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The aim of the present article is to outline a heuristic model that facilitates movement toward an integrated understanding of the youth sport system. We define the youth sport system as the set of interdependent persons and contexts that influence and are influenced by an athlete in youth sport. Our model builds directly from a systems perspective, and its tenets of holism, feedback loops, and roles. Specifically, we argue that the persons and contexts that surround an athlete in youth sport should be examined collectively, self-correct over time, and take on certain functions that are negotiated over time. The model extends past contributions toward integration by outlining how proximal and distal processes within youth sport can be studied in a more unified way. Looking forward, research designed to capture the nuanced ways persons and contexts influence and are influenced by one another in youth sport will be best positioned to impact theory and practice in meaningful ways.

To support the growing calls to safeguard athlete health and well-being in the pursuit of sporting success, empirical research into thriving may offer practitioners potential mechanisms to promote both outcomes simultaneously. Yet, given that elite sport environments are increasingly characterized as complex and volatile, applying theoretical knowledge is often not straightforward. In this novel study we aimed to bridge the gap between theory and practice by partnering with a sport psychologist to explore their experiences of promoting thriving within an Olympic sport organization. Using a participatory research approach in a typically inaccessible context, we sought to support the specific needs of the practitioner through a form of collaborative inquiry. Together, over a 9-month period, we navigated the complexities of translating knowledge into practice and present novel insights into the realities of effectively creating systems-level change. Namely, the need for practitioners to deftly negotiate complex interpersonal relationships and organizational cultures, and to democratize responsibility for psychological change to wider stakeholders. Regarding thriving, we demonstrate that the promotion of thriving requires an in-depth understanding of the athletic environment and organizational systems. Further, an array of athlete perspectives is needed when determining what contributes to and constitutes a thriving experience. Through our collaboration with an applied practitioner, this study makes a significant contribution toward bridging the gap between theory and practice. In doing so, we draw attention to the complex and challenging scenarios practitioners face when promoting change at an environmental level within elite sport organizations. Lay summary: Using a participatory research approach, we explored the experiences of a sport psychologist attempting to promote athlete thriving within a British Olympic sport organization. Our findings highlight the challenges and opportunities of practitioners working in these settings. IMPLICATIONS FOR PRACTICE: Practitioners seeking to promote athlete thriving need to develop an in-depth understanding of the athletic and organizational systems. Thriving is a subjective experience therefore practitioners should consider how individual differences influence what athletes need to thrive. Practitioners must deftly negotiate complex interpersonal relationships when advocating for, instigating, and maintaining change on an organizational level. [ABSTRACT FROM AUTHOR]

High-performance coaches (HPCs) encounter a wide range of demands and face challenges engaging in self-care and recovery activities to promote a sustainable coaching career. In this innovative mixed method study, we aimed to gain an understanding of HPCs' experiences of a brief mindful self-reflection intervention. To address this aim, 18 HPCs completed an 8-week daily intervention and reported their ratings of mood and energy via daily SMS-diaries. Self-reported measures of self-compassion, mindfulness, and well-being were collected at pre-intervention, 2 weeks post-intervention, and 6 months post-intervention. Qualitative data consisted of focus group interviews that were conducted 2 weeks after the intervention ended and a written follow-up containing three questions 6 months after the intervention. To further explore the mechanisms throughout the intervention, participants were categorized into two groups, High Mood and Energy (HME) and Low Mood and Energy (LME), and we compared these groupings with qualitative data. Using reflexive thematic analysis, we subsequently developed two overarching themes from these data that characterized group differences, (viz. HME: "Self-aware and open to attend to self-care needs and well-being" and LME: "Reflecting resistance to the intervention and low self-awareness"). Taken together, we interpret these data to suggest this mindful self-reflection intervention has the potential to enhance HPCs' self-compassion. This work provides knowledge that can help guide both coaches and organizations in their quest to promote sustainable coaching careers in the elite sport context and we offer recommendations for practitioners working with HPCs. Lay summary: In this mixed method study, we examined a mindful self-reflection intervention among HPCs with positive quantitative findings for self-reported self-compassion. Participants were also categorized based on daily ratings of energy and mood and from the qualitative data, we generated themes that provide an understanding of risk-factors and resources for sustainable HPCs. IMPLICATIONS FOR PRACTICE: This study provides support that a brief, daily, mindful self-reflection intervention may aid sustainable high-performance coaching by increasing self-compassion. The promotion of self-reflection may increase awareness of vulnerability and lower the threshold for help-seeking among HPCs, and sport organizations might promote similar interventions with the aim of supporting sustainability among individual HPCs and psychologically healthier elite sport environments. The knowledge developed here on risk factors and resources associated with sustainable high-performance coaching could be used by those responsible for coach education, particularly for coaches transitioning into elite sport. [ABSTRACT FROM AUTHOR]

