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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.

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Donald R. Marks

Despite valuable research regarding multicultural encounters in sport psychology settings, the mechanisms by which culture operates, including the ways that it is transmitted and learned, and the specific processes though which it exerts influence upon behavior, remain poorly understood. Research also has not addressed how a dimension of experience that is so fundamental could remain so transparent and reside so consistently outside the awareness of researchers, clinicians, and clients. Recent contributions to cultural psychology using an interactivist model provide a theoretical perspective through which clinical sport psychologists could conceptualize these challenging issues and address the complex behaviors observed in cross-cultural contexts. Interactivism offers a framework for investigating the internally inconsistent “polyphonic,” or multivoiced, nature of the self. In doing so, it highlights the need for investigative methods that can account for frequent discrepancies between implicit attitudes and observed behaviors, on one hand, and explicit attitudes and behaviors as endorsed on self-report measures, on the other.

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Mark H. Anshel

Drug abuse in competitive sport continues to be pervasive. Numerous explanations have been given for this and the reasons range from performance enhancement (anabolic steroids) to relieving stress and boredom (so-called recreational drugs). Drug testing, strict policies and enforcement, and educational programs have continued to be the main responses to the problem. However, relatively little attention has been given to preventive rather than punitive and curative strategies, particularly with respect to the coach’s input. This article offers several cognitive and behavioral approaches for coaches and sport psychology consultants in dealing with drug abuse among athletes. The recommendations are based on personal interactions with hundreds of intercollegiate athletes conducted over a 6-year period and from the extant professional literature.

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Zöe Knowles, David Gilbourne, Victoria Tomlinson and Ailsa G. Anderson

In the UK, sport psychologists are presently supervised under the auspices of the British Association of Sport and Exercise Sciences (BASES). In the present article, reflective practice is evaluated as a process that can facilitate the supervisory exercise in applied sport psychology (Anderson, Knowles, & Gilbourne, 2004). The material presented was collated via a 3-year longitudinal supervisory process based on the process of staged reflection (Knowles, Gilbourne, Borrie, & Nevill, 2001). The benefits of staged reflective development in the supervision process are highlighted, while differentiating between reflective techniques both in and on action. The present article also considers how different writing styles develop through the different phases of discussion and revisits the challenges associated with representing reflective practice.

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Joey Ramaeker and Trent A. Petrie

We explored athletic trainers’ (ATs) beliefs regarding the roles of fellow ATs and sport psychologists (SPs) when working with athletes, and assessed where ATs’ typically refer athletes with psychological concerns. ATs’ beliefs and referral preferences across three hypothetical sport performance scenarios also were evaluated. ATs viewed aiding athletes’ psychological recovery from injury as their most acceptable role followed by teaching mental skills and counseling regarding personal issues. ATs rated SPs’ roles similarly. Regarding the scenarios, ATs were most likely to refer to a SP when performance was affected by mental factors. Considering performance difficulties attributed to interpersonal concerns, ATs were most likely to refer to a counselor. When recovering from physical injury, ATs viewed referring to a sport psychologist and assisting on their own as equally viable options. ATs’ views regarding their roles and referral preferences likely reflect educational and clinical experiences. Collaboration between athletic training and sport psychology professional organizations and individual professionals is warranted to enhance athlete care.

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Roy David Samuel and Gershon Tenenbaum

Throughout their careers, athletes may encounter various changes that interfere with their existing “athletic status quo.” During these transitional periods, change can occur in diverse levels of the athletic experience. In this paper we introduce a “scheme of change for sport psychology practice” (SCSPP) to describe typical characteristics of athletes’ change-events and processes. The SCSPP focuses on: (a) the stages that unfold as athletes encounter and address changes in their careers, and (b) the psychological-therapeutic process that might facilitate an effective personal change. The process of change is evaluated in terms of its meaning and significance for athletes, the associated decisions athletes make, and fluctuations in cognition and affect. In addition, we describe a therapeutic framework that includes a number of processes of change as interventions, which may facilitate consultants’ attempts to guide athletes who experience change-events, and factors that moderate these attempts. Avenues for research and practical implications are also provided.

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Ailsa G. Anderson, Craig Mahoney, Andrew Miles and Paul Robinson

Applied sport psychology has entered an “age of accountability” (Smith, 1989) and the need to develop appropriate methods to evaluate practice has been well documented (Grove, Norton, Van Raalte, & Brewer, 1999; Strean, 1998). In this paper, we have developed a framework within which practitioners can assess the effectiveness of their practice and collect evaluative information that will increase their accountability to the stakeholders. We argue that a practitioner administered case study approach to evaluation, using a number of effectiveness indicators in triangulation, is appropriate to accommodate the constraints of a practice setting and fulfill the functional criteria for evaluating practice. Further discussion on when to evaluate practice and criteria for determining effectiveness is undertaken.

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Scott B. Martin, Craig A. Wrisberg, Patricia A. Beitel and John Lounsbury

A 50-item questionnaire measuring athletes’ attitudes toward seeking a sport psychology consultant (ATSSPCQ) was initially developed and then administered to 48 African American and 177 Caucasian student-athletes at a NCAA Division I university. Principal components factor analyses were conducted to extract initial factors and then varimax orthogonal rotation was performed. The analyses produced three dimensions of athlete attitude that accounted for 35% of the variance: stigma tolerance, confidence in a SPC/recognition of need, and interpersonal openness/willingness to try a SPC. A MANOVA and follow-up discriminant function analyses were then performed to identify the factors that maximized differences between gender and race. Significant differences in stigma tolerance were found for both gender and race. SPCs were stigmatized more by male athletes than by female athletes and more by African American athletes than by Caucasian athletes. No other significant effects were obtained.

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Maureen R. Weiss and Brenda Jo Bredemeier

A developmental theoretical approach is recommended as the most appropriate framework from which to study children's psychosocial experiences in sport. This perspective provides the best understanding of children's sport behaviors by focusing on ontogenetic changes in cognitive abilities which help to describe and explain behavioral variations among individuals. A content analysis of sport psychological research conducted on children and youth over the last decade reveals that few studies selected age groups for investigation that were based on underlying cognitive-developmental criteria. Thus, recommendations emanating from these studies may be misleading or inaccurate. Examples of developmental research from the psychological and sport psychological literature are provided to illustrate the potential for conducting further research on the psychosocial development of children in sport. Finally, guidelines for implementing a systematic line of research in sport psychology from a developmental perspective are outlined.

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Brendan Cropley, Sheldon Hanton, Andy Miles and Ailsa Niven

This study offers an investigation into the concept of effective practice in applied sport psychology (ASP) with emphasis being placed upon the role that reflective practice may have in helping practitioners to develop the effectiveness of their service delivery. Focus groups (n = 2), consisting of accredited and trainee sport psychologists, were conducted to generate a working definition of effective practice, and discuss the concept of effectiveness development through engagement in reflective practices. The resulting definition encapsulated a multidimensional process involving reflection-on-practice. Initial support for the definition was gained through consensus validation involving accredited sport psychologists (n = 34) who agreed with the notion that although effectiveness is context specific it is related to activities designed to meet client needs. Reflective practice emerged as a vital component in the development of effectiveness, with participants highlighting that reflection is intrinsically linked to service delivery, and a key tool for experiential learning.