study of ATs’ use of sport psychology with injured athletes, concluded that “it is neither necessary nor feasible for athletic trainers to have the knowledge and skill to employ all of these techniques themselves, particularly the more specialized psychological skills such as relaxation and imagery” (p
Rebecca A. Zakrajsek, Leslee A. Fisher and Scott B. Martin
Alessandro Quartiroli, Sharon M. Knight, Edward F. Etzel and Rebecca A. Zakrajsek
expansion of the role played by sport psychology practitioners (SPPs), 1 from being mainly focused on athletic performance enhancement to becoming more holistically focused on clients’ mental health and well-being ( McEwan & Tod, 2014 ). Based on observed similarities in the nature of the work undertaken
nature of these challenges in the sport lend them to engagement with sport psychology, and sport psychology practitioners. While this is the case, sport psychology provision in cricket has lagged behind many other sports and domains, particularly in comparison with Olympic sports in the United Kingdom
Ross Wadey, Kylie Roy-Davis, Lynne Evans, Karen Howells, Jade Salim and Ceri Diss
sport psychology research are not “fit for purpose” when it comes to applied practice and perpetuate the gap between research and practice. Martens recommended that we seek to develop practical theories and insights that reflect the real world of applied practice. To illustrate, the T-SIRG does not
Gregg Tkachuk, Adrienne Leslie-Toogood and Garry L. Martin
We suggest that expanded use of behavioral assessment strategies in sports by researchers and practitioners will be beneficial for researchers, practitioners, athletes, and coaches. Behavioral assessment involves the collection and analysis of information and data in order to identify and describe target behaviors, identify possible causes of the behaviors, select appropriate treatment strategies to modify the behaviors, and evaluate treatment outcomes. In this paper, we summarize characteristics of traditional approaches to assessment in sport psychology, describe differences between behavioral assessment and traditional assessment, examine components of behavioral assessment for sport psychology practitioners and researchers, and discuss future directions in behavioral assessment in sport psychology.
Two sport psychologies have emerged—academic sport psychology and practicing sport psychology—which presently are on diverging courses because of an unjustified belief in orthodox science as the primary source of knowledge. To support this contention, the basic assumptions of orthodox science are examined, with the doctrine of objectivity singled out as fallacious and especially harmful in that it attempts to remove the person from the process of knowing. Polanyi’s (1958) heuristic philosophy of knowledge, which places humans in the center of the process of knowing, is recommended as an alternative approach for the study of human behavior. This alternative approach reveals the inadequacy of the laboratory experiment which has been invented primarily to pursue the doctrine of objectivity. Next, the Degrees of Knowledge theory is proposed as an alternative way to view the reliability of knowledge. This view, within the heuristic paradigm, places great significance on experiential knowledge. Recommendations for an improved science of human behavior emphasizes the idiographic approach, introspective methods, and field studies. Also, recommendations are made for a more progressive approach to applied research, and the significance of knowledge synthesis from applied research. The two sport psychologies will converge when orthodox science and the doctrine of objectivity are replaced with the heuristic paradigm and its emphasis on experiential knowledge.
Kristoffer Henriksen, Louise Kamuk Storm, Natalia Stambulova, Nicklas Pyrdol and Carsten Hvid Larsen
Context-driven practice is a recognized trend in contemporary sport psychology ( Schinke, McGannon, Parham, & Lane, 2012 ). A recent Special Issue of Journal of Sport Psychology in Action ( Schinke & Stambulova, 2017 ) focuses on the practitioners’ experiences of working in different contexts and
William B. Strean and Glyn C. Roberts
Many debates have raged about professional issues in sport psychology, but the research aspect of applied sport psychology has received relatively little attention. In an effort to stimulate thinking about research, this paper discusses the aims of science, the underlying philosophy of science issues that impinge on sport psychology research, and current methodological controversies. The paper concludes with suggestions for future directions for research in applied sport psychology, and implications for consulting are addressed.
It is argued that knowledge of the traditions of Western philosophy can play a valuable role in applied sport psychology. A contrast between sophist and Socratic ideas from Athens of the 5th-century BC is used to demonstrate the contribution a sound philosophical foundation can make in professional practice. Sophists are technique driven and concerned solely with specific skills that produce successful performance results. Socratics, in contrast, encourage rigorous personal examination and improved knowledge of self as the only meaningful pathway to personal happiness. The application of each philosophy to counseling situations such as fear of failure and eating disorders is described, and the potential role of philosophy and the humanities in the education of sport psychologists is discussed.
Jana L. Fogaca, Jack C. Watson II and Sam J. Zizzi
Although the study of issues related to sport psychology goes back to the late 1800s, the profession of sport psychology, at least in North America, traces its roots back to Coleman Griffith. Beyond starting a research laboratory, Griffith also started consulting in the 1930’s with athletes and