Psychology of Sport & Exercise 54 (2021) 101903

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Psychology of Sport & Exercise

journal homepage: www.elsevier.com/locate/psychsport

Full Length Article

The transnational experience of sport psychology practitioners from

training to practice
Alessandro Quartiroli a, b, *, Justine Vosloo c, Shelby N. Anderson d, Jaclyn Ditter e,
Meghan Keeley f
a
University of Wisconsin – La Crosse, La Crosse, WI, USA
b
University of Portsmouth, Portsmouth, UK
c
Ithaca College, Ithaca, NY, USA
d
University of North Carolina – Greensboro, Greensboro, NC, USA
e
Independent Researcher, Raleigh, NC, USA
f
Independent Researcher, Milwaukee, WI, USA

A R T I C L E I N F O A B S T R A C T

Keywords: Objective: Despite a growing body of literature examining the migratory experiences of athletes, limited attention
Transnational career has been paid to the migratory experience of sport psychology practitioners (SPPs). This study explores SPPs’
Repatriating professionals experiences of transnational migration; specifically, for those who expatriated to receive their training and
Cultural development
repatriated to begin their professional careers.
Professional development
Design: Adhering to consensual qualitative research methodology, we conducted a qualitative study using semi-
International education
structured interviews.
Methods: Following criterion-based sampling, we interviewed six female and four male SPPs who worked in
academic (n = 3), applied (n = 3), and governmental (n = 4) environments. We used an analytical procedure
encompassing concurrent deductive and inductive processes.
Results: Participants described their motivations for expatriation and repatriation. They shared the challenges
and benefits they faced throughout their transnational experience, recognizing the value that this experience
brought to their lives. In most cases, SPPs shared how their training abroad became a professional advantage,
once repatriated. They also described how the process of repatriation was more challenging than expected due to
personal and professional difficulties.
Conclusions: Participants highlighted the positive influence that their transnational experience had in their
personal and professional lives. Their transnational experience helped them grow personally and professionally,
and provided them with professional advantages. However, our participants’ stories also highlighted systematic
barriers that professional organizations could address to facilitate the transnational experience of practitioners,
which would subsequently enhance the cultural growth of the field. Recommendations for professionals engaging
in similar transnational experiences are discussed.

In recent years, the field of sport psychology (SP) has grown expo­
nentially around the globe (Quartiroli et al., 2014). Subsequently, the
International Society of Sport Psychology (ISSP) has formally recognized
the need for culturally informed research and practice (see Ryba et al.,
2013). The globalization of sport has led to an increase in transnational
mobility of athletes, coaches, and sport psychology practitioners (SPPs;
Ryba et al., 2018). Although sport is becoming increasingly globalized,
there are few training programs for SPPs outside of North America,
Europe, and Australia (Burke et al., 2018). The absence of available
programs within the vast majority of regions around the world has
contributed to an increase of students expatriating to receive their
training (e.g., Quartiroli et al., 2014).
In recent years, scholars have called for the exploration of trans­
national experiences of athletes, coaches, and SPPs (e.g., Ryba et al.,
2018). In 2017, the ISSP issued a Position Stand on the transnational
experience, formally calling for the “understanding of psychological
phenomena related to transnational mobility in sport, and joint efforts in
developing culturally competent athletic migration research and

* Corresponding author. Department of Psychology, University of Wisconsin – La Crosse, La Crosse, WI, USA.
E-mail address: aquartiroli@uwlax.edu (A. Quartiroli).

https://doi.org/10.1016/j.psychsport.2021.101903
Received 31 May 2020; Received in revised form 14 January 2021; Accepted 23 January 2021
Available online 26 January 2021
1469-0292/© 2021 Elsevier Ltd. All rights reserved.
A. Quartiroli et al.
practice, extending also to mobile practice” (Ryba et al., 2018, p. 10).
Yet, the transnational experiences of SPPs have not yet been empirically
explored. The purpose of this study was to understand the experiences of
SPPs who studied abroad and then repatriated to begin their career.
While SP researchers have not systematically examined SPPs’ expa­
triation, scholars in education and student affairs related fields (e.g.,
higher education, student services) have widely explored this topic.
Common factors influencing the students’ decision to move abroad for
professional training include: a belief that it may enable them to grow
personally (Garbati & Rothschild, 2016), develop cultural awareness
(Trower & Lehmann, 2017), receive a better-quality education (Milian
et al., 2015) that will set them apart from others (Bretag & van der Veen,
2017), and increase the chances of professional success (Garbati &
Rothschild, 2016). Additional factors that support students’ decision to
expatriate include social references (i.e., family and friends living
abroad), personal recommendations (Mazzarol & Soutar, 2002), lower
educational and living costs, and institutional reputation (Ahmad &
Buchanan, 2017).
After completing their training, some students remain in the country
of training (TC) to live and work (Baruch et al., 2007), while others
return to their home country (HC; Han et al., 2015). New graduates
choose to return to their HC because they perceive having stronger
professional networks (Wu & Wilkes, 2017), better opportunities to
work in positive workplaces (Soon, 2010), and that their skills will be
more valued (Bratsberg, 1995). For other graduates, strong family ties
(Alberts & Hazen, 2005) and the perceived increased quality of life in
their HC (Soon, 2010) are motivators for repatriation. Finally, some
students choose to repatriate due to a desire to “give back” and to
contribute professionally and intellectually to their HC (Zhu & Gao,
2016), or because they are bounded by the requirements of their
governmental sponsored scholarship (Perna et al., 2014).
In addition to the perceived benefits associated with their trans­
national experiences, students also face a series of potential challenges
when expatriating (Bhaskar-Shrinivas et al., 2005). Students have re­
ported difficulties with cultural adjustment (Msengi, 2007), and chal­
lenges integrating into new social and academic contexts (Alberts &
Hazen, 2005). They may also experience discrimination (Wu & Wilkes,
2017), loneliness, isolation, and homesickness (Milian et al., 2015).
Students have also reported challenges of repatriating after receiving
training abroad (Smith & Kearney, 2016). Presbitero (2016) described
how repatriated graduates experience a reverse culture shock which
negatively influences their psychological and sociocultural adaptation
back to the HC. Zhu and Gao (2016) suggest that the main challenges
these individuals face were located in the discrepancy between their
pre-return expectations of their career opportunities (i.e., salary, in­
surance, working and living conditions), and the reality of their job
opportunities in their HC, especially when the profession is not well
established in the HC. Furthermore, repatriating graduates who have
adjusted to the culture of the TC struggle to adapt to their HC’s culture,
which may not have changed as significantly as they did during their
training (Zhu & Gao, 2016).
While we postulate that SPPs who engage in expatriating-
repatriating transitions may encounter similar experiences as the stu­
dents in these above-mentioned studies, no systematic exploration of
their transnational experience has been described in the SP literature.
While still limited, scholars have explored the migration experience of
professionals working in sport (Borges et al., 2015; Schinke et al., 2013).
