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Lee-Ann Sharp and Ken Hodge

The purpose of this study was to investigate the components necessary for the development of an effective applied sport psychology consulting relationship between a sport psychology consultant (SPC) and a coach. To address this purpose, two SPC-Coach consulting relationship case studies will be presented. Following purposeful sampling methods, members of two SPC-Coach consulting relationships (2 SPCs and 2 elite coaches) participated in individual interviews to discuss their perceptions of effective consulting relationships. Inductive \content analysis was conducted to search for common themes both within and across the two case studies (Weber, 1990). Three categories emerged with shared similarities between both case study relationships as important to the development of effective consulting relationships between SPCs and coaches; (a) SPC knowledge; (b) trust; and (c) friendship. In addition, two categories individual to each of the case study consulting relationships emerged; (d) SPC fitting in with team culture; and (e) flexibility.

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Lee-Ann Sharp, Ken Hodge, and Steve Danish

The purpose of this investigation was to; (a) examine what experienced SPCs perceived to be the necessary components of the sport psychology consulting relationship, and (b) examine individual contributions of the SPC and client to the consulting relationship. Purposeful sampling was used to recruit 10 experienced SPCs (8 male and 2 female, M age = 50.44 years, M years consulting experience = 21.67 years) who held current sport psychology accreditation/certification and who had considerable consulting experience. Following individual interviews, extensive content analysis revealed that the sport psychology consulting relationship was reflective of (a) rapport, (b) respect, (c) trust, (d) a partnership, and (e) a positive impact on the client. Members of the consulting relationship made individual contributions to the relationship; SPCs contributed; (a) honesty, (b) commitment, (c) knowledge and expertise, (d) counseling skills, and (e) professional ethical behavior. With clients contributing; (a) openness to change, (b) honesty, and (c) willingness to work.

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Tammy Sheehy, Sam Zizzi, Kristen Dieffenbach, and Lee-Ann Sharp

representation of this impetus model). This secondary process of beginning a consulting relationship after seeing positive work and building trust has been described in previous research by Sharp and Hodge ( 2013 ); however, the current study expands on that work by describing specific circumstances (e

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Graig M. Chow, Lindsay M. Garinger, Jaison Freeman, Savanna K. Ward, and Matthew D. Bird

and expectations 1 2 4 5 6 7 8  Establishing expectations for the consulting relationship 1 2 3 4 5 6 7 8 9  Guidelines of confidentiality 1 2 3 4 5 6 7 Understanding the client’s background 1 2 3 4 5 6 7 8 9  Gaining a holistic understanding of the client 1 2 3 4 5 6 7 8  Understand clients

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Joe R. Davis and Paul J. McCarthy

therapeutic method and expectancy effects ( Cooper, 2008 ; Lambert & Barley, 2001 ). Characteristics that have been acknowledged as crucial to developing a strong consulting relationship include the capacity to connect with the athlete ( Orlick & Partington, 1987 ), being approachable and likable ( Anderson

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Laura Swettenham and Amy Whitehead

and a first-year scholar at a Category 1 football academy. James was away from home for the first time and living in academy lodging, sharing a room with one of his teammates. He was training four times a week with league matches every Saturday. My consulting relationship with James had been

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Thomas W. Gretton, Gabriela I. Caviedes, Megan Buning, Kristin Webster, and David W. Eccles

creating the potential for future consulting relationships to flourish, rather than trying to consult at that time, and I became more available to support my peers. No direct hours did not mean no work and looking back, I feel happy I did this. The feeling of stagnation is long gone. In addition

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Craig A. Wrisberg and Johannes Raabe

stages of the consulting relationship (e.g., intake interview), the present case study, in line with Hector et al. ( 2018 ), suggests that this approach can also be a productive vehicle for achieving periodic updates on athletes’ experiences. Any time an athlete brings up something “new” during a

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Paul R. Ashbrook, Andrew Gillham, and Douglas Barba

-coast universities to participate in the one-to-one tailored MST program. Convenience sampling was used and coaches who had a past professional consulting relationship with the primary researcher were targeted. Twenty-nine athletes (22 male, 7 female) met the eligibility requirements of the study, which included

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Patricia Santos de Oliveira, Mey de Abreu van Munster, Joslei Viana de Souza, and Lauren J. Lieberman

implemented plan is evaluated. (d)  Disengagement —this phase is related to the process of finalizing the consulting relationship and involves the evaluation of the process and the verification of the need for possible postconsulting, follow-up meetings. Thus, the involvement can be gradually reduced until it