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Carrie B. Scherzer and Justine J. Reel

The thought of studying for and taking a certification exam is daunting, perhaps more so for mid- or even late- career sport psychology professionals. Some of us are years, even decades, from formal graduate education and/or the practice of sport and exercise psychology. We earn our paychecks

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Joseph J. Gurgis, Gretchen A. Kerr, and Ashley E. Stirling

Several researchers within coach education and development have advocated for the certification of coaches to ensure a consistent, minimum level of knowledge and competency ( Cushion et al., 2010 ; Nelson, Cushion, & Potrac, 2006 ; Potrac, Gilbert, & Denison, 2013 ). The strength of certification

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Robin S. Vealey, Nick Galli, and Robert J. Harmison

In the article “CMPC Exam for Recertification: The Good, the Bad, the Reality,” our colleagues Carrie Scherzer and Justine Reel ( 2018 ) discussed their views on the new examination requirement for certification and recertification as a Certified Mental Performance Consultant ® (CMPC ® ). As

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Patti Finke, Janet Hamilton, Warren Finke, and Mike Broderick

The RRCA Coaching Certification program is a model for national coaching education. The goal of the RRCA coaching certification is to provide trained individuals to work as coaching professionals for the sport of distance running at all levels from beginner to advanced runners. A coaching program for distance running attracts more individuals to the sport, and more importantly, helps individuals train intelligently, extend their running careers, have more fun running, and minimize the risks of overuse injuries. The program has certified over 1600 coaches across the US.

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Wesley J. Wilson, Steven K. Holland, Justin A. Haegele, and K. Andrew R. Richards

handful of states using the APE National Standards criteria as a guideline, whereas most states either created their own or chose not to adopt any guidelines at all ( Lytle et al., 2010 ). With the diverse range of certification requirements among APE teachers ( Nichols, Block, & Wilson, 2019 ), it is

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Leonard D. Zaichkowsky and Frank M. Perna

The purpose of this paper is to respond to the arguments against certification in sport psychology presented by Anshel (1992). Anshel’s central arguments were (a) certification will diminish rather than promote the field of sport psychology, (b) Association for the Advancement of Applied Sport Psychology (AAASP) certification favors professionals trained in psychology, and (c) AAASP certification is inappropriately reliant on clinical psychology as a model for the practice of sport psychology. These criticisms of certification are rebutted by clearly defining certification and related terms, professing an adequate scientific knowledge base in sport psychology to support practice, identifying fraudulent practice as unrelated to certification, clarifying procedures used in developing AAASP certification criteria, and presenting evidence that sport psychology professionals trained in the sport sciences are not less favored for AAASP certification and that clinical psychology is not used as the model for practice in sport psychology.

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Bradley Fawver, Garrett F. Beatty, John T. Roman, and Kevin Kurtz

their previous athlete experiences as educational canon. Critically, of the coach programs and certifications that appear to be operating with some success, there remains a need to explicitly evaluate curricula content to ensure theoretical foundations and practical knowledge are taught concerning the

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Mark H. Anshel

The primary purpose of this article is to provide a rationale against the certification of sport psychologists. The paper centers on two main issues. First, certification in sport psychology is overly exclusive and does not recognize the unique contributions that individuals with related skills can offer the profession. Instead, the field should develop a consensus about the competencies of its practitioners, researchers, and educators. Second, professionals in sport psychology must rethink this preoccupation of using the clinical psychology model to gain respect and certification. Unless a person is a registered psychologist, he or she cannot engage in clinical practice with athletes or anyone else. Rather than the preoccupation with clinical practice, the field of sport psychology would better serve the public by continuing to scientifically validate its cognitive and behavioral techniques, recognizing the necessary role of clinical psychologists, and educating the public about the required skills of sport psychologists.

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Judy L. Van Raalte, Terry D. Brown, Britton W. Brewer, Joshua B. Avondoglio, Whitney M. Hartmann, and Carrie B. Scherzer

The purpose of this research was to compile and evaluate the course offerings of sport psychology graduate programs with regard to the requirements for becoming a Certified Consultant, Association for the Advancement of Applied Sport Psychology (AAASP). Course offerings of 79 programs were identified via the on-line version of the College Catalogue Collections of the Career Guidance Foundation. Course descriptions in physical education/exereise science and psychology departments were examined to determine whether they fell within the AAASP certification criteria areas. Most of the schools evaluated did not offer courses in all 12 areas required for AAASP certification. Several programs offered courses in as few as six of the required areas. The results of this study suggest that the majority of graduate programs in applied sport psychology do not offer the necessary courses for students interested in pursuing AAASP certification.

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Phillip Ward, Murray F. Mitchell, Hal A. Lawson, and Hans van der Mars

formations involving teacher educators, teachers, and other key stakeholders provide a potentially promising model for how best to proceed by designing intentional initial certification programs that are delivered with fidelity and are assessed. Results can be shared quickly to evaluate successes and