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PhD Sport and Exercise Psychology

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Entry requirements

Fees and funding.

• What's next?

Within our multidisciplinary School of Sport, Rehabilitation and Exercise Sciences, we offer research supervision in all areas of staff expertise in sports and exercise sciences and related areas.

As a research student at Essex, you'll work at the heart of our well-connected research community. Our School of Sport, Rehabilitation and Exercise Sciences offers an environment with an excellent reputation for research and teaching.

We offer supervision in all areas of staff expertise in sports and exercise psychology.

Our facilities include a wide range of ergometers and treadmills, stand alone and portable gas analysers, force plates, isokinetic dynamometers, a Vicon motion capture system, electronic timing gates, full blood gas analysers, (including pulse and co-oximeters), and a variety of EMG systems. It is also possible to study non-invasive measurements of brain function within our school and via collaborations with the cognitive neuroscience laboratory in our Department of Psychology. Methods include EEG, transcranial magnetic stimulation (TMS) and near infrared spectroscopy (NIRS).

We also offer an MSc by Dissertation (MSD) and an MPhil in this subject. Both full- and part-time study can be supported.

Sport scholarships

Our Performance Sport Scholarship programme has been created for talented athletes playing at regional, national or international level, and offers a range of benefits. We want students competing in our focus sports (basketball, volleyball, tennis and football), as well as other team sports and individual athletes, to contribute to our performance sport programme. Our scholarships can include fee discounts of up to 100%, offered to athletes who demonstrate sporting excellence. Athletes who are awarded the scholarship may also receive a host of other benefits, including free kit, access to state-of-the-art facilities, performance coaching, the option to live in our Athlete Village (accommodation fees may vary) and a support package valued up to £1,500. These benefits are designed to help athletes focus on their training, and development, and to enable them to reach their full potential alongside their studies.

• Our state-of-the-art Sport Arena houses the latest technology and facilities which you will have access to.
• We're 27th in the UK for Sports Science in the Guardian University Guide 2024
• We are 23rd in UK for research power in sport and exercise sciences (Times Higher Education research power measure, Research Excellence Framework 2021).

Our expert staff

Our School has a proven track record of excellence in teaching, research and applied sports science. We are 23rd in UK for research power in sport and exercise sciences (Times Higher Education research power measure, Research Excellence Framework 2021). Our research is not just about academic excellence. It has wide ranging societal impact in areas as diverse as sports performance, cardiac health and childhood wellbeing.

Within our School of Sport, Rehabilitation and Exercise Sciences, you will be allocated a supervisor whose role it is to guide you through the different stages of your research degree. In some cases, you may have joint supervision by two members of our staff.

The support provided by your supervisor is a key feature of your research student experience and you will have regular one-to-one meetings to discuss progress on your research. Initially, your supervisor will help you develop your research topic and plan.

Twice a year, you will have a supervisory board meeting, which provides a more formal opportunity to discuss your progress and agree your plans for the next six months.

Specialist facilities

The School is housed within the Essex Sport Arena. This state-of-the-art, £12 million development brings together education, rehabilitation, exercise and research, with facilities including a sports hall the size of three basketball courts, two dedicated labs for sports therapy training, a sports therapy clinic, and dedicated physiotherapy labs. Key to the success of all research and teaching within a university is sufficient resources. Our School of Sport, Rehabilitation and Exercise Sciences is well equipped, centrally resourced by technical staff who provide a service to all our staff and students.

Our successful Human Performance Unit (HPU) provides educational and coaching services, health-related exercise programmes and athlete testing, as well as unique opportunities for you to further your studies and research in these areas.

We have a study room for our postgraduate research students. This has been designed in collaboration with our postgraduates, and allows our PhD students to have office space. This provides a focal point for our postgraduates, facilitating good communication and a strong sense of community.

Your future

Our graduates go on to a range of careers both in research and development, and in sales. Other careers include work in industry or teaching in schools and colleges.

UK entry requirements

International & eu entry requirements.

We accept a wide range of qualifications from applicants studying in the EU and other countries. Get in touch with any questions you may have about the qualifications we accept. Remember to tell us about the qualifications you have already completed or are currently taking.

Sorry, the entry requirements for the country that you have selected are not available here. Please select your country page where you'll find this information.

English language requirements

Course structure.

A research degree doesn't have a taught structure, giving you the chance to investigate your chosen topic in real depth and reach a profound understanding. In communicating that understanding, through a thesis or other means, you have a rare opportunity to generate knowledge. A research degree allows you to develop new high-level skills, enhance your professional development and build new networks. It can open doors to many careers.

We understand that deciding where and what to study is a very important decision for you. We'll make all reasonable efforts to provide you with the courses, services and facilities as described on our website and in line with your contract with us. However, if we need to make material changes, for example due to significant disruption, we'll let our applicants and students know as soon as possible.

Components are the blocks of study that make up your course. A component may have a set module which you must study, or a number of modules from which you can choose.

Each component has a status and carries a certain number of credits towards your qualification.

The modules that are available for you to choose for each component will depend on several factors, including which modules you have chosen for other components, which modules you have completed in previous years of your course, and which term the module is taught in.

Modules are the individual units of study for your course. Each module has its own set of learning outcomes and assessment criteria and also carries a certain number of credits.

In most cases you will study one module per component, but in some cases you may need to study more than one module. For example, a 30-credit component may comprise of either one 30-credit module, or two 15-credit modules, depending on the options available.

Modules may be taught at different times of the year and by a different department or school to the one your course is primarily based in. You can find this information from the module code . For example, the module code HR100-4-FY means:

COMPONENT 01: COMPULSORY

This module is for PhD students who are completing the research portions of their theses.

View Sport, Rehabilitation and Exercise Science - Research on our Module Directory

The aim of undertaking your PhD is to train as an independent researcher who can critically assess other research work, and have a comprehensive knowledge of at least one area.

Our PhD programme is usually three to four years duration and all our students are initially registered as Mphil/PhD students, then transferred to the PhD in the first half of their second year of study if they have made satisfactory progress. In your second and third years, you work towards your PhD.

Dissertation

You must attend two formal supervisory board meetings each year where you submit literature reviews and research reports to the Board members prior to the meeting. At these meetings, such documents are discussed with you and your progress is assessed.

Your PhD thesis is generally completed within three to four years and has a maximum length of 80,000 words. Great importance is given to the completion of PhDs within a four-year period from the time of initial registration. An MPhil is usually completed in two years, with a maximum thesis length of 50,000 words. An MSc by Dissertation (MSD) is usually completed in one year, with a maximum thesis length of 30,000 words.

Home/UK fee

£4,712 per year

International fee

£20,700 per year

Fees will increase for each academic year of study.

Masters fees and funding information

Research (e.g. PhD) fees and funding information

What's next

We hold Open Days for all our applicants throughout the year. Our Colchester Campus events are a great way to find out more about studying at Essex, and give you the chance to:

• tour our campus and accommodation
• find out answers to your questions about our courses, graduate employability, student support and more
• talk to our Fees and Funding team about scholarship opportunities
• meet our students and staff

If the dates of our organised events aren’t suitable for you, feel free to get in touch by emailing [email protected] and we’ll arrange an individual campus tour for you.

2024 Open Days (Colchester Campus)

• Wednesday 20 March 2024 - Postgraduate Open Evening

You can apply for this postgraduate course online . Before you apply, please check our information about necessary documents that we'll ask you to provide as part of your application.

We encourage you to make a preliminary enquiry directly to a potential supervisor or the Graduate Administrator within your chosen Department or School. We encourage the consideration of a brief research proposal prior to the submission of a full application.

We aim to respond to applications within four weeks. If we are able to offer you a place, you will be contacted via email.

For information on our deadline to apply for this course, please see our ‘ how to apply ' information.

Visit Colchester Campus

Set within 200 acres of  award-winning  parkland - Wivenhoe Park  and located two miles from the  historic city centre of Colchester – England's oldest recorded development. Our Colchester Campus is also easily reached from London and Stansted Airport in under one hour.

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If you live too far away to come to Essex (or have a busy lifestyle), no problem. Our 360 degree virtual tour allows you to explore the Colchester Campus from the comfort of your home. Check out our accommodation options, facilities and social spaces.

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Our staff travel the world to speak to people about the courses on offer at Essex. Take a look at our list of exhibition dates to see if we’ll be near you in the future.

At Essex we pride ourselves on being a welcoming and inclusive student community. We offer a wide range of support to individuals and groups of student members who may have specific requirements, interests or responsibilities.

The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include, but are not limited to: strikes, other industrial action, staff illness, severe weather, fire, civil commotion, riot, invasion, terrorist attack or threat of terrorist attack (whether declared or not), natural disaster, restrictions imposed by government or public authorities, epidemic or pandemic disease, failure of public utilities or transport systems or the withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications . The University would inform and engage with you if your course was to be discontinued, and would provide you with options, where appropriate, in line with our Compensation and Refund Policy.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

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College of Applied Human Sciences: School of Sport Sciences

Sport, Exercise and Performance Psychology, -->PhD -->

The PhD program in Sport, Exercise and Performance Psychology at WVU is recognized as one of the premier training programs in the world.

It provides students with a comprehensive curriculum delivered by highly qualified faculty. The program combines academic rigor, extensive research experiences and applied consulting opportunities to train highly competent, well-rounded future sport, exercise and performance psychology professionals.

Students initiate their own line of research, work with faculty to produce publishable manuscripts, and complete three research benchmarks in addition to their dissertation. Furthermore, students take part in supervised applied experiences working within a range of different sport, exercise and performance settings, including Division I, II and III athletic programs.

This PhD program, which includes a concurrent master’s degree in Clinical Mental Health Counseling , allows individuals to sit for counseling licensure upon graduation. With this combination of research and applied aspects of sport, exercise and performance psychology, the program prepares students for careers as sport psychology consultants, researchers and future faculty members. Students may also apply for a science track with more emphasis on research, which does not include the master's degree in Clinical Mental Health Counseling.

Many students work 20 hours a week during the semester as a graduate assistant, either teaching, providing service or conducting research. In return for these contributions, graduate assistants receive a tuition waiver and stipend.

This program is delivered in-person and requires full-time residency in Morgantown for the majority of the 3-4 year program.

Your Degree Plan

The PhD program in Sport, Exercise and Performance Psychology combines academic rigor, extensive research experiences and applied consulting opportunities to train highly competent, well-rounded sport, exercise and performance psychology professionals.

• Plan of Study

The program combines academic rigor, extensive research experiences and applied consulting opportunities to train highly competent, well-rounded future sport, exercise and performance psychology professionals. The comprehensive curriculum represents the science-practice model of psychology.

Foundational Courses Students complete 65-75 credit hours that cover traditional SEP coursework, professional practice courses and research methods. They will have individual plan of studies meetings to finalize their doctoral curriculum with all courses needed to complete the requirements for the SEP doctoral degree.

Dissertation Throughout the program students select a line of research that coincides with their area of interest. The SEP doctoral degree program culminates with a dissertation research project, exploring an important topic in the field of sport, exercise and performance psychology. The dissertation will be in the form of two or three publishable papers researching the chosen topic, which will be presented in a public forum. The dissertation committee must approve of the dissertation to be fully accepted.

Earn a Dual Degree in Counseling Once admitted into this program, students can opt to dual enroll in the master's degree program in Clinical Mental Health Counseling . Courses for these two programs are completed simultaneously. Upon completion students are eligible to sit for licensure as a licensed professional counselor in most states.

The deadline to apply for Fall 2024 has passed, but you are welcome to reach out to the admissions coordinator to learn more about Fall 2025 admission. If you have any questions about this graduate program, please contact Sam Zizzi at [email protected] .

Take advantage of special options related to this major:

Expand your curiosity — and enhance your curriculum — through the WVU Honors College. Two programs are offered: Honors Foundations for first- and second-year students and Honors EXCEL for third- and fourth-year students.

The WVU Difference

What sets this program apart from its competitors?

• 100% of program graduates are employed in the area of their choice.
• Students teach undergraduate classes in sport, exercise and performance psychology.
• Students are expected to produce publishable manuscripts.
• Graduates will be license-eligible and may pursue a counseling or consulting career with full-time applied work.
• Students consult with NCAA Division I, II and III athletic programs, high school and youth sport teams, exercise/health settings and other performance domains.
• Admitted students can dual enroll in the MA in Clinical Mental Health Counseling program and complete both simultaneously.
• The WVU School of Sport Sciences was recognized as one of the best in the country by Newsweek .

Learn by Doing

Learning happens outside the classroom. Get involved.

Research and Academic Opportunities

Applied Experiences Students have the opportunity to gain applied experience working with a range of performers, including student-athletes of Division I, II and III athletic programs. As a result, most students accrue more than 400 hours of supervised service provision allowing them to meet the requirements for AASP certification (CMPC). In addition, the dual enrollment in a master's degree in Clinical Mental Health Counseling allows individuals to sit for counseling licensure upon graduation.

Research The program boasts seven faculty members trained in sport, exercise and performance psychology. These faculty members have different training backgrounds and research specialties (see faculty profiles) allowing them to supervise students with various research interests. Students will have the opportunity to collaborate with those faculty members and are expected to produce publishable manuscripts. In their research, students are encouraged to identify topics that align with their own interests and will help them reach their professional goals.

Student Organizations

Connect with other students who share your academic interests as a member of:

• Sport and Exercise Psychology Graduate Student Club

View all of the student organizations you can join.

Professional Organizations

Network with professionals in your field as a student member of:

• American Psychological Association
• Association for Applied Sport Psychology
• European Federation of Sport Psychology
• International Society of Sport Psychology
• North American Society for the Psychology of Sport and Physical Activity
• Society of Behavioral Medicine

Internships

Graduate Teaching Assistantships

• Basic Instruction Program (BIP)

Graduate Service Assistantships

• WVU Student Recreation Center
• WVU Athletics

Graduate Service/Teaching Assistantships

• University Advising Center

What Skills You'll Take Away With You

Attending college will prepare you for many things. The Sport, Exercise and Performance Psychology major will give you the following skills:

• Analytical skills
• Research skills

What you learn outside of the classroom is just as important as what you learn during class. We’ll help you follow your curiosity.

Careers and Outcomes

How does this degree prepare students for a career?

• Career Profiles
• How We Prepare You

Education Administrators, Postsecondary

Plan, direct or coordinate research, instructional, student administration and services and other educational activities at postsecondary institutions, including universities, colleges and junior and community colleges.

May require a Graduate Degree

Median Salary: $99,940

Possible job titles include: Academic Dean, Dean, Provost, Registrar.

