes to assess (a) the efficacy of these approaches in enhancing sport performance and (b) the methodological quality of research conducted thus far. A comprehensive search of relevant databases, including peer-reviewed and gray literature, yielded 19 total trials (six case studies, two qualitative studies, seven nonrandomized trials, and four randomized trials) in accordance with the inclusion criteria. An assessment tool was used to score studies on the quality of research methodology. While a review of this literature yielded preliminary support for the efficacy of mindfulness-based performance enhancement strategies, the body of research also shows a need for more methodologically rigorous trials.


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