“It’s psychology Jim, but not as we know it!”: The changing face of applied sport psychology.

Abstract

The field of applied sport psychology (ASP) has developed substantially in recent decades, and there exist a multitude of views regarding how contemporary practices can be best defined and conceptualized. In this article, we reflect on these developments and draw from a growing body of literature on professional development in an attempt to provide clarity on the expanding roles and responsibilities of the ASP practitioner. In doing so, we acknowledge the recent diversification of ASP practices, with an emphasis on competencies relating to working with more diverse performance populations (e.g., in business, military, health care, education, and the performing arts), engaging in organizational psychological practices, positive youth development, promoting life skills, and mental health and counseling support provisions. Furthermore, we offer suggestions for the future of ASP education and training, in an effort to contribute to the profession's continued journey toward maturation. This includes discussion surrounding the possible implementation of multisupervisory pathways, extended placement opportunities, and engagement in posttraining practices within specialist performance domains, in an effort to aid the development of more diverse competencies that reflect the multiplicity of current practice.

A Process Evaluation of a Performance Psychology Intervention for Transitioning Elite and Elite Musicians

“…As such, this point might rather reflect persisting cultural norms and beliefs, as well as a lack of adequate translation of these principles to the context of music ( Pecen et al, 2016 ). Practitioners should, therefore, develop a clear understanding of the cultural beliefs and practices in music, and adopt the appropriate use of domain-specific terminology ( Hays, 2002 ; Sly et al, 2019 ). At the same time, practitioners might also consider what Pecen et al (2016) labeled “working with the culture” (p. 384) by collaborating in close relationship with the respected teachers and the existing culture; allowing the teacher to be the messenger of certain information.…”

“…It is increasingly recognized that performance psychology can provide an important added value for classical musicians' development and performance (Pecen et al, 2016;Sly et al, 2019). This is evidenced by a rise in studies looking at the implementation of performance psychology interventions -often derived from sport psychology -in a musical context.…”

A Framework of Single-Session Problem-Solving in Elite Sport: A Longitudinal, Multi-Study Investigation

“….we realized this approach is not easy to do when someone is struggling with themselves in a situation, unlike when they come with a problem of 'I'm struggling with this person, or this group or this context, ' or this problem that's about the system, ' then it works well." This trend continued until the end of the study emphasizing that psychologists working in elite sport support varied client groups and operate at an organizational level (Sly et al, 2020). Finally, during this phase, the follow-up evaluation process was refined into a formalized semi-structured interview that also acted as a social validation mechanism to determine the perceived effectiveness of the intervention (e.g., Kazdin, 2011).…”

“…Problems were often labeled as multi-agency in nature, involved a number of other people, and crossed both people and organizational issues (cf. Wagstaff, 2019;Sly et al, 2020). The problem identification criteria, and associated indicators for each of these criteria are presented in Table 3.…”

“…Sport psychologists working in elite sport operate in fast-paced multi-faceted operational environments that place many demands on their practices (see Fletcher and Wagstaff, 2009;Wagstaff, 2017). In response, practitioners have broadened the philosophies and therapeutic approaches that underpin their work (Fletcher and Wagstaff, 2009;Friesen and Orlick, 2010;Sly et al, 2020). The traditional focus of developing athletes' cognitive abilities and psychological skills has been noted as not always meeting the needs of client(s) groups nor the discipline at large (see Cruickshank and Collins, 2013;McDougall et al, 2015).…”