Clinical and Counseling Psychologists

Assess, diagnose and treat mental and emotional disorders of individuals through observation, interview and psychological tests. Help individuals with distress or maladjustment understand their problems through their knowledge of case history, interviews with patients and theory. Provide individual or group counseling services to assist individuals in achieving more effective personal, social, educational and vocational development and adjustment. May design behavior modification programs and consult with medical personnel regarding the best treatment for patients.

Has a Bright Outlook , May require a Graduate Degree

Median Salary: $90,130

Possible job titles include: Clinical Psychologist, Forensic Psychologist, Licensed Clinical Psychologist, Psychologist, Applied Behavior Science Specialist, Child Psychologist, Clinical Therapist, Counseling Psychologist, Licensed Professional Counselor, Psychotherapist, Pediatric Psychologist.

Mental Health Counselors

Counsel with emphasis on prevention. Work with individuals and groups to promote optimum mental and emotional health. May help individuals deal with issues associated with addictions and substance abuse; family, parenting and marital problems; stress management; self-esteem; and aging.

Median Salary: $49,710

Possible job titles include: Clinician, Counselor, Mental Health Counselor, Therapist.

Psychology Teachers, Postsecondary

Teach courses in psychology, such as child, clinical, and developmental psychology and psychological counseling. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Median Salary: $78,810

Possible job titles include: Instructor, Professor, Psychology Instructor, Psychology Professor.

Health Specialties Teachers, Postsecondary

Teach courses in health specialties, in fields such as dentistry, laboratory technology, medicine, pharmacy, public health, therapy and veterinary medicine.

Median Salary: $102,720

Possible job titles include: Assistant Professor, Clinical Professor, Physical Therapy Professor, Professor.

Where our grads are working

Graduates leave the program with advanced skills in the areas of research, practice and teaching. WVU boasts one of the largest SEP alumni networks in the nation with former students working in most areas of the sport, exercise and performance psychology profession. Alumni take a genuine interest in current students and their future success. Graduates work in a variety of roles which include sport psychology consultants, researchers and faculty members.

Common career areas:

• Research based faculty positions in sport sciences
• Teaching based faculty positions in sport sciences
• Private practice consulting
• Military consulting
• Public Health

Example employers and job titles of graduates:

• Ian Connole, private practitioner, Senior Associate Athletic Director for Peak Performance, Dartmouth College
• Paul Downey, Associate Athletic Director for Academics, University of Kentucky Intercollegiate Athletics
• Adrian Ferrera, practitioner with special forces soldiers, Fort Bragg
• Aaron Goodson, Assistant Director of Counseling and Sport Psychology, Mississippi State University
• Brandon Harris, Associate Professor, Georgia Southern University
• Jesse Michel, Head Mental Skills Coordinator, Houston Astros
• Raymond Prior, private practitioner, Chicago, Illinois
• Rebecca Zakrajsek, Associate Professor, University of Tennessee

Meet Your Community

The Sport, Exercise and Performance Psychology family will inspire and support you.

• Program Faculty
• Alumni Network

Damien Clement

Professional highlights:

• Fellow, Association for Applied Sport Psychology, 2020-Present
• WVU Foundation Award for Outstanding Teaching, 2015
• Dorothy V. Harris Award, Association for Applied Sport Psychology, 2014
• Outstanding Teacher of the Year Award, WVU College of Physical Activity and Sport Sciences, 2013
• Acting Dean, WVU Honors College, August 2019–June 2020

Ashley Coker-Cranney

• Certified Mental Performance Consultant, Association for Applied Sport Psychology
• Licensed Professional Counselor, West Virginia Board of Examiners for Counseling

Peter Giacobbi Jr.

• Research focus on chronic disease risk reduction using digital and other delivery technologies
• Expert in the use of guided imagery in sport and exercise settings, overall well-being and managing health behavior
• Current Google Scholar H-index of 33, Scopus H-index of 23

Dana Voelker

• Steelcase Education Active Learning Center Grant, 2019
• WVU Foundation Award for Outstanding Teachers, 2018
• Association for Applied Sport Psychology Dorothy V. Harris Memorial Award, 2018

• Twice recognized as Most Outstanding Teacher at WVU CPASS, and has mentored over 30 PhD students through degree completion
• Serves as the Dr. Pat Fehl Endowed Professor to focus efforts on the health and wellness of WV citizens
• Published one of the first books on self-awareness in sport, Being Mindful in Sport and Exercise Psychology (2017), with friend and colleague Mark Andersen
• Certified Mental Performance Consultant, Association for Applied Sport Psychology (AASP)

The SEP faculty helped me develop holistically as a scholar and person, with high expectations and a strong desire to achieve.

My success is a direct result of the training and guidance I received while a student in the SEP program.

Admission Requirements

To be eligible for admission into a graduate program at WVU an applicant must submit official, bachelor's degree transcripts from a regionally accredited institution and hold a GPA of at least 2.75. WVU operates decentralized admissions. Decentralized admissions allows each graduate program to set its own application requirements in addition to the University requirements.

To be eligible for admission into the Sport, Exercise and Performance Psychology graduate program an applicant must submit the following documentation:

• Statement of Purpose
• Letters of Recommendation - Two

Application Requirements

Applicants can seek admission to the doctoral program in Sport, Exercise and Performance Psychology with either a baccalaureate degree or master's degree. To be considered for admission, applicants must upload the following documentation within the graduate application :

• Résumé or CV
• Transcripts from all previous institutions
• Official GRE scores
• Personal statement (1-2 written pages on professional background, goals and reasons for pursuing doctoral degree at WVU, and rationale for potential faculty advisor)
• Two (2) Letters of recommendation

You will not be able to submit your application until the above documents are uploaded. Once the application is submitted and (unofficial/official) transcripts are received, your application will be reviewed for an admission decision. International applicants will not be reviewed with unofficial transcripts.

Prospective students should NOT apply to the dual master's program in Clinical Mental Health Counseling at this time. If accepted into the PhD program, admission fees will be waived.

Please contact the Office of Student Success at 304-293-4800 for more information about the application process.

Additional Application Considerations

Admission application form deadline: December 1. Admission is limited to fall start only.

Applicants are encouraged to submit their application with unofficial transcripts from all previously attended institutions. Submitting unofficial transcripts speeds up the application review process as most graduate programs make admission decisions using unofficial transcripts.

If you are offered acceptance, you are required to submit official transcripts from all previously attended institutions to be fully admitted into your intended graduate program. You will not be able to register for classes until the official transcripts are received. The preferred method to submit your official transcripts is through a secure online service, such as eScript, The National Clearing House or Parchment, to [email protected] .

Alternatively, if you are unable to submit an electronic version of your official transcript, the physical, sealed, un-tampered with documents can be mailed to:

WVU Graduate Admissions, PO Box 6510, Morgantown, WV 26501

WVU Graduate Admissions, 1 Waterfront Place, 2nd Floor, Morgantown, WV 26505

• Applications that are incomplete or are submitted after the deadline may be reviewed if openings remain.
• International applicants must also submit required materials for international applicants .

Review process

Following the application deadline, program faculty will evaluate applicant credentials based on the materials submitted. After that initial review, a limited number of applicants will be invited to personal online and/or on-campus interviews with the program faculty and current students prior to a final admission decision.

Program Contact

If you have any questions about this graduate program, please contact Sam Zizzi at [email protected] .

Application Deadlines

Each graduate program sets their own terms for admission and application deadlines. Applicants can only apply for admission for the terms displayed below. Any questions regarding the application deadline should be directed to the graduate program representative.

• Fall: December 1

Ready to take the next step?

Learn how to join the WVU family.

Request Info

Want to know more about Sport, Exercise and Performance Psychology at WVU? Fill out our request form to receive more information.

​​Experiencing campus is the best way to see if WVU is the right fit. Choose from in-person and virtual options.

Your first step to becoming a Mountaineer is applying for admission using our convenient online application.

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SoPSS: Sport Psychology

• Specialized Databases
• Background Information
• Dissertations
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• Learn the Library Psychology & MFS
• Organizing Research & Citations This link opens in a new window

Dissertation Databases

Content: National University & NCU student dissertations and literature reviews.

Purpose: Use for foundational research, to locate test instruments and data, and more. 

Special Features: Search by advisor (chair), degree, degree level, or department. Includes a read-aloud feature.

Content: Global student dissertations and literature reviews.

Special Features: Search by advisor (chair), degree, degree level, or department. Includes a read-aloud feature

The ProQuest Dissertations & Theses database (PQDT) is the world's most comprehensive collection of dissertations and theses. It is the database of record for graduate research, with over 2.3 million dissertations and theses included from around the world.

Selected Dissertations

Learn how to find dissertations in the Library. See the FAQ: How can I find completed dissertations in the Library?

• "Can I Use the Services?": Coaches' Use of Sport Psychology for Their Own Development and Performance This study examined the experiences of eight high performance coaches from a range of sports who have utilized sport psychology services for their own performance enhancement as a coach. Author: Tammy L. Sheehy, West Virginia University.
• The Effects of Problems Attributed to Culture on the Mental Health of Athletes The present study was aimed to expand understanding of how problems perceived to be due to ethnic and athletic background impact mental health and relationships in collegiate athletes. Author: Corey Rae Kuhn, University of Nevada, Las Vegas.
• Effects of Psychological Skills Training on Golf Performance The aim of the present study was to build upon previous research suggesting that mental skills need to be deliberately practiced just as physical skills are (Cumming & Hall, 2002; Ericsson, Krampe, & Tesch-Romer, 1993; Feltz & Landers, 1983), and that practicing mental and physical skills together increases an athlete’s chances of achieving peak performance (Krane & Williams, 2010; Vealey & Greenleaf, 2010). Author: Alyssa Morahan, Western Carolina University.
• Examining the Impact of Mindset and Personality on Athletes' Attitudes Toward Sports Psychology Consultants The aim of the present study was to examine the influence of mindset and personality to develop a better understanding of their impact on student-athletes attitudes toward sport psychology consultants in the United States. Author: Gareth Smith, Drake University.
• Investigating Multiculturalism in Sport Psychology The purpose of this study was to investigate the perception and preference of student-athletes when interacting with a sport psychologist (SP) with regard to race and gender. Author: Jean-Marc Charles, Western Illinois University.
• Psychological Skills Used by Sport Psychology Consultants to Improve Their Consulting The purpose of this study was to qualitatively examine self-practice by identifying the psychological skills that sport psychology consultants (SPCs) used to improve their consulting as well as where, when, why, and how they used those skills. Author: Shawn Filion, University of Windsor (Canada).
• The Relationship between Dispositional Mindfulness and Free Throw Performance among Female Collegiate Basketball Players This quantitative correlational research investigated the predictive relationships between the dispositional mindfulness construct (e.g., awareness, nonjudgmental attitude, refocusing), experience level, and game free throw percentage. Author: Michelle Alyse Kirk, Grand Canyon University.
• Relationship Between Males' Coaching Efficacy and Prior Exposure to Sport Psychology The purpose of this study was to explore male high school coaches’ coaching experience to determine whether sport psychology education and interactions with sport psychology consultants relate to coaches’ coaching efficacy. Author: Christina Ann Villalon, University of North Texas.
• Shining Light on the Dark Side of Flow: Is Mindfulness in High-Flow-State Athletes Predictive of Improved Emotion-Regulation and Self-Control? This study investigates whether variability in ‘mindfulness’ predicts variability in poor self-control, emotion dis-regulation and exercise dependence. Author: Brent T. Hogarth, John F. Kennedy University.
• Values Driven Delivery: A Qualitative Case Study Exploration of the Experience in an NCAA Division I Holistic Integrated Sport Psychology Program The purpose of this study was to examine ways in which a nationally recognized mental performance staff provides HSP services integrated within an NCAA Division I athletics program. Author: Katie McLean, University of Missouri - Columbia.
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Sport and Exercise Psychology (PhD)

The PhD in Sport and Exercise Psychology at Springfield College prepares students to be future leaders and scholars in the field. Diverse coursework with an emphasis on psychological, sociological, physiological, and motor behavioral viewpoints equips students with a sound knowledge base that informs their research and practice. Collaborative research experiences enable students to design, execute, and conduct meaningful research to advance the field. Engaging coursework and applied experiences develop our students into informed practitioners who understand the value of evidence-based practices in applied work. The robust education and personalized training students receive in this program prepare them well for their future professional goals 

Upon successful completion of the PhD program, students will be prepared for certification as a Certified Mental Performance Consultant (CMPC ® ) through the Association for Applied Sport Psychology (AASP) , in conjunction with the United States Olympic Committee (USOC) . 

Program graduates will be well prepared to teach sport and exercise psychology and related disciplines at all educational levels. As the majority of doctoral students in this program enter careers in higher education, it is important they acquire the requisite skills and knowledge to be successful in this setting. As part of the doctoral degree, students will complete a sequence of courses that comprise Springfield College’s Preparing Future Faculty Series. This program exposes students to the diverse responsibilities of a career in academia, supports student development of pedagogical and scholarly writing skills, and assists in the transition from doctoral student to faculty member. 

Request More Information

How to Apply

Prerequisites.

Program prerequisites

• Anatomy and Physiology I
• Physiology of Exercise
• Research competency (master’s thesis or alternative)

*Students are still encouraged to apply if they do not have the prerequisites mentioned. However, students are expected to complete these prerequisites during their first year in the program.

Admission Requirements

• Complete the FREE online application :  Once your application form is processed you will receive an email with your application portal login credentials and instructions for submitting supplemental materials as listed below.
• Essay:  In two to three double-spaced pages, please address the following: 1. Your research interests and the faculty member(s) that you would prefer as your research advisor and why; 2. Your professional goals in the field, and 3. Why you have chosen to apply to Springfield College 
• Resume: Please include any college activities, out-of-school leadership experiences, work history, and community involvement to support your interest in or qualifications for graduate study. 
• Three letters of recommendation: Three letters of recommendation from a faculty member or direct supervisor: Recommenders will receive an email when you submit your application and will be able to upload your letter to your application.
• Writing Sample: Please submit a sample of your academic writing. This could include, but is not limited to, a journal article, thesis, capstone project, or research paper.
• GRE: This program requires the GRE, The Springfield College GRE code is 3763. You will be able to input your scores on your application, but please make sure your official scores are submitted.
• Interview: Upon faculty request, an interview may be required.
• Master's Degree: Completion of a master's degree is required. If your master's degree is in progress and will be completed by the end of your first year of PhD coursework, conditional acceptance may be possible.
• Transcripts: An official transcript from each college/university you have attended is required. In order to be considered official, transcripts must be received directly from the original source, by email to [email protected] or mailed to the college address: 

Springfield College Office of Graduate Admissions 263 Alden Street Springfield, MA 01109

International Applicants

All international applicants from non-English speaking countries are required, in addition to the items listed above, to submit:

• Proof of English language proficiency by way of the TOEFL or IELTS. Other tests may be accepted on a case-by-case basis. Please refer to our language requirements for more information on acceptable tests, minimum scores, exemptions, and conditional acceptance. If your undergraduate degree was earned in the United States and you successfully completed college-level English, we will consider English language proficiency met.
• Please note:  Transcripts must be in English. If the transcript is not in English you will be required to submit a professional credential evaluation completed by any member of the National Association of Credential Evaluation Services (NACES) . For this we recommend  SpanTran , with its customized portal for Springfield College applicants.  World Education Services  or  Josef Silny & Associates, Inc.  are also recommended for your credential evaluations.