In particular, from the perspectives of athletes and coaches, the migra­
tion process seems to have beneficial (e.g., further learning, higher
coaching level), as well as challenging (e.g., strain on personal life,
cultural adjustments), aspects (Borges et al., 2015; Schinke et al., 2013).
These challenges can be mitigated when athletes and coaches openly
discuss and share these experiences with one another (Schinke et al.,
2013). It is essential to understand the experiences of all key sport
stakeholders who engage in transnational career related experiences, in
order to fully understand the sport migration process as a whole (Borges
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Psychology of Sport & Exercise 54 (2021) 101903
et al., 2015).
The majority of the sport migration research has examined the
transnational experience from the perspective of athletes (Ryba et al.,
2015; 2016; 2018). While exploring the experience of athletes, Ryba
et al. (2016) developed and proposed the Cultural Transition Model,
consisting of three main phases characterizing athletes’ transnational
experiences. These phases are (a) pre-transition, which occurs
pre-relocation and refers to the activation of psychological mobility,
planning for future relocation, and partial disengagement from the HC;
(b) acute cultural adaptation, which refers to the post-relocation process
of fitting into the sport, broader society, and culture of the CT; and (c)
sociocultural adaptation, occurring post-relocation, and unfolds when
athletes begin to consider the possibility of residing more permanently
in the CT due to their appreciation of the sport system and/or of the
surrounding culture. Each of these phases characterize specific devel­
opmental tasks that shape the acculturation process (cf. Ryba et al.,
2016). Moreover, the Cultural Transition Model proposes three under­
lying psychological mechanisms that facilitate cultural transitions: (a)
social repositioning, where one associates with the new relationships
and networks; (b) negotiation of cultural practices, where one finds
balance between the norms of the HC and those of the host country; and
(c) meaning reconstruction, where one realigns their personal life story
in response to any new experiences that challenge previous narratives
about their life story. Permeating all of these phases is a sense of self,
which manifests through culturally influenced behaviors, practices,
self-perceptions, and identity changes (Ryba et al., 2016). Ryba et al.
(2016) indicated how supporting athletes in developing positive social
networks, adapting to new norms, and reconstructing shared cultural
meanings with the host culture could be beneficial. By reducing the
fatigue due to extensive “acculturation load” (p. 15), these athletes
overall psychological wellbeing and athletic performance may see
improvement.
Despite the growing number of SP trainees moving abroad to receive
their training (Quartiroli et al., 2014), to date, researchers have only
explored the challenges associated with practicing in different countries
(Galloway, 2009; Terry, 2009). Unfortunately, this body of work
ignored a key component, exploring the experience of SPPs who trained
abroad and then decided to practice in their HC, thereby experiencing
geographical mobility. Tod et al. (2017) indicated that a better under­
stating of the experience of SPPs can lead to improved support for their
specific needs within professional development. Exploring the SPPs’
transnational experiences may provide insight on their performance,
career, and well-being, similar to the research on trans-migratory ath­
letes and coaches (Borges et al., 2015; Schinke et al., 2013). However,
while working in the same sport context, it is unclear if or how SPPs
experiences will differ from those of athletes and coaches. The purpose
of this study was twofold: (a) to understand the transnational experience
of SPPs who expatriated to receive their training and (b) to understand
the experience of SPPs who voluntarily chose to repatriate to begin their
careers. Our specific research questions were: (a) What are the motives,
challenges, strategies, and benefits SPPs report for expatriating to
receive SP training? (b) What are the motives, challenges, strategies, and
benefits SPPs report for repatriating to their HC to begin their careers?
1. Methodology
The current study explores the transnational migratory experiences
of SPPs who expatriated to receive their training and then voluntarily
repatriated to begin their professional careers. We focused on exploring
SPPs’ experiences in the context of their lives and work (Creswell &
Poth, 2018), using consensual qualitative research (CQR; Hill et al.,
2005). Ontologically and epistemologically grounded in constructivism
(Flynn et al., 2019), CQR is characterized by a trace of post positivism
(Hill et al., 2005).
With the goal of gaining insight into SPPs’ transnational experiences,
we used CQR as it endorsed a qualitative ontology of valuing the
A. Quartiroli et al.
multiple views of reality held by the participants, recognizing that there
are “multiple, equally valid, socially constructed versions of ‘the truth’”
(Hill et al., 2005, p. 4). While engaging in the process of gaining insight
to SPPs’ experiences, we also recognize that the nature of engaging in
interviews involves reciprocal influence between participants and in­
terviewers (Hill et al., 2005).
CQR is designed to integrate the methods of other qualitative ap­
proaches with a clear emphasis on rigor (Hill, 2012; Hill et al., 2005).
Furthermore, since CQR is a qualitative approach authored by psy­
chology professionals and widely applied in the discipline of psychol­
ogy, we anticipated that it would offer the most utility for investigating
the experiences of SPPs. Moreover, we expected that the consensual
nature of the CQR would allow “equally valid, multiple realities to be
combined during data analysis to represent the data richly and thor­
oughly” (Hill, 2012, p. 11).
1.1. Research team
Our research team consisted of one male faculty and one female
faculty member and three female students (one graduate and two un­
dergraduate). To manage power differentials, members took turns
leading meetings, eliminating overt formalities (e.g., titles), and took
turns presenting their analysis. Alessandro (Ale) conceptualized the
current study, which stemmed from the experiences shared by partici­
pants in a previous study (Quartiroli et al., 2021). Justine acted as the
external auditor, challenging the team to reflect upon the results with
the aim of developing a deeper understanding of the data. Both Ale and
Justine experienced transnational migration for training purposes,
although, they did not return to practice in their HCs. Shelby was
brought in at a later stage of the study to provide outside feedback and
support with the writing process. Jaclyn and Meghan were part of the
primary team in charge of the data analysis.
Ale, Justine, and Shelby had previous experience with a variety of
qualitative methodologies, included CQR. However, prior to this project,
Jaclyn and Meghan did not have experience with qualitative research.
To prepare for this project Ale, Jaclyn, and Meghan engaged in a 2-
month training period during which they learned about CQR proced­
ures and practiced the process of data analysis. Finally, Ale, Jaclyn, and
Megan read and discussed relevant literature to familiarize themselves
with the SP and migratory literature to enhance awareness of relevant
terminology when analyzing the data.
1.2. Participants
Participants were 10 SPPs (6 females, 4 males) originating from
seven countries and two continents (Asia, n = 6; Europe, n = 4), who
studied in three countries within three different continents (North
America, n = 7; Europe, n = 1; Oceania n = 2). They ranged between 29
and 45 years in age (M = 36.5; SD = 5.27), and averaged 11.8 years (SD
= 4.36) of experience. According to the counselor developmental theory
(Rønnestad & Skovholt, 2013), then adapted to SP (Tod et al., 2007;
2009), these professionals can be labeled as senior and expert pro­
fessionals. Participants held doctoral (n = 8) and master’s (n = 2) de­
grees. They worked in academia (n = 3), private practice (n = 3), and
governmental sport institutions (n = 4).
