33.2: Tailoring Your Training Experience

Whilst many aspects of the training pathway—including units within courses and programs—will be pre-determined to ensure they meet accreditation requirements for registration, there are a range of components that individuals have the opportunity to tailor to their own specific interests and/or to increase their employability upon finishing their studies. Thinking strategically about such options from Day 1 of the journey towards becoming a psychologist might not come naturally, however is highly encouraged. Whilst such considerations will be dependent upon the type of undergraduate course (e.g., psychology, sports science) or training pathway that is undertaken, the following section outlines key topics for further reflection in terms of their relevance for tailoring training experiences.

33.2.1. Placements and Internships

A key component of all psychology training programs are practicums, placements, and/or internships. Within some courses, these might be mandatory in terms of what organisational context, professional setting, or even the type of practice focus (e.g., sport, clinical, counselling). However, where there is scope to shape the type of experience it is helpful to consider what competencies, skills, and experiences you are aiming to build. When considering SEPP, undertaking a sport placement is obviously vital. Whether that is working with individual athletes or is team focused, becoming more familiar with a sporting environment and the complexities that are often involved is essential (e.g., multiple stakeholders [coaches, sports program managers, support staff]; training vs. competition; level of sport[developmental, amateur, elite, professional]; type of sport [individual, team]).

Complementing a sport placement, other performance settings (e.g., performing arts) also provide similar opportunities to work with individuals striving for performance excellence. Similar to the need to understand and learn about the varying similarities and differences when working across sports, shifting the application of psychological practice to a performing arts setting (e.g., dance, music, acting, circus) also involves increasing awareness regarding the social, cultural, and artistic considerations embedded within these performance contexts (Moyle, 2019b).

Outside of sport and performance settings, planning to obtain experience in clinical or counselling settings is critical to the development of more general psychological skills that assist in effectively supporting the whole person, not just the ”athlete” or ”performer”. Mental health and well-being are inextricably linked to performance: without positive mental health and well-being, it is highly unlikely they can perform to the best of their ability. Therefore, experience dealing with clinical issues assists in broadening the scope of practice for a sport and exercise psychologist-in-training. This consequently enables them to better support their clients through an integrated holistic approach, whilst also increasing awareness related to ethical practice in not stepping outside their area of expertise and knowing when to make a referral to a clinical psychologist.

A final placement area that has been observed to complement SEPP training is that of business and corporate settings. Organisational psychology shares many similarities to SEPP in that leaders and teams are typically working towards shared performance goals and objectives that are measured and tracked, with team, leadership, and organisational culture playing a large role in achieving success. Whilst ”performance” may not be through a physical modality, individuals working in business can benefit from utilising the same strategies and skills employed within SEPP settings.

SEPP practitioners-in-training would benefit from strategically considering how they can shape the types of placements, and therefore, the types of skills and experiences they obtain from them. When considering the field of SEPP, there is such a broad range of sports (i.e., individual vs. teams; winter vs. summer; amateur vs. professional; leisure vs. extreme sports), exercise settings (i.e., pain clinics, physiotherapy practices, occupational rehabilitation centres) and performance contexts (i.e., dance companies; orchestras; film/TV sets; circus troupes) that SEPP practitioners can work in, that ensuring a spread of opportunities will not only assist in strengthening their knowledge and skill sets,but increase their level of employability for their future career.

33.2.2. Research Projects

Another opportunity to tailor training pathways involves research projects undertaken as part of undergraduate, honours, and/or postgraduate degrees. Where students have an idea of the type of population they would ideally like to work with once fully qualified, it is helpful to start building a foundation of research that focuses upon investigating that area. Whilst students can be recruited to existing research projects being led by potential supervisors, this may not always align with the area of psychology and/or the population that one wants to work with. Although the pros of such a scenario mean that students will be directly guided in the topic area, research design, in addition to not having to recruit their own participants (which is helpful in time pressured situations), it may unintentionally take the focus away from developing a pipeline of research experience, publication outputs, and establishing industry networks within preferred areas of future practice. Other considerations include looking to the SEPP literature and recommendations regarding future research trends, so as to align with what might be considered ”hot topics” in the field (Meredith et al., 2018; Sanderson, 2017; see Schinke et al., 2016).

33.2.3. Professional Associations

In most countries, there is at least one key professional association related to the practice of psychology. Professional associations are different to regulatory bodies (e.g., the organisations that are responsible for registration), and usually focus upon advocacy for the profession, increasing awareness about psychology with the public, and advancing knowledge within the respective psychology fields it represents. It is beneficial to consider joining your relevant professional association as a student during your training pathway. Typically, each association has reduced rates for students, however, enables full access to key information, ethical standards, resources, professional development events/courses, and current news on relevant topics.