The staff in the Office of International Admissions can assist you with questions you may have about enrolling at Springfield College as an international student by emailing [email protected] .

Application Deadlines

Domestic Students:

• Application and Supporting Materials Deadline: January 12

International Students:

*All applications will be reviewed following the deadline.

Adam Feit ’06, PhD’21

“It’s been great to see our classroom discussions go into practice with influential on-campus workshops. I really enjoy blending the research with immediate hands-on coaching experience.”

Allison Grace, PhD’23

“I chose to pursue my doctorate at Springfield College because of the program’s holistic approach to the Sport and Exercise Psychology curriculum. It is grounded in physical education/exercise science and emphasizes how psychological factors, physiological factors, and social/contextual factors all impact behavior in sport/exercise settings. Further, this holistic approach underscores Springfield College’s mission of “educating the whole person, spirit, mind, and body.” 

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• PhD Program

Doctoral (PhD) Program

Type of program.

Thesis-based. Usually involves a series (3-4) of studies that are connected to a common theme/topic.

3-5 years. Students are expected to work 11 months of the year.

Before Applying

You are highly encouraged to read your potential supervisors’ website to learn about their areas of research. You must contact your potential supervisor and arrange a telephone or personal meeting with him/her.

*Contact Dr. Gordon Bloom Here

Students should be competitive to apply for and receive external funding, either provincially or nationally.

Check the following funding agencies for eligibility and fit:

(1) Social Sciences and Humanities Research Council of Canada:  www.sshrc.ca

(2) Canadian Institutes of Health Research(CIHR):  www.cihr-irsc.gc.ca

 Students may also be eligible for internal funding opportunities, such as entrance scholarships and research assistantships.

Expectations

Seek external funding, present at conferences, publish, join professional organizations, and participate in professional development activities that contribute to the growth of sport psychology. Serve as a role model and leader for undergraduate and master’s-level students working in the lab.

Inquiries and Questions

Please contact your potential supervisor.

Complete application Procedure Guidelines

https://www.mcgill.ca/edu-kpe/programs/doctoral

Department and University Information

Department of kinesiology and physical education (kpe).

Home / Online Sports Psychology Degrees & Programs / Online Doctorate (Ph.D.) in Sports Psychology

Online Doctorate (Ph.D.) in Sports Psychology

Pursuing a doctorate degree (Ph.D.) in sports psychology is a significant step for individuals looking to advance their careers in this specialized field. An online doctorate program provides an opportunity to gain in-depth knowledge, conduct advanced research, and become a sports psychologist . In this article, we will explore the key aspects of an online doctorate in sports psychology, including the program structure, curriculum details, online availability, and the typical prerequisites for admission.

What Is a Ph.D. Doctorate Degree in Sports Psychology?

A doctorate in sports psychology is the highest level of academic achievement across all sports psychology degrees . It is designed to prepare students for advanced research, teaching positions, and leadership roles in sports psychology. Ph.D. doctorate programs typically require many credits – often taking anywhere from 4 to 6 years to complete – and consist of coursework, research, and clinical experiences. These programs are offered by universities and institutions that specialize in sports psychology education and research.

Individuals pursuing a Ph.D. in sports psychology have a strong passion for the field and a desire to contribute to its advancement. They seek to deepen their understanding of psychological principles and their application to sports performance, mental health, and athlete well-being. Additionally, a doctorate in sports psychology opens doors to career opportunities in academia, research institutions, sports organizations, and private practice.

Sports Psychology Ph.D. vs. PsyD

When researching doctorate programs in sports psychology, students will mainly come across the Doctor of Philosophy (Ph.D.) program. A Ph.D. in sports psychology places a significant emphasis on research, scholarship, and advancing knowledge in the field. Ph.D. programs typically involve conducting original research, completing a dissertation, and publishing scholarly articles. This degree is well-suited for individuals interested in pursuing careers in research, academia, or leadership roles in sports psychology.

Some schools, however, will offer a doctorate in the form of a Doctor of Psychology (PsyD) degree. For sports psychology, this is most commonly offered as a dual degree option with a PsyD in Clinical Psychology in conjunction with a Master’s in Sports Psychology. It is rare to find a standalone PsyD program in sports psychology. Both Ph.D. and PsyD programs are equivalent in terms of academic level of prestige. Historically, the Ph.D. is focused more on academic and research pursuits, while the PsyD is more focused on clinical practice.

Doctorate in Sports Psychology Curriculum & Tuition

It’s crucial to select a sports psychology doctorate program approved by an accrediting body such as the American Psychological Association (APA) to ensure quality and professionalism and be eligible for licensure and certification .

The curriculum of a Ph.D. program in sports psychology varies between institutions but generally includes a combination of coursework, research, and clinical experiences. The curriculum is designed to provide students with a comprehensive understanding of sports psychology theories, research methodologies, and applied practices. Here are some common topics and courses that may be covered:

• Advanced Sport and Exercise Psychology
• Psychosocial Aspects of Sports Performance
• Sport Psychology Consulting and Intervention
• Research Design and Methodology
• Applied Statistics in Sports Psychology
• Cognitive-Behavioral Approaches in Sports Psychology
• Professional Ethics and Legal Issues in Sports Psychology

Like the master’s degree in sports psychology, a doctorate program will also usually require a hands-on practicum or internship, and many will also require a written thesis or dissertation to complete the degree.

Tuition for online Ph.D. programs in sports psychology can vary significantly depending on the institution and program structure. It is essential to research specific universities and contact their admissions or financial aid offices to obtain accurate tuition information. For example, some online doctorate programs may have an average tuition range of $30,000 to $50,000 per year, although this can vary.

Can I Get a Doctorate Degree in Sports Psychology Online?

Yes, online options are available for individuals interested in pursuing a Ph.D. in sports psychology. Online doctorate programs offer flexibility and convenience, allowing students to complete coursework and engage in research activities remotely. However, it is essential to note that some program components, such as in-person clinical experiences or dissertation defenses, may require campus visits or residencies.

Other highlights of an online Ph.D. in Sports Psychology include:

• Online Ph.D. programs in sports psychology utilize advanced online learning platforms for interactive discussions, virtual lectures, and collaboration.
• This format allows students to access course materials and participate in class activities at their own pace.
• Online programs are attractive for working professionals or those with other commitments, but check with your program advisor to see if working while enrolled in the program is recommended.
• Flexibility in scheduling and pace is a key advantage of online Ph.D. programs in sports psychology.
• The virtual format facilitates collaboration among students and faculty members.

Doctorate Degrees in Sports Psychology Program Prerequisites

Admission requirements for online doctorate programs in sports psychology can vary depending on the institution. However, there are common prerequisites that applicants should be prepared for. These typically include:

• A master’s degree in sports psychology , general psychology, or a related field
• A bachelor’s degree in sports psychology or a related field
• Transcripts from previous educational institutions
• Letters of recommendation from academic or professional references
• Statement of purpose or personal statement outlining career goals and research interests
• Resume or curriculum vitae (CV) highlighting relevant experience
• Graduate Record Examination (GRE) scores (varies by program)
• Interview or admission essay (may be required by some programs)

It is essential to review the specific admission requirements of the programs you are interested in and contact their admissions offices for further guidance.

List of Sports Psychology Ph.D. Degree Programs

Browse our state-by-state list of sports psychology Ph.D. doctorate degrees to find a program near you.

Jump to Your State Listings

The university of arizona global campus.

• Sport Performance Psychology Specialization

University of Arkansas

• Ph.D. in Health, Sport and Exercise with Exercise Science Concentration

University of Northern Colorado

• Social Psychology of Sport and Physical Activity PhD

Indiana University-Bloomington

• Ph.D. Sport and Performance Psychology

Michigan State University

• Ph.D. Concentration in Psychosocial Aspects of Sport and Physical Activity

The University of Tennessee-Knoxville

• PhD Sport Psychology and Motor Behavior Specialization

West Virginia

West virginia university.

• Ph.D. in Sport, Exercise and Performance Psychology Campus

University of Wisconsin-Madison

• Kinesiology, Ph.D. in Exercise Psychology

Are we missing your school's program or need to update information listed? Please contact us so we can make the necessary changes.

Sport Psychology PhD Programs: Ranking the Top 6

Table of Contents

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If you have a passion for sports and understanding the human brain, then sport psychology is a great way to combine your interests into a fulfilling career. It’s exciting and rewarding to help athletes with their mental game. However, before you can fulfill that dream, you must obtain a degree in sport psychology sport psychology . Below, we have listed some of the best sport psychology doctoral programs for those who either already have a master’s degree or others who looking into pursuing a sport psychology career.

6 Sports Psychology PhD Programs

1.  Purdue University Sport and Exercise Psychology

You can earn a Doctor of Philosophy in Sport and Exercise Psychology at Purdue University in West Lafayette, Indiana. The university is accredited by the APA and NCACS. Another doctorate program offered is Dual Doctor of Philosophy in Sport and Exercise Psychology and Master of Public Health. Purdue University’s sport psychology PhD programs are research-focused. Topics covered include sport and exercise psychology, human development, statistics, and research methods. The coursework is tailored to each student’s interests and prior experience. It takes about four years to complete Purdue’s sports psychology PhD program. Tuition for residents is around $5,000 for the fall/spring semester. Non-residents usually pay around $14,400 in tuition. Summer tuition is $7,000 for non-residents and $2,500 for residents.

2.  Florida State University Sport Psychology

FSU’s sports psychology program is one of the best sports psychology PhD programs that offers real-world experience. You can deliver sports psychology services to varsity and club teams on campus. Florida State University also helps its sports psychology graduate students offer services to athletes in the area. You’ll learn how to enhance sports skill performance and guide athletes in solving sports-related problems. This graduate program gives students a solid foundation in sports psychology. It’s accredited by the SACS-COC. To apply for FSU’s sports psychology PhD program, you must have a graduate degree with a 3.5 GPA or above. You must have also obtained the degree from an accredited institution. In addition, requirements to apply also include three letters of recommendation, a personal statement, and a resume. The average tuition for students in the graduate sports psychology PhD program is $11,543.

3.  Springfield College Sport and Exercise Psychology

Springfield College in Springfield, Massachusetts offers a Sport and Exercise Psychology doctoral program. It is one of the best sports psychology PhD programs for graduating with the requirements met for AASP certification. An AASP certificate qualifies one to work as a sports psychology consultant. This doctoral program is accredited by the NEASC too. It covers the psychological, sociological, scientific, and research aspects of sports psychology. With a sport and exercise psychology PhD from Springfield College, you could teach at all education levels. You could also teach sociology and philosophy of sport. Another option for students after graduating is conducting research in sports and exercise psychology. You could work as a sport psychology consultant for the national governing bodies of the International Olympic Committee (IOC) too. On average, students pay $28,985 in annual tuition.

4.  Oregon State University Graduate Studies in Sport and Exercise Psychology

You can earn a PhD in exercise and sport science with a concentration in sport psychology at Oregon State University. It has one of the best sports psychology PhD programs with an emphasis on the social psychology of being physically active. There is also an emphasis on research; you must complete 12 credit hours in research methods and a dissertation. 18 credit hours must come from complementary coursework as well, such as psychosocial factors of physical activity, motivation in exercise, and recreational sports administration. In contrast to most sports psychology PhD programs, you don’t need a master’s degree to apply for Oregon State University’s sport psychology program. However, most students who are accepted have a master’s. Requirements to apply include a minimum 3.0 GPA, three letters of recommendation, a personal statement, and GRE scores.

5.  University of North Texas Ph.D. Counseling Psychology with an Emphasis in Sport Psychology

At the University of North Texas, you can earn a PhD in counseling psychology with a sport and exercise psychology concentration. You’ll learn the basics of practical counseling psychology and acquire the necessary skills and experience for working with athletes. During the doctorate program, you’ll be expected to complete a practicum to gain real-world experience working with sports teams and athletes. Applicants to University of North Texas’ sports psychology PhD program must have a 2.8 GPA from an undergraduate program or a 3.4 GPA from a master’s program, a resume, as well as a statement of career goals.

6.  University of the Rockies Doctor of Psychology, Sport, and Performance Psychology

University of the Rockies in Denver, Colorado offers a Doctor of Philosophy in Psychology and Sport and Performance Psychology concentration. Their doctorate program teaches you how to empower teams and athletes with techniques that improve their performance. Consequently, you’ll be able to help athletes with important mental aspects of the sport, such as self-mastery, awareness, actualization, and peak experience. This degree program includes seminars on mind-body practices, human development, coaching, and cultural diversity. After obtaining a doctorate degree from University of the Rockies, you’ll be qualified to offer consulting services in high performance environments, conduct research in sports psychology, and also work in academics. Requirements for the degree include 62 program coursework credits, in-residence weekends in Denver, a dissertation, and a minimum cumulative GPA of 3.00. The entire program costs $70,084 in tuition and fees.

The six universities above have the best sports psychology PhD programs to join. Obtaining your PhD is an important milestone, so you want to take the time to select the right program for you. While each of these doctorate programs is good, it depends on what your career goals are. Focus on selecting the program that best supports your career goals. Which of these sports psychology programs do you think is best to join? Share your thoughts in the comments below.

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Effects of psychological interventions on high sports performance: A systematic review

Mario reyes-bossio.

1 Facultad de Psicología, Universidad Peruana de Ciencias Aplicadas, Lima, Peru

Santiago Corcuera-Bustamante

Giancarlo veliz-salinas, marcelo villas boas junior.

2 Universidade São Judas Tadeu, São Paulo, Brazil

Mariel Delgado-Campusano

Paul brocca-alvarado.

3 Universidad Científica del Sur, Lima, Peru

Tomás Caycho-Rodríguez

4 Facultad de Ciencias de la Salud, Universidad Privada del Norte, Lima, Peru

Leslie Casas-Apayco

Veronica tutte-vallarino.

5 Departamento de Bienestar y Salud, Universidad Católica del Uruguay, Montevideo, Uruguay

Carlos Carbajal-León

6 South American Center for Education and Research in Public Health, Universidad Norbert Wiener, Lima, Peru

Regina Brandão

Associated data.