The establishment of a strong professional identity (PI) among sport psychology practitioners (SPPs) has the potential to increase the likelihood of individual ethical working, awareness of professional roles, and ultimately, support of a more effective and lasting career. Nevertheless, there is currently no global consensus regarding a definition of sport psychology professional identity, which is imperative for ongoing advances in professional formation, training and practice. In this study, we conducted a systematic review of the literature with the aim of developing an understanding of existing sport psychology professional identity knowledge. Following the PRISMA guidelines, we initially identified 4,393 research records, which we screened and assessed for eligibility reducing the sample of articles fitting our inclusion criteria to 25 manuscripts. We analyzed these articles by engaging in an inductive thematic analysis aimed at identifying patterns within the data and forming an organized, rich, and detailed description of the data. This analysis led to the development of four main themes: Formation of Professional Identity; Embodying Professional Identity; Influences on Professional Identity, and Challenges to Professional Identity. These data are discussed in terms of their implications for professional bodies and educational programs and their contribution to potential future research. [ABSTRACT FROM AUTHOR]

Receiving social support is often related to adaptive outcomes for athletes, such as reduced stress and greater wellbeing. Nevertheless, in some cases, receiving social support may not reduce, or even heighten, stress reactions. Thus, research is needed to better understand the complex dynamics of social support processes among athletes. Though substantial research has examined social support in sport, the majority of these studies relied on self-report measures; there is a lack of information about the actual interactions that constitute social support exchanges among teammates. This study sought to fill this gap by observing athletes' discussions of stressful experiences, with a focus on understanding the types of social support behaviours that are displayed. University athlete dyads (N = 46 dyads, Mage = 20.2 years, SD = 1.9) were asked to complete surveys and engage in a conversation regarding stressors in a lab setting. The conversations were video-recorded and analysed along with self-reported survey data. Results showed that in addition to emotional, esteem, and informational support, athletes commonly engaged in co-rumination – collective discussions of stressful experiences with a persistent focus on negative feelings associated with the experience. Correlational analysis revealed that observed informational support was positively associated with perceived emotional and informational support, and co-rumination was positively associated with perceived stress. Emotional, esteem, and informational support did not relate to stress perceptions. The findings were interpreted to highlight the importance of considering co-rumination and we suggest potential avenues for future research on social support in sport that might further illuminate this salient component. [ABSTRACT FROM AUTHOR]

There has been a long-standing discourse about science-driven practice, and related, the scientist practitioner, spanning more than 40 years. The International Society of Sport Psychology is devoting considerable attention to scientist practitioners within the recently established International Society of Sport Psychology Registry (ISSP-R) and Supervisor (ISSP-S) designations. The ISSP seeks to expand this discussion by (a) synthesising the literature, and (b) adopting a more geographically expansive outlook towards scientist practitioner knowledge. This position stand is presented in three sections. Section one is focused on the characteristics of the scientist practitioners. Section two exemplifies two approaches (Great Britain and China) in the application of scientist practitioner service. Section three includes six conclusions and recommendations towards the furtherance of this expansive discussion within the international field of sport psychology. [ABSTRACT FROM AUTHOR]

As the sport globalisation continues, those working within this sector have been required to engage in transnational mobility. Such transnational careers are enriching and taxing at the same time. Transnational mobility also extends to those who undertake training programs in this sector, such as sport psychology students. While many trainee sport psychologist professionals (tSPs) from around the world choose the United Kingdom (UK) for their training, little is known about their experiences of this transnational mobility. In this study, we aimed to provide an insight into the experiences of transnational tSPs through an informal conversation research design with four UK based transnational tSPs, who consider their home country to be in mainland Europe. We used interpretive thematic analysis to develop four composite vignettes, a form of creative non-fiction, by merging the voices of the four transnational tSPs. The composite vignettes illustrate the tSPs’ complex experiences regarding: language (both English and mother tongue); a new culture, and the longing for a professional connection to their home countries. The participants highlighted the challenges and benefits of their experiences and shed light on the nuances of their transnational journeys. The participants also offered some insights regarding strategies and coping mechanisms that worked for them in their own transnational experiences. Taken together, these results offer a salient information and opportunities for training programs and professional organisations for supporting transnational tSPs throughout their education and training. [ABSTRACT FROM AUTHOR]

