TY - JOUR
T1 - A longitudinal examination of neophyte applied sport psychologists' professional development.
AU - Tod, David Adrian
AU - Anderson, Mark B.
AU - Marchant, Daryl B.
N1 - Tod, D., Andersen, M. B., Marchant, D. B. (2009). A longitudinal examination of neophyte applied sport psychologists' professional development. Journal of Applied Sport Psychology, 21(Supp. 1), S1-S16.
This is the first longitudinal study focused on trainee applied sport psychologists, professional development experiences, and is the first output of an ongoing research project documenting applied sport psychologists? careers. Theoretically, the study reveals how counsellor development theory is transferable to sporting counterparts and exposes the naivety of the dominant mental skills training approach in the discipline.
PY - 2009
Y1 - 2009
N2 - Applied sport psychology students undergo, more or less, changes in how they see themselves professionally as service providers as they proceed through their graduate training. Knowledge about early professional development, changes, and conflicts would likely help trainees, supervisors, and educators enhance the quality of applied sport psychology education. In this study, we interviewed Australian trainee applied sport psychologists (5 females, 3 males, age range 22-32 years) on three occasions about their development as practitioners across the first 2 years of their graduate education. Trainees' motivations for becoming practitioners and their models of service evolved over the 2 years. When first interacting with clients, trainees often adopted rigid “expert” problem-solving approaches to service delivery. With time and more experience, some individuals began to focus on developing relationships with clients and adapting wider and more flexible interventions to suit athletes' needs. The experiences of our sample inform trainees' early professional development, and our findings parallel studies from mainstream counseling psychology.
AB - Applied sport psychology students undergo, more or less, changes in how they see themselves professionally as service providers as they proceed through their graduate training. Knowledge about early professional development, changes, and conflicts would likely help trainees, supervisors, and educators enhance the quality of applied sport psychology education. In this study, we interviewed Australian trainee applied sport psychologists (5 females, 3 males, age range 22-32 years) on three occasions about their development as practitioners across the first 2 years of their graduate education. Trainees' motivations for becoming practitioners and their models of service evolved over the 2 years. When first interacting with clients, trainees often adopted rigid “expert” problem-solving approaches to service delivery. With time and more experience, some individuals began to focus on developing relationships with clients and adapting wider and more flexible interventions to suit athletes' needs. The experiences of our sample inform trainees' early professional development, and our findings parallel studies from mainstream counseling psychology.
U2 - 10.1080/10413200802593604
DO - 10.1080/10413200802593604
M3 - Article
SN - 1533-1571
VL - 21
SP - S1-S16
JO - Journal of Applied Sport Psychology
JF - Journal of Applied Sport Psychology
IS - S1
ER -