Sport psychology services in public schools: Breaking new ground through program development and support for student-athletes and coaches.

摘要

Research in the field of applied sport psychology has been expanding at an incredible rate over the last few years. Much of this research focuses on the application of performance-enhancement techniques and skills with professional, amateur-elite, and collegiate athletes. However, nowhere is it documented that a sport psychology program has ever been designed and implemented in the secondary school setting. This dissertation was conducted for the purpose of expanding the literature in school sport psychology consultation. The author utilized a case study method, which was anchored by Maher's Program Planning and Evaluation Framework in a public school setting to design the first ever documented case of a public school sport psychology program for high school student-athletes and coaches. The program planning and evaluation approach is comprised of four phases: clarification, design, implementation, and evaluation. Using this approach, the consultant identified the client and relevant stakeholders as well as assessed the needs of student-athletes and coaches. These needs were then considered within the larger organizational context of the public school system. Next, information from these needs assessment and context assessments were used to design and initiate three sport psychology programs. Three teams were offered a number of educational services by the sport psychology consultant including: team educational sessions, individual educational sessions, and on-site consultations. Finally, at the end of the season, the consultant engaged in program development activities to evoke feedback from coaches, administrators, and parents regarding the feasibility of this program. The findings of this dissertation suggest that the program planning and evaluation approach can be successfully applied within a public school athletic context as a framework for school sport psychology programs. The implications of this study for the field of applied sport psychology, professional psychology, and school psychologists are discussed.