The service delivery and philosophy of sport psychology practitioners is highly influenced by their life experiences, values, and personal beliefs. Nevertheless, accounts of such influences are limited within the professional development literature. In this article, the first author provides an analysis of how her experiences as a transnational female student-athlete and student-coach have shaped her identity and professional development as an applied sport psychology trainee. In so doing, the first author has reflected on the challenges and opportunities that she faced through these experiences. More specifically, her transnational experiences enabled her to realise the importance of love, empathy, and resilience as the foundations of her professional philosophy. Further, her experience as a female student-athlete enabled her to develop management skills and to overcome barriers resulting from her gender identity. We hope that by sharing the experiences of the first author in the present work, we create resonance and a sense of familiarity with some readers and provoke all practitioners to pause and reflect on how their experiences, values, and personal beliefs continue to influence their practice. [ABSTRACT FROM AUTHOR]

Scholars from the psychology and mental health professions have previously identified the value of self-care for enhancing practitioners personal and professional well-being, and fitness to practice. Despite these advances, self-care in sport psychology practitioners has received limited attention from scholars, with the few extant studies investigating senior practitioners' self-care. As such, there currently exists little understanding of how neophyte practitioners understand, experience and enact self-care. In the current study, we aimed to better understand SPP self-care early in individuals' professional development. Grounded in ontological relativism, we recruited 18 self-identified white neophyte SPPs residing in the United Kingdom (12 females and 6 males), aged between 24 and 52 years (Mage = 31.94, SDage = 7.81), to take part in semi-structured interviews in which we explored their experiences of enacting self-care during their training. Five main themes were constructed following a reflexive thematic analysis of data. These themes were: (a) What self-care means to neophyte SPPs, (b) The cornerstones of self-care, (c) What facilitates neophyte's self-care, (d) The self-care hurdles that neophytes face and (e) The self-care actions that neophytes implement. These findings contribute to the nascent body of literature exploring self-care within SPP populations and serve to better illuminate neophyte SPPs' understanding of self-care and how they perceive their interactions with the profession to impact their ability to enact self-care. The current lack of emphasis on self-care in SPP training pathways and employment settings as well as key considerations for the development of greater self-care awareness within current and future neophyte cohorts is discussed. Lay summary: In this study we explored the self-care experiences of 18 neophyte Sport Psychology Practitioners (SPPs). Analysis of interview data identified the meaning of self-care to neophyte SPPs, the key mechanisms, such as self-awareness, that underpin self-care as well as the facilitating and challenging aspects related to engaging in self-care. Neophyte sport psychology practitioners perceive engaging in self-care to be of benefit to a positive work-life balance and their holistic development. The development of mechanisms such as self-awareness and psychological flexibility in one's self-care practices may be beneficial to promoting effective self-care for neophytes. Greater efforts from employing organizations, regulatory bodies and educational institutions are needed to better communicate the importance of self-care during training. [ABSTRACT FROM AUTHOR]

In this study, we provide a novel account of the selection and development of a staff team for the Swedish national men's football team for the 2018 FIFA World Cup. A total of 37 interviews took place at six time points over a 21-month period to track the values-based steps taken by the national Head Coach to build his support team. The sample was employed in a variety of roles including Head Coach, Assistant Head Coach, Goalkeeping Coach, Mentor to the Head Coach, Performance Analyst, Sports Psychologist, three Scouts, and a Team Manager. The data are presented in a temporal manner and organized according to three core values which were espoused by and later adopted as a value system by the support team: candor, humility, community. The data provide novel insight into the recruitment, formation, and development of the support team underpinned by a value system promoted by the Head Coach using candor, humility, and community. The presentation of longitudinal reflections from the Head Coach and members of the staff team during their build-up to, and excellent performance at the World Cup finals offer a significant contribution to knowledge regarding how a values-led approach was experienced in elite sport. The findings offer salient implications for research and practice. Lay summary: This is a case study of the selection, formation, and development of a support team for the Swedish national football team over 21 months before the men's 2018 FIFA World Cup. We explored the values-led leadership approach of the Head Coach across this period, presenting data from interviews over time-related to the impact of this values-led approach on the "team behind the team" in the build-up to and during the World Cup. Psychologists and coaches might benefit from adopting a values-led approach to recruitment and ways of working. The values of candor, humility, and community were effectively articulated and role modeled by the leader and subsequently adopted by members of the support team. Although the specific values may not be suitable, the processes and critical moments that defined this adoption process might be valuable for others to reflect on. Values systems might benefit from "stress testing" over a period of time that is characterized by the relative stability of personnel and consistency of value messaging. [ABSTRACT FROM AUTHOR]

