Young competitive athletes are not miniature elite athletes; they are a distinct client group to whom sport psychology practitioners (SPPs) increasingly deliver services. Interventions with this client group are often undertaken by newly educated SPPs who are in need of good guiding principles. Yet, there is a lack of research informing SPPs’ work with this group. In this current study, semistructured qualitative interviews were conducted with four experienced practitioners about their most successful interventions in competitive youth sport. Analysis showed three major themes: (a) young athletes should be equipped with a holistic skills package that enables them to handle a number of existential challenges; (b) young athletes are embedded in an environment (coaches, experts, teammates etc.) that should be involved in the interventions; and (c) interventions with young athletes should maintain a long-term focus. These themes are discussed in the context of current literature on sport psychology service delivery.
Kristoffer Henriksen, Carsten Hvid Larsen, Louise Kamuk Storm and Knud Ryom
Kristoffer Henriksen, Louise Kamuk Storm, Natalia Stambulova, Nicklas Pyrdol and Carsten Hvid Larsen
This study is focused on reflections of expert sport psychology practitioners about their interventions with competitive youth and senior elite athletes. Two objectives include: (1) to identify key structural components used by practitioners to describe sport psychology interventions and integrate them into an empirical framework, and (2) to analyze the practitioners’ experiences in regard of their successful and less successful interventions in competitive youth and elite senior sport contexts using the empirical framework. We conducted semi-structured interviews with twelve internationally recognized sport psychology practitioners (SPPs) and analyzed the data thematically. The empirical framework derived from the SPPs’ accounts contains eight structural components integrated into two categories: (1) the content and focus (with three components, e.g., adaptation of content), and (2) the organization and delivery of interventions (with five components, e.g., initiation and assessment of athletes’ needs). Using the empirical framework we found differences between successful and less successful interventions and between youth and senior contexts in terms of needs assessment, adaptation and breadth of content, athlete-practitioner relationship, and intervention settings. The empirical framework might inform SPPs in their efforts to design, implement, and evaluate their services in these two contexts.