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Richard M. Suinn

This article is a brief historical description of events involving the activities in sport psychology associated with the 1984 Olympics. For the first time, systematic services in sport psychology were provided to Winter and Summer Olympic teams, and such services are described. Some illustrations of the athletes' response to these services are also provided. Finally, the article summarizes the opinions of the professionals who provided such services, in terms of recommendations for the future development of sport psychology.

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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

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Diane L. Gill

The feminist paradigm has been advocated as an appropriate alternative framework for sport psychology theory and research. The current paper extends the feminist perspective to sport psychology practice, particularly to educational consultation. Application of a feminist perspective to sport psychology practice requires (a) an awareness of relevant gender scholarship and valuing of the female perspective, (b) a shift in focus from the personal to the social, and (c) an egalitarian, process-oriented approach. Applying the feminist perspective implies not only an awareness of relevant sport psychology scholarship but also a commitment to action to educate and empower sport participants.

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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.

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W. Jack Rejeski and Lawrence R. Brawley

Sport psychology has experienced substantial growth in the past decade. Despite many positive developments, however, a nagging question remains. Specifically, what are the boundaries of sport psychology? In this paper, an organizational model is provided as one way of defining sport psychology and related domains of inquiry: exercise psychology, health psychology, and rehabilitation psychology. The process of defining boundaries for sport psychology goes far beyond simple semantics. Failure to reflect and work toward resolution of this issue will continue to restrict the direction and breadth of research, jeopardize appropriate training of graduate students, and maintain definitional ambiguity in the public sector.

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John Partington and Terry Orlick

An evaluation inventory was developed to help sport psychology consultants assess and improve the field services they provide. Consultant characteristics included in the inventory were based on extensive interviews with Olympic athletes and coaches. The inventory was administered to 104 Canadian Olympic athletes who assessed 26 sport psychology consultants. Data from this survey were used to determine the validity and reliability of the Sport Psychology Consultant Evaluation Form (CEF). Practical suggestions are provided for enhancing the quality of sport psychology consultation services through the use of the CEF.

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Rory J. Mack, Jeff D. Breckon, Paul D. O’Halloran and Joanne Butt

dialogue about their problem and therefore the potential for a CB intervention” ( Leahy, 2006 , p. 137). Nevertheless, published sport psychology interventions appear to place more emphasis on content than on the processes of relationship building and their delivery ( Longstaff & Gervis, 2016 ), and there

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Stephen Pack, Monna Arvinen-Barrow, Stacy Winter and Brian Hemmings

In clinical psychology, it has been argued that the client–therapist relationship accounts for a larger variance in client outcome than do expectancy effects and therapeutic techniques ( Lambert & Barley, 2001 ). Similarly, in sport psychology a general consensus exists that successful consultancy

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Daniel Gould and Sean Pick

This review examines the development of sport psychology in the years 1920 to 1940, with particular emphasis on Coleman Griffith. Griffith was the most active person in the field in this era and was the first North American to devote a significant portion of his or her career to research, teaching, and service in sport psychology. The approach Griffith took in conceptualizing and studying sport psychology will also be emphasized. In essence, the most lasting legacy of Griffith is the research to practice orientation he epitomized that provides an excellent model for contemporary sport psychologists to emulate.

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Mark B. Andersen, Judy L. Van Raalte and Britton W. Brewer

To assess the supervisory skills of sport psychologists who are training future practitioners, the Sport Psychology Supervisory Skills Inventory (SPSSI) was mailed to 201 potential applied sport psychology supervisors. Supervisors were associated with graduate programs that offered applied sport psychology practica and/or internships, as identified in the Directory of Graduate Programs in Applied Sport Psychology (Sachs, Burke, & Salitsky, 1992). Supervisors rated themselves on 41 supervisory skills. The SPSSI was also mailed to 416 student members of AAASP, who were asked to rate their supervisors. There was a 35% return rate from supervisors and a 45% return rate from students. The findings suggest that supervised experience with athletes is limited for both supervisors and graduate students.