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
Andy Gillham, Michael Doscher, Jim Krumpos, Michelle Martin Diltz, Nate Moe, Shepard Allen and Reese Bridgeman
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
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
Michael G. Dolan
Pamela A. Bechtel and Mary O’Sullivan
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.
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
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
Steve Tozer and Heather Horsley
G. Linda Rikard and Dominique Banville
The first year of teaching is a critical time for professional growth and teacher development requiring emotional and pedagogical support from an experienced mentor. To serve this need, many school districts and counties across the US have developed induction programs for beginning teachers. This study examined 20 First Year Teachers’ (FYT’s) experiences in a mentoring induction program conducted from 2006 to 2008. Data included phone interviews, questionnaires, and one-on-one interviews. Kram’s mentoring framework provided the theoretical model for describing stages of mentor-mentee relationships. In addition, a Continuum of mentor practices was developed to categorize the levels of mentor effectiveness as described by FYTs. Based on their perceptions, the effectiveness of mentoring practices varied greatly for these participants: nine teachers received adequate mentoring, while the remaining 11 teachers’ experiences indicated deficiencies. Mentors were trained and specifically matched with FYTs, yet, findings indicated that accountability measures were needed to adequately serve most of these FYTs.