INSTRUCTOR SOLUTIONS MANUAL
SPORT AND EXERCISE PSYCHOLOGY: A CANADIAN
PERSPECTIVE
5TH CANADIAN EDITION
CHAPTER NO. 01. INTRODUCING SPORT AND EXERCISE
PSYCHOLOGY
REVIEW QUESTIONS
1. What are the three major roles of a sport and exercise psychology specialist?
Are different types of training needed for the three roles?
The three major roles are teaching, research, and consulting. Each avenue
requires different types of training requirements. Teaching and research roles
require extensive training in sport sciences, research methods, and psychology.
Clinical and counselling roles are grounded in psychological theory, assessment,
intervention, research methods, and ethics. A supervised internship is also often
required. The training guidelines for clinical psychologists are linked to
licensing standards within provincial and territory regulatory bodies.
2. What is positive psychology, and how it is relevant to the study and practice
of sport and exercise psychology?
Positive psychology is an area of psychology concerned primarily with
understanding what makes normal life more fulfilling. It is focused on human
strength and personal growth and considers the subjective experiences of well-
being, satisfaction, fulfillment, pleasure, and happiness. Positive psychology
relates to sport and exercise in that much of the research in sport and exercise
psychology is direct toward enhancing performance, social and physical well-
being, and positive emotion, which overlaps with positive psychology.
3. What are the differences between a sport and exercise psychology specialist
trained in sport sciences and one trained in clinical or counselling
psychology?
A specialist trained in sport science takes psychology, research, and sport
science courses and usually has an educational/academic base and works in
university settings. An individual trained in clinical or counselling psychology
takes coursework based primarily in psychology, assessment, intervention,
ethics, and research methods, is able to assess and provide rehabilitation for
psychological dysfunctions (clinical) and assist individuals with adjustment
and/or development problems (counselling), and works either in a university or
professional health centre (e.g., hospital). Clinical psychologists require
, specialized accreditation and registration according to standards set by the
province/territory.
4. Is a counselling psychologist able to work with athletes to provide
performance enhancement strategies? What standards of conduct guide
such decisions?
A counselling psychologist is able to work with athletes to provide performance
enhancement. The standards that guide decisions are the Canadian Code of
Ethics for Psychologists and, specific to sport, the Association for the
Advancement of Applied Sport Psychology Code of Ethics.
5. How would the principles of Integrity in Relationships and Respect for the
Dignity of Persons and Peoples help guide your decision to reveal
information about an athlete’s psychological state to a coach who demands
it?
Integrity in Relationships: The relationship between the sport and exercise
psychology consultant and the athlete should be based on accuracy and honesty,
straightforwardness and openness, and avoidance of conflicts of interests.
Therefore, sport and exercise psychology consultants need to accurately
represent their credentials, qualifications, and education, take credit only for the
work and ideas they have actually done or developed, and acknowledge
limitations of their expertise.
Respect for the Dignity of Persons and Peoples: Recognize that all athletes have
a right to be treated as individual human beings and that discrimination should
not occur on any basis, be it cognitive, physical, psychological, cultural,
biological, or social. A sport and exercise psychology consultant should not
engage in degrading comments about others, should abstain from all forms of
harassment, not practice any form of unjust discrimination, seek only
information that is necessary and required for the purpose of the meeting, and
avoid relaying information to others.
Based on these two principles, the sport and exercise psychology practitioner
should only provide the coach with information about themselves (not the athlete
in question), should not seek out information from the coach or put themselves in
a position where they can be asked questions, and avoid relaying the information
about the athlete to the coach. The practitioner should make the athlete aware
that the information discussed in a session will not be shared with the coach.
6. What are the major Canadian scholarly organizations that promote sport
and exercise psychology research and practice?
The major Canadian organization that promotes sport and exercise research is
the Canadian Society for Psychomotor Learning and Sport Psychology
(SCAPPS). Research on sport and exercise psychology is also supported by the
Sport and Exercise Psychology section of the Canadian Psychological
, Association (CPA). In addition, the Canadian Sport Psychology Association
(CSPA) focuses on the applied side of sport psychology.
