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Treatment of sport-related concussion and subsequent postconcussion syndrome represents a highly complex and multidisciplinary endeavor. Current practice often includes observation by a physician, brief cognitive testing, and outside referrals (e.g., sport psychologist, clinical psychologist, or counseling psychologist) if necessary. However, it is hypothesized that the role of a clinician with interdisciplinary training in clinical psychology, sport psychology, and neuropsychology, henceforth known as the clinical sport neuropsychologist, would represent a holistic treatment provider. It is predicted that a provider with this diverse training background would have a unique constellation of skills that may generate efficient and effective treatment with concussed athletes. The subsequent intervention program is diverse, incorporating neuropsychology, sport psychology, and clinical psychology principles to effectively treat symptoms of post-concussion syndrome while providing psychoeducation regarding current scientific trends. Throughout the program, consultation ranged to incorporate neuropsychological assessment, sport-focused performance enhancement, and psychotherapy focusing on athletic role-transition. Subjective feedback of the athlete suggested that the intervention program was useful. The current case example introduces the potential value of a clinical sport neuropsychologist working within the intersectionality of these psychological disciplines in treating sport-related concussion and its associated conditions.

In sport, there is extensive evidence that supports the benefits associated with a mastery climate. However, limited studies have explored how physical tools could be used to promote mastery climates in youth sport contexts. Using an action research approach, we sought to understand the benefits and drawbacks of applying tools grounded in goal setting to promote a mastery environment: (a) an “arm sleeve” to be worn by athletes during training and matches and (b) a “reflection sheet” for use pre- and posttraining/-matches. These tools were implemented for a 3-week period with a U13 academy team (18 players and two coaches). Based on observation notes, focus groups, and one-on-one interviews, the analysis showed that the arm sleeves were helpful reminders for process goals, whereas the coaches had abandoned the use of reflection sheets due to lack of time. The benefits and drawbacks of the tools are discussed while pedagogical and practical implications are considered.

The present study examined differences in body appreciation and functionality appreciation between student-athletes and nonathletes. Additionally, the present study assessed differences in these constructs among female and male athletes outside of their sport and directly following participation in their sport. Seventy-five student-athletes and 211 nonathletes from a National Collegiate Athletic Association Division I university completed online measures, including the State-Based Body Appreciation Scale and Functionality Appreciation Scale. Student-athletes completed the same measures following a sport practice. Student-athletes reported higher levels of body appreciation and functionality appreciation compared to nonathletes. No differences in body appreciation were found among student-athletes outside of their sport compared to directly following participation in their sport; however, student-athletes reported higher levels of functionality appreciation after their sport practice. Implications for coaches and athletic staff are discussed, including placing a greater emphasis on body functionality rather than specific body ideals.

Evidence for the mechanisms of change by which sport psychology interventions enhance performance is limited and treatment monitoring and outcomes measures would assist in establishing evidence-based practices. The present paper fills a gap in sport psychology literature by demonstrating the development and validation of a new measure (Sport Psychology Outcomes and Research Tool; SPORT). Study 1 described test construction and pilot item selection with 73 collegiate student-athletes. Twenty-three pilot items contributed unique variance while maintaining the original constructs and were selected from 80 initial items. In Study 2, exploratory and confirmatory factor analyses were conducted with collegiate student-athletes (n = 220), revealing a 17-item, four-factor model measuring Athlete Wellbeing, Self-Regulation, Performance Satisfaction, and Sport-Related Distress. Concurrent validity was supported through correlational analyses. Overall, results supported the SPORT as a new transtheoretical tool for monitoring effectiveness and outcomes of sport psychology interventions.