1. Chapter 1 Introduction to Clinical Sport Psychology 20070926 By San-Fu Kao

2. A New perspective of this book Provide an integrative approach to sport psychology Affords the clinical sport psychologists an opportunity to approach the athlete in a broad, integrative manner that relates psychological processes, psychological functions, and behavioral outcomes

3. Purposes of this book Understands athletic performance in the context of recent empirical research Adopts a holistic and comprehensive practice involving not only the enhancement of athletic performance but also the personal development and psychological well-being of the athlete Adopts a style of practice consistent with the methodology closely associated with evidence- based approaches to clinical and counseling psychology See fig. 1.1 in p.4 for the clinical sport psychology model

4. History of sport psychology Traditional : definitions and scope of practice Sport psychology can be defined by its overarching concern with the psychosocial factors that influence both participation and performance in sport and exercise and that derive or emanate from such participation and performance.

5. Basic research topic in sport psychology Achievement motivation, Group dynamics and team cohesion, Coaching education, style and methods, Children’s sport, Parent involvement, Fan experience, Sport violence, Leadership, Exercise and psychological well-beings, Issues and benefits of physical activity, Characteristics of peak athletic performance.

6. Development of applied sport psychology In 1985 AAASP In 1988 USOC In USOC, the registry categorized sport psychologists as educational, clinical, and research sport psychologists.

7. Three kinds of sport psychologists Educational sport psychologist identified practitioners with education training, and experience in providing psychoeducation for performance enhancement. Clinical sport psychologist identified practitioners whose professional backgrounds allowed them to counsel athletes using clinical methodology to enhance psychological well-being. Research sport psychologist identified sport psychologists whose educational background directed them toward research and evaluation in sport psychology. this categorization is somewhat oversimplify and artificially

8. Misconceptions of the categories of sport psychologists 1. An athlete’s performance concerns can be readily differentiated as those due to major psychopathology and those due to insufficient mental skills. 2. Sport psychology professionals trained in clinical or counseling psychology are suited to treat the former while those trained in exercise science are trained to consult with the latter. These are resulted in intense debates.

9. Certification and New Standards In 1991, AAASP implemented guidelines for recognizing individuals AAASP certification has been detracted In 2000, the Division 47 of APA petitioned the CRSPPP to recognize and designate sport psychology as a proficiency (also referred to as a practice emphasis)

10. Certification and New Standards The Division 47 proficiency petition defined sport psychology as a discipline “concern with 1) Enhancing performance and satisfaction through the systematic development of psychological skills, 2) Optimizing eh well-being of athletes, 3) Dealing with organizational and systemic issues in sport settings, and 4) Understanding the social and developmental issues related to sport participation” This definition has a much broader scope than when practicing within the boundaries of the AAASP definition.

11. Tensions developed regarding practitioner is qualified Debate has often focused on educational background (exercise science versus clinical and counseling psychology) The issue is really how practitioners conceptualize both the purpose and scope of the discipline as well as he manner or style in which to apply the scientific body of knowledge.

12. Development of Theory and Practice The practitioner of applied sport psychology does not practice as a psychologist, rather primarily practices as a mental coach or performance consultant.

13. Three waves of behavioral psychology: the first wave The first wave, developed in the 1950s and 60s.

14. Three waves of behavioral psychology: the second wave The second wave, is social-cognitive revolution which is sport psychologists today came form the skills-based perspective most notably linked. In this model, psychological intervention was a psycho-educational process aimed at the development of specific behaviors that could enhance an individual's ability to cope with particular life stressors and to ultimately enhance daily functioning.

15. The third wave of behavioral psychology Referred to as clinical behavior analysis, neo-behaviorism, or contextual behaviorism which “ emphasizes such issues as acceptance, mindfulness, cognitive diffusion, dialectics, values, spirituality, and relationship “

16. The traditional style of practice of sport psychologists Entrance. Service Delivery. Suppositions.

17. Def. Clinical Sport Psychology in this book The application of knowledge and methods form the various substantive fields of psychology for the promotion and maintenance of psychological and physical health and well-being; the optimization of athletic performance of individuals, families, and organizations involved in sport; and the prevention, assessment, and amelioration of personal or performance difficulties which psychological influences either contribute to or relieve.

18. Clinical Sport Psychologists Recognizing practice limitations is fully expected and addressed in the APA Code of Ethics.

19. Scope of Practice All athlete issues cannot be reduced to and defined by simple performance concerns. That personal and psychological issues, where diagnosable psychological disorders or more development, transitional or interpersonal concerns, are clearly within the bounds of practice and need to be adequately addressed in order to provide thorough psychological services.

20. Style of Practice The first is the fundamental need for an evidence-based approach in which theory guides research efforts, which then inform practice with empirically informed assessment and intervention strategies. The second is which performance concerns are not viewed in the narrow terms presented by an athlete, rather in term of the entire context of the athlete’s life.