Assessing the Skills of Sport Psychology Supervisors

1994 ◽  
Vol 8 (3) ◽  
pp. 238-247 ◽  
Author(s):  
Mark B. Andersen ◽  
Judy L. Van Raalte ◽  
Britton W. Brewer
Keyword(s):  
Graduate Students ◽  
Sport Psychology ◽  
Graduate Programs ◽  
Return Rate ◽  
Applied Sport Psychology ◽  
Supervisory Skills

To assess the supervisory skills of sport psychologists who are training future practitioners, the Sport Psychology Supervisory Skills Inventory (SPSSI) was mailed to 201 potential applied sport psychology supervisors. Supervisors were associated with graduate programs that offered applied sport psychology practica and/or internships, as identified in the Directory of Graduate Programs in Applied Sport Psychology (Sachs, Burke, & Salitsky, 1992). Supervisors rated themselves on 41 supervisory skills. The SPSSI was also mailed to 416 student members of AAASP, who were asked to rate their supervisors. There was a 35% return rate from supervisors and a 45% return rate from students. The findings suggest that supervised experience with athletes is limited for both supervisors and graduate students.

Mentoring in Sport Psychology: Students’ Perceptions of Training in Publication and Presentation Guidelines

1994 ◽  
Vol 8 (2) ◽  
pp. 143-148 ◽  
Author(s):  
Brian D. Butki ◽  
Mark B. Andersen
Keyword(s):  
Graduate Students ◽  
Physical Education ◽  
Sport Psychology ◽  
Psychology Students ◽  
Return Rate ◽  
Formal Training ◽  
Exercise Science ◽  
Point Scale ◽  
Ethical Guidelines ◽  
Conference Presentations

A seven-item survey on training and ethics in publication and conference presentation was sent to 406 student members of the Association for the Advancement of Applied Sport Psychology (AAASP). Students used a 5-point scale (1 = very poor to 5 = excellent) to rate the training and experience received from advisors and professors. Items included exposure to some formal ethical guidelines of publishing and authorship, explanation of the importance of publications and conference presentations, demonstration of enthusiasm toward student publishing or presenting at conferences, and receiving appropriate authorship (e.g., first, second, third) on publications or conference presentations. Return rate was 43%. Results show that although a majority of students feel they are receiving fair to excellent training in this area, a substantial number believe their training is inadequate. This suggests a need for more formal training and guidance in publication and conference presentation for graduate students in psychology and physical education/exercise science programs.

Athletes' and Coaches' Perceptions of Sport Psychology Services Offered by Graduate Students at One NCAA Division I University

2004 ◽  
Vol 94 (1) ◽  
pp. 213-216 ◽  
Author(s):  
Noah B. Gentner ◽  
Leslee A. Fisher ◽  
Craig A. Wrisberg
Keyword(s):  
Graduate Students ◽  
Sport Psychology ◽  
Ncaa Division I ◽  
Professional Growth ◽  
Graduate Programs ◽  
Division I ◽  
Initial Attempt ◽  
Olympic Athletes ◽  
Practicum Experiences

In recent years, there have been increasing calls for graduate programs in sport psychology to include supervised practicum experiences. While supervision and applied experience is vital to the professional growth of graduate students, periodic evaluations are also needed to determine students' effectiveness in providing sport psychology services. This study represented an initial attempt to assess athletes' and coaches' perceptions of services provided by graduate students at one NCAA Division I university. Analyses showed 118 participants' ratings of consultants' effectiveness were comparable to those provided by U.S. Olympic athletes for professional consultants in earlier research by Gould, Murphy, Tammen, and May.

The Journey of Service Delivery Competence in Applied Sport Psychology: The Arc of Development for New Professionals

2020 ◽  
Vol 14 (2) ◽  
pp. 109-126
Author(s):  
Jana L. Fogaca ◽  
Jack C. Watson ◽  
Sam J. Zizzi
Keyword(s):  
Sport Psychology ◽  
Longitudinal Design ◽  
Graduate Programs ◽  
First Year ◽  
New Professionals ◽  
Counseling Trainees ◽  
Developmental Characteristics ◽  
Supervision And Training ◽  
Practitioner Development ◽  
Applied Sport Psychology

A fundamental issue in applied sport psychology is the development of competent professionals who can provide effective and ethical services to clients. The current study uses a qualitative longitudinal design to track the development of five novice sport psychology practitioners in their first year of practice. The research team analyzed and integrated data from surveys, interviews, and journals to understand the participants’ experiences and compare them to previous literature on practitioner development. Participants reported increased confidence and flexibility over time, and reduced their perceived anxiety and dependence on supervision. These changes were similar in nature to what has been reported for counseling trainees, but seemed to happen more quickly. These findings highlight important developmental characteristics of first year sport psychology practitioners, which can help graduate programs to tailor their supervision and training to their students’ needs.