1.3. Data collection
The SPPs participating in this study met two inclusion criteria: they
(a) expatriated to complete their graduate training in SP and (b) repa­
triated to begin their practice after completion of their training. After
receiving approval from the Institutional Review Board, the recruitment
process was initiated by contacting SPPs through personal networks and
via a purposive snowball sampling strategy (Handcock & Gile, 2011).
The CQR approach involves the use of in-depth open-ended in­
terviews to gather unrestricted access to participants’ views to obtain
3
Psychology of Sport & Exercise 54 (2021) 101903
unanticipated findings. We used semi-structured interviews to facilitate
the SPPs’ sharing of their own narratives related to their transnational
experience (Smith & Sparkes, 2016). The interview guide was developed
based on our review of higher education literature (e.g., Alberts &
Hazen, 2005; Bretag & van der Veen, 2017; Garbati & Rothschild, 2016;
Milian et al., 2015; Msengi, 2007; Smith & Kearney, 2016; Zhu & Gao,
2016) specifically focused on the process of expatriating for formalized
training and repatriating for the start of their professional career. The
interview guide was also informed by the experiences shared by par­
ticipants in a previous study (Quartiroli et al., 2021). The guide was
developed collaboratively by the team members and piloted with one
non-participant volunteer (excluded from the analysis). Following the
pilot interview, semantic changes were made to enhance the flow of the
interview and clarity of the questions. Questions were developed to gain
insight into the SPPs’ transnational experiences (e.g., “Please describe
your experience studying abroad,” “Please describe your experience
repatriating to practice”). Some questions were focused on exploring
participants’ motivations (e.g., “Please describe what led you to expa­
triate to pursue your SP training,” “Please describe what led you to
repatriate to begin your SP career”), as well as the perceived benefits and
challenges related to their transnational experience (e.g., “What have
been the most beneficial aspects of studying abroad?” “What have been
the biggest challenges of studying abroad?“, “What have been the most
beneficial aspects of repatriating to practice?“, “What have been the
biggest challenges of repatriating to practice?“). Participants were asked
to explore how they overcame some of the challenges they faced (e.g.,
“What strategies did you implement to face these challenges,” “How did
you overcome these challenges?“), and, at the conclusion, participants
were invited to recount the primary message they wanted to commu­
nicate (i.e., “Given everything we talked about, what is the most
important message to take away from our conversation?“).
Pre-existing relationships between Ale and some of the participants
were present and developed from attendance of SP professional orga­
nizations. These previous interactions and the shared SP background
and terminology facilitated the conversation. Ale approached the
interview with a conversational style, following a responsive interview
format (Rubin & Rubin, 2012). The interview guide served as a starting
point, allowing Ale to ask follow-up questions to clarify the participants’
transnational experiences (e.g., “Could you please further elaborate
upon …“; see Rubin & Rubin, 2012). Ale conducted all interviews, (M =
57 min) using Skype (2014 Microsoft) and digitally recorded them using
Ecamm (2014 Ecamm Network, LLC), which were then transcribed
verbatim. The use of only one interviewer ensured consistency in data
collection (Bernard, 1988). Engaging in Skype interviews permitted us
to interview SPPs from a variety of geographical regions without
expensive travel (Deakin & Wakefield, 2014; Hanna, 2012).
1.4. Data analysis
CQR involves a highly-structured data analysis process requiring
researchers to achieve consensus in all analytical products. The re­
searchers followed an analytical procedure that involved concurrent
deductive and inductive processes, a combination that is referred to as
abductive reasoning (Sparkes & Smith, 2014). These procedures were
used as the aim of the study was to understand the transnational expe­
riences as they were experienced by these SPPs (inductive), while trying
to understand the experiences within a framework derived from the
existing international higher education literature (deductive).
This process occurred in two main phases: 1) the within-participants
analysis and, 2) the cross-analysis (Hill, 2012). The first phase, the
within-participants analysis, required each member to read the tran­
scripts independently, identify the main domains (main topic areas), and
construct illustrative core ideas (summary of participants’ key words
and ideas). Then, as a group, engaged in a review to finalize the list of
domains and core ideas until consensus was reached. The second phase,
the cross-analysis, consisted of the construction of categories (domain
A. Quartiroli et al.
specific subthemes), a process that was first completed independently
and then revised as group until consensus was achieved (Ladany et al.,
2012; Thompson et al., 2012). While the within-participants process was
grounded in the study’s research questions, the inductive nature of the
cross-analysis phase led us, at the end of each phase, to engage in critical
conversations (Smith & McGannon, 2017) and develop categories based
on the data and not our preconceptions. The list of domains and cate­
gories, along with their definitions, are reported in Tables 1 and 2.
Finally, at the end of each phase, the data analysis also included an
“auditing” process (Schlosser et al., 2012). At the end of both the
within-participants analysis and the cross-analysis, Justine, who acted
as a “critical friend”, reviewing the domains and core ideas during the
within-participants analysis, and the categories during the
cross-analysis. They provided feedback during the within-participants
analysis, once the domain development and the core ideas construc­
tion was completed, and during the cross-analysis, once the categories
were constructed and organized. The feedback provided by Justine
involved identifying alternative constructs in the data, recommenda­
tions for revisions to the domains and categories, and suggestions
around the development of the core ideas. Then, the team considered
and discussed the feedback and decided how to reconcile it in the
analysis.
1.5. Authenticity and rigor
As CQR researchers, we recognize that our subjectivities contributed
to our exploration of the data and that personal biases are inevitable and
should be discussed in order to be aware of them (Sim et al., 2012). For
Table 1
Summary of domains, categories and core ideas.
Categories Illustrative Core Idea
Domain 1: Motivations for studying abroad
Specialized advanced The opportunity to receive advanced training in a
training country where SP was more recognized and where
there were more opportunities.
Personal growth and The desire to stretch beyond their comfort zone and
experience engage in learning experiences outside a sport or
academic system that they did not support.
Relational support abroad The influence of personal/professional networks in
a specific country on their decision.
Financial Support abroad The availability and opportunity to receive financial
support for their training.
Domain 2: Challenges of studying abroad
Academic culture and SP Dealing with different academic culture and
training expectations along with some program-specific
challenges (e.g., applied opportunities, funding).
Cultural disconnect Being labeled and perceived as a “foreigner” and the
linguistic barriers represented a challenge to their
adjustment to the local culture.
Isolation and loneliness Feeling alone and isolated while being away from
their culture and significant others in a new country.
Domain 3: Strategies used while studying abroad
Integration with the Engaging with the local and international
surrounding communities community, while becoming more open to cultural
and linguistic differences.
Investing in the experience Intentionally applying the skills learned in their
training in their life, engaging in personal reflection
and shifting to a positive attitude toward the
experience.
Relationships with mentor(s) Investing in their relationships with mentors and
supervisors.