7. How can qualitative and quantitative inquiry inform the field of sport and
exercise psychology?
Quantitative approaches can inform the field of sport and exercise psychology by
allowing researchers to measure amounts of multiple variables (e.g., self-
efficacy, task cohesion), test the relationships between those variables, sample
large numbers of participants, generalize the results to a particular group, and
support or refute a model or theory in the field. Qualitative approaches can
inform the field of sport and exercise psychology through providing in-depth,
information that highlights participants’ lived experiences in light of their
personal, social, cultural, and historical context, and the meaning they assign to
those experiences. It also examines how these experiences may shape their
cognitions, emotions, and behaviours in relation to sport and exercise.
8. How might Indigenous ways of knowing influence our understanding of
sport and exercise psychology in relation to Indigenous Peoples?
Indigenous ways of knowing may influence our understanding by helping
researchers to adopt a decolonizing lens, recognize and understand Indigenous
history and worldviews, partner with Indigenous communities, and conduct
research in ethical and culturally respectful ways when examining sport and
exercise psychology in relation to Indigenous Peoples. By drawing from
Indigenous knowledge, systems researchers can better explore Indigenous
Peoples’ experiences with sport and exercise; for example how to help
Indigenous athletes flourish in their sport, or to better understand Indigenous
Peoples’ motivations and preferences to exercise.
9. What are the characteristics of evidence-based practice?
Evidence-based practice is consistent with the ethical codes or standards of
professional conduct. To determine the best evidence-based practice, three steps
must be followed: 1) Consider research studies from peer-reviewed journals that
clearly describe the treatment process and the outcomes. It is important to
consider the characteristics of the population of study when evaluating the fit of
the treatment to a particular case; 2) Consider the ethical guideline related to the
dignity of persons and peoples. Clients bring their own experience to the working
relationship with the practitioner; their experience should be taken into
consideration when choosing the best practice for the given client; and 3) The
level of competence of the practitioner will influence which treatment can be
used.
Case Studies
, Case Study #1: Ethics in Sport
Using the standards of conduct and practitioner competencies outlined in Chapter 1 of
your resource, explain the following case study. Describe instances when standards were
met and instances when standards were breached. Furthermore, describe what
recommendations you would make to the individuals involved in this scenario (i.e.,
player, coach, sport psychologist).
Charlie plays for a university varsity basketball team. She is in her third year and has
been working with the same coach, Srdjan, since she began her undergraduate degree. As
a first-year player, Charlie was unstoppable, helping her team capture multiple titles and
competing in world-class championships. She exuded confidence and was a great model
for her fellow teammates. Not only was she a talented athlete, but she was extremely
dedicated, always putting in extra practice time. Srdjan had never coached a player like
Charlie. He knew she would be a very successful athlete and was thrilled to have her on
the team.
During the last part of her third season, Charlie’s performance started declining. She was
no longer playing well in events, and at practice she seemed sluggish and uninterested.
She also lost a tremendous amount of confidence in herself. When Srdjan approached
Charlie to talk about potential reasons for her declining performance and enthusiasm, she
brushed it off and said she had not been feeling very well and was stressed from her
current course load, but that she was still committed. Srdjan suggested Charlie take a few
months off from competition and practice; he thought this might give her a fresh start
upon her return.
After agreeing to take some time off, Charlie hoped that she would start her fourth season
with the same motivation and positive attributes she is known for. Unfortunately, this was
not the case. She was still under confident and sluggish at practice. After chatting with
Srdjan, they both agreed that Charlie should see a sport psychologist to help her with the
problems she was experiencing. Srdjan admitted that this issue was beyond what he was
able to help her with; therefore, a qualified professional was needed.
Charlie met with a sport psychologist named Will, who was recommended to her by a
friend. During their first session, Will asked Charlie to give him some background
information regarding what she was studying in university, her career as an athlete, her
history with basketball and coaches, and her relationships with her teammates, peers, and
parents. He also asked her to talk about the experiences she had had over the last few
years and what had changed in her life and in basketball throughout the course of her
semesters at university. A lot of the information Charlie divulged to Will was of a
sensitive nature. Will ensured her that he would keep all information confidential.
