Reflecting on Initiating Sport Psychology Consultation: A Self-Narrative of Neophyte Practice

2001 ◽  
Vol 15 (2) ◽  
pp. 188-204 ◽  
Author(s):  
Nicholas L. Holt ◽  
William B. Strean
Keyword(s):  
Service Delivery ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Professional Education ◽  
Critical Incident ◽  
Competitive Athlete ◽  
The Core ◽  
Specific Factors ◽  
Applied Sport Psychology

Few studies have considered specific factors of service delivery in applied sport psychology that might contribute to successful outcomes (Petitpas, Giges, & Danish, 1999). It has been suggested that the sport psychology consultant (SPC)-athlete relationship is at the core of athlete-centered approaches (Petitpas et al., 1999; Ravizza, 1990; Thompson, 1998). The purposes of this paper are to discuss issues related to (a) professional education, training, and the role of supervision in the SPC service delivery process; (b) the SPC-athlete relationship; and (c) the need for reflective practice in applied sport psychology. A narrative of self (Sparkes, 2000) is presented by a trainee SPC to demonstrate the practicality of Tripp’s (1993) critical incident reflection exercise. Issues arising from an initial intake meeting with a competitive athlete are reflected upon and analyzed. Reflection is suggested as a tool for education and supervision in applied sport psychology.

scholarly journals Exploring the Relationship Between Effective and Reflective Practice in Applied Sport Psychology

2010 ◽  
Vol 24 (4) ◽  
pp. 521-541 ◽  
Author(s):  
Brendan Cropley ◽  
Sheldon Hanton ◽  
Andy Miles ◽  
Ailsa Niven
Keyword(s):  
Service Delivery ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Effective Practice ◽  
Working Definition ◽  
Initial Support ◽  
Vital Component ◽  
Definition Of ◽  
Context Specific ◽  
Applied Sport Psychology

This study offers an investigation into the concept of effective practice in applied sport psychology (ASP) with emphasis being placed upon the role that reflective practice may have in helping practitioners to develop the effectiveness of their service delivery. Focus groups (n = 2), consisting of accredited and trainee sport psychologists, were conducted to generate a working definition of effective practice, and discuss the concept of effectiveness development through engagement in reflective practices. The resulting definition encapsulated a multidimensional process involving reflection-on-practice. Initial support for the definition was gained through consensus validation involving accredited sport psychologists (n = 34) who agreed with the notion that although effectiveness is context specific it is related to activities designed to meet client needs. Reflective practice emerged as a vital component in the development of effectiveness, with participants highlighting that reflection is intrinsically linked to service delivery, and a key tool for experiential learning.

A Qualitative Analysis of Holistic Sport Psychology Consultants’ Professional Philosophies

2010 ◽  
Vol 24 (2) ◽  
pp. 227-244 ◽  
Author(s):  
Andrew Friesen ◽  
Terry Orlick
Keyword(s):  
Qualitative Analysis ◽  
Sport Psychology ◽  
Qualitative Interviews ◽  
Psychological Effects ◽  
Holistic Development ◽  
The Core ◽  
Dynamic Relationship ◽  
And Behavior ◽  
Theoretical Paradigms ◽  
Applied Sport Psychology

Incorporating the holistic development of the athlete into an applied sport psychology intervention has been addressed in the literature (e.g., Bond, 2002; Ravizza, 2002). How sport psychology consultants actually practice holistic sport psychology remains unclear. The purpose of this research was to provide a clarification as to what holistic sport psychology is and examine the beliefs, values, theoretical paradigms, and models of practice of holistic sport psychology consultants’ professional philosophies (Poczwardowski, Sherman, & Ravizza, 2004). Qualitative interviews with five purposefully selected holistic sport psychology consultants were conducted. In general, holistic consulting can be interpreted to mean: (a) managing the psychological effects to the athlete’s performance from nonsport domains; (b) developing the core individual beyond their athletic persona; and (c) recognizing the dynamic relationship between an athlete’s thoughts, feelings, physiology, and behavior. The corresponding beliefs, values, theoretical paradigms, and models of practice of holistic consultants were also presented.