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Introduction

Intervention programs in sports psychology aid to modify the thoughts and behaviors of athletes in order to improve their performance in sports settings. For high-performance athletes, these interventions are very relevant, given that they constantly face pressure towards obtaining sporting achievements.

This systematic review aims to analyze the scientific articles between 2010 and 2020 that evaluated the effect of psychological interventions on high-performance athletes. In the search procedure, nine studies were selected, the most studied variables were psychological skills, psychological flexibility, and stress.

The 44% of the interventions were designed by the research authors themselves, while the remaining 56% were replicated programs, which already had scientific evidence.

Psychological interventions have a positive impact on sports performance. This review allows sports institutions and professionals to have more knowledge and resources at their disposal to implement these types of programs in their sports planning.

The psychology of sports and physical exercise is a scientific discipline that focuses on the study of people behaviors in the context of sports and physical activities (Gill, 2000 ). In addition, it includes the application of psychological theories to understand and optimize the performance, mental processes, and wellbeing of these people (Moran and Toner, 2017 ). In particular, the discoveries linking mental aspects and athletic performance were originated almost simultaneously with those of psychology (Kornspan, 2011 ; Kremer et al., 2012 ). Nevertheless, since decades ago this discipline has been consolidated and has experienced a considerable growth, accompanied by greater activity and relevance in scientific production (Weinberg and Gould, 2010 ; Berengüi and López-Walle, 2018 ). This increase has allowed sports agents to have at their disposal multiple scientifically validated knowledge and resources to solve daily practical questions related to sports performance (Moran and Toner, 2017 ). However, one of the great challenges for sports psychology is to continue updating the knowledge obtained and to be in constant search of new subfields that answer its main questions (Cantón, 2016 ). A convenient way to do this is through the development of intervention programs with a specific methodology that includes evaluation instruments, techniques, and strategies, both direct and indirect (Cantón, 2010 ).

An intervention program can be defined as an action or process that affects the functioning and/or performance of a person through changes in their thinking and behavior (American Psychological Associaton, 2002 ). In the specific case of sports psychology and physical exercise, this is achieved through psychological factors related to the sports context.

Sports psychological interventions have proven to be important over the years given the positive impact that they have on wellbeing and the optimization of sports performance (Greenspan and Feltz, 1989 ; Weinberg and Comar, 1994 ; Martin et al., 2005 ; Brown and Fletcher, 2017 ). In addition, the training and/or learning of strategies and techniques acquired in these interventions, allow the development of psychological skills such as concentration, activation level, motivation and other cognitive skills required for the most demanding sports scenarios (Craig, 2011 ; Olmedilla et al., 2011 , 2018 ; Escolano et al., 2014 ; Olmedilla and Domínguez-Igual, 2016 ; Larkin et al., 2018 ; McCromick et al., 2018 ).

Previous literature on other systematic reviews have emphasized the impact of psychological variables on sports performance. For instance, Brown and Fletcher ( 2017 ) carried out a meta-analysis that aimed to synthesize all the studies, without a defined range of years, that evaluated the psychological, social, and psychosocial interventions with athletes and the relationship they had with their athletic performance. On the other hand, Ursino and Barrios ( 2019 ) described how sports performance associated with psychological variables has been studied, although it focused on all empirical studies in general. These scientific evidences have become known thanks to the fact that these and other sports science professionals have undergone very rigorous research processes, in which they conceptualized, developed, intervened, and evaluated the impact of certain psychological skills on athletes' performance. Therefore, to continue contributing to the spread and growth of this discipline, the purpose is to carry out a systematic review of the most recent studies that have evaluated the effects of psychological interventions on the performance of professional athletes in sports settings, high competition, or high-performance athletes.

The Instituto Peruano del Deporte ( 2019 ) groups these people into the category called high-level qualified athlete, which means that they represent the country in official international events and obtain results in them. However, for the purposes of this research, the high-performance athlete has been defined as an athlete who can also represent a professional club through competitive tournaments, regardless of their category.

It should be noted that other recent systematic investigations have been carried out, which emphasized the impact of psychological variables on sports performance. On the one hand, Brown and Fletcher ( 2017 ) carried out a meta-analysis that aimed to synthesize all the studies, without a defined range of years, that evaluated the psychological, social, and psychosocial interventions with athletes and the relationship they had with their athletic performance. On the other hand, Ursino and Barrios ( 2019 ) described how sports performance associated with psychological variables has been studied, although it focused on all empirical studies in general.

In this sense, the purpose of this review was to synthesize and analyze the scientific studies between the period 2010–2020 that have evaluated the effects of psychological interventions on the performance of professional athletes who perform in highly competitive settings.

This systematic review followed the guidelines of the methodology proposed in the PRISMA statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses) (Moher et al., 2009 ).

Search strategy

The studies were identified in electronic databases with scientific relevance and good contribution to the spread of research in the psychology of sports and physical exercise. The search was carried out in WEB OF SCIENCE, SCOPUS, SCIELO and PSICODOC using the following keywords: “sport psychology” AND “intervention program,” including the Boolean operators “AND” between these keywords and the concept “high performance” and excluding through “NOT” recreational sport, physical exercise, case and/or single case studies and interventions that delve into physiological aspects. We considered the use of keywords in English because the results were more numerous with this search, finding research in other languages as well, such as Spanish and Portuguese. In relation to time limiters we selected a 10-year period, between 2010 and 2020. Finally, we chose full-text publications, leaving aside abstracts, as specified in the PRISMA system.

Inclusion criteria

The articles were selected with the following inclusion criteria: (1) intervention programs that contemplate a pre-test, intervention, and post-test in their analysis; (2) investigations that evaluate the effect on psychological variables related to the optimization of sports performance; (3) sample in high-performance athletes who participate in professional categories in sports and indistinct ages; (4) the years between publication of the studies is from 2010 to 2020; and (5) the evaluation of interventions can be both quantitative and qualitative. It should be noted that the language or origin country did not compromise the inclusion of any study in the subsequent analyzes because greater cultural diversity was search among the articles searched.

Study selection

The details of the research compilation strategy and its different phases are shown in the PRISMA flow diagram ( Figure 1 ), while the references and the most relevant data were also rigorously reviewed through databases at Microsoft Excel. In the first phase, 632 articles were identified, using the keywords described above and in the selected electronic databases. Of this total, 13 duplicate articles were detected, so that in the second phase they were erased. In this same study, other 590 investigations were also excluded because, through the reading of titles and abstracts, they did not belong to the discipline of sports psychology, they did not present any type of intervention (correlational, comparative designs, reviews, etc.), their sample was not with athletes (coaches, parents, referees, etc.), and finally, others who did not have free access. In this way, 603 investigations were excluded, which, subtracted from the 632 found, result in 29 research that were maintained in the present systematic review.

PRISMA flow chart for study selection.

In the third phase, the authors read the full text of the 29 selected articles to analyze and decide their eligibility. From this, 16 works were eliminated because they did not meet the established criteria. In most cases, these were excluded because the participant athletes were not considered as high-performance athletes (e.g., university, school, training academy athletes, etc.). In addition, other articles only reported or described an intervention, without evaluating it (pre-test and post-test). Also, some works selected nutritional, physical, or biomechanical variables to evaluate the impact on sports performance. Finally, four of the 13 remaining articles were eliminated to obtain greater uniformity in the discussion of results. Therefore, two studies with a qualitative design and two with single case studies were deleted. As a result of this, in the fifth phase, nine articles were included in the systematic review for further analyzes shown in the results (Reyes-Bossio et al., 2012 ; García-Naveira, 2016 ; Sallen et al., 2018 ; Campo et al., 2019 ; Carraça et al., 2019 ; Holguín-Ramírez et al., 2020 ; Lundgren et al., 2020 ; Tutte Vallarino et al., 2020 ; Vidarte et al., 2020 ).

Quality assessment

The quality assessment was carried out based on the STROBE statement for observational methodological designs (Von et al., 2014 ). It comprehends a checklist of items that should be included in the case study and control reports. This format is made up of 31 variables assigned to sections (a) title and summary, (b) introduction, (c) method, (d) results, (e) discussion and (f) financing information, answered dichotomously among themselves or does not meet the quality attribute ( Table 1 ).

STROBE statement—checklist of items that should be included in reports of case-control studies.

In the first place, emphasizing the formal aspects, of the nine articles analyzed, we find that six were published between 2019 and 2020. It is evident that three of them belong to Latin America within this period (Colombia, Uruguay and Mexico) and three to Europe (Portugal, France and Sweden). Two of them use Spanish and the remaining four use English.

According to the introduction section, all articles except one defined and explained the variables they were investigating. It was found that two articles evaluated psychological abilities, two psychological flexibility and two stress; while psychological wellbeing, emotional intelligence and cognitive abilities completed all findings. Regarding the programs used to measure these variables, it was found that four were developed by the authors themselves, while the other five were replicated programs. Likewise, only one article omitted the mention of research objectives. Besides, three studies presented specific objectives. Finally, it was found that in five of the nine articles the authors mentioned hypotheses.

Regarding the aspects found in the method, four opted for a quasi-experimental design, followed by two experimental studies, a case series study and a couple of articles that did not specify any design. However, only four studies were able to explain the design. Additionally, it was confirmed that all had a pre and post intervention evaluation. According to the participants, it was found that five articles had only men as a sample, two exclusively women, and two other studies participated both genders. Regarding age, it should be noted that only four articles showed their basic measures (range, mean, standard deviation). For their part, it was found that two articles selected practitioners of various sports, while another two chose football as the sports practice to be investigated. The remaining sports were Ice Hockey, Field Hockey, Volleyball, Rugby, and Artistic Gymnastics. Regarding the instruments, seven studies showed evidence of validity and reliability. Finally, in relation to the procedure, all the articles except one described or made a design of the sessions of the applied program.

Regarding the results section of these nine selected articles, it was found that four of them presented descriptive statistics, only one presented correlations between the investigated variables, and another five articles made comparisons. Additionally, six studies worked out the effect size, while the remaining ones were limited to comparing the results obtained from the pre and post-test.

Finally, referring to the discussion section, the five studies that presented hypotheses were able to confirm it and give a logical explanation. In addition, the results they obtained were analyzed and compared with other research in all articles. Finally, the nine selected studies concluded that the applied program had a positive impact on one or more of the psychological variables investigated ( Tables 2 , ​ ,3 3 ).

Descriptive summary of the analyzed studies.

Summary of analysis of selected studies.

V, Variables in the title; D, Variable's definition; R, Replicated program; E, Own elaboration program; O, Mention of objectives in introduction; C, Hypothesis confirmed; P, Pre and post-test; Ed, Design explication; VC, Validity and Reliability; Ds, Sessions' description; Rd, Descriptive results; Rr, Correlational results; Rc, Comparative results; T, Effect size; Ci, Comparison between investigations Ip, Program positive program.

The purpose of this review was to synthesize and analyze the scientific studies between the period 2010-2020 that have evaluated the effects of psychological interventions on the performance of professional athletes who perform in highly competitive settings. In particular, nine studies were selected from a total of 632 identified in the corresponding databases. This number found within a large universe of studies makes us reflect on intervention designs in scientific research. Based on the filters developed and the literature found, it is evident that, in sports psychology, non-experimental studies predominate over those that study the effects of programs (quasi-experimental or experimental). Regarding this, a review that analyzed the current state of research on sports psychology in Spanish between 2010 and 2016, found that the trend was non-experimental designs with a total of 60% of selected articles; although between quasi-experimental and experimental investigations accounted for 24% of the total (Calderón and Lesmes, 2016 ). It leads us to reflect on whether the scope of the applied psychological intervention programs.

A second important finding was regarding the year of publication of the articles, because only in the last couple of years (2019 and 2020) more studies were found than in the previous nine (2010–2018). This could represent the possible lack of psychological intervention work in the last decade; or we could deduce that there are not many records of this type of investigation o there are great difficulties in systematizing and drafting such intervention. In this way, it would not necessarily mean that interventions of this nature have not been carried out in the sports field, but rather that they are not reflected in high-impact magazines; and only in recent years could they be published by these media. The dissemination of research in sports psychology is very important because it provides valuable information and knowledge based on evidence that allows solving multiple relevant practical questions to optimize the sports performance of athletes (Moran and Toner, 2017 ). Additionally, this finding evidences that there is a growth in the publication of sports psychological interventions in high impact magazines, improving the visibility of the results related to the improvement of the performance of elite athletes. On the other hand, it is important to emphasize that, according to the search period of the Ursino and Barrios ( 2019 ) review carried out from 2008 to 2018, it was found that the highest concentration of studies that associated sports performance with psychological variables was between 2015 and 2018, repeating the pattern that there is more research in the last years of the search period, although not exclusively in experimental or quasi-experimental designs, but in empirical studies in general.

As a third finding, the most investigated variables in these nine articles were: psychological abilities, psychological flexibility, and stress. However, it is relevant to consider that, in one of the studies, psychological flexibility was not the only variable investigated, but was shared by others (psychological distress, thought suppression and Flow). In addition, with respect to stress, it was evaluated in different dimensions, because one article emphasized resistance to stress and the other on the stress-recovery balance. In this way, it is evident that the evaluation of psychological abilities had a greater role among the others. It is likely that this is due to the fact that psychological abilities group several constructs that have been scientifically proven over the years that directly intervene in sports performance, such as motivation, attention, coping, attitude, anxiety, imaginative visual control, among other (Getz and McConnell, 2014 ; León et al., 2014 ; Ramos-Cabal et al., 2018 ). Furthermore, the importance of psychological skills in sports performance has been demonstrated by many researchers (MacNamara et al., 2010 ; López-Gullón et al., 2011 ; Weinberg and Gould, 2014 ; Abdullah et al., 2016 ; Ramírez-Muñoz and Prieto-Andreu, 2021 ). Not only psychological skills may provide you a general psychological profile of high-performance athletes, but also to know which the variables are to work on according to the extent to which they influence their competitive performance (Loehr, 1986 ; Raimundi et al., 2016 ).

Regarding the programs implemented in the different research, the use of already established programs predominates (55%), compared to those elaborated for the purposes of the studies; understanding that there are highly recognized psychological techniques used in the construction of programs, such as Mindfulness.