SPORT AND EXERCISE PSYCHOLOGY: A CANADIAN
PERSPECTIVE
5TH CANADIAN EDITION
CHAPTER NO. 01. INTRODUCING SPORT AND EXERCISE
PSYCHOLOGY
REVIEW QUESTIONS
1. What are the three major roles of a sport and exercise psychology specialist?
Are different types of training needed for the three roles?
The three major roles are teaching, research, and consulting. Each avenue
requires different types of training requirements. Teaching and research roles
require extensive training in sport sciences, research methods, and psychology.
Clinical and counselling roles are grounded in psychological theory, assessment,
intervention, research methods, and ethics. A supervised internship is also often
required. The training guidelines for clinical psychologists are linked to
licensing standards within provincial and territory regulatory bodies.
2. What is positive psychology, and how it is relevant to the study and practice
of sport and exercise psychology?
Positive psychology is an area of psychology concerned primarily with
understanding what makes normal life more fulfilling. It is focused on human
strength and personal growth and considers the subjective experiences of well-
being, satisfaction, fulfillment, pleasure, and happiness. Positive psychology
relates to sport and exercise in that much of the research in sport and exercise
psychology is direct toward enhancing performance, social and physical well-
being, and positive emotion, which overlaps with positive psychology.
3. What are the differences between a sport and exercise psychology specialist
trained in sport sciences and one trained in clinical or counselling
psychology?
A specialist trained in sport science takes psychology, research, and sport
science courses and usually has an educational/academic base and works in
university settings. An individual trained in clinical or counselling psychology
takes coursework based primarily in psychology, assessment, intervention,
ethics, and research methods, is able to assess and provide rehabilitation for
psychological dysfunctions (clinical) and assist individuals with adjustment
and/or development problems (counselling), and works either in a university or
professional health centre (e.g., hospital). Clinical psychologists require
, specialized accreditation and registration according to standards set by the
province/territory.
4. Is a counselling psychologist able to work with athletes to provide
performance enhancement strategies? What standards of conduct guide
such decisions?
A counselling psychologist is able to work with athletes to provide performance
enhancement. The standards that guide decisions are the Canadian Code of
Ethics for Psychologists and, specific to sport, the Association for the
Advancement of Applied Sport Psychology Code of Ethics.
5. How would the principles of Integrity in Relationships and Respect for the
Dignity of Persons and Peoples help guide your decision to reveal
information about an athlete’s psychological state to a coach who demands
it?
Integrity in Relationships: The relationship between the sport and exercise
psychology consultant and the athlete should be based on accuracy and honesty,
straightforwardness and openness, and avoidance of conflicts of interests.
Therefore, sport and exercise psychology consultants need to accurately
represent their credentials, qualifications, and education, take credit only for the
work and ideas they have actually done or developed, and acknowledge
limitations of their expertise.
Respect for the Dignity of Persons and Peoples: Recognize that all athletes have
a right to be treated as individual human beings and that discrimination should
not occur on any basis, be it cognitive, physical, psychological, cultural,
biological, or social. A sport and exercise psychology consultant should not
engage in degrading comments about others, should abstain from all forms of
harassment, not practice any form of unjust discrimination, seek only
information that is necessary and required for the purpose of the meeting, and
avoid relaying information to others.
Based on these two principles, the sport and exercise psychology practitioner
should only provide the coach with information about themselves (not the athlete
in question), should not seek out information from the coach or put themselves in
a position where they can be asked questions, and avoid relaying the information
about the athlete to the coach. The practitioner should make the athlete aware
that the information discussed in a session will not be shared with the coach.
6. What are the major Canadian scholarly organizations that promote sport
and exercise psychology research and practice?
The major Canadian organization that promotes sport and exercise research is
the Canadian Society for Psychomotor Learning and Sport Psychology
(SCAPPS). Research on sport and exercise psychology is also supported by the
Sport and Exercise Psychology section of the Canadian Psychological
, Association (CPA). In addition, the Canadian Sport Psychology Association
(CSPA) focuses on the applied side of sport psychology.