scholarly journals Attribution of success and failure in intercultural service encounters: the moderating role of personal cultural orientations

2016 ◽  
Vol 30 (6) ◽  
pp. 643-658 ◽  
Author(s):  
Jackie L.M. Tam ◽  
Piyush Sharma ◽  
Namwoon Kim
Keyword(s):  
Service Delivery ◽  
Critical Incident ◽  
Future Research ◽  
Service Encounters ◽  
Service Firms ◽  
Content Type ◽  
Delivery Outcome ◽  
Cultural Orientations ◽  
Moderating Role

Purpose This paper aims to examine the role that personal cultural orientations play in customer attributions in intercultural service encounters. Design/methodology/approach A conceptual model was developed depicting the relationships between service delivery outcome, personal cultural orientations and customer attributions. Data were collected from 640 Chinese and Western customers using scenario-based experiments in a restaurant context to assess the hypothesized relationships in the model. Findings The findings show that compared to service delivery success, customers tend to hold service employee and firm responsible for service delivery failure rather than themselves and cultural differences. Moreover, personal cultural orientations partially moderated the influence of the service delivery outcome on customer attributions. Research limitations/implications Future research could adopt different methodologies such as critical incident techniques and surveys to replicate the study. Practical implications Service firms are recommended to design programs to influence customer attributions such as “customer education programs” and “customer appreciation programs” to achieve high customer satisfaction. Originality/value This study examines the differences in customer attributions between successful vs unsuccessful service delivery. It also sheds light on the potential moderating role of personal cultural orientations on the relationship between service delivery outcome and customer attributions.

Gaining Entry with Athletic Personnel for Season-Long Consulting

1988 ◽  
Vol 2 (3) ◽  
pp. 243-254 ◽  
Author(s):  
Kenneth Ravizza
Keyword(s):  
Sport Psychology ◽  
Research Data ◽  
Team Dynamics ◽  
Barriers To Entry ◽  
Communication Support ◽  
Athletic Teams ◽  
Term Basis ◽  
Applied Sport Psychology

Consulting issues that confront applied sport psychology personnel in gaining entry to working with athletic teams on a long-term basis are discussed. Barriers to entry are examined at the onset and it is emphasized that these obstacles must be overcome by all consultants. Strategies for overcoming such barriers include establishing respect and trust of key athletic personnel, gaining the head coach’s respect, knowing the sport, becoming knowledgeable of the coach’s orientation and team dynamics, gaining support at all levels of the organization, clarifying services to be provided, and making presentations to coaching staffs and athletes. Additional guidelines are discussed in an effort to better clarify the role of the applied sport psychology consultant. These include clarifying one’s own consulting needs, maintaining confidentiality, the need for open and honest communication, support demonstrated by coaches, and collecting research data while consulting.

scholarly journals Aspiration, Inspiration and Illustration: Initiating Debate on Reflective Practice Writing

2010 ◽  
Vol 24 (4) ◽  
pp. 504-520 ◽  
Author(s):  
Zoe Knowles ◽  
David Gilbourne
Keyword(s):  
Social Science ◽  
Reflective Practice ◽  
Present Article ◽  
Sport Psychology ◽  
Critical Reflection ◽  
Potential Source ◽  
Critical Social Science ◽  
Auto Ethnography ◽  
Reflective Practitioners ◽  
Applied Sport Psychology

The present article contemplates the future of reflective practice in the domain of applied sport psychology and, in so doing, seeks to engender further critical debate and comment. More specifically, the discussion to follow revisits the topic of ‘reflective-levels’ and builds a case for ‘critical reflection’ as an aspiration for those engaged in pedagogy or applied sport psychology training regimens. Assumptions and commentators associated with critical social science (e.g., Habermas, 1974; Carr & Kemmis, 1986), action research (e.g., Carr & Kemmis, 1986; Leitch & Day, 2000), and critical reflection (e.g., Morgan, 2007) suggest a number of foundation points from which critical reflection might be better understood. Finally, writing about ones-self via the processes of critical reflection and through reflective practice more generally are briefly considered in cautionary terms (Bleakley, 2000; du Preez, 2008). Auto-ethnography in sport (Gilbourne, 2002; Stone, 2009) is finally proposed as one potential source of illustration and inspiration for reflective practitioners in terms of both content and style.

