ABSTRACT
Sport psychology, a relatively young field, is a rapidly growing area of study in North America. The field is unique in a number of ways, including the dubious distinction of being one of very few fields that have had a certification process for well over 20 years that has not evolved into licensure. One of the contributing reasons for this occurrence is that the field did not have a consensus on curriculum and supervision requirements in its formative years. Instead, it seems that each academic program made requirements and developed and evolved in very different directions. While the current path to certification in the United States (i.e., Certified Consultant by the Association for Applied Sport Psychology, or CC-AASP) is still not a licensure program, thanks to the work of many sport psychology professionals and members of the Association for Applied Sport Psychology (AASP), models of supervision and methods of successfully preparing new consultants are being discussed (Barney, Andersen, & Riggs, 1996; Morris, Alfermann, Lintunen, & Hall, 2003; Van Raalte & Andersen, 2000). These individuals are responsible for developing and presenting the first supervision workshops and attempting to put the field on the right track. These opening remarks provide the reader with an understanding of the current state of training for sport psychology practitioners within the United States as a foundation for the discussion of a peer-supervision model that follows.
