Researchers have examined psychology professionals’ ability to maintain and sustain effective practices while managing to balance their personal and professional lives. Stamm’s concept of professional quality of life was intended to capture both positive and negative aspects of caregivers’ professional experiences. The concept, however, inadequately addresses the unique context of sport psychology practitioners’ (SPPs) practice. As part of a larger qualitative study of sport psychology professional quality of life (SP-PQL), in this paper the researchers explored the challenges and strategies articulated by a multinational sample of 20 senior-level SPPs related to developing and maintaining their SP-PQL. Findings from an analysis of in-depth interviews revealed challenges and the strategies that participants undertook to foster and sustain their SP-QOL. These findings can be used to inform efforts by current and future practitioners to identify aspects that may thwart or support their SP-PQL.
Fostering and Sustaining Sport Psychology Professional Quality of Life: The Perspectives of Senior-Level, Experienced Sport Psychology Practitioners
Alessandro Quartiroli, Sharon M. Knight, Edward F. Etzel, and Rebecca A. Zakrajsek
An Exploration of Sport Psychology Professional Quality of Life in British Neophyte Practitioners
Daniel R.F. Martin, Alessandro Quartiroli, and Christopher R.D. Wagstaff
Scholars have noted the importance of helping professionals’ work experiences through the exploration of Professional Quality of Life. Due to the unique experiences of sport psychology professionals, a sport psychology specific equivalent of the construct, the Sport Psychology Professional Quality of Life (SP-PQL), has recently been developed based on the experience of senior and experienced sport psychology professionals, yet researchers have not accounted for the experiences of neophytes. Semistructured interviews were conducted with 14 neophyte sport psychology professionals with the aim of gaining a deeper understanding of how they conceptualize, experience, and manage their SP-PQL. The data offer novel insights regarding neophyte’s conceptualizations of SP-PQL as well as the barriers and facilitators toward their SP-PQL. We conclude that greater emphasis on SP-PQL is required within British sport psychology development pathways, outlining considerations for educators, such as the provision of educational resources and curricula to better inform and support future neophyte’s SP-PQL.