PSY FPX 6830 Assessment 2 Interview and Summary

Assessment 2 Interview and Summary

Name

Capella university

PSY FPX 6830 Applied Sport Psychology

Prof. Name

Date

Interview

I initiated the interview by delving into some background information. It commenced with inquiries regarding the understanding of sport psychology. Often, when I mention my degree in sport psychology, individuals appear bewildered as they lack familiarity with the discipline. How do you, or would you, elucidate sport psychology to others? Subsequently, in your candid assessment, what is the primary objective of sport psychology? Do you perceive any prevailing challenges within this domain? Furthermore, reflecting from your initial foray into the field to the present, have you observed any evolution in sport psychology? In what aspects? Has your perspective undergone any transformation? Additionally, have you encountered any instances with athletes that reaffirmed your commitment to this profession? The subsequent segment of inquiries revolved around research and trends. The aim was to discern disparities between seasoned professionals and younger counterparts. Besides LinkedIn, do you employ any other technologies in your practice? Such as social media, texting, or email? If utilized in interventions, do they prove beneficial, and how so? Furthermore, despite technological advancements, have you encountered any research queries or issues that remained unresolved? Lastly, concerning research trends, are there specific areas within sport psychology that you deem particularly crucial compared to others?

PSY FPX 6830 Assessment 2 Interview and Summary

The ensuing set of questions pertained to coaching perspectives, diversity within populations, and ethical quandaries. For instance, considering your coaching roles in LI and Rochester, do you advocate for the universal implementation of certain interventions by all coaches? How would you characterize your approach toward working with diverse populations? Have you faced any ethical dilemmas while working with athletes? If yes, what were they? What distinguishes the most valuable tool in youth sports from elite-level sports? When confronted with ethical dilemmas, what is your initial approach to resolution? Furthermore, with the evolving landscape of LGBTQIA+ inclusivity, how has this impacted your practice? Lastly, have you encountered any ethical dilemmas involving diverse populations such as age, race, skill level, or culture? If so, how did you navigate them, and did they influence your approach to working with athletes? The concluding segment comprised rapid-fire questions aimed at eliciting concise responses. How can sport psychology and performance be enhanced? Is an advanced degree imperative for top executives in your field? What are the primary prerequisites for success in your profession? How can one obtain further insights into this industry?

Outline

Among the array of questions, those concerning LGBTQ issues, coaching perspectives, and utilization of social media platforms stood out due to their nuanced nature. Dr. Rich provided insights from both personal and professional perspectives, prompting me to seek additional information due to the dearth of available data in these domains. Of particular interest was the definition of sport psychology. Winter and Collins (2016) investigated the professional status of sport psychologists, highlighting the limitations inherent in defining the field. Dr. Rich echoed similar sentiments, underscoring the need for further research to articulate the essence of sport psychology to both professionals and the general populace. This newfound knowledge holds promise for refining my practice, potentially ushering in fresh perspectives on the profession.

Limitations

One aspect that caught my attention was Dr. Rich’s ethical decision-making process. While he couldn’t recall specific ethical dilemmas, his stance on LGBTQ issues showcased a dual perspective. From a practitioner standpoint, he advocated against discrimination, yet from a personal and coaching standpoint, he supported certain regulations. This ethical dichotomy mirrors findings by Sharp and Lodge (2013), who delineated essential components for cultivating effective sport psychology relationships. Despite the emphasis on trust and professional knowledge, Dr. Rich’s stance underscores the potential conflict between practitioner obligations and coaching priorities. Although the research highlights the significance of these components in fostering professional relationships, the divergence in decision-making between practitioners and coaches warrants further exploration.

References

Association for Applied Sport Psychology. (2022). Ethics code: AASP ethical principles and standards. http://www.appliedsportpsych.org/about/ethics/ethics-code/ Sharp, L., & Hodge, K. (2013). Effective sport psychology consulting relationships: Two coach case studies. The Sport Psychologist, 27(4), 313–324.

PSY FPX 6830 Assessment 2 Interview and Summary

Winter, S., & Collins, D. J. (2016). Applied sport psychology: A profession? The Sport Psychologist, 30(1), 89–96.

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 6830 Assessment 2 Interview and Summary

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. PSY FPX 6830 Assessment 2 Interview and Summary

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. PSY FPX 6830 Assessment 2 Interview and Summary

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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