Domain 4: Benefits of studying abroad
Personal growth & cultural Personal development through self-assertiveness,
awareness awareness, and reflection, while developing more
awareness and appreciation for different cultures.
Professional Development Developing a high level of theoretical and applied
knowledge, skills, and techniques, while learning
the importance of multidisciplinary work.
Personal & professional Development of an excellent worldwide network of
network professionals and friends, including their mentors
and supervisors.
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Psychology of Sport & Exercise 54 (2021) 101903
Table 2
Summary of domains, categories, and core ideas.
Categories Illustrative Core Idea
Domain 5: Motives for and benefits of repatriation
Reconnecting with their The opportunity to satisfy their personal need to
roots reconnect with their culture of origin, their family,
and their friends.
Desire to give back The desire to contribute to the SP field in their country
passing sharing their knowledge and providing
opportunities.
Professional advantage The professional edge offered by their training abroad
and the scarcity of trained professionals in the country
of origin offered them access to professional
opportunities otherwise unreachable.
Domain 6: Challenges of repatriating to practice
Cultural struggles The loss of familiarity with some cultural
characteristics and strained personal relationships due
to the time away.
Sport Psychology Low consideration for SP which hinders the growth of
challenges the field in their country of origin limiting the
opportunity of valuable and ethical training and
meaningful professional engagement.
Training-to-practice Mismatch between their training and the reality of the
mismatch sport and academic culture alongside and the lack of
culturally appropriate application of theoretical
knowledge.
Domain 7: Strategies for repatriating to practice
Resiliency and Positive Remaining true and trusting of themselves and their
reframing training while reflecting upon all experiences and
exploring alternatives opportunities for growth and
support in their professional repatriation.
Investing in relationships Proactively engaging in genuine and trustworthy
personal and professional networks supported their
professional repatriation.
Culturally appropriate Proactively learning how to practice SP in a culturally
sport psychology (sport & society) appropriate way and being open to
adjust to the clients’ cultural needs.
Sport psychology advocacy Advocating for SP in the country of origin through
education and other activities as way to grow the field
and develop professional opportunities.
Domain 8: Significance of the journey
Personal growth The development of self-awareness, self-confidence,
and self-resiliency as well as open-mindedness
towards to others
Cultural growth The development of cultural openness, awareness, and
appreciation through their first-hand experience of
multiculturalism, which they applied to their personal
lives and professional careers.
Professional growth The development of great theoretical and applied
knowledge as well as professional awareness which
laid the foundations for their professional career.
instance, Ale and Justine shared similar experiences in electing to train
outside of their countries of origin, which could influence the way they
collected, analyzed, and summarized the data. Jaclyn and Meghan
experienced periods of training abroad and recognized how these ex­
periences could play a role in their exploration of the data. To remain
aware of these influences, Ale, Jaclyn, and Meghan shared and discussed
their personal initial assumptions and biases related to SP and migratory
experiences with one another before initiating data analysis (e.g., better
training, financial support to education, personal growth). Acting as
“critical friends,” we all engaged in “a critical dialogue between people,
with researchers giving voice to their interpretations in relation to other
people who listen and offer critical feedback” (Smith & McGannon,
2017, p. 13). We achieved this by respectfully challenging each other’s
viewpoints and offering alternative interpretations, often returning to
the raw data (Hill et al., 2005). We continued to reflect on, monitor, and
challenge each other and our own assumptions and biases throughout
the entire process (Hill et al., 2005; Patton, 2014). Additionally, we
carefully considered potential ethical issues, including participants’
anonymity and confidentiality.
A. Quartiroli et al.
2. Results
This qualitative study explored the lived experiences of 10 SPPs who
expatriated to receive their training and repatriated to begin their career
in their HCs. We identified eight domains and 26 categories (indicated
parenthetically in the findings) that reflected the transnational experi­
ences of these SPPs. These domains included the (a) Motivations, (b)
Challenges, (c) Strategies, and (d) Benefits of studying abroad (See Table 1),
as well as the (e) Motives and benefits, (f) Challenges, and (g) Strategies for
repatriating to practice (see Table 2). Finally, the last domain focused on
the general (h) Significance of the journey (See Table 2). We present these
results in two parts, the first focusing on SPP expatriation and second on
their repatriation.
2.1. Motivations for studying abroad
Participants discussed that they decided to study abroad based on
their perception of the potential benefits of more advanced training
(Specialized training in more advanced field), and their desire to experi­
ence new cultures and achieve personal growth (Personal growth and
experience). Discussing his motives to expatriate, Noam described how
he wanted to receive more advanced training, as in his HC:
they’re probably still like twenty years behind than [CT] when it
comes to applied sports psychology … If I really wanted to experi­
ence what was possible, and get a good idea of what that field was
about, I pretty much had to go.
Chloe discussed her desire to experience a cultural change, as she
“didn’t like the [HC] culture at the uni and in sports too … So I decided I
needed to change and explore outside [HC].” On a personal level, Akiyo
described how her need for growth moved her to expatriate as she was
“more interested in going out of my comfort zone and especially to a
country where the language is not my first language, where I could grow
as [Akiyo] and as sport psychologist.”
Additionally, SPPs highlighted how their decision to expatriate was
motivated by existing connections with the TC (Relational support
abroad) and the financial incentives to enroll in training programs
available to them (Financial support abroad). Noam described how he
“went and applied at [school] because I knew [name of professor] from
one of the conferences where I’d met him before and … That’s how I
ended up in [TC] under [professor]’s supervision.” Noam continued
highlighting how his connection with “[name of professor] was the main
reason to move to TC for my graduate work at [university name].”
However, this support was not only professional but also personal, as
Chloe described: “my sister lived in [TC] for few years and I have visited
her multiple times. She had so many friends there, you know, and it felt
good, you know, I did not feel alone.” While Mariana described her
choice about where to receive her training based on “the actual oppor­
tunity to get paid to do my PhD and work as a psychologist,” she
continued “this is not possible in [HC] and I could not pay my way to
school in [TC], you know. So, when they offered me the fellowship, I
decided to move to [TC].”
2.2. Challenges of studying abroad
Once abroad, the SPPs experienced a variety of challenges that
limited their ability to fully embrace their experiences. Among these
challenges, the SPPs listed those associated with the local academic
culture and SP training (Academic culture and SP training). Chloe
expressed surprise about the level of assertiveness expressed by the
students in her program, “It was very hard for me to participate in class,
you know, I felt I’d disrespect my teachers. In [HC] you just listen to the
teachers and teachers are always right. You are not supposed to speak.”
Some of the participants also described the challenges they experienced
during their graduate training, especially building applied opportunities
5
Psychology of Sport & Exercise 54 (2021) 101903
for themselves. Athena shared how “in [HC] during your doctorate you
do not take class, you just get your [expletive] done with research” and
continued “in [TC] I felt I was back in school with homework and as­
signments. It was challenging, you know, at the beginning I felt I was
wasting my time.” Noam described how “there was only one sport
psychology assistantship and most students found their applied experi­
ences in high schools, but I did not know how to do it or who to talk to,”
and also shared that “it took me a good two years before being able to
apply what I was learning with a [university] team and that was very
frustrating as I felt I was wasting time.” Eitan, who received his training
in a different country compared to Noam, shared a similar experience.
