Learning Experiences Contributing to Service-Delivery Competence

in The Sport Psychologist
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Graduates (n = 16) and teaching staff (n = 11) of Australian master’s of applied psychology programs (sport and exercise) participated in interviews about learning experiences that they believed contributed to service-delivery competence. Interviews were recorded, transcribed verbatim, and thematically content analyzed. The authors sought to enhance research credibility through data source and analyst triangulation. Participants thought the main contributions to service-delivery competence were client interactions; relationships among teaching staff, supervisors, and students; and specific events outside of the training programs. Participants considered sport psychology research and theory to be helpful when applicable to clients. The authors discuss issues arising under the major themes relating to practitioner development, such as supervisor-supervisee relationships. The results of the study have implications for future training in sport psychology, such as the mentoring of students, the grounding of practice in research and theory, and how anxiety can be minimized during role-plays.

Tod is with the Dept. of Sport and Exercise Science, University of Wales, Aberystwyth, Aberystwyth, Wales. Marchant and Andersen are with the School of Human Movement, Recreation and Performance and the Centre for Ageing, Rehabilitation, Exercise, and Sport, Victoria University, Melbourne, Victoria, Australia.

The Sport Psychologist

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