The COVID-19 pandemic has resulted in changes to the structure of sport and the experiences of athletes. In this commentary, we consider how these changes, including schedule disruptions and the early termination of careers, have contributed to a reconsideration of how athlete transition should be defined, examined, and intervened upon. We outline our rationale for this proposed reconfiguration, including implications for researchers and practitioners working with athletes during the COVID-19 pandemic and beyond. For researchers, we recommend updating the transition definition, reconsidering the measurement of salient transition-related variables, and utilizing study designs/methods that best facilitate this work. For practitioners, we recommend considering the dynamic nature of transition within holistic athlete care, building momentum on mental health destigmatization achieved during the pandemic, athlete transition education, and clinician advocacy for transition-related resources for athletes. Ultimately, we hope this work will spark continued innovations in athlete transition research and practice moving forward.
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A Time for Clinical Transformation: Emerging Implications From COVID-19 for Athlete Transition Research and Clinical Practice
J.D. DeFreese, Samuel R. Walton, Avinash Chandran, and Zachary Y. Kerr
Musings of a Transnational Intersectional U.K. Practitioner Psychologist
Shameema Yousuf
to my knowledge. Yet this advocacy has not been without its own burden with the toll on well-being being intense at times. The Intersectional Transnational Experience As a transnational woman, I have immersed in numerous national cultures given relocations and global work interactions that included
Multicultural Training and Awareness Among Sport Psychology Practitioners
Rena M.G. Curvey, Shannon C. White, Emily A. Murphy, Travis R. Scheadler, Myles T. Englis, Laura L. Phelps, and Candice N. Hargons
individuals and why shouldn’t they utilize that? In addition, participants acknowledged that advocating for and alongside student athletes may come at a cost. For example, Kathy stated, “I think that’s one of the real things about advocacy is that it comes at a cost and you have to be willing to find out that
“So Many Mental Health Issues Go Unsaid”: Implications for Best Practice Guidelines From Student-Athletes’ Perspectives About Service Availability
William C. Way, Ashley M. Coker-Cranney, and Jack C. Watson II
confidentiality with service use 1 Religious or faith-based mental health programming 1 Sensitive and supportive crisis response 1 Shift the discourse of mental health Increased dialogue / break the taboo 6 Advocacy from athletes and athletic department 1 Indirect services that are more interactive and impactful
I Would Not Trade It for the World: Black Women Student-Athletes, Activism, and Allyship in 2020–2021
DeAnne Davis Brooks and Rob Knox
, October 23 ). Racism fuels poor mental health outcomes in Black students . https://www.insidehighered.com/news/2020/10/23/racism-fuels-poor-mental-health-outcomes-black-students Bennett , H. , Owens , R. & Perkins-Ball , A. ( 2021 , April ). Panel #1: Advocacy within applied SEP settings: An
Psychology of Ultrarunning: Evaluating Validation, Social Identity, and Disharmony in the Long-Distance Experience
Thomas S. Mueller
in the self-advocacy process ( Winter & Meijen, 2021 ). According to Burgum and Smith ( 2021 ), fluctuations in mood play a pivotal role in performance during endurance events. The authors tested competitors at a 100-km event and determined Total Mood Disturbance was significant and positively
A Program and Session Evaluation of Student-Athletes’ Experiences Participating in a Mental Illness Destigmatization Intervention
Graig M. Chow, Nicole T. Gabana, Charles Cox, Brandon T. Cooper, and Matthew D. Bird
stigma, educate others, create an open environment, and provide empathy and support to those with mental health concerns, including themselves. This speaks to the potential of this program to increase advocacy for and by SAs to improve knowledge about mental health, and concurrently, promote positive
Intersectionality in the Sport Psychology Classroom: Reflections From a Neophyte Instructor
Shelby N. Anderson
with their permission): I think the main way that I would apply what I have learned so far in class is through advocacy. A lot of things we have discussed in class has made me angry and lit a fire in me to become more educated and push for change/growth. Many lessons from class have created
Hope for a Better Future in an Uncertain Present: A Social Justice Reflection in Sport Psychology
Bernadette “Bernie” Compton
diversity in the association for applied sport psychology: Gaining momentum or still swimming upstream? Journal of Applied Sport Psychology . Advance online publication. https://doi.org/10.1080/10413200.2021.1913452 Bemak , F. , & Chung , R.C.-Y. ( 2008 ). New professional roles and advocacy
Psychological and Social Needs: Athletes’ and Mental Performance Consultants’ Perspectives on a Gap in Concussion Protocols
Cassandra M. Seguin and Diane M. Culver
relationships can impact the athletes’ internal reality of their SRC experience, and affect behaviors that influence recovery (e.g., injury reporting). Notwithstanding, and despite advocacy for psychosocial support for other sport-related injuries (e.g., Ivarsson et al., 2017 ), most SRC protocols have not yet
