Walking Multiple Paths of Supervision in American Sport Psychology: A Qualitative Tale of Novice Supervisees’ Development

in The Sport Psychologist

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Janaina Lima Fogaca West Virginia University

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Sam J. Zizzi West Virginia University

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Mark B. Andersen Halmstad University

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DOI:
https://doi.org/10.1123/tsp.2017-0048
Keywords:
education and training; mentoring; models; self-reflection; service-delivery competence
In Print:
Volume 32: Issue 2
Page Range:
156–165
Restricted access

There is limited evidence for what characteristics of supervision delivery facilitate novice supervisees’ development. The aim of this study was to investigate the relationship between supervision-delivery approaches and the perceptions of service-delivery competence development in novice practitioners. The authors interviewed 9 supervisor–supervisee dyads before and after the academic term in which the supervisees had their first applied experiences. Supervisees also completed reflective journal entries regarding their supervisory experiences and development. Data analysis included constant comparative analysis and triangulation of qualitative results with a practitioner-skills inventory. Different approaches to supervision delivery seemed to contribute similarly to novice supervisees’ development. Supervisees developed in more areas when the dyads had consistent meetings, close supervisory relationships, feedback, and frequent opportunities for self-reflection and when supervisors adapted the delivery to the supervisees’ developmental levels. In addition, factors in supervisees’ background, practice, and supervision that contributed to perceptions of service-delivery competence are discussed.

Fogaca and Zizzi are with the Dept. of Sport Sciences, West Virginia University, Morgantown, WV. Andersen is with the Center of Research on Welfare, Health and Sport, Halmstad University, Halmstad, Sweden.

Fogaca (jalimafogaca@mix.wvu.edu) is corresponding author.
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