University of Southern Queensland
The Practice of Sport Psychology: Telling Tales from the Field
A Dissertation submitted by Tom Patrick, M Sc
For the award of Doctor of Philosophy
ii ABSTRACT
The professional practice of sport psychology has received a tremendous amount of attention over the past two decades. Among the various studies and discussions to date, the most desirable and undesirable sport psychology consultant characteristics have been reported (Orlick & Partington, 1987); boundaries for sport science and psychology trained practitioners in applied sport psychology have been suggested (Taylor, 1994); and various models of delivery have been examined (Hardy & Parfitt, 1994). Recently, Andersen (2000) and Tenenbaum (2001) have called for a further examination of the process of sport psychology consultant-athlete interactions.
For example, Petitpas, Giges and Danish (1999) identified congruence, empathy and unconditional positive regard as important facilitative conditions in optimizing client-practitioner relationships. Many others have discussed the importance of establishing trust and respect as important factors relating to effective sport psychology service delivery (e.g. Halliwell, Orlick, Ravizza & Rotella, 1999; Ravizza, 2001). In order to further our understanding regarding the process of sport psychology practitioner-athlete interactions, a phenomenological inquiry was conducted in order to examine various lived experiences and associated meanings regarding the practice of sport psychology.
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DEDICATION Anna-Marie,
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ACKNOWLEDGEMENTS
Tony Rossi, you are the epitome of what the Principal Supervisor for a doctoral dissertation should be: a collaborator allowing the student to “lead”. Thanks for your guidance and your trust. I look forward to our future collaboration together. Steven Christensen, thanks for helping ignite a passion for my research. Our wonderful discussions over coffee during my time spent in Toowoomba will motivate and guide me for years. Frank Crowther, thanks for showing me the way. Your leadership during my time at USQ was invaluable. I thoroughly enjoyed our time together and will forever appreciate the content of our conversations, as they continue to resonate with me in my own leadership efforts. A big “thank you” to the athletes, coaches and sport science professionals that have allowed me to learn about excellence with them. I would also like to acknowledge both Don Rice and Jon Austin for their assistance and support regarding my time spent in Toowoomba.
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TABLE OF CONTENTS
ABSTRACT ii
CERTIFICATION OF DISSERTATION iv
DEDICATION v
ACKNOWLEDGEMENTS vi
TABLE OF CONTENTS viii
FIGURES xiii
1 CHAPTER ONE: Focus of the Study 1 1.1 Acknowledging the Researcher’s Voice 3 1.1.1 Locating My Practice within the Field 3 1.1.1.1 Personal core beliefs and values 4 1.1.1.2 Theoretical paradigm 9
1.1.2 Locating My Research within the Field 13 1.2 Hermeneutic Phenomenology and the Study of Practice 15 1.3 The Research Agenda 16 1.4 Limitations to the Study 17 2 CHAPTER TWO: Review of the Related Literature 19
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2.5.2 Reported Reflections within the Literature 35 3 CHAPTER THREE: Theoretical Framework 40
3.1 Phenomenological Inquiry 39 3.1.1 Being Authentic 42
3.1.2 Edmund Husserl and Phenomenology 42 3.1.2.1 Intentionality 43
3.1.2.2 Essences 44
3.1.3 Heidegger’s Philosophical Hermeneutics 45 3.1.4 Ontology, Epistemology and Phenomenology 47 3.2 A Phenomenological Perspective
of the Practice of Sport Psychology 48 3.3 Identity and the Practice of Sport Psychology 51 3.3.1 Dilemmas of the Self 53
3.3.1.1 Unification versus fragmentation 56 3.3.1.2 Powerlessness versus appropriation 56 3.3.1.3 Authority versus uncertainty 57 3.3.2 Hermeneutic Phenomenology of Self 58
4 CHAPTER FOUR: Methodology 61
4.1 Why Qualitative Methodology? 62 4.1.1 Interpretive Inquiry 62 4.2 Foundations of Truth and Knowledge 64 4.3 Phenomenological Inquiry 66 4.4 Philosophical Hermeneutics 68 4.5 Hermeneutic Phenomenology
and the Practice of Sport Psychology 69
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4.6.1 Reflexivity 71 4.6.2 Multiple Voices 72
4.7 The Design 75
4.8 Gaining Access to the Participants and their Stories 75 4.9 Ethical Considerations 78 4.10 Addressing Quality and Rigor 79 4.10.1 Trustworthiness 80 4.10.2 Authenticity 81 4.11 Sequence of Methodology 82
4.11.1 Contacting Prospective Participants 82 4.11.2 The Hermeneutic Interview 82 4.12 Data Analysis 83
4.12.1 Collaborative Analysis 85 4.13 The Writing of the Tales 85 4.14 Final Methodological Reflections 89 5 CHAPTER FIVE: Tales from the Field 91
5.1 How this Chapter is Organized 91 5.2 Case Number One: Identity and
Meaning at a National Sport Institute 94 5.2.1 Important Beginnings 94
5.2.2 A Conversation with the Sport Psychologist 96 5.2.3 A Conversation with a Coach 104 5.2.4 A Conversation with a
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5.3.2 The Influence of Professional Identity 112 5.3.3 Knowing for Some Purpose 112
5.4 Case Number Two: A Crisis at a World Championship 114 5.4.1 Background Information 114
5.4.2 The Incident 119
5.5 What I Learned from the Story 128 5.5.1 A Dyad in Crisis 128
5.5.1.1 Closeness 129
5.5.1.2 Coorientation 129
5.5.2 Power and Conflict 129 5.5.2.1 Expert power and uncertainty 129
5.5.2.2 Interdependence 130
5.5.2.3 Negotiation 131
5.5.3 Dilemma of Identity 131 5.6 Case Number Three: Working Alliances in Action 134
5.6.1 The Relationship is What is Important 137
5.6.2 Creating Space 142
5.6.3 Values Base and Spirituality 144 5.7 What I Learned from the Story 146 5.7.1 Remaining Patient 146 5.7.1.1 Trust and equal expertise 147 5.7.2 Authenticity and Humility 148 5.7.2.1 Being authentic 148
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6 CHAPTER SIX: Reflections 150 6.1 What the Stories Tell Us about
the Practice of Sport Psychology 150 6.2 The Practice of Sport Psychology
is Constructed 151
6.3 The Co-construction of Practice 153 6.4 Revisiting the Researcher’s Practice 157 6.4.1 Researcher as Practitioner 159 6.5 The Reflexive Self, Unreflexivity and the Practitioner 161 6.6 Implications for Research and Practice 164 6.6.1 The Use of Story: Folklore and Practice 164 6.6.2 An Ecological Psychology Approach 165 6.6.3 Viewing the Practice of
Sport Psychology as Facilitative 167 6.7 Some Final Thoughts 168
7 REFERENCES 171
8 APPENDICES 191
xiii FIGURES
