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Better preparing sports psychologists for the demands of applied practice: The emotional labor training gap

Hings, Rebecca F., Wagstaff, Christopher R. D., Anderson, Valerie, Gilmore, Sarah and Thelwell, Richard C. 2019. Better preparing sports psychologists for the demands of applied practice: The emotional labor training gap. Journal of Applied Sport Psychology , -. 10.1080/10413200.2018.1560373

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Abstract

The aim of this article was to investigate the emotional educational–training–practice gap in the professional formation of sport and exercise psychologists in the United Kingdom through the theoretical lens of emotional labor. Twenty semistructured interviews were conducted with 4 participant groups: master’s students (n = 5), trainees (n = 5), neophytes (n = 5), and experienced sport and exercise psychologists (n = 5). Adopting an interpretive epistemology, an abductive thematic analysis was conducted in relation to the participant groups recruited. Several overarching themes were identified in each participant group: (a) master’s students (emotional labor as theory, practice), (b) trainees (emotional labor to survive, a professional development tool), (c) neophytes (emotional labor as a new professional, self-care), and (d) experienced sport and exercise psychologists (emotional labor as a professional resource, lifelong learning). A synthesized list of applied recommendations to improve the professional formation of sport and exercise psychologists was developed based on the analysis. The themes extend sport and exercise psychology professional development literature, and we make recommendations for educators, professional associations, and regulatory bodies with regard to (a) bridging the emotional labor and experiential gap when transitioning between development phases via collaborative and innovative educational provision, (b) supporting the development of skills relating to the enactment of emotional labor, and (c) considering support mechanisms for student/trainee/neophyte safeguarding and welfare issues as a result of the emotion-laden transactions in professional practice. The implications for future pedagogy, andragogy, and research are discussed.

Item Type: Article
Date Type: Published Online
Status: In Press
Schools: Business (Including Economics)
Publisher: Taylor & Francis
ISSN: 1041-3200
Related URLs:
Date of Acceptance: 14 December 2018
Last Modified: 25 Feb 2019 12:00
URI: http://orca-mwe.cf.ac.uk/id/eprint/119726

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