ABSTRACT
Supervision is an essential tool in the development of competent, qualified, and ethical applied sport, exercise, and performance psychology (SEPP) practitioners. In addition to developing knowledge, competence, and ethical practice, a primary objective of supervision is to ensure the welfare of the performer (including athletes, exercisers, and performers in various domains) (Van Raalte & Andersen, 2000). In the ideal world, the supervision of developing SEPP consultants is a task left to “expert practitioners” who guide, mentor, and train the neophyte consultant. However, this is not necessarily reflective of what occurs in reality, as this example illustrates:
Dr. Sue, a young professional in her first academic appointment post-graduation has been tasked with developing a practicum course and supervising master’s level students in their applied work with high school and college athletes in the area. Dr. Sue has recently achieved AASP Certified Consultant status. Dr. Sue is nervous but excited to supervise her students and fondly remembers the impact her own supervisors had on her development as a consultant. Dr. Sue has lofty goals of imparting her knowledge on her students and dives right into supervising them.