He recalled the challenge of engaging in applied SP experiences because
“in [TC] university sports are not like in the US, they were generally self-
organized by the athletes rarely have coaching staffs, and certainly no
sport psychologists.” He also added how the specific requirements of his
graduate program restricted his applied SP opportunities by describing
how his “PhD was research focused and I wanted to complete my hours
at the counseling center for the registry; so not really much time for
anything else.”
These SPPs also described the personal difficulties they experienced,
including challenges of communicating with and relating to the sur­
rounding community (Linguistic and cultural disconnect) and their expe­
riences of loneliness (Isolation and loneliness). For example, HeiSon,
described how during his applied training “people kept laughing at my
accent …” and continued “…it was very hard for me to work and study
and at times it made life hard in general … it made me think about going
back to [HC].” Athena spoke of a similar challenge by describing her
struggles with language:
I was able to speak English, like the normal English, but slang, I was
not used to, so when some athletes would talk to me, I had to learn
also a different language to be able to be like part of the group and be
able to understand what they were talking about.
On a different note, Mariana described feeling isolated and discon­
nected with the surrounding culture. She shared how “at the beginning,
it was like honeymoon period … After a while you start to realize there’s
such differences in culture and people and yeah I felt quite isolated …
it’s just not your country, so you never feel completely connected.” The
lack of connection with the community and culture also resulted in a
sense of loneliness for other participants. For example, Wai said “when I
arrived in [TC] I felt alone, you know, overall at the beginning when I
did not understand well [TC language],” and continued “…it was hard to
make friends and I spent my week-ends in my room speaking with my
people back in [HC].” For some of the participants, the experience of
loneliness seemed to be directly connected with their linguistic chal­
lenges, as Eitan shared: “I thought my [language TC] was ok, but when I
got there, I couldn’t really communicate well with people, so it was
difficult for me. I was alone there … I was pretty lonely.”
2.3. Strategies used while studying abroad
Participants identified strategies that they used to overcome the
challenges they faced, such as deliberately developing connections
within the local and international students’ communities, while trying to
understand and integrate themselves in the surrounding environment
(Integration with the immediate communities). Athena explained the ben­
efits of engaging with international students on campus:
We had weekly meetings and talk[ed] about our culture, we expe­
rienced food, dance and music from the country, and we would have
debates. We shared a lot of the same experiences and it really helped
to not feel alone. We learned a lot about all cultures and we were able
to connect with each other.
Noam described the beneficial impact of connecting with the local
community. He shared how he “connected with the outdoor
A. Quartiroli et al.
communities, you know, climbing and camping people, they looked like
my friends in [HC]. We spent every weekend on trips.” He continued by
sharing how this connection was “a big cornerstone for me to have that
group of people … And really kind of connecting with the community.”
These SPPs also described how their deliberate efforts to positively
embrace the experience while using the newly developed knowledge in
their own lives (Investing in the experience) was a useful strategy to
overcome some of the difficult experiences. For example, Mariana
described how she had to “think back to my decision that this choice was
the most amazing opportunity ever and … just having the willingness to
just persevere and focus on what you have to do every day really helped
me to keep going.” Finally, participants described how developing
positive relationship with their mentors represented another effective
strategy to overcome some of their challenges (Relationships with mentor
(s)). For instance, Kanae shared how relying on her mentor became an
effective strategy as she “contacted her and told her that thing[s] w[ere]
very difficult for me and I don’t know how to deal with it, so she helped
me to find solutions.” Similarly, HeiSon shared gratitude for his mentor:
“without him I am not sure I would have made it. [Mentor name] was
great,” and added “he is also from [HC], which really helped me and my
family, you know, [mentor name] and his family really made us feel at
home.”
2.4. Benefits of studying abroad
These SPPs also recognized how their expatriation experience pro­
vided meaningful benefits. They listed their own personal growth and
the concurrent development of their own cultural awareness (Personal
growth and cultural awareness). When asked to identify the greatest
benefit of her experience, Kanae described how this experience helped
her in “developing myself and my personality in ways that I wanted to be
and by the time I left I was the person I wanted to be, I was happy with
me.” Athena also described how it helped her become more culturally
aware as it “gives you a broader perspective of the world … nothing is
like granted … just taking things as they come and seeing things the way
they are, not assuming that is everything the same with everybody or
everywhere because everything is different.”
These SPPs also recognized how their experiences abroad influenced
them professionally (Professional development). Focused on his training,
Joachaim shared how “academia was extremely important for the
research aspect and the theoretical knowledge, but the applied aspect
was definitely a combination of the experiences I had, that’s what pre­
pared me to work with everyone.” Kanae highlighted the benefits of
working with her supervisor who “literally threw us into practicing
things right away, which had a risk since you can really screw up
someone. But she was always there … it was great,” and later added “she
really made sure we were ready to go out there and get it done.”
Participants also described the opportunity to develop a network of
personal friendships and professional relationships (Personal and pro­
fessional network), as one of the most positive and helpful aspects of their
expatriation. For example, Akiyo described how “the people I met were
amazing and we still get together at conference[s] and it is always fun to
catch up with life and to have new ideas about work.” On a similar note,
Athena said “without my cohort I would not [have] made it in [TC], they
helped me so much, you know, they helped me with my life, they were
always there for me.” She continued, “some of them organized a trip to
[HC] to come and visit me last year, it was great to get together after so
many years.”
2.5. Motives for and benefits of repatriation
Focusing on their decision to repatriate, the SPPs in the current study
described a variety reasons leading them to return to their HC and
consequential benefits related to their decisions. One main reason to
return was their desire to be close to their loved ones and to reconnect
with their origins (Reconnecting with the roots). For example, Mariana
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Psychology of Sport & Exercise 54 (2021) 101903
shared that she returned home as she felt “completely separated from my
close family and close friends.” Wai, instead, highlighted how she felt it
was “time to go back to [HC], I think I spent too many years in [TC]; …
being in [TC] for nine years and I think I feel enough.” She continued, “I
felt I was growing as a person but I was also growing apart from those I
love and I did not like it; that was my cue to go back to [HC].” Eitan
highlighted his need “to reconnect with [HC] and [HC]’s culture, you
know, it was great in [TC], but everything was so different … I really
needed to go back.”
They also reported professional reasons for their decision making,
such as their desire to contribute to the field in their HC (Desire to give
back). For example, Kanae described her interest to “practice sport
psychology in [HC] and provide something that was not available when
I was an athlete myself,” while Chloe shared her passion “to give back
and to educate students and people about sport psychology.” Athena
discussed how “in [HC] people still think that psychology is for
‘cuckoos’, and SP is not different, you know, and I wanted to help to
develop a healthier idea of what sport psych is.” Moreover, participants
also recognized how their training abroad gave them a professional edge
over other SPPs and how this led to additional and better opportunities
(Professional advantage). For example, Eitan, shared how in his view on
professionals “trained in [HC] didn’t know much about sports psy­
chology, so my experience and my training in [TC] definitely helped me
to make a name for myself in [HC] and to be known at the high level.”