This type of psychological interventions within the sports field have been described as emerging third generation therapies with high levels of efficacy. Demonstrating improvements in athletes who favored different states of anxiety and concentration (Hoja and Jansen, 2019 ). A similarity found in two replicated programs was the use of this technique to address psychological skills such as flexibility, thought suppression, flow, and stress. The continuous investigation of this psychological technique is what has allowed us to know and verify its multiple benefits. Therefore, intervening with this type of (replicated) programs that already have a long history and scientific support, allows to obtain greater security with respect to the development of the psychological skills investigated; unlike what it could mean to implement a program with its own design that does not have the necessary evidence to know whether it can generate a positive impact. However, it is known that one of the main objectives of the research is not only to clarify and expand the knowledge that already exists, but also to generate new ones (Ato et al., 2013 ). This would be achieved through the implementation of self-made programs because it would be creating a new opportunity to investigate other options. In turn, improvements have also been observed with more classical second generation treatments or strategies, based on cognitive-behavioral therapies (Olmedilla et al., 2010 ). Therefore, the remaining 45% of the selected interventions could respond to designs developed by the researchers but using techniques that respond to theoretical models already consolidated in different contexts over time, allowing them to be adapted to the sports environment (Reyes-Bossio et al., 2012 ) y a otros niveles deportivos (Trujillo-Torrealva and Reyes-Bossio, 2019 ; Cárcamo-La Torre and Reyes-Bossio, 2022 ).

Another relevant finding was the great variety in terms of the age range of the athletes considering all the studies, since the youngest was 13 years old and the oldest 40 years old. This finding can have several explanations. The first is defined according to the category of athletes, because they may have selected juniors from the national teams they represent, such as a volleyball sub-17. There are other athletes who, instead of representing a youth category, play in professional teams or clubs of the first/second division of their national leagues, in which it is known that there is a greater variety in age groups. Also, it is important to consider the sport practiced, since there is a recognized age and average start and end of a career in each one (López de Subijana and Equiza, 2018 ). As was previously known, of the nine studies selected, six different sports were found, which is why in some the age of the athletes may be dispersed. Finally, it should be noted that, in addition to the six sports found, two studies evaluated athletes from various sports, which could also explain the variance in age. Additionally, regarding the sex of the athletes, it was found that more than half of the studies intervened only with men, coinciding with the systematic review by Brown and Fletcher ( 2017 ). However, 44% of the articles had the presence of women in their samples. Although these findings appear to be encouraging in the field of scientific research, there is still a large gap in the resources allocated to sportsmen and women, especially financial ones, generating inequity (López, 2017 ).

Following the line of sports, soccer was the sport with the greatest presence in the different studies. Although the magnitude and beauty of this sport around the world is known, from a total of nine studies, five other sports disciplines were found. This may reflect the increasing awareness, research, and psychological intervention in various sports. Added to this, it is worth mentioning that all the sports presented were collective, except for artistic gymnastics, which has a mixed modality. Within the search process of the present review, several psychological interventions were found on individual sports, such as table tennis, sailing, taekwondo, among others; but they were logically investigated under a single case design, falling outside of our inclusion criteria. However, this type of research, which seeks to understand the behavior of an individual in response to an intervention program, is progressively increasing in the psychology of sport and exercise (Kratochwill and Levin, 2010 ; Moran and Toner, 2017 ). For more detail, you can examine the review by Barker et al. ( 2011 ), who investigated the nature and applications of single case designs in that discipline.

A sixth finding was that three studies chose to implement their psychological training program to their entire sample, understanding that they only had one intervention group. Therefore, it is logical that they have chosen to make comparisons between the evaluations applied before and after the program to determine their impact. In contrast, the other six studies divided their sample into an experimental and control group, applying their program only and obviously to the first of the groups. Unlike the other three studies, these six had and made effective the possibility of using the effect size statistic, not only to assess whether there was improvement in the psychological variables evaluated after the intervention, but also in what extent. This means a very relevant result considering that it allows to know how much the findings can be adjusted to reality (Castillo and Bravo, 2015 ).

Finally, in order to evaluate the psychological work resulting from these interventions, it is important to focus on the improvement of the psychological functioning of athletes, assessing their adaptive progress, their relationship with performance and their psychological wellbeing (Olmedilla and Domínguez-Igual, 2016 ; Kosendiak and Ptak, 2017 ). All articles concluded that their psychological training programs had a positive impact on high-performance athletes, regardless of the type of program, intervention strategy or technique used, as well as without discriminating in the distribution or characterization of each sample, coinciding with the findings of the Brown and Fletcher ( 2017 ) review. Perhaps this level of improvement as a consequence of the different interventions selected may be due to the level of satisfaction with the psychological training by both the athletes and the technical staff, as they were able to find time to reflect, share, enjoy and learn techniques such as relaxation, mindfulness and visualization. We could think that generating spaces for exchange and experimentation have effects on the improvement of skills and sense of wellbeing. Similar results were found with Polish Olympic athletes (Kosendiak and Ptak, 2017 ) alluding to their enjoyment of the choice of relaxation and visualization techniques, within a psychological intervention program. However, it is important to clarify, as mentioned above, that some studies evaluated several psychological variables at the same time, so this finding is focused on the overall effectiveness of the program, but not necessarily on the significant improvement of all the psychological constructs addressed. Therefore, the authors culminated their studies with the request and recommendation to continue researching on these topics in order to clarify the panorama and obtain new discoveries that contribute to the growth of sport psychology. At the end of the day, it is the publications of this type of research that allow society to have more knowledge and resources at its disposal for its interventions.

Limitations

A first limitation of the study was to discriminate and define the characteristics of a high-performance athlete over one who is not. This is because several aspects are involved, such as age, category, representativeness in a national team and participation in a professional team. In this way, it was difficult to select the studies that presented the characteristics of the required sample.

Added to this, in the beginning it had been planned to select all kinds of research that would demonstrate the effects of psychological training, including qualitative ones and case studies. However, in order to obtain greater uniformity in the results and analysis, it was decided to select only the quantitative studies. It happens that qualitative studies have other elements that could be discussed and analyzed. Such information, together with what was found in quantitative research, was going to mean more extension, diseños y posibles confusiones metodológicas.

Another limitation is found in the predominance of non-experimental descriptive cross-sectional designs. There are even studies that make mental or psychological training programs available, but a scientific evaluation of the impact generated on athletes is not observed. This is connected with the lack of rigor in the results supported by scientific evidence, understanding that there may be a large number of sports psychological interventions, but that they do not necessarily go through the rigorous process of scientific research, and this causes that ultimately there is no support for a positive impact.

Practical implications

The present study will clarify and have relevant information available on the impact of psychological interventions on sports performance. In this way, it can contribute to different sports institutions having knowledge and providing themselves with various resources and activities that favor the development of psychological skills related to improving their performance. They will have a wide range of effective interventions to apply with their own athletes according to the required needs.

Recommendations

In the first place, based on the objective of promoting the continuous obtaining of new discoveries based on scientific evidence, especially in sports psychology, we recommend continuing research on this discipline in the process of consolidation. The results and analysis that we do cannot be taken as absolute truths because our investigations are framed in a specific sample and context, so it would be a mistake to generalize to large magnitudes. Therefore, to approximate reality, there needs to be a series of studies to support it, and this will only be achieved if there is continuous scientific research.

It is recommended that the inclusion criteria be fairly clear and free of interpretation, because given the large amount of research to be analyzed, some may go unnoticed due to a doubtful inclusion criterion. Furthermore, it makes it difficult for the funnel process, shown in the PRISMA diagram, to be fast and effective.

Finally, it is suggested to analyze and investigate the challenges framed in sports psychology after the Covid-19 pandemic. Because possibly the needs and demands of athletes have mutated and now the psychological variables to work on could be different from what they were a couple of years ago. Athletes and society in general are in constant readjustment processes due to the new competition conditions and sports psychology professionals must consider them in their new interventions both face-to-face and virtual, which has come to stay and be enhanced with technology.

Conclusions

There has been a recent and accelerated growth in the research of interventions in sports psychology, which shows that both professionals in this discipline and sports institutions are opting for their work to have a greater reach in society and form part of the required scientific evidence to be replicated with sustenance. Additionally, it is relevant to evaluate the psychological abilities in high-performance athletes, because by grouping a series of (proven) variables that influence their performance, you obtain a psychological profile of the athlete that will allow you to know what aspects could be worked on to have the maximum potential. Finally, from all the information collected and analyzed, it is concluded that interventions on psychological variables have a positive impact on the performance of highly competitive athletes.

Data availability statement

Author contributions.

MR-B conceived the original idea of the study. MR-B, GV-S, MD-C, PB-A, and LC-A selected the references and contributed to data selecting and processing. MR-B, SC-B, and MV analyzed and presented the data. MR-B, TC-R, VT-V, CC-L, and RB wrote and organized the manuscript. All authors have read and agreed to the published version of the manuscript.

This work was supported by the Dirección de Investigación de la Universidad Peruana de Ciencias Aplicadas (C-032-2021).

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Sport and Exercise Psychology

Master of science, with a concentration in sport and exercise psychology.

The field of sport and exercise psychology is an interdisciplinary science that explores the relationship between various psychological factors and participation in sport and/or physical activity. The two-year program in the Department of Kinesiology and Health Promotion offers students the choice to pursue a graduate education in the field of sport and exercise psychology by either following an applied or research track. Each option integrates theory-based research and the application of key concepts associated with performance enhancement and life skill development. In this context, successful completion of this program will result in a strong understanding of the various psychosocial factors that influence sport participation and performance.

Upon admission to the program, students will be assigned a faculty advisor who will assist in course selection and planning. The exact program of study specified in an individual program plan will depend on previous coursework and/or individual goals.

Applied Track

Applied Track Curriculum (Core courses) Total Hours (minimum): 39

The applied curriculum aims to prepare students for professional certifications (e.g., CMPC) and careers (e.g., sport and performance consultant, coaching, master resilience trainer, strength and conditioning coach, academic advisor, etc.) in applied sport and exercise psychology. In addition to a 300 (minimum) hour supervised internship, students in the applied track will complete graduate coursework in various professional fields related to sport and exercise psychology, including counseling psychology, sport leadership, and exercise science. Students in the applied curriculum will be required to sit for written and oral comprehensive examinations.

View the Applied Track Curriculum

Students in the applied track will have the opportunity to choose from various approved internship sites and settings, allowing them to build a foundation in applied sport and exercise psychology/mental skills training. A certified consultant with the Association for Applied Sport Psychology (CMPC) will supervise all internships, preparing students for CMPC designation post-graduation.

Possible internship opportunities include:

• NCAA Division I, II, III schools
• NAIA schools
• Collegiate Club Sports
• Kentucky High School Athletics Association
• Life Skills Coordinator positions at major NCAA institutions
• Performance enhancement specialist at a Military Performance Enhancement Center
• Local community organizations (e.g., YMCA)
• Behavioral Health Consultant – Student rec center/Wellness Program
• Performance Enhancement Specialist at major sports facilities (e.g., IMG Academies)
• Local coaching workshops
• Local marathons or athletic events

Research Track

Research Track Curriculum (Core courses) Total Hours (minimum): 39

The research curriculum is recommended for students who intend to continue their education at the doctoral level and/or pursue a career in academia. Students in the research track are encouraged to register for an upper-level research and statistics course and will complete a master’s thesis on an original topic related to the psychological aspects of sport and/or physical activity. Students following the research curriculum will be required to sit for an oral defense of their thesis project. In some cases, students in the research track may pursue limited applied experiences (e.g., co-consulting, shadowing, etc.) at the discretion of the program faculty.

View the Research Track Curriculum

Students entering the research track will complete an empirically-based thesis project that will allow students to further their knowledge in a research topic that interests them. Each thesis is expected to explore an original research idea to be submitted for conference presentation, publication in an empirical journal, and/or lead to future dissertation research topics

Admissions Criteria

• An undergraduate degree in a field closely related to sport and exercise psychology (e.g., psychology, exercise science, health and/or wellness, health sciences, etc.).
• A  minimum  cumulative undergraduate GPA of 2.75 (on 4.0 scale)
• Personal interview (for those invited)

Required documents to include with application:

• A current CV or professional resume.
• Three letters of recommendation. At least two must be from a person with direct knowledge of applicants academic capabilities (e.g., instructor, research supervisor, advisor, etc.).
• A professional goal statement describing the applicants professional background, motivations for seeking a graduate education in SEP, why the current program and desired “track” are an ideal fit, and career/research aspirations.

The priority application deadline is January 15. We encourage all application materials to be submitted by then to ensure a full review.

Ready to Apply?

Are you ready to take the next step? There's no better time to explore your future in this growing program! Click the Apply Here button below to begin the admissions process.

More About the Program

Watch an introduction of the program by Dr. Marc Cormier, Program Director!

The mission of the Sport and Exercise Psychology program at the University of Kentucky is to build a community of future practitioners and leaders in Sport and Exercise Psychology. Consistent with our profession, we are committed to justice and equity, through diversity and inclusion. We strive to foster a culture of respect, belonging, and empowerment among our students. As a program, we find value in diverse backgrounds, perspectives, experiences, and ideas, and we intentionally seek to embrace and celebrate the unique qualities and identities of our community and beyond. These are the pillars of ethical and successful Sport and Exercise Psychology professionals and are the baseline expectation for our program.

Milestones: Celebrating Five Years!

• APA Division 47 Thesis Award – 2017 – Rena Curvey
• AASP Dissertation Award – 2019 – Shelby Baez
• AASP Early Career Practitioner Award – 2021 – Marc Cormier
• UK Provost’s Outstanding Teaching Award – 2021 – Marc Cormier
• American Volleyball Coaches Association – AVCA – Diversity Award – 2021 – Sara Parson
• AASP Inclusion, Diversity and Excellence in Advocacy and Social Justice (IDEAS) Award – 2022 – Rena Curvey
• AASP Teaching Excellence Award – 2022 – Marc Cormier
• Elected to AASP Executive Board as Student Representative – 2022 – Emily Murphy
• Lyman T. Johnson Scholar – University of Kentucky 2021-2023 – Kaylee Palomino
• Named to inaugural Graduate Program Accreditation Council with AASP – Marc Cormier
• 100% of graduates enter desired workforce or further graduate programs/medical schools
• 100% pass rate on first-attempt on the CMPC exam

Meet the Students

Click the photos to learn more about the students in our program.

Claire Bailey

Hometown:  Fairfax, VA

Educational Background:  B.S. in Psychology & Minor in Marketing, College of William & Mary (2022)

Current Degree:  M.S. Sport and Exercise Psychology, Research Track

Funding: Graduate Teaching Assistant, Life Fitness

Internship Site:  UK Swim & Dive, Henry Clay High School

Thesis Topic: Body Image and Eating Behaviors in Collegiate Heptathletes

About Me:  I am a second-year graduate student originally from the Northern Virginia/Washington D.C. area. I attended the College of William & Mary where I studied psychology while competing as a Division I heptathlete on the track and field team. 

Prior to coming to Kentucky, my research background was in adolescent mental health, health-risk behaviors in college student populations, and military veteran mental health. Once entering the field of sport and exercise psychology, my research foci have shifted to look at body image and disordered eating behaviors in athlete populations and I hope to continue in a similar line of research in a future Ph.D. program.

