Edited by Mark B. Andersen
Mark B. Andersen
Mark B. Andersen
Mark B. Andersen
Campbell Thompson and Mark B. Andersen
This case study involves the progression from a cognitive-behavioral, psychological skills training approach with a rugby football player experiencing adjustment and mood disorder to a psychodynamic and interpersonal engagement with the client using themes from Buddhist psychotherapy. The study charts the development of the psychologist’s understanding of his relationships with clients and with his supervisor. We present a study of three people (i.e., the client, the psychologist, the supervisor) and how their stories and interpersonal interactions are interwoven from a Buddhist-psychodynamic perspective. We examine the influences of the dominant White culture on the male psychologist’s perceptions contrasted with the client’s background as a Pacific Islander. In addition, we present a projective test, which was central to the unfolding of this case study, designed for use with athletes. This case study is a confessional tale (Sparkes, 2002) told in the first-person from the psychologist’s viewpoint.
Judy L. Van Raalte and Mark B. Andersen
The authors focus on many of the complex issues that sport psychologists face when working with athletes through the process of leaving sport. They briefly review the literature on career termination to serve as a foundation for a discussion of the effects that an athlete’s career termination can have on teammates, family, and the self. The authors also explore the issue of bias and prejudice. People intimately involved in sport (sport psychologists included) often have a prejudice toward sport relative to other possible activities or goals. This bias might influence how sport psychologists listen to, interpret, and formulate athlete cases. Case examples are used to highlight the difficulties of identifying career-termination concerns and the professional and personal tensions that come with making sport career changes. With care, sport psychologists can manage career termination and related issues and effectively address the health and happiness of the athletes they serve.
David Tod, Daryl Marchant, and Mark B. Andersen
Graduates (n = 16) and teaching staff (n = 11) of Australian master’s of applied psychology programs (sport and exercise) participated in interviews about learning experiences that they believed contributed to service-delivery competence. Interviews were recorded, transcribed verbatim, and thematically content analyzed. The authors sought to enhance research credibility through data source and analyst triangulation. Participants thought the main contributions to service-delivery competence were client interactions; relationships among teaching staff, supervisors, and students; and specific events outside of the training programs. Participants considered sport psychology research and theory to be helpful when applicable to clients. The authors discuss issues arising under the major themes relating to practitioner development, such as supervisor-supervisee relationships. The results of the study have implications for future training in sport psychology, such as the mentoring of students, the grounding of practice in research and theory, and how anxiety can be minimized during role-plays.
Brian D. Butki and Mark B. Andersen
A seven-item survey on training and ethics in publication and conference presentation was sent to 406 student members of the Association for the Advancement of Applied Sport Psychology (AAASP). Students used a 5-point scale (1 = very poor to 5 = excellent) to rate the training and experience received from advisors and professors. Items included exposure to some formal ethical guidelines of publishing and authorship, explanation of the importance of publications and conference presentations, demonstration of enthusiasm toward student publishing or presenting at conferences, and receiving appropriate authorship (e.g., first, second, third) on publications or conference presentations. Return rate was 43%. Results show that although a majority of students feel they are receiving fair to excellent training in this area, a substantial number believe their training is inadequate. This suggests a need for more formal training and guidance in publication and conference presentation for graduate students in psychology and physical education/exercise science programs.
Mark B. Andersen and Jean M. Williams
A theoretical model of stress and athletic injury is presented. The purpose of this paper is to propose a framework for the prediction and prevention of stress-related injuries that includes cognitive, physiological, attentional, behavioral, intrapersonal, social, and stress history variables. Development of the model grew from a synthesis of the stress-illness, stress-accident, and stress-injury literatures. The model and its resulting hypotheses offer a framework for many avenues of research into the nature of injury and reduction of injury risk. Other advantages of the model are that it addresses possible mechanisms behind the stress-injury relationship and suggests several specific interventions that may help diminish the likelihood of injury. The model also has the potential of being applied to the investigation of injury and accident occurrence in general.
Mark B. Andersen and Brian T. Williams-Rice
Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.