HeiSon also mentioned how his training enabled him “to work imme­
diately with top level athletes … Olympic medalists … I would not do
that if I was in the [TC]. They would not let a foreigner become so close
to an Olympic athlete.” Finally, Joachim mentioned how “in [HC] if you
received your education in [TC], you are an exception and it makes
easier to find a job, you know, overall in sport, since [TC] are always at
the top.”
2.6. Challenges of repatriating to practice
SPPs also highlighted how their decision to go back to their HC led to
new challenges. These SPPs described how being away from home
resulted in strains in their lives once back home (Cultural struggles).
Athena, described how going back to her HC, her “biggest challenge was
the culture itself,” and Akiyo described his challenges related “to adjust
[ing] myself when I was back in [HC],” and continued “it was different,
you know, I changed a lot in [TC] and I felt like I did not fit in [HC].”
The SPPs also reported experiencing tension with how the field was
viewed more poorly in their HC, which led to less opportunities to
practice, unethical behaviors, untrained professionals, and challenging
politics (Sport psychology challenges). Mariana described how “the way
sport psychology is seen in the sport system in [HC] is sort of different”
and continued “people are still mixing what is sport psychology, psy­
chotherapists, psychoanalysis, psychiatrist … you always have to
convince everyone of what you’re doing, you always have to basically
have a job description every time you start working with someone.”
Eitan shared some of the challenges he experienced while job hunting
once repatriated. He disclosed:
It took me a while to get to professional, when I first came back to
[HC], I thought it would be pretty easy to get a job, this is my
misunderstanding of the market. And there was no [Sport Psychol­
ogy] vacancy by the time I came back, it took me almost half a year
until I finally got a good job but not in sports psychology. So those six
months waiting or looking for a job were actually quite frustrating, it
was really depressive because the discrepancy of my expectations, I
expected to be fairly easy to get a job with all the background I’ve
got. I couldn’t quite believe it, there’s no job for me in [HC]. After
two years there was a sports psychology vacancy for me … so it took
me awhile, it was a struggle.
Eitan further expressed frustration related to the fact that “you’re
A. Quartiroli et al.
coming back and now you have this great education and new insights …
and then you know that you don’t turn the world upside down from one
day to the next, not even one year to the next.”
Finally, these SPPs described that returning to their HC required an
adjustment in their practice to the specific cultural background, often
creating a mismatch between their training and the reality of practice
within a very different cultural context (Training-to-practice mismatch).
Kanae highlighted how “language was a huge problem,” since she “had
no idea about sports psychology in [mother tongue] language,” and also
added how she had to learn to “deal with emotional people and, my
stepwise logic and arguments for doing one, two, three of whatever just
wouldn’t work, I had to figure out new ways.”
2.7. Strategies for repatriating to practice
Once repatriated, the SPPs developed useful strategies to overcome
these difficulties. For example, they recognized the importance of
remaining true to and trusting themselves and their training, while self-
reflecting upon their experiences and exploring alternative opportu­
nities for growth (Resiliency and positive reframing). Describing his
approach to overcoming some of the challenges related to his profes­
sional repatriation, HeiSon focused on two key pillars: being resilient
and maintaining an optimistic outlook. He described how he “did a lot of
preparation work, I tried to become more known for what I do. At the
beginning, one person working with me, and today I have fifty or sixty
[athletes].” Later on in the interview he added, “…I only had three or
four [athletes], you know, it is difficult in [HC] … and they did well, you
know, I was lucky, I guess, and the word of mouth … yes, the word of
mouth helped.”
Participants also recognized the importance of building and
engaging in genuine and trustworthy personal and professional net­
works to navigate the challenges associated with their repatriation
experience (Proactive engagement in relationships). Focusing on the
importance of developing personal and professional support systems,
these SPPs described the importance of continued engagement in pro­
fessional networking and peer mentoring. For example, Akiyo shared
how important it was to “just ask my colleagues if they experienced the
same thing” as a way to normalize her struggles; while Kanae high­
lighted the value of building a referral system: “I was the new kid, you
know, but [SPP name] did the same few years back so I reached out to
him and I got my first clients through him,” and continued “counting on
him really made things easier”. On the other hand, Wai described the
value of having friends outside of the SP community, who “listen to me,
so other people understand me sometimes they really understand what
I’m feeling.”
These SPPs recognized the value of learning how to deliver SP
techniques in a culturally informed and sensitive manner (Culturally
appropriate sport psychology). Kanae described how, in order to be
effective with clients in her HC, she “had to get some language skills
back, so I got into lots of reading in [HC language] for a while so I could
get my language skills back.” Further, she added how
the other huge issue with athletes was the whole laid back [HC]
culture, and oh well what the heck well there’s tomorrow and there’s
another day and things will get by, let’s go have a cup of coffee.
Anything can be solved with a cup of coffee outside in the sun … it
was difficult to apply all I have learned in a very, much more lay back
way, less structured way.”
SPPs stressed the importance of promoting the field and fostering the
growth of the profession in their HC (Sport psychology advocacy). Chloe
exemplified this by describing her work to reduce the stigma by “focus
[ing] more on making sure that they understand that sport psychology
or mental training is not about that [mental health], or a sign of
weaknesses.” Focusing on advocating for SP in his country, HeiSon
described his deliberate efforts to clarify what SP is and what
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Psychology of Sport & Exercise 54 (2021) 101903
practitioners do:
I write a lot of, you know, like simple articles for people to read, I do
a lot of communications with the media. All the time I’m being
interviewed for the papers, online, science for sports, mentioned on
TV, and I actually did a piece about what sports psychology is, and
how sport psychologists work. So really besides practicing sports
psychology, I’m also trying to promote sport psychology.
2.8. Significance of the journey
The SPPs in our study were also asked to reflect on the overall impact
that their transnational experience had on their lives. They reported
developing patience, open-mindedness, resiliency, awareness, and con­
fidence (Personal growth). For example, Joachim indicated that the
experience “affected my personality and my lifestyle,” while Eitan
indicated that it was “a great opportunity for enriching one’s life.”
Kanae summarized the value of her transnational experiences
sharing how “They make you adaptable and ya know, and I don’t, the
best thing is you get to help people and friends all over this world,” and
continued, “knowing you can deal with anything and you can take up
anything and no matter what you’re going to be fine and you’re going to
survive, and not just survive but make the best for you, is important.”
