The literature on the practice of sport and performance psychology (SPP) is lacking in recent contributions from student practitioners despite previous calls for additional contributions (Holt & Strean, 2001; Tonn & Harmison, 2004). A recent graduate from a master’s degree program in SPP was invited to attend USA Swimming 2012 Olympic Team Trials as a member of the support staff for the club swim team she had been consulting with for the duration of her graduate training. The focus of this paper is to expand upon this gap in the literature by providing a first-hand account of a young practitioner’s experiences at a high-performance meet. The neophyte consultant’s use of supervision for personal and professional preparation for Olympic trials, her experiences there, including ethical dilemmas encountered, and the lessons learned from attending such an event so early in her career will be discussed. Future implications are also offered for graduate students and early career professionals in SPP.
Dolores A. Christensen and Mark W. Aoyagi
K. Andrew R. Richards, Andrew D. Eberline and Thomas J. Templin
Secondary professional socialization is a phase of occupational socialization theory that focuses on graduate education in preparation for a career in academia. Due to the need to present and publish research and make professional contacts, professional organizations likely serve an important socializing function during graduate education. The purpose of this exploratory study was to understand graduate students’ perspectives of participating in professional organizations. Participants included 16 health and physical education graduate students who shared their experiences in focus group interviews. Data were analyzed using constant comparison and inductive analysis. Results indicate graduate students become involved in professional organizations primarily due to faculty encouragement. Participants highlighted networking as a benefit of involvement, and viewed professional learning and opportunities to present research as important to their career development. Results are discussed through the lens of occupational socialization theory, and limitations and implications for graduate student training are shared.
David P. Hedlund, Carol A. Fletcher, Simon M. Pack and Sean Dahlin
coaches receive formal sport coaching education through numerous ways, including active participation in sports, classes taken as students, training received at seminars and clinics, and through a variety of self-administered educational tools (e.g., resources on the internet, videos and books) ( Wright
Urban Johnson and Mark Andersen
.F. ( 2012 ). Stress, coping, and barriers to wellness among psychology graduate students . Training and Education in Professional Psychology, 6 , 122 – 134 . doi:10.1037/a0028768 10.1037/a0028768 Fitzpatrick , S.J. , Monda , S.J. , & Wooding , C.B. ( 2016 ). Great expectations: Career planning