This article reviews the emerging concept of Contextual Intelligence (CI) and its relevance to sport psychology. Interviews with expert performance consultants suggest that CI is a key factor in successful consultations. Although CI has often been considered a tacit process learned indirectly through experience, systems theory and institutional research offer models for assessing organizations and developing contextual “maps.” By having a framework and language for assessing context, sport psychologists can more effectively develop contextually intelligent and culturally appropriate interventions. The authors offer a framework for assessing context and developing contextual “maps.” Specific guidelines and principles for designing contextually intelligent interventions are provided.
Charles H. Brown, Dan Gould, and Sandra Foster
Emily A. Martin, Stacy Winter, and Tim Holder
Observation provides applied sport psychologists with a direct assessment of client behavior within the sporting environment. Despite the unique properties and the insightful information that observation allows, it has received limited literary attention within the applied sport psychology domain. The current study aimed to explore and further understand the observation practices of current trainee practitioners. All participants were enrolled on a training program toward becoming either a chartered psychologist (BPS) or an accredited sport and exercise scientist (BASES). In total, five focus groups were conducted and analyzed using an interpretative phenomenological approach (IPA; Smith, 1996). Four superordinate themes emerged: value of observation, type of observation, challenges of observation, and suggestions for observation training. Results demonstrate the increased value that observation brings to effective service delivery and intervention. Specifically, informal observation is commended for its propensity to build greater contextual intelligence and to develop stronger client relationships.
Christoph Szedlak, Jo Batey, Matthew J. Smith, and Matthew Church
for which athlete in which situation. This process could be related to what research (i.e., Davidson & Downing, 2000 ; Wagner, 2000 ) has conceptualized as the skill of contextual intelligence, which strongly encourages reflective practice ( Cropley, Hanton, Miles, & Niven, 2010 ). Brown, Gould, and
Jana L. Fogaca, Jack C. Watson II, and Sam J. Zizzi
”); (c) contextual intelligence, containing four items (e.g., “identify language and concepts unique to this particular setting”); and (d) ethics, including four items (e.g., “affiliation with professional organization(s) having ethics code”). Participants were asked to rate their perceptions of their
Ross Wadey, Kylie Roy-Davis, Lynne Evans, Karen Howells, Jade Salim, and Ceri Diss
other SPCs who had worked in these contexts. This enabled the SPCs to elucidate personal values, observe social interactions, cultivate working alliances (e.g., with physiotherapists), understand contextual constraints and resources, and develop their contextual intelligence by garnering additional
Janaina Lima Fogaca, Sam J. Zizzi, and Mark B. Andersen
consulting and its issues (e.g., “knowledge of common issues within the domain”); (c) four contextual-intelligence items, which encompass aspects of communication and interaction (e.g., “identify language and concepts unique to this particular setting”); and (d) four ethics items (e.g., “affiliation with
Stephen Pack, Monna Arvinen-Barrow, Stacy Winter, and Brian Hemmings
exploration of complex issues (i.e., Marmarosh et al., 2009 ). Therefore, as Kuipers ( 2009 ) stated, the (effective) production of humor seemed to require “considerable linguistic aptitude” (p. 392) and a heightened reflexive ability and contextual intelligence if the humor were to achieve the intended