The maturation processes of applied sport psychologists have received little research attention despite trainees and practitioners having often reported experiencing challenging circumstances when working with clients. Within clinical psychology literature the self-practice of cognitive techniques, alongside self-reflection, has been advocated as a means of addressing such circumstances, and as a significant source of experiential learning. The present study sought to identify the possible types of, and purposes for, self-practice among twelve UK-based sport psychology practitioners. Thematic analysis of semistructured interviews indicated all participants engaged in self-practice for reasons such as managing the self, enhancing understanding of intervention, and legitimising intervention. Some participants also described limitations to self-practice. Subsequently, three overriding themes emerged from analysis: a) the professional practice swamp, b) approaches to, and purposes for, self-practice, and, c) limitations of self-practice. It is concluded that self-practice may provide a means of better understanding self-as-person and self-as-practitioner, and the interplay between both, and is recommended as part of on-going practitioner maturation.
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Stephen Pack, Brian Hemmings, and Monna Arvinen-Barrow
Tim Fletcher, Ken Lodewyk, Katie Glover, and Sandra Albione
design consisted of three phases: (a) initial test (August 2016), (b) midtest (September–December 2016), and (c) posttest (April 2017). In each of the three phases, survey and focus group data were generated that addressed coaches’ understanding, self-efficacy, and importance-utility value (IUV) to both
Jonathan Lasnier and Natalie Durand-Bush
the creation of three themes and 13 subthemes related to participants’ perceived changes from participating in the SI or MI: (a) EIP management (reframing, understanding, self-talk, and segmented performance plan); (b) mental performance (attention regulation, motivation, self-monitoring, self
Stephen Rowles and Tim Holder
within a framework of “understanding self, understanding others, adapting and connecting” ( Beauchamp et al., 2007 , p. 35). Interestingly, in terms of group dynamics, two of the cases illustrate the two main approaches open to a coach ( Beauchamp et al., 2007 ), to either train the team and adapt the
Ayoub Asadi, Alireza Farsi, Behrouz Abdoli, Esmaeel Saemi, and Jared M. Porter
elite track and field coaches and athletes . Sport Science Review, 19 , 199 – 211 . doi:10.2478/v10237-011-0018-7 10.2478/v10237-011-0018-7 Sanli , E.A. , Patterson , J.T. , Bray , S.R. , & Lee , T.D. ( 2013 ). Understanding self-controlled motor learning protocols through self
Fraser Carson, Clara McCormack, Paula McGovern, Samara Ralston, and Julia Walsh
(c) Understanding self-regulation • Contextualization to your role as a coach • Growth mindset model • Coaching pathways • Social/cultural/biological background and the history of women in coaching • Current conflicts/barriers/challenges • Behavioral tendencies and profiling • Reflection on your own
Antonio Dello Iacono, Marco Beato, and Israel Halperin
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Seyyed Mohammadreza Mousavi and Takehiro Iwatsuki
). Understanding self-controlled motor learning protocols through the self-determination theory . Frontiers in Psychology, 3, 611 . https://doi.org/10.3389/fpsyg.2012.00611 Schmidt , R.A. , Lee , T.D. , Winstein , C. , Wulf , G. , & Zelaznik , H.N. ( 2018 ). Motor control and learning: A
Marcelo Eduardo de Souza Nunes, Umberto Cesar Correa, Marina Gusman Thomazi Xavier de Souza, Luciano Basso, Daniel Boari Coelho, and Suely Santos
results and motor learning: A review and critical reappraisal . Psychological Bulletin, 95 , 355 – 386 . PubMed ID: 6399752 doi:10.1037/0033-2909.95.3.355 10.1037/0033-2909.95.3.355 Sanli , E.A. , Patterson , J.T. , Bray , S.R. , & Lee , T.D. ( 2013 ). Understanding self-controlled motor
Sunwoo Lee
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