My draw towards working in a mental health field, mixed with my life-long exposure to many different types of athletes is what inspired me to pursue a masters in Sport and Exercise Psychology. I aspire to become a CMPC and licensed psychologist that specializes in athlete mental health. Helping athletes better their craft through the incorporation of both mental performance and counseling techniques is my dream. I’m grateful to be a part of the SEP family here at the University of Kentucky and I look forward to continuing to pursue my passions here in Lexington and in the experiences that will follow!

Tyler Balfour

Hometown:  Austin, TX

Educational Background:

B.S. in Psychology, Minor in Sport & Exercise Psychology, Philosophy - Southern Illinois University Edwardsville

Funding:  Graduate Research Assistant, Center for Health Equity Transformation

About Me: 

I’m a first year graduate student originally from Austin, Texas. I attended Southern Illinois University Edwardsville majoring in Psychology and spending a significant portion of that time focused on research. While attending SIUE, I also started working as a freelance/professional coach in esports in my free time, primarily focused on Overwatch. While pursuing my degree in Psychology, I first learned about sports psychology during my classes and quickly fell enamored with the idea of understanding how sports psychology may affect the quickly developing world of esports. 

At SIUE, my research focused on skill attainment and the correlations between athletic identity and competitive anxiety in esports athletes. For my Master’s thesis, I hope to expand on these ideas to continue the ongoing effort to understand sports psychology from an esports perspective. For my funding, I currently work as a graduate research assistant in the Center for Health Equity Transformation, working on AppalTRusT and CRST as a part of a team of researchers. The goal of these grants are to conduct rapid surveillance of the tobacco market and studying the impacts in both Kentucky and the greater Appalachian region. As of right now, I’m not completely sure what I am aiming to do post-graduation, but I  hope to continue my education and pursue a PhD program. Whether it is research, teaching, or working in an applied setting, I hope to use the skills that I learn here at UK to better support athletes from all different backgrounds.

Bailey Devin

Educational Background:  B.A. Psychology, Baylor University (2023)

Current Degree:  M.S. Sport and Exercise Psychology, Applied Track

About Me:  I am a first-year graduate student from Austin, Texas. In 2023, I received my Bachelor’s degree from Baylor University where I majored in Psychology with minors in Corporate Communication and Forensic Science. While at Baylor, I was involved in research examining the relationship between stress and cardiovascular health and completed my thesis on media representations of female collegiate athletes and gender inequities in college athletics. Working on these projects and learning more about the impacts of psychological stress and exercise on mental health led me to the field of sport psychology. I played basketball for 12 years and am excited to have found my way back to sport as well as to continue exploring these areas as I work with athletes in the future. 

Now at UK, I have been able to grow my passion and knowledge of the field and am excited to continue learning and exploring new opportunities. Currently, I serve as a student delegate for the Association for Applied Sport Psychology (AASP) within the Social Communications and Undergraduate Connections initiatives. After graduation, I want to become a Certified Mental Performance Consultant (CMPC) and ultimately hope to be an advocate for athletes dealing with mental struggles, working collaboratively with them to enhance their performance through mental skills training. 

Hometown:  Trophy Club, TX

Educational Background:  B.S. Psychology with concentration in 

Pre-Medicine, Georgia State University (2022)

Funding:  Graduate Teaching Assistant, Life Fitness

About Me:  I am a first-year graduate student originally from Trophy Club, Texas, a small suburban city in the DFW (Dallas-Fort Worth) area. I attended Georgia State University in downtown Atlanta 

where I studied psychology while competing on the Division I Beach Volleyball team. During my time as a Division I athlete I worked, alongside my team, with numerous sports psychologists. I went from being skeptical of the importance of mental performance as a freshman to realizing that developing a strong mental attitude through mental performance skills could drastically improve my game. This is the discovery that has drawn me to the field of sports psychology.

Now that I am pursuing my M.S. in sports psychology I am extremely excited to utilize my own personal experiences along with what I learn in my course work to help athletes in a similar way that I was helped. My next academic steps are to obtain my Certified Mental Performance Consultant (CMPC) upon the completion of this degree. I am not fully sure what specific field I want to work in within mental performance but am excited to continue learning about the vast variety of job opportunities within the sports psychology field and discovering what is the best fit for me!

Morgan Findley, MS, CES

Hometown:  North Baltimore, OH 

Educational Background: 

BS in Kinesiology, Minor in Psychology – University of Tennessee, Knoxville

MS in Exercise Physiology, Concentration in Strength & Conditioning – University of Louisville

Current Degree: 

MS in Sport & Exercise Psychology, Research Track

Funding:  Integrated Success Coach in the   Transformative Learning Department

Internship Site:  University of Kentucky STUNT team

Thesis Topic:  Psychosocial Aspects of Rest in Athletes

I am a second-year graduate student at the University of Kentucky pursuing the Master’s in Sport & Exercise Psychology. I am also an Integrated Success Coach in the Transformative Learning Dept. where I collaborate with students on promoting growth and wellbeing, creating opportunities to capitalize on their strengths, and building strategies for success in college and beyond. In past internships, I worked with the athletes at the University of Tennessee and Central High School in the area of strength & conditioning and with the Director of Mental Performance at the University of Louisville. My current research projects are on the psychosocial aspects of rest in athletes and on body image dissatisfaction as it relates to team culture in STUNT athletes. Outside of academics, I consider myself a dedicated cinephile and I find joy in hiking, Brazilian Jiu Jitsu, and (most of all) eating donuts.

I was a collegiate cheerleader throughout my undergraduate and graduate career. In 2021, my team received first place in The Cheerleading Worlds Competition (my 10+ year dream finally coming true). During my time as a competitive athlete, I realized the crucial importance of mental performance skills. I believe Sport & Exercise Psychology is the missing puzzle piece that can take good athletes/performers and turn them into great ones, all while building skills for life beyond their sport. After graduation, I will be pursuing my PhD in Sport Psychology and Motor Behavior from the University of Tennessee. In the future, I hope to work in academia and be a mental performance coach in athletics, business, and exercise settings.

Kathryn Gallenstein

Hometown:  Winchester, Kentucky                                                                             

Educational Background:  B.S. Psychology, Morehead State University (2021) 

Funding:  Graduate Assistant in the Martin-Gatton College of Agriculture, Food, and Environment, Center for Student Success

Internship Site:  Lexington Sporting Club,   UK Women's Golf, Asbury Women's Soccer

About Me:  I am a Kentuckian through and through, so the chance to pursue an advanced degree at UK is overwhelmingly exciting. I played soccer for 12 years recreationally, on travel select teams, and with school. Throughout my college experience, while being an Honors Program student, completing undergraduate research and practicum, and being socially involved, I genuinely missed being in the sports world and interacting with team dynamics. After taking a Sport Psychology course as an undergrad, I realized I had a passion for studying confidence, leadership, efficiency, decision making, and performance in all areas as it relates to the human experience.

Over the last two years, my interests have changed. The reason I love performance psychology is because of the interaction between human beings. I love the idea of helping people figure out how to make the best decision and what may happen because of it. My next academic steps are to obtain my Certified Mental Performance Consultant (CMPC) upon the completion of this degree with the possibility of pursuing another masters degree in organizational psychology. I want my career to be consulting with people to organize their thoughts and feelings whether that be in sports or a business setting. Although my next steps may seem unconventional, the things I have learned in sport psychology have shown me a lot about the different career paths that exist relating to the topics I’m most interested in.  

Graysen Jennings

Hometown:  Ankeny, IA

Educational Background:  B.A in Psychology from the University of Missouri - Kansas City (UMKC) 2022

Current Degree:  M.S in Sport and Exercise Psychology / Applied Track

Internship Site:  Kentucky State University Baseball, The Yard Youth Sports Facility

Funding: Graduate TA in Transformative Learning Department

About Me:  I’m a second-year graduate student from Ankeny, Iowa, a suburb right outside of Des Moines. From a very early age, I played competitive baseball up until my sophomore year of college at a private Division III university in the Chicago metropolitan area. Afterward, I transferred to UMKC where I found a love for studying psychology in the many interdisciplinary practices it has to offer. One of these practices I gained a greater attraction for was the field of sport psychology; I can thank prominent sport psychologist, Dr. Jacobs, who came to speak at my junior undergrad psychology course for this. Ever since then, I’ve done my research and am grateful to say that this career path is something I’d take great pride in. 

The areas of focus within sport psychology that grab my attention are mental health, team cohesion, reflection, meditation, concentration, mental coping skills, confidence, motivation, social facilitation, and a few others. Every one of these principles take me back to a time when I was once that athlete hurdling through successes and struggles. I’m certain that UK will do me justice in bringing to light new ideas and teaching strategies I never knew before. It’s one thing for a field of study to be relatable (which sport psychology definitely is), but it’s another thing to be able to correct, reflect and instruct it long-term. 

Here at UK, I intend to broaden my knowledge on semantic information that’ll help me excel for the coming future. I want to happily look back and say this is where I was, and this is how far I’ve come. My dream career is to become a CMPC and director of mental psychology working with collegiate athletes at a division I or division II university.

Padyn Kesselring

Hometown:  Romeo, MI 

Educational Background:  B.S in Integrative Physiology and Health Sciences - Pre-Medicine, Minor in Chemistry from Alma College 2023

Current Degree:  M.S in Sport and Exercise Psychology - Applied Track

Funding:  Graduate Manager for Kentucky Baseball

About Me:  I am a first-year graduate student originally from the Metro Detroit area. I completed my undergraduate education at Alma College where I majored in Integrative Physiology and Health Sciences while competing as a Division III Baseball player, and captain, of the baseball team. I am currently a Graduate Manager for the UK Baseball team. 

Before coming to Lexington, I served as an Assistant Coach under the Hall of Fame Coach Mike Roberts for the Cotuit Kettleers of the Cape Cod Baseball League, where I had to privilege to coach 15 players selected in the 2023 Major League Baseball Draft and a league-best record. 

I found my drawing to Sport and Exercise Psychology while competing in college, and plan to obtain my CMPC and remain in baseball while advocating for athlete’s mental health. 

Emily Magnone

Hometown:  Los Angeles, CA

Educational Background:  B.S. Athletic Training - School of Kinesiology, University of Michigan (2022)

Current Degree:  M.S. Sport & Exercise Psychology, Applied Track

Internship Site:  UK Healthcare Sports Medicine Clinic

Funding:  Athletic Trainer in UK Orthopedics & Sports Medicine Dept. - Musculoskeletal Injury Management Graduate Certificate Program 

About Me:  I grew up in a very active and sport-oriented family. Having the privilege of the (almost) 24/7 perfect Southern California weather, my parents encouraged my twin brother and I to try out basically every sport we could. Throughout my life, I’ve played soccer, indoor volleyball, sand volleyball, track, basketball, field hockey, and gymnastics. My love for sports continued to grow as did my love for anatomy and physiology! That inspired me to pursue further education in the field of kinesiology and more specifically, athletic training. 

I made the trek out to the Midwest and received my Bachelor’s degree in athletic training from the great University of Michigan (forever Go Blue!), where I had the opportunity and privilege of working with some amazing D1 athletes during my clinical experiences. I got to work with a multitude of athletes and teams, ranging from Big Ten Champs to gold-medal Olympians! During those four years, I had a wide range of clinical experiences; I worked with the teams’ athletic trainers, physical therapists, sports nutrition department, and sport psychology department. Having the opportunity to be on the “inside” and see the inner workings of these D1 teams and athletes, I discovered my interest and passion to care for these athletes in every way possible, and that led me to sport psychology.

These adventures eventually brought me down here to the University of Kentucky, where I’m now getting my Master’s degree in Sport & Exercise Psychology while simultaneously working as an Athletic Trainer through UK, working with Henry Clay High School, Morton Middle School, and E.J. Hayes Middle School. I’m not 100% sure what I want to do when I grow up, but I’m excited to see where life will take me these next few months as I finish up at UK and beyond! Go Cats!

Patrick Maneval

Hometown:  Waynesboro, VA

Educational Background:  B.S. Exercise Science, Psychology, Minors in Biology, Physiology, & Coaching - Shenandoah University

Current Degree:  M.S. Sport & Exercise Psychology, Applied Track; Graduate Certificate in High Performance Coaching

About Me:  I am a first-year graduate student from Virginia. I attended Shenandoah University, where I double majored in Exercise Science and Psychology while competing as a Division III Cross Country and Track athlete at SU. During my time at SU, I served as the Founder and President of Shenandoah University’s chapter of The Hidden Opponent, a non-profit advocacy group for student-athlete mental health. I am currently a member of the UK Cheerleading team.

Before moving to Kentucky, I participated in research pertaining to the perception of Psyching Teams in endurance sport, and am excited to explore more areas of sport, exercise, and performance psychology research. 

Throughout my athletic career, I realized how important mental fitness and wellness were for my performance. After originally going to college to become a physical therapist, I found my passion integrating the mental health and performance spheres within athletics during the COVID-19 pandemic. I plan to obtain my CMPC and explore future opportunities, whether that be going into the workforce, obtaining a Master’s degree in Mental Health Counseling, or taking the doctoral route to become a licensed psychologist. The athlete experience is very layered and complex, so enhancing a person’s experience in sport, whether rooted in performance or well-being, is a key element of my drive. My email is [email protected]. Feel free to reach out if you have questions!

Ashley Norman

Hometown:  Mount Olive, NJ

Educational Background:  B.S. in Psychology & Minor in Education, Florida State University (2022)

About Me:  I am a first-year graduate student originally from New Jersey. I attended Florida State University where I studied psychology and education while a member of the Marching Chiefs Majorette line. During my time as both a student and performer, I took sport and performance psychology classes while also being expected to perform at a high-level to entertain thousands of people every weekend. After having this unique experience, I was able to realize how beneficial mental performance skills can be in all aspects of life, not just within traditional sport.

One of my biggest goals in the field is to become a Certified Mental Performance Consultant (CMPC) and focus on making sport psychology more readily available. I hope to specifically work in female dominated sports and with performing arts populations to better support underrepresented areas in the field. While at the University of Kentucky, I have been working with the Center for Academic and Tutorial Services (CATS) as an Academic Services Assistant for Women’s Basketball and Men’s and Women’s Swim & Dive. After working in this role, I would also love to work as an academic counselor within athletics to help student-athletes achieve success both in the classroom and on the field.

