Every sport science consultant, whether from the disciplines of psychology, nutrition, physiology, biomechanics (etc.) will be immersed within the challenging and complex environment that is sport. Strictly speaking, I am aware consultants, like myself as an emerging sport psychology consultant, must show evidence of discipline-specific knowledge accumulated through a vast array of qualifications in order to ‘get through the door’ and into the arena of consultation. Essentially, we must ‘know what’ we are doing to try and enhance performance, well-being or other related constructs. However, effective consultation involves more than knowledge of techniques and technical skills. It requires understanding the context in which one operates - knowing what works with which persons and in which situations. It is more than knowing what to do; it is knowing how to get it done.
Contextual Intelligence
While the term ‘‘contextual intelligence’’[1] may be unfamiliar, the importance of context is reflected in various issues including (but not limited to): the challenges of gaining entry to teams and athletes [2], the impact of families on athletic performance [3,4], the impact of National Governing Bodies organizational barriers and politics on perceived stress and subsequent performance of elite athletes [5, 6, 7, 8]. Contextual intelligence is typically associated with the ‘practical know-how’ that is rarely described or taught directly in academic institutions. Despite this, a sports consultant must demonstrate the ability to be contextually intelligent as a requisite for being a ‘competent’ practitioner [9] and lies at the heart of building a trusting, credible relationship.
Contextual intelligence involves understanding the ins and outs of the culture of the sport you’re working in and the wider implications of sport in society. It includes understanding the specific experiences of the athletes, coaches and support staff within which you operate. It involves being aware of the history and evolution of the sport, the formal and informal political structure of the organisation and the decision-making processes throughout. Being contextually intelligent requires an understanding of the values and attitudes of people at all levels of the organization as well as the unique experiences of its members. The contextually intelligent consultant recognises the language of the system and makes possible the prudent, intelligent, and illuminating application of technical knowledge to generate meaningful change [10]. It is the foundation by which consultants earn legitimacy, trust, and respect. Above all, it allows the practical application of knowledge and information in real-world situations.
Becoming integrated within the team
When developing excellence in teams, research suggests successful consultants become immersed and integrated within the training and competition context [11, 12]. Along with gaining trust and credibility within the team, becoming immersed within the team allows the consultant to speak the client’s language. The consultant with prior experience in the specific culture of the sport and is fluent in the culture’s language has a distinct advantage. The consultant needs to know more than just what to do, but also needs to know how to say it, act it and promote it in a way that can be received clearly by the target audience. In addition, it may be easier for the intervention to be accepted when the consultant has a recognised place in the team, developed through formal and informal experiences that form to promote a strong working relationship and subsequent ‘buy-in’ [13].
How to develop contextual intelligence
Previous sporting experience is one obvious activity that could help consultants understand the unique demands and pressures experienced in sport. For example, ex-athletes may have greater contextual intelligence that enhances their ability to understand and help other athletes [1]. However, it is important to state, that myself and others suggest that prior sporting experiences does not ensure trainees will be helpful practitioners[14]. Sporting experiences may help consultants empathize with athletes because they had dealt with similar issues personally, however the danger is that this then clouds the judgement of practitioners, missing key details and ignoring the unique personal experience of the clients they are working with.
If, like most consultants out there, you do not have experience training or competing in a particular sport as an elite athlete, contextual intelligence can still be gained by visiting and immersing oneself in that culture. If consulting with a team, attend training and travel with the team to competitions. Invest time and effort to get to know the people within the team. You may want to shadow the coach to get a first-hand view of the experiences of your clients. Before entering a performance culture, do your homework. If books have been written about the culture, start there. Read everything available about that particular culture, giving special attention to constructs and concepts that run throughout the organisation and are meaningful to its members. If you have colleagues that have consulted in the specific performance domain, ask about their experiences. And above all, be polite, respectful, and demonstrate genuine interest. Acknowledge your own limitations and ask others to help educate you. Acknowledging what you do not know does not diminish the expertise that you do possess.
The foundation of relationships
Without contextual intelligence, sport consultants might lack an ability to adapt their approach to suit the specific needs of the client. Being able to relate to the experiences of the client and being aware of how best to structure, deliver and promote an intervention clearly involves a high degree of emotional intelligence. According to Daniel Goleman, emotional intelligence allows individuals to recognize, connect with, and learn from their own and other’s emotional experiences [15]. I believe the two concepts of contextual and emotional intelligence overlap considerably and are both extremely important when looking to work as a consultant. There terms should be understand simply as a means to connect with other people in a more effective and genuine way.
In summary:
The concept of contextual intelligence is an important factor that could determine success as sports consultant. Knowing whatto do is often not enough to initiate meaningful change at an individual, team or organisational level. Knowing howto structure, implement and promote an intervention or strategy within a sport could be the difference between success or failure. Importantly, the time spent immersed within an environment can help you, as a consultant, develop contextual intelligence that should build upon your technical knowledge learnt through long and arduous hours of studying and qualification.
Written by Elliot Sharp
Elliot Sharp is a postgraduate student at Loughborough University studying MSc Sport Psychology. With a previous degree in psychology at Sheffield University, Elliot is working with athletes and coaches across a range of sports a sport psychology consultant.
References
1. Brown, C. H., Gould, D., & Foster, S. (2005). A framework for developing contextual intelligence (CI). The Sport Psychologist, 19(1), 51-62.
2. Ravizza, K. (1988). Gaining entry with athletic personnel for season-long consulting. The Sport Psychologist, 2, 243-274.
3. Côté, J. (1999). The influence of the family in the development of talent in sport. The Sport Psychologist, 13, 395-417.
4. Hellstedt, J.C. (1995). Invisible players: A family systems model. In S.M. Murphy (Ed.), Sport psychology interventions (pp. 117-147). Champaign, IL: Human Kinetics
5. Fletcher, D., & Hanton, S. (2003). Sources of organizational stress in elite sports performers. The Sport Psychologist, 17, 175-195.
6. Gould, D., Guinan, D., Greenleaf, C., Medbery, R., & Peterson, P. (1999). Factors affecting Olympic performance: Perceptions of athletes and coaches from more and less successful teams. The Sport Psychologist, 13, 371-394.
7. Jones, G. (2002). Performance excellence: A personal perspective on the link between sport and business. Journal of Applied Sport Psychology, 14, 268-281.
8. Woodman, T., & Hardy, L. (2001). A case study of organizational stress in elite sport. Journal of Applied Sport Psychology, 13, 207-238.
9. Hays, K. F. (2006). Being fit: The ethics of practice diversification in performance psychology. Professional Psychology: Research and Practice, 37(3), 223.
10.Terenzini, P.T. (1993). On the nature of institutional research and the knowledge and skills it requires. Research in Higher Education, 34, 1-10
11.Holt, N. L., & Dunn, J. G. (2006). Guidelines for delivering personal-disclosure mutual-sharing team building interventions. The Sport Psychologist, 20(3), 348-367.
12.Winter, S., & Collins, D. (2015). Why do we do, what we do?. Journal of Applied Sport Psychology, 27(1), 35-51.
13.Morgan, P. B., Fletcher, D., & Sarkar, M. (2015). Understanding team resilience in the world's best athletes: A case study of a rugby union World Cup winning team. Psychology of Sport and Exercise, 16, 91-100.
14.Anderson, A., Miles, A., Robinson, P., & Mahoney, C. (2004). Evaluating the athlete’s perception of the sport psychologist’s effectiveness: What should we be assessing? Psychology of Sport and Exercise, 5, 255-277.
15.Goleman, D. (2006). Emotional intelligence. Bantam.
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