SUPERVISION IN THE EDUCATION AND TRAINING OF SPORT PSYCHOLOGY SERVICEPROVIDERS

Supervision plays a central role in the training of sport psychologist s, but little discussion of what constitutes adequate supervision of t rainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of st udents to become supervisors, meta-supervision, and career-long colleg ial supervision are rarely discussed. This paper will present models o f general supervision processes from training the neophyte to collegia l supervision, derived primarily from clinical and counseling psycholo gy. Included are supervising the delivery of performance-enhancement s ervices, identifying trainee and client needs, helping the student und erstand transference and countertransference phenomena, and suggestion s for examining the relationship between the supervisor and the superv isee. Suggestions for improving supervision include course work and/or practica in supervision precesses for applied sport psychology gradua te programs along with continuing education workshops at sport psychol ogy conferences.