ABSTRACT
Supervision in applied sport psychology has been a topic of discussion since the late 1980s and 1990s (e.g., Andersen & Williams-Rice, 1996). This topic, however, has received only cursory attention by the majority of practitioners and researchers in the field (see Tod & Lavallee, 2011). In the clinical and counselling literature, writings about supervision and supervisory issues can be traced to the early 1920s (Bernard, 2005). Textbooks devoted to supervision began to emerge in the 1950s (e.g., Eckstein & Wallerstein, 1958), and client-centered phenomenological thinking in the 1960s and 1970s provided a different way of looking at supervision. Since that time, research and theoretical writings have burgeoned in the field. Technologies such as digital recordings and video streaming provide opportunities for more scrutiny and real-time supervisory experiences. The way we do supervision has changed dramatically since the early days . . . but has it got any better?
