Inaugural report 2022: establishing and operation the Journal for Advancing Sport Psychology in Research - reflections from inaugural junior editorial board members

Thierry R.F. Middleton*, Liam O'Neil, Travis R. Scheadler, Kylee J. Ault, Alex Oliver

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

As the inaugural junior editorial board members of the Journal for Advancing Sport Psychology in Research (JASPR), we represent the first group of students to be embraced into, and integrated across all levels of, the editorial board
of a sport, exercise, and performance psychology journal. To shed light on our unique experience behind the curtain of an academic journal, we engaged in a process of group and individual reflection following our term. The goal of
our reflective process was to identify and share our collective and personal experiences of establishing and operating JASPR from January 2020 to December 2021. By sharing transparent and vulnerable insights into our lived experiences
as the inaugural junior editorial board members of JASPR, our reflections (a) provide emotional and informational support to neophyte researchers occupying the role(s) of author, editor, and/or reviewer, and (b) highlight the value
of student-centered initiatives for the advancement of sport, exercise, and performance psychology. Our collective and personal experiences are consolidated into three reflective themes: respect in peer review, gatekeepers of knowledge, and imposter syndrome. These reflective themes are followed by four key takeaway points that are intended to be suggestions for neophyte researchers to effectively navigate the role(s) of author, editor, and/or reviewer in sport,
exercise, and performance psychology.
Original languageEnglish
Pages (from-to)33-39
Number of pages7
JournalJournal for Advancing Sport Psychology in Research
Volume2
Issue number1
DOIs
Publication statusPublished - 30 Jun 2022

Keywords

  • peer review
  • early career development
  • experiential learning

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