To ensure public safety, duty of care, and professional advancement, scholars need to consider the competence, ethical practice, and well-being of sport psychology practitioners (SPPs). Despite the growth of sport psychology as a profession, scholars have predominantly focused on how to do applied sport psychology, with issues of professional formation, development, maturation, and SPPs' well-being receiving limited attention. Yet, to safeguard the future of the field, we must better understand how SPPs develop as individuals and as professionals, the contextual factors that may affect their development, and how training and supervision may contribute to professionals' experiences and development. In this invited article, we review "what we know" and "what we need to know" regarding the professional development of SPPs. In doing so, we hope to inform the reader on the critical developments in this area while presenting a commentary that facilitates discourse and future action. Lay summary: A field that aims to grow and evolve must understand the development of ethical and competent professionals. To aid in this understanding, we provide an overview of what we know and what we need to know about the development of sport psychology professionals. SPPs need to focus their attention on the development of themselves as persons and professionals regarding their competence development. SPPs may need to integrate who they are with what they do to promote an enriching, sustainable, competent, ethical, and effective practice. Supervisors on graduate and training programs should be aware of practitioner developmental processes and the factors that influence this for SPPs. Those leading training programs might adopt a developmental approach within their curricula, with priority given to assisting trainees to integrate their personal beliefs and professional philosophy into their service delivery. [ABSTRACT FROM AUTHOR]

In this study, we aimed to explore experienced and senior sport psychology professionals' (SPPs') understanding of and experiences with the relationship between their professional quality of life and self-care. Adhering to the philosophical stance characterizing the consensual qualitative research methodology, we conducted a qualitative study using semi-structured interviews. Following criterion-based sampling, we interviewed 10 male and 10 female experienced and senior (Myears of practice = 23.9; SD = 8) SPPs from seven countries and four continents who worked in university (n = 10), private practice (n = 7), and governmental (n = 3) settings. We constructed one main domain encompassing seven categories (viz. Inextricably interrelated, Personal relationships, Professional relationships, Role model, Influence of SC on SP-PQL, and Enhancement of professional effectiveness) that highlight quality of life and self-care as inextricably linked and combined to provide a foundation for one's professional journey. The participants highlighted the importance of concurrently engaging in practices aimed to take care of themselves. They also described their professional experiences to protect and preserve themselves and their ability to guarantee the delivery of ethical and effective care to their clients as well as to their students. These can be interpreted to highlight the key interplay between practitioner holistic well-being, effectiveness, and a meaningful and lasting career in the sport psychology profession. Recommendations for professionals are discussed in terms of implications for professional bodies, supervisors and employees. Lay summary: Sport psychology practitioners (SPPs) are the main agent for their interventions with clients. Twenty SPPs shared their understanding of and experiences with the relationship between their professional quality of life and self-care. The data highlight the interrelated nature of these constructs and their links to effective and ethical practice. Sport psychology professionals may engage in practices devoted to positively enhancing their professional experience to support a long-lasting and effective career. Sport psychology professionals may explore, develop and implement strategies to protect and enable personal flourishing and as a way to enhance their professional career. Sport psychology professionals may benefit by dedicating meaningful time to their own personal and professional development to foster congruent, complementary, and reciprocally nurturing aspects of their lives. [ABSTRACT FROM AUTHOR]

Sport psychology professionals (SPPs) have recently noted the importance of engaging in self-care as means to an effective, ethical, and long-lasting career. Nevertheless, there currently exists no clear description of what self-care means to SPPs, the strategies they use, or how they experience these. As such, we sought consensual agreement from a panel of experts regarding a definition of self-care and perceived associated outcomes, as well as key self-care strategies, and any obstacles to enacting these experienced by SPPs. A multinational panel of twenty-three SPPs (M = 13years experience, SD = 6.5) were invited to participate in a 3-round Delphi study. In round one, participants were invited to outline their personal definition of self-care. Following a content analysis of these answers, we developed a working definition of self-care and in subsequent rounds invited the panelists to rate the clarity, representativeness, importance, and easiness of adherence to this as an SPP. Furthermore, we sought consensus on the possible outcomes of self-care, such as enjoyment of life, positive professional quality of life, developing effective and ethical practice. Finally, participants were offered the opportunity to rate the frequency of challenges faced and strategies used to overcome them, as well as about the usefulness of the strategies and the level of challenge posed by each barrier. The implications for individuals and professional bodies are discussed in relation to professional development and training, wellbeing, and ethical and effective practice. Lay summary: Sport psychology professionals' (SPPs) self-care is key to an effective, ethical, and long-lasting career. In this study, a multinational group of SPPs consensually developed a working definition of self-care, identified its possible outcomes, and agreed upon the potential challenges hindering it, as well as the strategies to foster its. This work illustrates the importance of self-care activities being grounded in an individual's personal values and that self-care is most likely to develop as a result of deliberate engagement in activities aimed at prioritizing, developing, preserving, protecting, monitoring and restoring one's health, wellbeing, and life satisfaction. Professionals engage in self-care activities to experience a positive impact on their personal life and professional experience via the quality and effectiveness of their practice. It is important for trainees, with the support of their supervisors, to prioritize the development of self-care throughout their professional training to promote an early healthy and ethical approach to the profession. [ABSTRACT FROM AUTHOR]