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Robin S. Vealey, Robin Cooley, Emma Nilsson, Carly Block and Nick Galli

sport psychology consulting. Method Participants For the 2003 sample, 96 consultants completed the questionnaire (159 sent, response rate of 61%). Ninety percent of the sample were American, with 10% representing other countries including Canada, Australia, Greece, Sweden, Finland, and the United

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Wayne Halliwell

This article relates experiences and knowledge gained in providing sport psychology consulting services to professional hockey teams over a 6-year period. The process of getting involved in professional hockey is described and the importance of obtaining ample consulting experience before working with professional athletes is discussed. Philosophical and organizational components of service delivery are presented along with the range and type of service provided. The development of trust and confidence in the player/consultant relationship is seen as the key to effective sport psychology consulting. Also, the importance of being able to read situations, fit into the professional sports environment, and adopt a low-key, behind-the-scenes approach is discussed.

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Robert J. Rotella

This paper presents a philosophy for sport psychology consulting that emphasizes a belief in helping people’s dreams come true, believing in possibilities, trusting in ability and talent, and the awesome power of the mind if the mind is properly directed. Particular attention is focused on learning how to resist socialization in order to do one’s best. A brief introduction of strategies for doing so and how such ideals may be delivered is presented.

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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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Kelly A. Wilson, Jenelle N. Gilbert, Wade D. Gilbert and Scott R. Sailor

Seventy-two college athletic directors (ADs) participated in a survey about (a) previous experience with sport psychology consultants (SPCs), (b) previous exposure to the field, and (c) attitudes toward sport psychology consulting. ADs were confused about appropriate training for SPCs, highlighted by the fact that 66.7% were unaware of any certification for SPCs. Although ADs’ attitudes toward SPCs did not differ based on previous experience with SPCs, there was a statistically significant difference between ADs who were aware of the Association for Applied Sport Psychology (AASP) and those who were unaware. Results demonstrate the need to educate potential employers regarding appropriate qualifications for SPCs. The discussion culminates with suggestions for future research and recommendations for enhancing effectiveness of outreach programs.

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Courtland C. Lee and Robert J. Rotella

This article examines important concepts for effective sport psychology consulting with black student athletes. First, sport psychology consultants are urged to examine their own cultural background prior to working with black student athletes. Second, a discussion of black expressiveness is presented to provide sport psychology consultants with a knowledge base from which to operate in interactions with black student athletes. Third, relevant skills are presented for effective sport psychology consulting with black student athletes. These skills are derived from consulting with and doing research on black student athletes.

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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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Ken Hodge, Lee-Ann Sharp and Justin Ihirangi Heke

Sport psychology consulting with athletes who are from an indigenous ethnic group presents some challenges and opportunities that do not typically need to be considered when consulting with nonindigenous athletes. Māori1 are the indigenous ethnic group of New Zealand. To work as a sport psychology consultant with Māori athletes and indeed any indigenous athletes (e.g., Tahitian, First Nation Canadian Indian) it is important for the sport psychologist to have an understanding of Te Ao o Nga Tāngata Whenua (indigenous worldview) and tīkanga Tāngata Whenua (indigenous cultural practices; Hanrahan, 2004; Schinke & Hanrahan, 2009; Tuhiwai-Smith, 1999). Both research and practice in the social sciences regarding Māori people seek to use a Kaupapa Māori (Māori research and practice platform) approach. Kaupapa Māori attempts to ensure that cultural sensitivity is infused from the conceptualization of an intervention (e.g., psychological skills training, psychological intervention) through to the design, delivery, evaluation, final analysis, and presentation of the intervention or research project. A Kaupapa Māori approach to sport psychology consulting attempts to ensure that key Māori aspirations are honored and celebrated, as many Māori do not wish to follow a non-Māori ideology that depersonalizes the whānau (family) perspective and seeks individuality in its place (Durie, 1998a; Mead, 2003). Therefore, an effective sport psychology consulting program for an athlete who lives her or his life from a Te Ao Māori (Māori worldview) and tīkanga Māori (Māori cultural practices) perspective needs to be constructed as a Māori-for-Māori intervention based within a Kaupapa Māori framework.

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Mark H. Anshel and Thomas M. Brinthaupt

Psychological inventories are ubiquitous and necessary in sport psychology for gathering data to address selected research questions, making clinical diagnoses, and as guidelines for providing effective interventions. However, the improper use of inventories can result in inaccurate or incomplete interpretations of data or diagnoses, thereby compromising the effectiveness of intervention efforts and limiting the contributions of sport psychology consulting. The purposes of this article are to (a) summarize the major terminology associated with the use of psychological inventories, (b) provide an overview of reliability and validity issues relevant to establishing psychometric evidence for psychological inventories, (c) review the most common errors associated with using sport psychology inventories, and (d) provide best practice guidelines for the proper use of psychological inventories in sport psychology. If researchers and practitioners follow these guidelines, they can be more confident in the results and proper use of their interventions and consultations.

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Joan S. Ingalls