Key professional bodies in psychology (e.g., Australian Psychological Society, American Psychological Society, British Psychological Society, Canadian Psychological Association) typically have a College or Division that represents the field of SEPP. For example, the Australian Psychological Society (APS) has the College of Sport and Exercise Psychologists, as well as an APS Interest Group in Psychology and the Performing Arts and Entertainment Industry. The American Psychological Society (APA) has Division 47 –Society for Sport, Exercise and Performance Psychology, whilst the British Psychological Society (BPS) has the Division of Sport and Exercise Psychology. Usually these sub-divisions or colleges additionally offer student membership, which provides opportunities to network with SEPP practitioners and undertake professional development activities that are focused on SEPP content.

In addition to these overarching psychology associations, there are also a range of international associations focused specifically on SEPP that are open to both international and/or localised members. For example, the Asian South Pacific Association of Sport Psychology (ASPASP), the Association of Applied Sport Psychology (AASP), the British Association of Sport and Exercise Sciences (BASES), the Canadian Sport Psychology Association (CSPA), the European Federation of Sport Psychology (FEPSAC), the International Association of Applied Psychology – Division 12 (IAAP), and the International Society of Sport Psychology (ISSP). Furthermore, depending upon the area that individuals focus their practice ofSEPP, there are a range of related associations (e.g., for performing arts, Australian Society for Performing Arts Healthcare, International Association of Dance Medicine and Science, Performing Arts Medicine Association).

33.2.3.1. Professional Development and Networking

Continuing professional development is usually a requirement for most SEPP practitioners to maintain registration, accreditation, chartered and/or licensed status. Typically, professional associations provide a calendar of events and activities, with the SEPP-focused associations and organisations providing further specialised development opportunities that are tailored specifically to the SEPP area. Joining professional associations will also assist in having access to member fees for professional development events, including conferences and congresses. Since the onset of COVID-19 in 2020 and having to shift events online, a range of organisations have developed a suite of webinars and resources that are often available freely to the public alongside member-only access items.

Once psychologists-in-training have joined an association for a period of time and experienced them as a student member, it is helpful to consider nominating for volunteer positions that may be available as part of Executive Committees within SEPP specific Colleges or Divisions. Most associations have student committees and/or specific student related positions that form part of State or National executive committees, which provide invaluable opportunities to understand key issues in the SEPP area across applied practice, research, education, training, and policy areas. Furthermore, such involvement presents excellent opportunities to network with not only other students, but highly experienced professionals both locally and internationally.

33.2.3.2. Volunteer Work and Work Experience

Opportunities to undertake volunteer work and/or work experience in SEPP settings is usually limited, given the practice of psychology is regulated. Students who are at the pre-registration stage of their psychology training are often very interested in ”seeing” what a sport and exercise psychologist actually does, so whilst there may be some opportunities for observation of applied practice, the bulk of this experience tends to come only when they are provisionally registered and able to undertake placements, practicum and/or internships under supervision.

Other opportunities that can be undertaken often fall within a research projects, where undergraduate students can apply to Vacation Research Experience Schemes to assist SEPP academics with research activities commensurate with the student’s level of experience. Being involved in such research projects can provide psychologists-in-training with a first-hand understanding of some of the basic foundations of research design, methodology, and process, which enables individuals to get a sense of what research actually involves before they have to undertake their own research. Furthermore, many students identify through such experiences that they may wish to pursue a career in academia as a researcher in SEPP, versus an applied practitioner out in the field, which can inform decision-making regarding future course and training pathway choices.

Volunteer opportunities are not only restricted to students. Sometimes sporting programs or organisations have minimal funding to support servicing by sport and exercise psychologists and may offer fully registered and experienced psychologists a role to work with their team/athletes. Whilst not as common now compared to 20 years ago given the sector recognises the significant years of training, qualifications, and experience that psychologists have to obtain to practice, this may still occur. Sometimes such offers have come from elite Olympic level programs but in sports that are not as well funded as some of their counterparts. This provides SEPP practitioners with excellent experience of working within such contexts, however if accepted, psychologists are encouraged to consider placing limits on the timeframes over which they agree to working without getting paid. Continuing to do so can ultimately do the profession a disservice, given such work is not with a volunteer organisation or charity and continues to reinforce sporting organisations to not have to pay for professional services–versus seeing the value of SEPP and the need for it to be a supported formal part of the funded program.