Nicholas Wadsworth

This systematic review explores the reflective accounts of applied sport psychology practitioners. The aim of this review was to synthesize the reflective accounts of applied sport psychology practitioners and highlight common themes that provide focus to their reflective practice. The insight into current progress on reflective content in applied sport psychology provides a foundation to build on as we continue to understand this topic. Following a systematic search of the literature, a total of 73 studies were included within the review, which were analyzed using thematic content analysis. Analysis of the reflective accounts resulted in the creation of nine higher-order themes: Process and Purpose of Reflective Practice; Ethical Practice; Supporting Person and Performer; Practitioner Individuation; Relationships with Clients; Cultural Awareness; Competence-Related Angst; Support of Practitioner Development; and Evaluating Practitioner Effectiveness. The review includes recommendations for future research, such as the use of narrative analysis to provide further insight into applied practitioners’ experiences. We also provide practical implications, which are tailored to match the specific demands of practitioners at different stages of development and include increased engagement in critical reflection for trainee practitioners and engaging with ‘critical friends’ to facilitate the process of meta-reflection for newly qualified practitioners.

This article presents a case study of an applied consultancy experience with WL, an Olympic athlete preparing for Tokyo 2021. WL sought psychological support after decreases in performance and well-being forced them to consider their future as an athlete. COVID-19 and the lockdown of the United Kingdom were highly influential to the consultancy process, providing WL with the opportunity to explore their identity in the absence of sport. WL framed their emergence from the lockdown as a “Blank Slate,” which was a critical moment allowing them to “find themselves on and off the mat.” The sport psychologist’s existential philosophy is presented and discussed in detail. Furthermore, reflections are provided by WL’s strength and conditioning coach about the referral process and by WL themself about the efficacy of the interventions. The importance of supporting both the person and the performer when working with aspiring Olympic athletes is also discussed.

The coach plays an important role in the type and quality of motivation exhibited by soccer players. However, limited research exists investigating if a coach is aware of the motivations held by their players. As such this study investigated the motivations of semi-elite soccer players taking part in club coaching sessions and identified if coaches were aware of these motivations. Using a qualitative approach with 21 adult soccer players and two soccer coaches, findings from this study highlight a dissonance is apparent between the coaches understanding of their player’s motivational climate and the soccer player’s motivation. Although the players express their motivation focused on the development of a collective social identity and the consequence experienced from playing soccer, coaches were unaware of these motivations.

This article presents a reflective case study of an applied consultancy experience with a 22-29 year-old professional rugby-league player. The primary aim of the intervention was to 30 provide the client with a confidential space where he could discuss his experiences in and 31 outside of a sporting context, whilst also exploring and challenging his core values and 32 beliefs. The consultancy process lasted for 12 months, leading to the development of a strong 33 relationship. During this time, the client experienced multiple critical moments, such as; de-34 selection from the first team squad and contract negotiations, which at times led to reductions 35 in his well-being and forced the trainee sport and exercise psychologist to consider his scope 36 of practice in relation to mental health and depression. Reflections are provided that explore 37 the possibility of referral during these moments. The case study also provides an insight into 38 the trainee sport and exercise psychologist’s philosophy of practice and how influential this 39 can be when considering referral of a client. The importance of supervisor support during 40 uncertain moments is highlighted and the case study concludes with reflections from the 41 client, trainee practitioner, and peer supervisor regarding the efficacy of the intervention and 42 the decision not to refer.

This article presents a reflective case study, from the perspective of a trainee sport and exercise psychologist, of an applied consultancy experience with a 14-year-old gymnast. The case study highlights a number of applied challenges such as working with a client in an unfamiliar sport, questioning who the client is throughout the consultancy process, adopting a philosophy of practice different from the expectations of the parents, and further difficulties when including parents in the consultancy process. The case study also highlights how challenges to a practitioner’s philosophy of practice can be deeply uncomfortable and lead the practitioner to question his or her approach to service delivery. Although the intervention only lasted 3 sessions, there are a number of observations and lessons to be learned from an applied perspective, such as being aware of countertransference when building relationships with a client and understanding how the dynamics of the consultancy process might change when involving parents.

This research outlines how a neophyte sport psychology practitioner (SPP), working alongside a professional football coach, utilized video-analysis feedback within a six-month coach education program at an elite level professional football club. Video-analysis feedback was primarily utilized to improve the coach’s self-awareness in relation to his coaching practice. The intervention was also designed to support the integration of a psychosocial focus within the coaching context. Reflective accounts from both the neophyte SPP and the coach are provided. The reflections provide an insight into the efficacy of the intervention as well as presenting some of the challenges of delivering an intervention, such as this, within a professional football club. The use of video-analysis feedback provided the coach with an opportunity to reflect upon his coaching practice and as a result improve self-awareness of his coaching philosophy, especially in relation to the environment created within the coaching context and relationships developed with players.