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Stephen M. Roth

Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and learning.

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Jana L. Fogaca, Jack C. Watson II and Sam J. Zizzi

trainees’ development, would be know-how (i.e., intake, treatment plan, and execution) and professional development (i.e., reflections, working principles, and coping with dilemmas). A weakness of this study, however, was that it relied on supervisees’ notes on what they would like to discuss in

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Andy Gillham, Michael Doscher, Jim Krumpos, Michelle Martin Diltz, Nate Moe, Shepard Allen and Reese Bridgeman

that they recognize the need to be more flexible and adapt to current situations the longer they coach. Interestingly, SCC have also commented that their professional development had to include activities focused on managing relationships with athletes, coaches, and administrators while simultaneously

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Hannah G. Calvert, Matthew T. Mahar, Brian Flay and Lindsey Turner

-part professional development session for integrating PA into classroom teaching. Teachers were asked to provide their classes with as many CBPA opportunities as they felt comfortable with and to try to facilitate at least 1 CBPA bout per day. Teachers were given a booklet of energizers, 35 , 36 all

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Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione

professional development made by Darling-Hammond, Hyler, and Gardner ( 2017 ), a major review of literature led Parker and Patton ( 2016 ) to identify the following features of “effective” professional learning and development for contemporary H&PE practice: a. It is collaborative and job-embedded, meaning

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Pamela A. Bechtel and Mary O’Sullivan

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David Tod

To date, there has been limited discussion of sport psychology consultant development, and there is not a comprehensive knowledge base on practitioner maturation. In this article the author argues that counselor-development literature might contribute to sport psychology consultant training and practitioner-maturation research. The author reviews counselor-development theory and highlights similarities with sport psychology literature, such as the documentation of trainees’ anxieties. Implications for practitioner training include matching instructional methods to trainees’ developmental needs, creating strategies for making use of modeling and simulated or real client interactions, and helping trainees deal with anxiety and conflict. Possible research directions include following sport psychology consultants longitudinally and recording experienced practitioners’ life histories. The use of counselor-development literature might assist educators and supervisors in their interactions with trainees, help practitioners reflect on and perhaps improve their service-delivery practices, and stimulate studies that contribute to a broader understanding of sport psychology consultant development.

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Richard A. Sille, Martin J. Turner and Martin R. Eubank

-behavioral approaches may be more appropriate in time-limited circumstances. The BPS Stage 2 is an accredited process for developing competency in sport psychology practitioners in the United Kingdom. There is value for trainees in undertaking continuing professional development (CPD) courses in psychological

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Amanda Ebert and Donna L. Goodwin

of practice that come from our education, marked by university degrees, training programs, and ongoing professional development ( Olson & Craig, 2005 ). The practical knowledge landscape is a place, often out of the view of others, where professionals spend time with those seeking their services and