ABSTRACT
Supervision provides an essential function in the professional development of sport, exercise, and performance psychology (SEPP) trainees in the applied setting (Vosloo, Zakrajsek, & Grindley, 2014). Andersen, Van Raalte, and Brewer (2000) stated:
impaired sport psychology consultants, that is professionals and graduate students whose behavior, inadequate training, personal situations, or psychopathology are having a negative influence on the delivery of services, have the potential to do harm to the athleteclients, damage their own professional standing, and bring disrepute to the field.
(p. 134) The supervisor has many roles and responsibilities in this process, including overseeing the experiential learning of the trainee (i.e., application of applied practice skills in real-world scenarios), evaluating the professional practice skills of the trainee and his/her suitability for the profession, assuring the trainee is engaging in ethical practice and meeting standards of competency, facilitating the trainee’s professional development, and arguably most importantly, ensuring that the trainee is providing safe, effective services to his/her clients (Milne & James, 2000). Thus, ensuring that SEPP trainees receive effective supervision is essential not only for their own benefit, but also to protect their clients as well as the field.