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A Proficiency in Sport Psychology

Why develop a proficiency in sport psychology?

The large and diverse discipline of psychology has only recently begun to recognize the field of sport psychology. Graduate study in applied sport psychology has occurred over the past number of years primarily in departments of kinesiology or physical education. Consequently, many psychologists are unaware of this field and its history, research, and practice. When APA’s Committee for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP) developed a method of recognizing particular areas of expertise as “proficiencies,” Division 47 decided to submit an application for recognition of the field of sport psychology as a proficiency. This decision was designed to accomplish two goals: (1) assist the general public in recognizing the appropriate services and skills of psychologists who describe themselves as “sport psychologists”; (2) assist psychologists in recognizing and understanding the knowledge and skills considered appropriate for psychologists practicing in this particular area of expertise.

What does a proficiency in sport psychology mean—and what still needs to happen?

In February, 2003, APA’s Council of Representatives approved a proficiency in sport psychology. This designation indicates that sport psychology is now recognized as a particular aspect of psychology practice. The recognition of this designation does not, however, apply at the individual level. A specific mechanism needs to be developed to indicate whether any particular psychologist is considered to be competent as a sport psychologist.

A number of potential avenues are being considered, following the Council approval. These include: the development of guidelines for psychologists in sport psychology; the development of an examination in the practice of sport psychology; credential review; and continuing education.

Abstract of the proficiency:

The abstract, below, is a summary of the key elements of the proficiency approved by CRSPPP. For further information regarding the proficiency, please contact Dr. Ed Etzel, Chair of the Education Committee of Division 47, @ Edward.etzel@mail.wvu.edu.

Abstract of the Proficiency

Sport Psychology

Brief Description

Sport psychology is a multi-disciplinary field spanning psychology, sport science, and medicine.  The APA Proficiency recognizes specialization in sport psychology as a post-graduate specialization after a doctoral degree in one of the primary areas of psychology.  The Proficiency encompasses training in psychological skills of athletes, in the well being of athletes, in the systemic issues associated with sports organizations, and in developmental and social aspects of sports participation.  (The Proficiency should not be confused with the doctoral degree area of sport psychology, which has a long tradition within departments of sports science and kinesiology.)

Specialized knowledge required for the Proficiency

In addition to the foundation of competencies required for licensure, it is recommended that psychologists who desire to gain this Proficiency obtain sport-specific educational experiences in the following areas:

• a knowledge of theory and research in social, historical, cultural, and developmental foundations of sport psychology;

• the principles and practices of applied sport psychology, including issues and techniques of sport-specific psychological assessment and mental skills training for performance enhancement and satisfaction with participation;

• clinical and counseling issues with athletes;

• organizational and systemic aspects of sport consulting;

• an understanding of the developmental and social issues related to sport participation;

• and knowledge of the biobehavioral bases of sport and exercise (e.g., exercise physiology, motor learning, sports medicine). 

Persons and Groups Served by the Proficiency

Those who are served by the APA Proficiency in Sport Psychology include:

1. Youth/junior sport participants and organizations

2. High school athletes and athletic departments

3. Intercollegiate athletes and athletic departments

4. Professional athletes, teams, and leagues

5. Masters/seniors sport participants and organizations

6. Injured athletes

7. Elite athletes and sports organizations (e.g. Olympic athletes and National Governing Bodies)

8. Recreational athletes

9. Athletes with permanent disabilities

10. People who are involved with, but not directly participating in, sports (families, coaches, administrator, officials

Problems and Challenges Addressed by the Proficiency

The APA Proficiency in Sport Psychology addresses two critical challenges in the field.  First, it provides protection to the public.  Uniform standards for proficiency in this area, that include both an examination to demonstrate knowledge in the field and extensive supervision, help to insure that those seeking services are receiving them from qualified individuals.  Athletes, coaches, parents, administrators and others will be able to turn to a recognized set of standards to evaluate the training of psychologists offering services in sport psychology.

The problem addressed by the Proficiency is to assist current psychologists and those in training who are interested in the field, in obtaining proper training and experience to practice sport psychology.  As a recognized proficiency within psychology, the Sport Psychology Proficiency provides a model for appropriate training in the field.

Procedures of Practice Employed

Many strategies and procedures exist within the field of sport psychology for addressing the problems faced by athletes and sports participants.  Some of the principal areas include:

• psychological skills training for athletes

• goal-setting and performance profiling for athletes

• visualization and performance planning for athletes

• enhancing self-confidence for athletes

• cognitive-behavioral self-regulation techniques for athletes

• concentration and attentional control strategies for athletes

• poise and emotion management training for athletes

• attribution interpretations and self-assessment in sport

• eating disorders and weight management interventions for athletes

• substance abuse interventions for athletes

• dealing with the use of ergogenic aids to athletic performance

• grief, depression, loss and suicide counseling for athletes

• overtraining and burnout counseling

• sexual identity issues in sport counseling

• aggression and violence counseling in sports

• athletic injury and rehabilitation

• career transitions and identity foreclosure in sports

• team cohesion training

• team building

• leadership training

• moral and character development in sports, and sportsmanship

• development of self-confidence, self-esteem and competence in sports

• interventions to address parental and familial needs involved in youth sports participation