Participants also described how their transnational experiences
illustrated the importance of multiculturalism, fostering their develop­
ment of cultural openness, awareness, and appreciation (Cultural
growth). Reflecting on her experience, Akiyo described how it helped her
“to explore different perspectives,” and to “be able to see it from their
[clients] eyes.” She also valued the importance of “not taking things for
granted and always hav[ing] multiple perspectives, there’s a lot of ways
to look into a matter, even something you are familiar with.” Similarly,
Wai shared how her experience “really helped me to understand cultural
differences because I think in [TC] they have a lot of different races … I
think it’s really helped because I have athletes from other countries … I
feel more open.” Finally, the participants described their experiences as
particularly enriching professionally. They described how their training
abroad and the opportunity to apply their knowledge in the HC helped
set the foundation for their careers (Professional growth). For example,
Athena described how her experience taught her to “deal with cultural
differences … openly, talk with clients about their culture to better
understand it.” Mariana shared how her experience made her feel “more
confident about how to work and support athletes and how to help them
better.”
3. Discussion
The purpose of this study was to explore SPPs’ transnational
migration experiences; specifically, for SPPs who expatriated to receive
their training and repatriated to begin their careers. We aimed to un­
derstand the main motivations for engaging in transnational experi­
ences, the challenges SPPs experienced during their transnational
journey, how they overcame their challenges, and finally the benefits
that these experiences may have brought to their lives.
The experiences shared by these SPPs are consistent with previous
investigations into the general motives leading students to expatriate for
educational purposes (e.g., Trower & Lehmann, 2017). Scholars have
highlighted how students are often motivated to receive high-quality
education from respected institutions and hope the prestige of their
training will help them develop successful careers (e.g., Branco Oliveira
& Soares, 2016; Bretag & van der Veen, 2017; Eder et al., 2010).
Additionally, students often make decisions about where to expatriate
based on personal and professional networks or perceived connections
with the country (Mazzarol & Soutar, 2002; Milian et al., 2015).
While the SPPs described a variety of motives that led them to
expatriate, they did not explicitly describe how they prepared for their
A. Quartiroli et al.
transnational experience and the associated challenges, which has been
described as a key component of the pre-transition phase of the Cultural
Transition Model as studied in athletes (Ryba et al., 2016). However, the
participants in the current study described challenges associated with
expatriating that resembled those experienced by transnational athletes
(e.g., Roderick, 2012; Ronkainen et al., 2014) and those previously
described in the student affairs literature (e.g., Hunley, 2010; Wu et al.,
2015). These SPPs described a series of challenges including adjustment
to different academic cultural norms (i.e., students’ assertiveness),
coping with loneliness, and overcoming communication and
cultural-related barriers that hindered their experiences early on. If not
adequately overcome, these challenges might lead SPPs to experience
emotional difficulties (Lee et al., 2004). Fortunately, the SPPs in the
study described how they were able to overcome many of these chal­
lenges during their experience.
The participants used various strategies to counteract these chal­
lenges, such as proactive engagement with the community, and
enhanced cultural integration within their new setting. For example, the
SPPs noted the importance of openness in regard to the cultural and
linguistic differences, and using personal reflection in adapting to life in
the TC. International students, however, have not always had access to
opportunities or the skills for cultural or social integration in the com­
munity (Paltridge et al., 2012). Similar to Ryba and colleagues’ (2016)
recommendation that sport organizations should support athletes during
what they called the acute cultural adaptation phase of the Cultural
Transition Model, educational institutions and training programs would
be well advised to consider how their support for international students
could facilitate their integration process. For example, to increase
engagement with the local community, it may be useful for local orga­
nizations and higher education institutions to collaborate on enhancing
students’ sense of connection with the community. Connection to the
community could also be important for trainees as many valuable
applied opportunities may exist beyond the confines of campus, thereby
also assisting students in overcoming the challenge of finding applied
opportunities as described by the participants in this study.
Additionally, SPPs described profession-specific approaches to
counteracting their challenges, ranging from applying what they learned
to their own experiences (e.g., stress management techniques), to the
development of and investment in personal and professional networks.
Previous research demonstrates that using SP skills in their personal
lives (Quartiroli, Etzel, et al., 2019; 2019b) and developing social sup­
port and networking interactions (McCormack et al., 2015; Quartiroli,
Etzel, et al., 2019) fostered SPPs’ positive and effective professional
development. The relationships developed during these transnational
experiences also seem to contribute to SPPs’ personal growth, asser­
tiveness, awareness, and reflection (Miller-Perrin & Thompson, 2014).
Based on these findings, investing in trainees’ professional development,
including the development of personal and professional relationships
and networks, appears to be paramount to fostering optimal trans­
national experiences. Professional organizations may facilitate this
process by organizing workshops and networking events to provide
spaces where transnational SPPs could develop professional networks
that are both local, but also allow for connection in areas of future
residence.
Overall, the SPPs in this study described their experiences abroad as
beneficial both personally and professionally as they decided to imme­
diately repatriate back to their HC. This experience seems to partially
differ with the experience of athletes as described in the Cultural
Transition Model (Ryba et al., 2016). During the sociocultural adaption
phase, athletes seem to begin embracing the idea of remaining more
permanently or for a longer time in the TC even after their athletic
career, unless obligated to repatriate due to the expiration of their
fixed-term contract (Ryba et al., 2016). The idea of prolonging their stay
seems to be grounded in a general sense of contentedness with the
athletes’ experience of the sport environment in the host country, as well
as the community in general. While the SPPs in our study also
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Psychology of Sport & Exercise 54 (2021) 101903
experienced some level of sociocultural adaption during their prolonged
permanence in the TC, they differed in that they seemed to embrace the
idea of repatriating to begin their professional career either during or
immediately after the completion of their training, without considering
the possibility to remain in the TC. Interestingly, these SPPs did not
make this decision based on the quality of their experience in the TC, but
instead considered the professional opportunities available for them in
their HC, as well as their desire to reconnect to the personal and cultural
roots they had in their HC.
The decision to repatriate involved both professional (e.g., positive
perception of the workplace) and personal reasons (e.g., strong family
ties), similar to those presented by scholars in higher education (Soon,
2010; Wu & Wilkes, 2017). Motivated to return to their HC by a variety
of reasons, the participating SPPs reported experiencing many chal­
lenges when adjusting back to the culture in their HC, as well as while
starting their own professional career in the HC. Participants recounted
struggling while re-integrating in the HC and having felt undervalued as
professionals in their HC. These challenges are shared by students from
other fields (i.e., social science, sciences, and engineering), who expe­
rience difficulties with re-adjustment and re-integration into the socio­
cultural and professional context when repatriated (Alberts & Hazen,
2005; Msengi, 2007). Participants also highlighted several strategies
used to address these challenges, such as engaging in positive reframing,
genuine and trusting personal and professional relationships, enhancing
their own self-confidence, and advocating for SP in their HC.
The SPPs in this study also stressed the importance of engaging in
these positive and proactive strategies, as it was foundational in their
process of adjustment to the socio-cultural environments both during
the expatriation, as well as the repatriation phases of their transnational
experience. This positive socio-cultural adjustment, while improving the
quality of their experience, may have also fostered and supported their
overall psychological well-being (Baruch et al., 2016; Ryba et al., 2016;
Wright, 2011). These SPPs also stressed the meaning they derived from
the personal and professional growth they observed in themselves,
which they attributed to their transnational experiences. Our findings
align with the literature focused on transnational educators demon­
strating how their transnational journey and the development of stra­
tegies led them to experience personal and professional growth (Hoare,
2013; Leung & Waters, 2017).
