…for us that have been on it [supervised experience], for a couple of years to somebody that now’s coming into it. We’re probably pretty much at the same level in terms of…real structure and knowledge of observation. I can pretty much safely say that I’ve not had any, even with my supervisor; we hadn’t really discussed observations in any way at all. (Janine, FG4) It is considered perturbing that early career professional development is severely hindered without the opportunity to access training or guidelines. Janine may not have made this association without the sense-making and interactive interplay of participants sharing lived experiences. Trainee preconceptions and perceptions of others. Trainees noted caution regarding potential preconceptions when interpreting client behaviors: Ashleigh: Do you think that interferes with your observations from an applied sport psychologist’s point of view because sometimes I feel that I have that in my advantage with the sports I’m working in because I haven’t coached in them. But then I think if I was doing an observation of a track or field athlete which is my sport, which I’m a qualified coach in, then I probably would have a bit more of a coaching head on... Alex: I think I would be able to draw the line and say right, no I shouldn’t be thinking about that, that’s tactics, that’s technical stuff, focus on something else. However, I think that there will be a fuzzy line in between the two at some point that would say right, which skill set am I tapping into. (FG1) This excerpt highlights trainees challenging and critically questioning each other’s potential preconceptions. It is essential to engage in such practice to ensure preconceptions do not influence the interpretation of client behavior. Analysis of data reveals a pre-occupation of trainees to project a positive impression of themselves to the client:
George: ...because I like sport so much, particularly certain sports...becoming preoccupied by events of what actually happens during a game...you just think...oh the passing in this game is really good or, their skill levels really good. You find that you’ve been watching for minutes and you’re not really looking for what you’re looking for... Faye: …no I find that for hockey and the rapport is good, but I think almost the more rapport you get...with someone or a team in my case…you really want them to win…and then you get really caught up in the game and, like you say then you’re not actually doing your job and observing. (FG3) Enjoyment of the sport has the potential to lead to spectatorship as opposed to observation as a practitioner, which is suggested to become particularly difficult when a relationship has been developed with the client. This excerpt implies the difficulty in maintaining professional boundaries when developing a rapport with clients, and being aware that presence in the sporting environment requires focused attention. Alternatively, the realism of observing is such that being attentive over long periods of time is cognitively strenuous: Eric: ...you might go somewhere and watch something and it’s just, you find it’s not interesting. It’s boring…Committing to do the job properly as much as anything else... Ben: It’s taxing on the mind. It definitely is. Louise: Especially if not a sport that you’re completely and utterly interested in. (FG2) Reference to being ‘committed to do the job properly’ implies the demanding nature of observation, and the need to approach it in a dedicated and proficient manner. Suggestions for Observation Training Trainees were receptive to proposed formal training in observation, resulting in two subordinate themes: shared experiences of observation, and proposed content for observation training.