An On-Line Survey of Graduate Course Offerings Satisfying AAASP Certification Criteria

2000 ◽  
Vol 14 (1) ◽  
pp. 98-104 ◽  
Author(s):  
Judy L. Van Raalte ◽  
Terry D. Brown ◽  
Britton W. Brewer ◽  
Joshua B. Avondoglio ◽  
Whitney M. Hartmann ◽  
...  
Keyword(s):  
Physical Education ◽  
Sport Psychology ◽  
Career Guidance ◽  
Graduate Programs ◽  
Graduate Course ◽  
Course Offerings ◽  
On Line ◽  
Line Survey ◽  
Applied Sport Psychology

The purpose of this research was to compile and evaluate the course offerings of sport psychology graduate programs with regard to the requirements for becoming a Certified Consultant, Association for the Advancement of Applied Sport Psychology (AAASP). Course offerings of 79 programs were identified via the on-line version of the College Catalogue Collections of the Career Guidance Foundation. Course descriptions in physical education/exereise science and psychology departments were examined to determine whether they fell within the AAASP certification criteria areas. Most of the schools evaluated did not offer courses in all 12 areas required for AAASP certification. Several programs offered courses in as few as six of the required areas. The results of this study suggest that the majority of graduate programs in applied sport psychology do not offer the necessary courses for students interested in pursuing AAASP certification.

Is the Profession of Sport Psychology an Illusion?

2020 ◽  
Vol 9 (2) ◽  
pp. 92-103 ◽  
Author(s):  
Jeffrey Martin
Keyword(s):  
Graduate Students ◽  
Sport Psychology ◽  
Full Time ◽  
The Future ◽  
The Status ◽  
Current Article ◽  
Applied Sport Psychology

The overarching purpose of the current article was to examine the status of sport psychology as a profession in 4 ways. First, the author characterizes the profession of sport psychology as an illusion because there is so little demand for sport psychology services and because there are so few full-time practicing sport psychologists. Second, paradoxically, it appears that many people assume that applied sport psychology is a healthy and viable profession, so the author comments on why this is the case. Sidestepping the lack of jobs does a disservice to graduate students who believe they can easily become practicing sport psychologists. Third, it is clear that few athletes or teams want to pay for sport psychology services, so some reasons why this is the case are presented. Fourth, the author speculates about the future of the sport psychology profession, followed by some recommendations that would rectify his claim that the field’s relative silence on this issue does a disservice to students.

Tracking the Training and Careers of Graduates of Advanced Degree Programs in Sport Psychology, 1989 to 1994

1997 ◽  
Vol 11 (3) ◽  
pp. 326-344 ◽  
Author(s):  
Mark B. Andersen ◽  
Tim Aldridge ◽  
Jean M. Williams ◽  
Jim Taylor
Keyword(s):  
Graduate Students ◽  
Sport Psychology ◽  
Graduate Programs ◽  
Career Goals ◽  
Advanced Degree ◽  
Degree Programs ◽  
Doctoral Graduates ◽  
Future Career ◽  
Educational Backgrounds ◽  
Career Options

This study expanded the work of Waite and Pettit (1993) and contacted 75 graduate programs for lists of names and addresses of students who graduated between 1989 and 1994 (N = 731). Doctoral (n = 92) and master (n = 162) graduates completed a tracking survey (modified from Waite & Pettit), reporting their demographics, educational backgrounds, current positions, incomes, initial and future career goals, and supervised experiences. The majority of doctoral graduates have found positions in academia/research, and most of the master graduates were in some sport or sport psychology-related job. The majority of the master and doctoral graduates, however, reported that finding paying sport psychology work was difficult, and many expressed at least moderate levels of frustration with the progress of their sport psychology careers. The information from this study could be useful for advising current and potential graduate students about career options after graduation.

Multicultural Training in Applied Sport Psychology

2000 ◽  
Vol 14 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Matthew P. Martens ◽  
Michael Mobley ◽  
Samuel J. Zizzi
Keyword(s):  
Graduate Students ◽  
Sport Psychology ◽  
Graduate Training ◽  
Multicultural Training ◽  
Psychology Programs ◽  
Multicultural Issues ◽  
Psychology Graduate Students ◽  
Psychology Graduate Training ◽  
Racial Ethnic ◽  
Applied Sport Psychology

One of the challenges facing the field of applied sport psychology involves addressing the needs of athletes of various racial/ethnic backgrounds. An important step in facing this challenge is providing sport psychology graduate students with training in multicultural issues. A review of current models of sport psychology graduate training reveals a lack of emphasis on multicultural training. In this article we offer a description of multicultural training. We also provide a rationale for its inclusion in sport psychology programs and present several models and ideas for implementing multicultural training.

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