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Barnaby Wren, Christopher R.D. Wagstaff, and Alessandro Quartiroli

This case study presents an account of the sport psychology support delivered to a national team over the course of 6 months. At the time, I (the first author) was a neophyte practitioner, a few months into my supervised practice following the British Psychological Society Stage 2 route to

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Daniel R.F. Martin, Alessandro Quartiroli, and Christopher R.D. Wagstaff

of employment varied, from roles as sport psychologists to professional, academy, or scholar athletes ( n  = 7), lecturing and academic posts ( n  = 3), and roles outside of sport ( n  = 3). Furthermore, of the 14 neophyte practitioners, 11 owned and ran a sport psychology consultancy in addition to

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Pete Lindsay and Owen Thomas

The mass media focus on sporting events (Kristiansen, Hanstad, & Roberts, 2011), coupled with the interest in reporting the psychological aspects of sporting performance (Jones, 2005) can place practitioners in stressful situations (Fletcher, Rumbold, Tester, & Coombes, 2011). Concerns over “misrepresentation,” “misquotation,” “misinterpretation,” and being “incorrectly reported or understood” by the media can be at odds with a practitioner’s honest desire to disseminate findings and provide informed commentaries related to the discipline. This article aims to highlight the ethical, professional and personal challenges faced by Pete Lindsay while working as the resident sport psychologist for an international television broadcaster during a World championship sporting event. The autoethnographic account provides a series of reflective fragments that were abstracted from professional development documentation, supervisory meeting records of the time, and the authors recalled reflections of when Pete undertook the role. Practical implications for the training and certification of practitioners in relation to working within the media are considered.

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Guy Little and Chris Harwood

This article discusses issues surrounding the potential violation of sexual boundaries in sport psychology consultancy and critically evaluates the current state of knowledge in the field. Limited discussion and research relating to this ethical issue exists within sport psychology; the discussion that has occurred has mainly focused on erotic transference and countertransference (Andersen, 2005). Research and knowledge from clinical psychology, counseling psychology, and psychotherapy proffers ideas for discussion and research into the factors that precipitate sexual boundary violations. The relevance of the controversial practice of touch as a therapeutic tool and a stimulus for sexual boundary violations is considered, alongside implications for the training of neophyte practitioners through role-playing, peer support, and supervision.

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Karen Howells

This article presents a reflective case example of a sport psychology consultation carried out with a 9-year-old gymnast during the final year of the consultant’s training to become a British Psychological Society–chartered sport psychologist. During this period of time, the author was under the supervision of an experienced applied sport psychologist. The article draws on the published research in applied sport psychology and the wider child development literature to inform and negotiate the challenges of a neophyte practitioner working in a relatively unfamiliar sport with a very young gymnast. The intervention, which took place over 6 months, involved a focus on psychological skills training. This article reflects on the intervention experience and makes observations that may be of benefit to both neophyte and practiced consultants working with very young children. Although the consultancy involved goal setting, relaxation, and commitment, the focus of this article is on those activities and skills that are specific to such a young athlete and that may be of interest to other practitioners in similar scenarios.

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Suzie Godfrey and Stacy Winter

This paper presents a reflective account of the sport psychology support work delivered across one season at a professional football academy by a neophyte practitioner. The development of the sport psychology program, referred to as Winning Mentality, was guided by Harwood and Anderson's (2015) 5C guidelines to psychological skills training.The Winning Mentality program outlined within this paper was delivered to the U9-U12 age groups and focused on the three key topics: (1) growth mind-set; (2) emotional control; and (3) confidence.The intervention comprised predominantly of classroom-based workshops delivered at the team level that focused on one topic per training cycle. Working with these young age groups uncovered a number of challenges that form the basis of this reflective account.Drawing upon child developmental literature was a necessity to ensure the effective matching of session content to the relevant age group. In addition, the heavily classroom-based nature of the program limited the youth footballers application of sport psychology techniques on the football pitch.Finally, opportunities to empower coaches with the knowledge and skills to apply psychological concepts within their training sessions should be welcomed.

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Nick Wadsworth, Hayley McEwan, Moira Lafferty, Martin Eubank, and David Tod

the BASES training pathway. The trainee practitioners had been enrolled on their respective training pathways between 3 and 20 months ( M  = 15 months). The neophyte practitioners ranged between 27 and 37 years of age ( M  = 30.4 years) and had been qualified for between 12 and 42 months ( M  = 24

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Rory J. Mack, Jeff D. Breckon, Paul D. O’Halloran, and Joanne Butt

, 2004 ) and the needs of the athlete ( Gardner & Moore, 2004b ). While this broadening of the discipline is encouraging—given that there is a tendency for neophyte practitioners to adopt the dominant approach in their field ( Fishman, 1999 )—to avoid uniformly applying PST based on the CB model, there

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Samuel Porter, Noora Ronkainen, Richard Sille, and Martin Eubank

( Rønnestad & Skovholt, 2003 ; Tod & Bond, 2010 ; Tonn & Harmison, 2004 ). Therefore, the challenges faced in delivery often pose a threat to the neophyte practitioner who often shifts from one approach to another ( Andersen, 2000 ). Furthermore, it is frequently cited how neophyte practitioners like to

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Richard A. Sille, Martin J. Turner, and Martin R. Eubank

presented as a general heuristic for neophyte practitioners grappling with these issues for the first time ( Keegan, 2010 ). In reality, sport psychology practitioners rarely operate from either end of the continuum. This realization was a “lightbulb moment” for me. It showed I could operationalize REBT via