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The need for developmental programming and education in the fields of counseling and sport psychology is presented. Clinical issues, programs for children and adolescents, career development, and research are discussed.
II existe un besoin certain de programmation progressive et de son developpement pedagogique dans le domaine des services de conseil et de la psychologie du sport. Nous nous proposons de discuter les problemes cliniques, les programmes destines aux enfants et aux adolescents, le bon epanouissement des carrieres dans le sport et les travaux de recherche a ce sujet.
Sport psychology and sports counseling professionals are concerned about the development as well as the athletic performance of athletes with whom they work. These clinicians are searching for solutions to problems associated with this special population (Hinkle, 1989a). While sport psychologists concentrate on performance enhancement (Butt, 1987) and mental skills training (Burke, 1989), sports counselors focus on the athlete's psychoemotional difficulties and development as an individual (Hinkle, 1989b). In the 1990s colleges and universities will need to develop educational programs and research agendas that will assist athletes with performance, as well as with psychoemotional problems and life development. Although the disciplines of sport psychology and sports counseling have traditionally been distinct, the integration of these areas will be necessary for the effective continuity of associated services and interventions. This paper will present an educational programming and research agenda with an integrated sport psychology/sports counseling emphasis.
DEVELOPMENTAL PROGRAMMING AND EDUCATION
Sport psychology programs have historically included performance prediction and enhancement (e.g., Millslagle, 1988; Suedfeld & Bruno, 1990; Taylor, 1987), mental rehearsal, motivation and arousal, pain tolerance, and peak performance (Bunker & McGuire, 1985). Although these are important aspects to quality performance in athletics, 5 to 15 percent of American athletes suffer from psychosocial problems appropriate for counseling (Brown, 1978; Bunker & McGuire, 1985). Coaches and traditional sport psychologists are typically not prepared or qualified to meet the needs of the athlete experiencing emotional difficulties (Burke, 1989). Likewise, counselors may not be sensitive to the unique needs of athletes and the impact their sport has on everyday living. Although counselors have excellent skills in assisting with developmental problems, self-enhancement, lifestyle consultation, program organization, competitive stress reduction, and clinical issues (Butt, 1987), they may lack a knowledge base including information...