ABSTRACT
Over the past decade, sport psychology researchers and practitioners have been increasingly focused on providing information to help students and early career practitioners in navigating applied sport psychology experiences. These sport psychology professionals have shared personal accounts of their early applied experiences related to providing mental skills training, developing a professional philosophy, and personal development of the practitioner (Collins, Evans-Jones, & O’Connor, 2013; Lindsay, Breckon, Thomas, & Maynard, 2007; Rowley, Earle, & Gilbourne, 2012; Tod & Bond, 2010; Tonn & Harmison, 2004). Additionally, developmental models, primarily from the fi eld of counseling, have been presented as a way of understanding the professional identity development of sport psychology practitioners (Ronnestad & Skovholt, 2003; Tod, 2007; Tod & Bond, 2010), the importance of supervision during training experiences has been reiterated (Knowles, Gilbourne, Tomlinson, & Anderson, 2007; Tonn & Harmison, 2004), and specifi c techniques such as refl ective practice have been highlighted as practices that could yield signifi cant benefi ts during the training process (Cropley, Miles, Hanton, & Niven, 2007). In sum, signifi cant efforts have been made to identify and provide information that will help neophytes in their preparation and approach to their fi rst applied sport psychology experiences.
