The present study compared the effects of two contact methods on sport psychology service use. The sample consisted of a total of 163 athletes on 14 teams. After a workshop, teams were randomly assigned to contact the sport psychology consultant (SPC) by traditional methods or by electronic methods. There were greater contacts and assessments completed in the electronic group compared to the traditional group one month after the workshop. The results suggest that athletes prefer using E-mail and web pages over phone and in-person meetings when initially contacting a SPC and gathering sport psychology information. Overall results suggest that electronic contact methods are at least equal, and in several cases superior, to traditional contact methods regarding generating requests for service from athletes on a short-term basis.
Samuel J. Zizzi and Frank M. Perna
Matthew P. Martens, Michael Mobley, and Samuel J. Zizzi
One of the challenges facing the field of applied sport psychology involves addressing the needs of athletes of various racial/ethnic backgrounds. An important step in facing this challenge is providing sport psychology graduate students with training in multicultural issues. A review of current models of sport psychology graduate training reveals a lack of emphasis on multicultural training. In this article we offer a description of multicultural training. We also provide a rationale for its inclusion in sport psychology programs and present several models and ideas for implementing multicultural training.
Megan M. Byrd, Anthony P. Kontos, Shawn R. Eagle, and Samuel Zizzi
This study used an exploratory mixed-method sequential design to examine anger, impulsivity, and anxiety following sport-related concussions (SRC). Ten college athletes (M = 20.10 years, SD = 2.92) completed four measures 1–10 days postconcussion (Visit 1) and 11–20 days postconcussion (Visit 2). At return to play or 30 days postconcussion, the athletes completed a semistructured interview (follow-up) to assess their lived experiences of the emotional sequelae of concussions. All participants indicated experiencing some level of anxiety at Visit 1, with half the participants scoring above the measure’s threshold for probable clinical diagnosis of anxiety. The results found a significant decrease in symptoms and anxiety at Visit 2. Inductive coding revealed frustration, irritability, impulsive behavior, and fear of the unknown as themes pertaining to athletes’ experiences. The findings highlight the need for sports medicine and sport psychology professionals to provide athletes with information to normalize their emotional responses during recovery.
Jack C. Watson II, Samuel J. Zizzi, Edward F. Etzel, and John R. Lubker
The applied sport psychology supervision experiences of student and professional members of AAASP (N = 313) were surveyed. The results revealed that of those who provide applied sport psychology consultation, students were more likely than professionals to receive supervision and to receive weekly supervision. However, both groups received equal amounts of supervision and had case management as the primary component of their supervision. AAASP professional members providing supervision were more likely to hold certified consultant and licensure status than those who did not provide supervision. Only 22.4% of professionals reported providing applied sport psychology supervision, 75.9% of whom had little or no training in supervision. No differences were found in the amount, type, and quality of supervision provided to students from physical education/sport science programs and those in psychology programs.