Tori Orcutt

Hometown:  Fort Walton Beach, FL

Educational Background: B.A. in Psychology from the University of Kentucky, 2022

Funding:  Air Force Reserve Officer Training School (ROTC) scholarship 

About Me:  I grew up in a military family that moved frequently. One of the only constants in our lives was each other and passion for sports. With three siblings, my competitive nature and love for sports only grew with age. My siblings and I played as many sports as we could. Eventually, I was blessed with the opportunity to commit to the Swim Team at the University of Kentucky to compete at the highest level. I also joined the Air Force ROTC program intending to serve my country upon graduation.  

I graduated early in 2.5 years with my undergraduate degree in Psychology. Then I entered into the Master’s Program for Sport and Exercise Psychology in the Spring of 2023. I am now in my second year in the Program and will be (hopefully) graduating this Spring 2024. Balancing competing at the Division 1 SEC level, while maintaining my academics, and being involved in ROTC has been quite the demanding challenge. However, this experience and opportunity have been the privilege of a lifetime. I have learned the importance of proactive mental wellness and how pivotal mental training is to performance. 

As this last semester comes to a close, I will be finishing up my final season as a collegiate athlete and wrapping up my academic career. Upon graduation, I will be commissioned as an officer in the United States Air Force and attend pilot training. However, I will apply what I have learned to my career and my community. After my Air Force career, I hope to utilize my degree to help military members with their mental performance. 

Lauren Poole

Hometown:  Crofton, MD

Educational Background:  B.A. in Sociology, minor in Psychology - University of Kentucky (2022) 

Current Degree:  M.S. Sport and Exercise Psychology - Applied Track

Internship Site:  Transylvania University ; University of Kentucky - Cheerleading

About Me:  I have been interested in sports for as long as I can remember! Both of my parents are huge sports fans, which has influenced my involvement in athletics. Fun fact in relation to this: my older brother and I both have middle names that are basketball references! My mother swam collegiately for the University of Maryland, which eventually led me here as I was a 4 year member of the Women’s Swim and Dive team. Here, I had the amazing opportunity to compete with my teammates/best friends and along the way I achieved 6x All American status, an individual SEC title, and a team SEC title. My experience competing for Kentucky is what led to my interest in sport psychology. Participating in sessions with the university’s sport psychology staff allowed me to fully understand how important this field is for athletes. I learned how important it is for an athlete to take care of their mental health and how performance does not only improve from the physical training sessions. With this new understanding, I aspire to work with collegiate or professional athletes in relation to sport psychology and their mental health. I feel that having personal experience in elite sports performance as well as a formal education in this field will allow me to be an effective resource for athletes looking for assistance. 

Ashlyn Rasberry

Current Track : M.S. Sport and Exercise Psychology / Applied Track

Hometown : Maumelle, Arkansas

Education : B.S. - Recreation and Sport Management - University of Arkansas

Funding:  Lyman T. Johnson Fellowship 

About Me : Hi! I am a first-year graduate student at the University of Kentucky, pursuing a masters in Sport and Exercise Psychology! In all honesty, I have never been much of an athlete. However, my competitiveness and love for sports environments outshine my lack of athletic ability. My past experiences have been in offering academic support and mentorship to student-athletes, undergraduate students, and elementary students. I also have interned in community outreach with an NFL team! I fell in love with my major during my years of undergrad at the University of Arkansas, and I took great advantage of the abundance of support and opportunities in this field! I am so grateful for this opportunity to extend my education in SEP, and I am extremely excited to take on this endeavor!

My ambition for pursuing this program is to one day excel working in Division-1 college athletics as an Assistant Athletic Director of Student Athlete Development. During my time in SEP, I hope to extend my knowledge more about the impact that social issues have on student athletes, mental health support and management topics that specifically affect minority athletes, shared behaviors of athletes that affect their overall development, and mental health counseling strategies to optimize athlete success both inside and outside their sport. Currently, I also serve as the Marketing TA for Transformative Learning! 

Kelley Renner

Hometown:  El Dorado Hills, CA

Educational Background:  B.S. Psychology, Minor in Philosophy - University of California, San Diego (2023)

Current Degree:  M.S. Sport and Exercise Psychology 

About Me:  I am a first-year Master’s student in the Sport and Exercise Psychology program, originally hailing from Northern California. I was a student athlete at UC San Diego, earning my Bachelor’s Degree in Psychology, minoring in Philosophy, and playing NCAA Division 1 Softball. During my years playing collegiate softball, I was plagued by significant injuries that resulted in mental, emotional, and physical turmoil. My career became commanded by rehab and pain, but, most of all, by the mental struggles and challenges of fighting my way back to my previous level of sport performance both on and off the field. The battle of returning to play the game I love is what introduced me to the field of Sport Psychology, and I have vowed to be a valuable resource for future athletes, someone to whom I wish I had during my comeback journeys. 

Following my degree from the University of Kentucky, I aspire to become a Certified Mental Performance Consultant (CMPC) and be an advocate for athletes in the mental health field. Additionally, I am passionate about spreading awareness to coaches and sport medicine professionals regarding various potential psychological topics that may affect the well-being of athletes. Although I am not sure what my future holds, I may hope to obtain additional research and clinical experience by obtaining my PhD or PsyD. Psychological topics that peak my interest include returning from injury, confidence, fear, trauma, stress, anxiety, and coach-athlete relationships. Ideally, I want to become well rounded in the field of sport and exercise psychology while playing an integral role in the mental and physical rehabilitation of athletes battling injury and other challenges. I am eager to see where my journey takes me and am passionate about the impact I can have on the lives of athletes and coaches, and contributing to overall team success. 

Lexi Shacklett

Hometown:  Owensboro, Kentucky

Educational Background:  Bachelor of Art Psychology: 

Clinical and Counseling Bellarmine University (2020)

Internship Site:  University of Kentucky, Morehead State University

About Me:  I am a first year graduate student originally from Owensboro, Ky. I completed a B.A. in Psychology with a focus in Clinical and Counseling at Bellarmine University. While attending Bellarmine I was the President of the Women’s Club Soccer team, Vice President of the Club Sports Council, and an Intramural Referee. 

I played competitive soccer for 10 years and recreationally for another 4 years at Bellarmine. I made the decision to quit playing competitively at the end of my senior year of high school. I knew I had wanted to pursue something that would allow me to continue being involved in sports.  My academic advisor introduced me to Sport and Exercise Psychology and I knew it was the field I wanted to go into. Once I am finished with the program I want to receive my CMPC and work with athletes. 

Affiliated Members

Click the photos to learn more about affiliated members, who are involved in research meetings and internship meetings, but may not be enrolled in the SEP program. 

Emily Murphy

Hometown: 
Marion, Indiana Previous Education:  B.S. in Psychology, Indiana University (2018); M.S. in Counseling Psychology, University of Kentucky (2020) Current Degree:  Ph.D. Counseling Psychology Internship Site:  Robley Rex VA Medical Center About Me:  I am a Ph.D. student in the University of Kentucky’s Counseling Psychology program. Clinically, I have worked within Transylvania University Athletics, the University of Kentucky’s Counseling Center, and for Dr. Alison Arnold — a leading sport psychology consultant for USA Gymnastics. During the upcoming year, I’ll complete my practicum rotation at the Robley Rex VA Medical Center within the Substance Use Disorders Treatment Program to supplement the generalist training I received at the Lexington VA Health Care System Outpatient Clinic.

I have experience instructing several undergraduate psychology courses, including The Psychology of Coaching and Motor Performance and Social Psychology and Cultural Processes. I will be working for the Lexington VA Health Care System during the upcoming academic year and am currently a member of the Help-Seeking and Multicultural Measurement Evaluation Research (HAMMER) Lab and the UKY Sport and Counseling Psychology Research Lab. My research primarily focuses on the integration of sport psychology and psychotherapy, athlete activism, and multicultural training of sport psychology practitioners. Additionally, I serve as one of two Student Representatives within the Association for Applied Sport Psychology (AASP), a member of AASP’s Web Presence Committee, and am happy to answer any questions via email at [email protected].

Sport, Exercise and Performance Psychology, M.S.

Degree requirements.

There are no direct admissions into the M.S. in Sport, Exercise, and Performance Psychology. Students who are accepted into the Ph.D. program in Sport, Exercise, and Performance Psychology are eligible to receive the M.S. degree upon completing the course requirements described below. In addition to these course requirements, students will work with their faculty advisor to conduct a thesis project as an initial step in developing an independent line of research at the doctoral level.

Coursework will be selected in consultation with student's graduate coordinator or advisor and according to the Plan of Study.

Performance Standards

Student research will be graded by program faculty each semester. Research grades will be awarded satisfactory or unsatisfactory (S/U). Additionally, graduate student performance will be evaluated annually. Students who do not meet their research requirements by the prescribed deadlines could receive probation notification due to lack of progress. Failure to meet research requirements beyond that point could result in suspension or dismissal from the program.

Major Learning Outcomes

Sport, exercise, and performance psychology.

Following the completion of this program, graduates will be able to:

• Understand advanced disciplinary knowledge and the primary modes of inquiry that form the basis for evidence-informed practice in their field. (Professional Knowledge)
• Apply evidence-informed strategies in their professional practice to meet the differentiated needs of the client groups and key stakeholders whom they serve. (Professional Practice)
• Contribute to the leadership of communities of professional practice as collaborative learners who can facilitate their own continued development and that of others. (Professional Leadership)

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Spartan Alert

Sport and exercise psychology concentration, m.s..

Sport and Exercise Psychology (SEP) integrates theory, research, and practice. This program includes the study of cognitive, emotional, psychophysiological, and social factors that influence sport and exercise behaviors as well as the effects of physical activity on psychological factors. Graduate students in SEP typically come from Kinesiology or Psychology undergraduate programs and come to UNCG to learn how to enhance human development and functioning by acquiring cutting edge knowledge in the area of SEP.

The M.S. degree with a concentration in SEP is intended for individuals who wish to gain an advanced knowledge base in sport and exercise psychology.

Choose from one of 3 tracks that is right for you

Two tracks are offered in-person at our Greensboro campus and one track is offered entirely online. Students in all three programs have access to similar coursework with options tailored to career goals.  

Compare the three tracks

The student experience.

• Applied Sport Psychology : 36-credit coursework-only; prepares you to sit for the Certified Mental Performance Consultant (CMPC) exam offered by the Association for Applied Sport Psychology (AASP). In this program, you will take AASP-required graduate-level courses and will have the opportunity to obtain hours of mentored experience required for the CMPC.  
• Sport & Exercise Psychology, Course-Work Only (Non-Thesis): 30-credit coursework-only; Students in this program have the opportunity to take SEP courses and other electives suited to your particular career interests.
• Sport & Exercise Psychology, Thesis : 36-credit thesis; prepares you for doctoral-level study at a research-focused university. In this program, you will take courses focused on SEP content, research methods and statistics, and other electives suited to your particular research interests. You will also typically work with an advisor with similar research interests. 
• The Sport and Exercise Labs are available to graduate students. They consist of several smaller spaces dedicated to each faculty member’s specific research agenda. These spaces complement the Department’s larger laboratory spaces, which are available for SEP research as well as for collaborative, interdisciplinary projects. 
• Faculty in SEP have ongoing collaborations with other subdisciplines in Kinesiology (e.g., Exercise Physiology, Applied Research Neuromechanics) and with other departments (e.g Human Development Family Studies, Psychology), Institutes (Institute to Promote Athlete Health and Wellness), and Centers (Center for Women’s Health and Wellness) across campus.

AFTER GRADUATION

Our graduates pursue careers as teachers, researchers, coaches, exercise leaders and sport and exercise psychology consultants.

APPLY TO PROGRAM

Please follow these steps when submitting an application For more general questions, make sure you check out KIN’s  Frequently Asked Questions .  If you cannot find what you are looking for please contact the department directly at  [email protected] .

Graduate School Requirements

1. online application to the graduate school.

Login to The Graduate School’s Online Application .

2. All official transcripts

Send to the Graduate School directly. One official transcript is needed from all colleges and universities previously attended. If credit from one institution has been transferred to another and is listed on the receiving institution’s transcript, a transcript from the original institution is not required.

If an applicant is currently enrolled in a degree program and will not graduate prior to an admission deadline, transcripts should be provided that reflect courses in progress. It will speed up the processing of your application greatly if you also upload an unofficial copy of your transcript(s) issued by your institution(s) registrar’s office that includes the official seal as part of your online application (student advising transcripts are not accepted).

Please remember that you must still have your official transcript(s) sent to The Graduate School even if you supply official copies.

3. English Language Proficiency

The English Language Proficiency requirement must be fulfilled for all non-native English speaking applicants regardless of citizenship. It can be waived if the student has earned a US degree or has an acceptable score on either the TOEFL, IELTS, or PTE exam. It can also be fulfilled by completing Level 5 of our Interlink program. Please see more information on requirements for international applicants .

4. Three Recommendations

All applicants must submit a minimum and maximum of three recommendations. In most cases the department would prefer at least two of the recommendations to be from faculty members who can address your academic capability. All recommendations are to be uploaded through The Graduate School’s online application system.

Departmental Notes

5. graduate assistantships.

All qualifying applicants are considered for assistantships. You do not need to apply for an assistantship.  If you are interested in an assistantship please indicate this on your application by checking the appropriate box.   NOTE: Due to the way certain programs are structured, potential students applying to the Ed.D., M.S.A.T., Fully online M.S. in Sport and Exercise Psychology, or M.S. in Applied Sport and Exercise Psychology are typically not considered for assistantships.

6. Application Materials

• Ed.D. — Complete applications received by  January 15  receive priority consideration.  However, applications submitted through  April 1 will be considered for Fall admission if program capacity allows.  The Ed.D. program accepts students for Fall admission only.
• M.S.A.T. — Complete applications must be submitted by  January 15 .  The M.S.A.T. program accepts students for Summer admission only.
• M.S., M.S./Ph.D., Ph.D. — Complete applications received by January 15 receive priority consideration for admission and funding. Applications submitted through  July 1  will be considered for Fall admission if program capacity allows. Spring admission is possible but unlikely and we have no assistantship funds for spring applicants.

IMPORTANT: For Non-U.S. Academic Transcripts

International applicants are required to have their credentials formally evaluated. More information about this requirement, including recognized services for evaluation, can be found on the Graduate School’s international applicant page.

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MSc Sport and Exercise Psychology

Deepen your knowledge of psychology within sport and exercise contexts

Join us for a virtual Open Evening

Wednesday 27 March | 6-8pm

Wednesday 27 March

Our next Open Evening is in:

Teaching and assessment, student view, course costs, entry requirements, gain an advanced understanding of psychology in both sport performance and exercise for health and wellbeing.

Our MSc Sport and Exercise Psychology course provides you with an opportunity to develop specialist knowledge of the discipline and to increase your skills in applying such knowledge in the contexts of sport performance and exercise for health and wellbeing.

Sport and Exercise Psychology

Hear from our staff and students about what it's like to study Sport and Exercise Psychology at the University of Chichester.