Contextually, the repatriation process of starting one’s professional
practice appears to add to some of the developmental challenges of early
career practitioners as described in the professional development liter­
ature. For example, Lindsay et al. (2007) and Tod and Bond (2010)
describe some of the common challenges associated with early career
building encounters such as expanding formal and informal experiences
to add to a curriculum vitae, while also fostering a sense of growth that is
consistent with one’s personal and professional philosophy of practice.
One common challenge is the shift from the insecure, less experienced
practitioner, who might be striving for more external acceptance from
sport/team gatekeepers, towards a practitioner who practices in a
manner that is congruent with their philosophy as more professional
experiences are obtained (McDougall et al., 2015). This is not dissimilar
to findings in related professions; for example, there is the belief that
sport coaches need to attain a minimum threshold of total sport expe­
riences (e.g., skills, competencies) in order to become a
high-performance sport coach (Erickson et al., 2007). It is possible that
the challenges related to the sociocultural integration of transnational
SPPs may also influence the struggles associated with early career pro­
fessional development. These SPPs highlighted the importance of pro­
fessional networks as an effective way to overcome some of the
challenges they experienced while readjusting to their HC and starting
their career. The existing literature supports the importance of peer
support for neophytes (McEwan & Tod, 2015; Tod et al., 2007).
While the transnational migration experience of SPPs world-wide
provides an opportunity to bring cultural enrichment to the field, it
also highlights key structural deficits, such as the need for thoughtful SP
A. Quartiroli et al.
professional training practices, well developed networks, and formal
structures to foster engagement throughout the SP community. While
this goal is formally undertaken by the ISSP, it is our belief that all of the
main SP organizations around the world should contribute to these ef­
forts and recognize the benefits of doing so. Future students who seek
transnational educational or professional experiences should be
encouraged and supported in the development of personal and profes­
sional relationships at the very inception of their experience. These
meaningful relationships could also provide a reciprocal cultural
enrichment between trainees and faculty within programs. Similarly,
the reciprocal nature of the supervisor-supervisee relationship (e.g., Van
Raalte & Andersen, 2000) could have a positive influence on the men­
tor/supervisors and consequentially enrich the supervision experience
of trainees. The important role played by these relationships in the
development of SPPs (Cropley & Neil, 2014; Lubker & Andersen, 2014)
may also lead them to indirectly influence the surrounding communities
through their interactions with the communities.
These intercultural experiences could also be valuable for the general
SP field and profession. Transnational SP training experiences have
supported the development of these SPPs’ cultural competencies (e.g.,
Earnest et al., 2016; Salisbury et al., 2013), one of the foundational
competency domains necessary for their professional development
(Rodolfa et al., 2005; Ryba et al., 2013). Soria and Troisi (2014)
demonstrated how the participation of domestic students in global/­
international activities supported the development of international and
intercultural competencies. SP trainees engaging in these international
education experiences learn how to engage in meaningful and effective
work with people from different cultural backgrounds and within
different cultural settings, while also benefitting from varied theoretical
and applied SP approaches (Leung et al., 2008; Ryba et al., 2013). The
transnational experiences of trainees could contribute to the cultural
competence of the larger SP field and profession.
4. Limitations and future research
This research has contributed to an understanding of how and why
ten SPPs engaged and lived their transnational experience, characterized
by their expatriation to receive their professional training and followed
by repatriation to begin their professional careers. Consistent with
qualitative studies in general, our findings, while not generalizable to
the entire population of SPPs, can be transferable to SPPs and settings
similar to those described by these participants. If other SPPs may find
this research meaningful, then our results may be transferable (Smith,
2018). The exploratory nature of this study limits findings to the per­
spectives of SPPs who received their training abroad and returned to
their HC to practice. However, these results cannot provide insight on
the impact that the experience of these professionals might have had on
the training programs in which they enrolled or on the communities
where they lived. There may be value for training programs to assess
how the presence of international students in their cohorts impact their
curricula and the experience of other students in their programs. This
evaluation might lead to additional efforts in recruiting international
students and gathering resources to support them.
Further examination of the developmental tasks and the underlying
mechanisms set in motion by cultural transitions during transnational
journeys should also be considered. Specifically, the results of this study
demonstrate similarities and support for Ryba et al. (2016) Cultural
Transnational Model as it applies to the experience of SPPs. Likewise,
further exploration of how the SPPs’ own cultural background and
identities play a role in their process of cultural and socio-cultural
adaptation may provide additional information on their lived trans­
national experiences.
In consideration of our data collection procedures, the use of single
interviews may have limited our study (Culver et al., 2012). Using single
interviews may have impeded the SPPs the opportunity to deliberately
reflect upon the content elicited during the interview in relation to their
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Psychology of Sport & Exercise 54 (2021) 101903
own transnational experience. In terms of our participants, we were able
to establish a sample of globally situated SPPs who represented a variety
of racial identification. However, their experience was limited to SP
training in Anglophone countries. Scholars may want to include in
future studies SPPs who expatriated to non-Anglophone countries.
Furthermore, this line of research could be extended by exploring the
experience of SPPs who trained in one country and practice in another,
different from their HC, as well as those SPPs who work in a variety of
sociocultural contexts different from each other as well as from their HC
or their TC.
5. Conclusions
The ISSP formally called for a broader understanding of trans­
national mobility in sport and of sport professionals (Ryba et al., 2018).
This study contributes to this call by describing the experience of SPPs
who expatriated to pursue formal training and then repatriated to begin
their careers. Overall, the SPPs in this study discussed various motiva­
tions, challenges, strategies, and benefits of their experiences. By un­
derstanding the intricacies of their transnational experiences, faculty
advisors and mentors may be more prepared to provide effective support
to those who pursue SP training abroad. Furthermore, understanding the
challenges and strategies these SPPs used once repatriating to practice in
their HC may provide guidance to successfully navigate similar experi­
ences for SPPs who decide to follow the same path. Supporting SPPs who
expatriate to study and repatriate to begin their careers will enhance the
quality of their experience, potentially their training and practice, and
will also contribute to the growth of the SP field globally.
Credit author statement
Alessandro Quartiroli: Conceptualization, Methodology, Formal
analysis, Investigation, Data Curation, Writing - Original Draft, Writing -
Review & Editing, Supervision, Project administration. Justine Vosloo:
Formal analysis, Writing - Review & Editing. Shelby Anderson: Writing
- Review & Editing. Jaclyn Ditter: Formal analysis. Meghan Keeley:
Formal analysis.
Declaration of competing interest
The authors declare that they have no known competing financial
interests or personal relationships that could have appeared to influence
the work reported in this paper.
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