A pragmatic research philosophy is introduced that embraces mixed-method approaches to applied research questions. With its origins in the work of Peirce (1984), James (1907), Dewey (1931), and contemporary support from Rorty (1982, 1990,1991), pragmatism emphasizes the practical problems experienced by people, the research questions posited, and the consequences of inquiry. As a way to highlight applications of pragmatism in sport psychology, pragmatism is compared to constructivism and positivism in terms of philosophical underpinnings and methodological applications. The pragmatic researcher is sensitive to the social, historical, and political context from which inquiry begins and considers morality, ethics, and issues of social justice to be important throughout the research process. Pragmatists often use pluralistic methods during multiphase research projects. Exemplar design types are discussed that logically cohere to a pragmatic research philosophy.
Peter R. Giacobbi Jr., Artur Poczwardowski and Peter Hager
Andrew Friesen and Terry Orlick
Incorporating the holistic development of the athlete into an applied sport psychology intervention has been addressed in the literature (e.g., Bond, 2002; Ravizza, 2002). How sport psychology consultants actually practice holistic sport psychology remains unclear. The purpose of this research was to provide a clarification as to what holistic sport psychology is and examine the beliefs, values, theoretical paradigms, and models of practice of holistic sport psychology consultants’ professional philosophies (Poczwardowski, Sherman, & Ravizza, 2004). Qualitative interviews with five purposefully selected holistic sport psychology consultants were conducted. In general, holistic consulting can be interpreted to mean: (a) managing the psychological effects to the athlete’s performance from nonsport domains; (b) developing the core individual beyond their athletic persona; and (c) recognizing the dynamic relationship between an athlete’s thoughts, feelings, physiology, and behavior. The corresponding beliefs, values, theoretical paradigms, and models of practice of holistic consultants were also presented.
Artur Poczwardowski, Clay P. Sherman and Ken Ravizza
Practitioners in helping professions have recognized the importance of philosophy of service as a fundamental factor driving the process of behavior change. This article explores professional philosophy as an underlying element of successful sport psychology service delivery. A hierarchical structure of professional philosophy is proposed that delineates important components both overtly discussed and implied in the sport psychology literature. These components—arranged from the most stable and internal to the most dynamic and external—are (a) personal core beliefs and values, (b) theoretical paradigm concerning behavior change, (c) models of practice and the consultant’s role, (d) intervention goals, and (e) intervention techniques and methods. Each component is examined from the perspective that philosophy guides practice. The resulting conceptualization of professional philosophy may be used for both didactic and research purposes aimed at furthering consultant effectiveness in sport settings.
Pete Lindsay, Jeff D. Breckon, Owen Thomas and Ian W. Maynard
The chosen methods of applied sport psychology practitioners should be underpinned by their personal core beliefs and values (Poczwardowski, Sherman, & Ravizza, 2004). However, many novice practitioners unquestioningly adopt the dominant method of the field (Fishman, 1999), and thus might find themselves incongruent in terms of their professional philosophy (Tudor & Worrall, 2004). This article aims to highlight questions that practitioners might reflect on to achieve greater congruence in terms of their philosophy of practice. Autoethnographic accounts of consultancies by a recently qualified practitioner are used to explore one practitioner’s journey toward congruence in professional philosophy. Insights arising from these consultancies for the practitioner are provided, and the wider implications for the training and certification and accreditation of practitioners are considered.
Richard Collins, Katie Evans-Jones and Helen L. O’Connor
In response to the recent literature regarding the development of applied sport psychologists’ service philosophies (Lindsay, Breckon, Thomas, & Maynard, 2007), three neophyte psychologists take an autoethnographical approach to detailing how they developed their current philosophies. Using vignettes and personal accounts of their experiences they describe how reflection on their beliefs and values about people, behavior, sport, and change has underpinned their development as practitioners. The three authors detail how their delivery has developed from an approach that initially relied heavily on one framework into a more client-led approach that is more congruent with their beliefs and how this has in turn enhanced their effectiveness as practitioners. The implications of this reflective process for other neophytes is explored in relation to the experiences of the three authors.
Martin Camiré, Pierre Trudel and Tanya Forneris
Whether life skills are developed through sport greatly depends on how coaches create suitable environments that promote the development of youth (Gould & Carson, 2008). The purpose of this study was to examine, using Gould and Carson’s (2008) model of coaching life skills, the philosophies and strategies used by model high school coaches to coach life skills and how to transfer these life skills to other areas of life. Interviews were conducted with both coaches and their student-athletes. Results indicated that coaches understood their student-athletes preexisting make up and had philosophies based on promoting the development of student-athletes. Results also demonstrated that coaches had strategies designed to coach life skills and educate student-athletes about the transferability of the skills they learned in sport. Although variations were reported, coaches and student-athletes generally believed that student-athletes can transfer the skills learned in sport to other areas of life. These results are discussed using Gould and Carson’s model and the youth development literature.
Human performance enhancement is one of kinesiology’s many vibrant topics for inquiry. Though philosophers in kinesiology departments have offered some contribution to this topic, this paper argues that philosophers could improve their relevance by better engaging the existing scientific research. Rather than simply defending their place at the table, this paper proposes that philosophers build upon existing contributions to the ethics of human enhancement by increasing their scientific literacy. At the same time, this paper argues that certain patterns in philosophical discussions of human enhancement do not connect with scientific researchers. The paper concludes that ultimately philosophers must become more conversant with the language of science if they are going to continue contributing to central questions within the field of kinesiology.
Bradley J. Cardinal, Minsoo Kang, James L. Farnsworth II and Gregory J. Welk
Kinesiology leaders were surveyed regarding their views of the (re)emergence of physical activity and public health. Their views were captured via a 25-item, online survey conducted in 2014. The survey focused on four areas: (a) types of affiliation with public health; (b) program options and course coverage; (c) outreach programming; and (d) perspectives on integration. Member and nonmember institutions of the American Kinesiology Association received the survey. Responses were received from 139 institutional leaders, resulting in an overall response rate of 21.4%. Key findings included that the combination of physical activity and public health was seen as both a stand-alone subdisciplinary area within kinesiology and also an area that has a great deal of potential for collaboration, the acquisition of external funding, and further strengthening of community outreach and engagement. The survey results are placed in historical context and interpreted with various caveats and limitations in mind.
Although today some athletic events are organized by those without any administrative qualifications, much of modern sport management reflects the technocratic global culture from which it springs: formalized, institutionalized, and professionalized. Some recent critical assessments of our dominant philosophical influences have been extremely unkind to the administrative practices that they have spawned. Among the charges leveled is that management, in general, lacks a moral and epistemological base and is self-serving and antidemocratic. Much of this criticism is relevant to the management of modern sport. This paper presents an overview of the positions of philosophers Alasdair Maclntyre, John Ralston Saul, and Charles Taylor and examines management's relationship to sport in light of their critiques. A general philosophical framework is constructed upon which specific questions about specific activities of sport management can be asked and possibly answered. The results have implications for the education and work of sport managers.
Jeffrey D. James
observation, focus groups, and interviews. What was missing from the program of study was course work through which students were challenged to understand inquiry not only from a philosophy of science perspective, but also from the philosophy of inquiry. In other words, to challenge individuals to understand