For graduates wishing to pursue a career as a Sport and Exercise Psychologist registered with the Health and Care Professions Council there are currently two routeways; British Psychological Society (BPS), and British Association of Sport and Exercise Sciences (BASES).

The course is accredited by BPS as a recognised Stage 1 Qualification in Sport and Exercise Psychology, thereby enabling graduates to enter the BPS Stage 2 training routeway.

The course is also accredited through the BASES Postgraduate Endorsement Scheme. This endorsement enables graduates to enter the BASES SEPAR training routeway .

Graduates from this MSc have also developed careers in other fields such as academia, teaching, research, coaching, health and wellbeing, and business.

By studying at Chichester, you will have the opportunity to become involved in the wider research and consultancy work of the department which includes Sport and Exercise Psychology academics and consultants.

Study the principles and application of psychology within sport and exercise

Throughout you course, you will study six taught modules, five discipline modules and one in research methods and statistics. In addition, students will complete a research dissertation.

Advanced Applied Research Skills

Advanced performance psychology, cognitive processes in sport, enhancing physical activity participation and wellbeing, professional practice in sport & exercise psychology, social processes in sport, the research dissertation.

You will learn and apply innovative and cutting-edge methods of analysis evident in psychology literature.

This modules examines psychological characteristics that have been proposed as important determinants of success in sport with specific focus on mental toughness.

This module attempts to identify the key cognitive factors responsible for the development and demonstration of expertise, and to explore the scope for the coach and the learner to enhance learning and performance through a better understanding of such processes.

This module deepens your knowledge of health behaviour change in the context of exercise and physical activity.

You will explore aspects of physical activity behaviour change that enable positive psychological and physical well-being outcomes for individuals.

You will also explore key concepts of self-concept, motivation, and behaviour change, whilst appreciating the range of psychosocial barriers and facilitators that can result in positive or maladaptive affective responses, cognitions, and behaviours.

Effective practice in sport and exercise psychology relies on the appropriate application of psychological knowledge to assess and understand human behaviour, and intervene to change behaviour. However, it also is contingent on the creation of a good working relationship between practitioner and client. Foremost in this is that the practitioner possesses key skills and qualities, and has an awareness of a range of ethical and practical issues related to the practitioner-client relationship, and the context in which practice takes place. This module, therefore, aims to develop the your understanding of the practice process and ‘effective practice’, and of a range of ethical and practice issues that might impact on this. It also aims to begin to develop some of the requisite practice skills and competencies for working as an applied sport and exercise psychologist.

With a focus on qualitative methods and narrative analysis, students explore current issues in sport that are impacted by social processes (for example group environment, athlete/leader interactions) and psychosocial phenomena that may threaten the performance narrative (such as injury, career transition).

This module is the culmination of previous learning and is the major element of your independent enquiry on your programme.  The module requires that you reflect on, and utilise the knowledge base, context, and application of taught modules, as well as placement experiences. It is designed to encourage you to generate and explore your own ‘problem’ assisted by supervision from a tutor.

Discover a wide range of excellent sporting facilities that support your learning

Bishop otter campus.

Click to watch our virtual tour of our historic Bishop Otter campus in the heart of Chichester.

Sport and Exercise Science laboratories tour

Watch our virtual tour of our various sport and exercise science facilities, including our labs, injury clinic, and brain imaging unit.

Sports facilities

Professor Mike Lauder guides you through our world-class facilities on our historic Bishop Otter campus.

Sports laboratories

We have four specialist sports labs including a virtual reality reader, brain imaging unit and an observation suite.

Sports injury clinic

Students use our specialist injury clinics these spaces for practical sessions and run a practice.

Tudor Hale Centre for Sport

Our world-class Tudor Hale Centre for Sport acts as the focus for sports science, therapy and physiology.

Sports hall

Our specialist sports hall can be used for a wide range of indoor sports, including basketball, netball, badminton, and volleyball.

Specialist outdoor sports pitches

Alongside our grass football and rugby pitches, we also have our International Hockey Federation compliant floodlit astro turf.

Close community

Our commitment to a friendly and close-knit student community contributes to a high degree of success for our graduates.

Expert staff

Learn from experienced sport and exercise science specialists here to support you throughout your degree.

Fitness suite

We offer a variety of cardio, resistance and weight equipment, with a dedicated strength and conditioning room.

FA Women's High-Performance Football Centre

As one of only nine centres in the UK, we provide additional opportunities for women to develop as players and coaches.

Sports Dome

The Sports Dome is a large indoor facility which can be used for sports such as cricket, football, hockey, and many more.

Learning Resource Centre

The Learning Resource Centre (LRC) contains the library, a café, IT/teaching rooms, and the Support and Information Zone (SIZ).

Our campus library holds more than 200,000 books and over 500,000 eBooks.

Subject specific librarians

If you have difficulty finding material for an essay, seminar or project, subject librarians will be happy to provide assistance.

Innovative teaching methods that focus on practice

Teaching is delivered in small groups and is interactive.

Students are encouraged to debate topics and lead their fellow students through presentations and discussions.

In several modules there is also a practical element to gain experience developing the skills needed for applied practice.

The full-time course runs from the start of the academic year in September through to the following August.

Students undertake three taught modules in the autumn semester (September to December) and three in the spring (January to May) semester.

The dissertation is conducted and completed over the summer semester (June to August).

Part-time routes are available and those wishing to complete their studies part-time should contact the programme co-ordinator Dr Jenny Smith to discuss the options.

You will be assessed by a variety of methods, including essays, portfolios, lab reports, role play, and oral presentations.

Our course includes a mix of assessments, so that you may develop a wide range of transferable skills. Modules are assessed at every stage of the course, offering cumulative assessment of your progress.

You can monitor your own progress, allowing you the opportunity to discuss and plan your development with your lecturers throughout the course. Where appropriate special arrangements can be made for students with an identified need.

• To gain a Postgraduate Certificate in Sport and Exercise Psychology, you need to complete three modules. Each module is assessed by a 4,000-word assignment, or equivalent.
• To gain a Postgraduate Diploma in Sport and Exercise Psychology, you need to complete six modules. Each module is assessed by a 4,000-word assignment, or equivalent.
• To gain an MSc in Sport and Exercise Psychology, you need to complete six modules, and a Research Dissertation.

Acquire the skills and knowledge required to gain employment within the sport, health and wellbeing industries

We understand the importance of ensuring that you have the knowledge, skills, and experience to compete successfully in today’s challenging jobs market.

Typical careers include:

• Sport and Exercise Psychologist
• PhD research and academia
• PE teaching
• Health and Wellbeing eConsultant
• Local Council Wellbeing Team member
• Charity sector roles

"Something that I simply cannot recommend enough"

We welcome students from a range of backgrounds, from those directly continuing from their undergraduate studies to those who are returning to academia after setting out on their own careers.

Hear what our students have to say about this course and how it has helped them find their future career or develop the one they currently have.

Course Fees 2024/25

International fee.

For further details about fees, please see our  Tuition Fees  page.

For further details about international scholarships, please see our  Scholarships  page.

To find out about any additional costs on this course, please see our Additional Costs page .

• An honours degree at 2:1 or higher in a related discipline.
• You will also be required to attend an interview (this can be online and face-to-face).

If English is not your first language then English language proficiency required is IELTS 6.5 (with no element less than 5.5) – or equivalent qualification

If you have any questions about this course, please contact Acting Programme Coordinator Dr Jenny Smith, either via [email protected] or 01243 793487 .

Related courses

Bsc (hons) sport and exercise psychology, our address.

University of Chichester, College Lane, Chichester, West Sussex, PO19 6PE View Map

(+44) 01243 816000 [email protected]

(+44) 01243 816000

Campus tours [email protected]

Open Days & Applicant Days  [email protected]

Pharmamusicology: Exploring the Impact of Music on the Physiology and Psychology of Anxiety Disorders and Well-Being

June 1, 2023

• #human-computer interaction
• Kimaya Lecamwasam Research Assistant
• Tod Machover Muriel R. Cooper Professor of Music and Media; Academic Head, Program in Media Arts and Sciences
• Rosalind W. Picard Professor of Media Arts and Sciences

Share this publication

Lecamwasam, K.H.M. (2023). Pharmamusicology: Exploring the Impact of Music on the Physiology and Psychology of Anxiety Disorders and Well-Being. Master's Thesis, MIT Media Lab.

This thesis investigates and assesses the impact of personalized approaches to music-based mental health and well-being support systems grounded in physiology and/or psychology, through analysis of biometric and self-report data. This work is divided into two streams, with four projects classified into the category of “Music as Expression" and one as "Music as Intervention." The first project explores the impact of music composition and performance on self-reported well-being via a "well-being workshop" where participants reported that the music-based activity was engaging and beneficial. The following three projects explored the relationship between live music performance and well-being through data collection during the world premiers of The Distance Between Us , Breathing Together , and the pilot of the Wellbeing Concerts at Carnegie Hall . The Wellbeing Concerts at Carnegie Hall and The Distance Between Us projects yielded novel methods of audience surveyal, such as the "In-Concert Well-Being and Affect Survey (ICWAS)," that were informed by the exploratory findings from the performance of Breathing Together . The pilot data, while limited, demonstrates the promise of these approaches and calls for further study. While composing The Distance Between Us , I also created and used a method of health-informed notation that is included in this thesis, alongside an archival recording of this piece. Finally, the fifth project, titled "Investigating the Physiological and Psychological Effect of an Interactive Musical Interface for Stress and Anxiety Reduction," assesses the utility of music to reduce the physiological and psychological symptoms of anxiety. Pilot results show a significant reduction in self-reported stress, while self-reported anxiety and biometrics highlight further improvements for future protocols. Together, these five projects serve as first steps towards a nuanced understanding of personalized applications of music-based strategies for mental health and well-being promotion and assessment, highlighting important findings and implications for future research and practice.

Kimaya Lecamwasam, Opera of the Future PhD student, will discuss “Light, Loneliness and Creativity” at Boston Symphony Hall

Panelists will consider the dynamic interplay between light and creativity and their combined impact on our emotional health.

Designing Conversational Agents for Emotional Self-Awareness

J. Shen, K. Lecamwasam, H. W. Park, C. Breazeal and R. Picard, "Designing Conversational Agents for Emotional Self-Awareness," 2023 11th International Conference on Affective Computing and Intelligent Interaction Workshops and Demos (ACIIW), Cambridge, MA, USA, 2023, pp. 1-4, doi: 10.1109/ACIIW59127.2023.10388072.

Kronos releases five more free string quartet scores

Explore five new releases from the Kronos Quartet’s Fifty for the Future collection, including Tod Machover’s GAMMIFIED

Tod Machover: GAMMIFIED

Gammified includes stereo electronics that play continuously throughout the piece, with the start of each of the five tracks marked in score

Jump to main content

Explore the latest news from the university of Northern Colorado.

Student Explores Misconceptions About Burnout in New Research

Ali Ryan researched the relationship between self-care, difficult work settings, burnout and mental health for school psychology graduate students. Her dissertation confronts the limits of self-care and puts more responsibility on the systems in which students work.

March 14, 2024 | By Brenda Gillen

Ali Ryan's research into the relationship between self-care, difficult work settings, burnout and mental health for school psychology graduate students revealed surprising findings. She initially thought it would help her curate a list of science-backed self-care recommendations to alleviate trainees' struggles. Now in her fourth year of the University of Northern Colorado's School Psychology, Ph.D. program , her understanding of the topic's complexities has deepened. Ryan's dissertation confronts the limits of self-care and puts more responsibility on the systems in which students work. 

"...burnout comes from dysfunctional systems where the demands are way higher than the resources. No amount of individual self-care is going to fix that." — Ali Ryan

Her background as a yoga teacher contributed to her interests in mindfulness, self-care and positive psychology. She wanted to understand why so many school psychology students were struggling and how they could be helped. Wary of unscientific recommendations, her prior investigation examined worthwhile self-care practices.  

"Along the way in my graduate career I picked up different pieces that would build toward this dissertation wherever there was an opportunity. There's a 'pull yourself up by your bootstraps' idea that helping professionals should be able to manage their work's very real emotional challenges without outside support. Through my research, I learned about the Job Demands and Resources model of burnout, which assumes that burnout develops when job demands are high, leading to energy depletion, and job resources are limited, undermining employees' motivation. When I applied that model to my work, it indicated that burnout comes from dysfunctional systems where the demands are way higher than the resources. No amount of individual self-care is going to fix that," Ryan said. 

Her research concentrated on the experiences of students in school psychology training. School psychologists work in mental health roles and provide support for special education, including learning disability evaluations. Graduate students gain experience through practicum and externship experiences where they work with supervision. During her training, Ryan saw firsthand how the mismatch of demands and resources can lead to the burned-out states of exhaustion and disengagement described in the Job Demands and Resources model.  

"This is tough work. Learning how to become a school psychologist requires introspection, self-awareness and the ability to figure out how to have psychological and emotional boundaries," she said. 

If school psychology graduate students are burned out, Ryan said those symptoms could exacerbate symptoms of anxiety and depression. Her research could help foster a mentally healthy next generation of school psychologists. 

"I hope more research will be built upon what I'm starting, and from it we can, as a field, determine the best practices to support people and train school psychologists who are able to work within complex systems and stay well. Our faculty and trainers can do a lot to shift that dynamic," Ryan said.  

Ryan worked on her dissertation and related research projects with David Hulac , professor and chair of the School Psychology Department in the College of Education and Behavioral Sciences . 

"Dr. Hulac is incredibly supportive and has been open to learning alongside me. He asks challenging questions that have helped me grow. I think through things more deeply because of regular meetings with him. Learning the methodology I'm using for analyzing statistics has been a huge growing edge for me," she said. 

Hulac said Ryan's research is important because it recognizes that within the systems that require long hours and demand more and more, people need to be provided with more resources — training, advising, mentorship or simply someone else to help. 

"When you think about becoming a professor, you think about working with students like Ali, where you have long conversations about ideas. There have been times where we have gotten pleasantly lost in a discussion about what different research topics mean. Ali is the Platonic ideal of a student: self-driven, curious and interested in challenging perspectives with curiosity," Hulac said. 

After she graduates, Ryan would like to work both as a therapist in private practice and an elementary school psychologist. Her research goals include developing best practices for teaching the benefits and limits of self-care and working toward shifting the understanding of burnout. She said mindfulness and gratitude practices aren't burnout cure-alls, but there's good research supporting their benefits.  

"If I could send one message, it's that I hope people will continue engaging in self-care, but also acknowledge the limits of their control over their career challenges. I think there's a lot of freedom in realizing we are not the problem and there may be bigger things at play," Ryan said. 

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