scholarly journals Crossing the threshold: reflective practice in information literacy development

2017 ◽  
Vol 11 (1) ◽  
pp. 23 ◽  
Author(s):  
Sheila Corrall
Keyword(s):  
Reflective Practice ◽  
Information Literacy ◽  
Professional Education ◽  
Literacy Development ◽  
Professional Literature ◽  
Domain Specific ◽  
Teaching Role ◽  
Information Research ◽  
Information Work

Do we think enough about what we are doing as information literacy practitioners? The relationship between reflection and information literacy development is well documented in academic and professional literature, particularly in the context of teaching librarians using reflective activities to enable learners to think critically about their information literacy abilities. Parallel literature from education and other fields has promoted the concept of the reflective or thinking practitioner. Drawing on literature and theory from various domains, we review the concepts of reflection and reflective practice, and discuss their application and take-up in library and information work, with particular reference to the teaching role of librarians in the context of developments in critical information literacy. Our review suggests that reflective practice is generally recognised as an important dimension of library and information work, but is currently underdeveloped in comparsion with other professions. Using terminology and theory from the pedagogical arena, we contend that critical reflection needs to be elevated to the special status of a threshold competence for library and information professionals generally and for information literacy practitioners in particular. We also argue that our profession needs purpose-designed domain-specific advice and guidance on reflective practice, to support initial and continuing education of library and information workers, and we conclude by identifying areas where further research is required to clarify the role of reflection in library and information research and evaluation, to explore existing approaches to reflection in professional education programs, and test the transferability of reflective methods used in other professional domains.

Reflections on the Application of Reflective Practice for Supervision in Applied Sport Psychology

2007 ◽  
Vol 21 (1) ◽  
pp. 109-122 ◽  
Author(s):  
Zöe Knowles ◽  
David Gilbourne ◽  
Victoria Tomlinson ◽  
Ailsa G. Anderson
Keyword(s):  
Reflective Practice ◽  
Present Article ◽  
Sport Psychology ◽  
British Association ◽  
Supervision Process ◽  
Supervisory Process ◽  
Reflective Development ◽  
Sport And Exercise ◽  
The Uk ◽  
Applied Sport Psychology

In the UK, sport psychologists are presently supervised under the auspices of the British Association of Sport and Exercise Sciences (BASES). In the present article, reflective practice is evaluated as a process that can facilitate the supervisory exercise in applied sport psychology (Anderson, Knowles, & Gilbourne, 2004). The material presented was collated via a 3-year longitudinal supervisory process based on the process of staged reflection (Knowles, Gilbourne, Borrie, & Nevill, 2001). The benefits of staged reflective development in the supervision process are highlighted, while differentiating between reflective techniques both in and on action. The present article also considers how different writing styles develop through the different phases of discussion and revisits the challenges associated with representing reflective practice.

The Value of Reflective Practice in Professional Development: An Applied Sport Psychology Review

2010 ◽  
Vol 19 (3-4) ◽  
pp. 179-208 ◽  
Author(s):  
Brendan Cropley ◽  
Sheldon Hanton ◽  
Andy Miles ◽  
Ailsa Niven
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Professional Training ◽  
Training And Development ◽  
Professional Status ◽  
Psychology Literature ◽  
Professional Practitioners ◽  
Psychology Review ◽  
Applied Sport Psychology

The Value of Reflective Practice in Professional Development: An Applied Sport Psychology Review The purpose of this review is to situate the concept of reflective practice within the professional training and development of applied sport psychology (ASP) practitioners. In particular, to consider the progression of the field of ASP into professional status and examine the potential value of reflective practice as a mechanism to assist practitioners develop their effectiveness. The review initially outlines recent developments in professional training and development within ASP in order to frame the current environment in which neophyte consultants are trained and professional practitioners work before progressing to consider reflective practice, its definitions and relationship with experiential learning and professional practice. The use of reflective practice within sport psychology is then considered, with the final section of the review focusing on potential limitations of the available sport psychology literature and thus the rationale for further investigation.

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