7. How can qualitative and quantitative inquiry inform the field of sport and
exercise psychology?
Quantitative approaches can inform the field of sport and exercise psychology by
allowing researchers to measure amounts of multiple variables (e.g., self-
efficacy, task cohesion), test the relationships between those variables, sample
large numbers of participants, generalize the results to a particular group, and
support or refute a model or theory in the field. Qualitative approaches can
inform the field of sport and exercise psychology through providing in-depth,
information that highlights participants’ lived experiences in light of their
personal, social, cultural, and historical context, and the meaning they assign to
those experiences. It also examines how these experiences may shape their
cognitions, emotions, and behaviours in relation to sport and exercise.
8. How might Indigenous ways of knowing influence our understanding of
sport and exercise psychology in relation to Indigenous Peoples?
Indigenous ways of knowing may influence our understanding by helping
researchers to adopt a decolonizing lens, recognize and understand Indigenous
history and worldviews, partner with Indigenous communities, and conduct
research in ethical and culturally respectful ways when examining sport and
exercise psychology in relation to Indigenous Peoples. By drawing from
Indigenous knowledge, systems researchers can better explore Indigenous
Peoples’ experiences with sport and exercise; for example how to help
Indigenous athletes flourish in their sport, or to better understand Indigenous
Peoples’ motivations and preferences to exercise.
9. What are the characteristics of evidence-based practice?
Evidence-based practice is consistent with the ethical codes or standards of
professional conduct. To determine the best evidence-based practice, three steps
must be followed: 1) Consider research studies from peer-reviewed journals that
clearly describe the treatment process and the outcomes. It is important to
consider the characteristics of the population of study when evaluating the fit of
the treatment to a particular case; 2) Consider the ethical guideline related to the
dignity of persons and peoples. Clients bring their own experience to the working
relationship with the practitioner; their experience should be taken into
consideration when choosing the best practice for the given client; and 3) The
level of competence of the practitioner will influence which treatment can be
used.
Case Studies
, Case Study #1: Ethics in Sport
Using the standards of conduct and practitioner competencies outlined in Chapter 1 of
your resource, explain the following case study. Describe instances when standards were
met and instances when standards were breached. Furthermore, describe what
recommendations you would make to the individuals involved in this scenario (i.e.,
player, coach, sport psychologist).
Charlie plays for a university varsity basketball team. She is in her third year and has
been working with the same coach, Srdjan, since she began her undergraduate degree. As
a first-year player, Charlie was unstoppable, helping her team capture multiple titles and
competing in world-class championships. She exuded confidence and was a great model
for her fellow teammates. Not only was she a talented athlete, but she was extremely
dedicated, always putting in extra practice time. Srdjan had never coached a player like
Charlie. He knew she would be a very successful athlete and was thrilled to have her on
the team.
During the last part of her third season, Charlie’s performance started declining. She was
no longer playing well in events, and at practice she seemed sluggish and uninterested.
She also lost a tremendous amount of confidence in herself. When Srdjan approached
Charlie to talk about potential reasons for her declining performance and enthusiasm, she
brushed it off and said she had not been feeling very well and was stressed from her
current course load, but that she was still committed. Srdjan suggested Charlie take a few
months off from competition and practice; he thought this might give her a fresh start
upon her return.
After agreeing to take some time off, Charlie hoped that she would start her fourth season
with the same motivation and positive attributes she is known for. Unfortunately, this was
not the case. She was still under confident and sluggish at practice. After chatting with
Srdjan, they both agreed that Charlie should see a sport psychologist to help her with the
problems she was experiencing. Srdjan admitted that this issue was beyond what he was
able to help her with; therefore, a qualified professional was needed.
Charlie met with a sport psychologist named Will, who was recommended to her by a
friend. During their first session, Will asked Charlie to give him some background
information regarding what she was studying in university, her career as an athlete, her
history with basketball and coaches, and her relationships with her teammates, peers, and
parents. He also asked her to talk about the experiences she had had over the last few
years and what had changed in her life and in basketball throughout the course of her
semesters at university. A lot of the information Charlie divulged to Will was of a
sensitive nature. Will ensured her that he would keep all information confidential.
