The research team explored UK trainee sport psychologists’ perspectives on developing professional judgment and decision-making (PJDM) expertise during their British Psychological Society (BPS) Qualification in Sport and Exercise Psychology (QSEP; Stage 2). An assorted analysis approach was adopted to combine an existing longitudinal qualitative data set with the collection and analysis of a new qualitative data set. Participants (female, n = 1; and male, n = 6) were interviewed 4 times over a 3-year training period, at minimum yearly intervals. Interviews were transcribed verbatim, and reflexive thematic analysis applied to transcripts using the theoretical concepts of PJDM. Experience, analytical reasoning, and observation of other practitioners’ practice was useful for developing PJDM expertise. PJDM expertise might be optimised through the use of knowledge elicitation principles. For example, supervisors could embed critical cues within the anecdotes they share to expand the experience base that trainees can draw from when making decisions.
Michelle Smith, Hayley McEwan, David Tod and Amanda Martindale
Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff and Sally Taunton
), this study explored the role of educational background (primarily CSPAP professional training and CSPAP knowledge), perceived school support for a CSPAP, and demographic variables in physical education teachers’ DSI and CSPAP adoption behavior. Although no previous studies have specifically
Alisa G. Anderson, Zöe Knowles and David Gilbourne
Current training models appear ill equipped to support sport psychology trainees in learning the requisite humanistic skills to provide athlete-centered services (Petitpas, Giges, & Danish, 1999). The aim of this paper is to build a case for the value of reflective practice as an approach to professional training and development that can assist practitioners in effectively managing themselves in practice. In developing the case for reflective practice, we discuss the nature of professional knowledge (Schön, 1987), define reflection, and present popular models of the reflective process from “educare” professions. In addition, we consider the application of reflective practice within sport psychology practice and highlight how reflective practice can benefit the professional and personal development of practitioners. Finally, discussion on appropriate outlets for the dissemination of reflective narratives is undertaken.
Ben-El Berkovich, Aliza H. Stark, Alon Eliakim, Dan Nemet and Tali Sinai
history as past competitors, the extent of professional training for acquiring coaching skills, the achievements of their athletes in competitions, and descriptions of the methods of weight loss and RWL that they endorsed. Further questions were asked regarding the amount of weight loss and type/length of
performance sport environments: Impact for professional training and supervision of sport psychologists . Sport and Exercise Psychology Review, 10 ( 2 ), 30 – 36 . Fleetwood , S. ( 2007 ). Why work–life balance now? International Journal of Human Resource Management, 18 ( 3 ), 387 – 400 . doi:10
Irineu Loturco, Timothy Suchomel, Chris Bishop, Ronaldo Kobal, Lucas A. Pereira and Michael McGuigan
participants had at least 5 years of resistance training experience and, due to their professional training routine, performed a minimum of 3 and a maximum of 5 strength–power training sessions per week. The sample comprised 15 athletes who participated in the previous Summer and Winter Olympic Games (10 in
Denis H. Stott, Sheila E. Henderson and Fred A. Moyes
This article describes the approach to testing that guided the recent revision of the Test of Motor Impairment (TOMI). Traditional attempts to measure intrinsic ability lent themselves to the labeling of children as defective. A test score should be regarded rather as a record of available capabilities. Performance depends on the abilities a child brings into play; the use of abilities and the development of skills depend in turn on motivational-emotional factors. Moreover, a composite score does not provide information about the reasons for failure. These considerations led to the compilation of qualitative diagnostic aids. The first directs the tester’s attention to the nature of a child’s failure of motor control, the second to behavioral sources of poor performance. The third checklist is a task-by-task, process-oriented analysis of motor faults designed for clinical diagnosis and professional training. In providing a detailed picture of a child’s performance, the TOMI bridges the gap between assessment and therapy and provides instrumentation for systematic, measurable therapy.
Øyvind Sandbakk, Guro Strøm Solli and Hans-Christer Holmberg
, the sex gap in performance previously appeared to be artificially large. Although more-professional training by women has in general reduced the apparent gap in Western countries, there are still sex differences in participation and professionalization for certain sports. For example, conflicting
Anna Stodter and Christopher J. Cushion
defining coach developers, this evidence suggests quality of training and wider preparation is crucial in maximising developers’ effectiveness in practice. Considering the findings alongside research with teacher educators, quality professional training and preparation should strike a balance between
Larissa R. Galatti, Yura Yuka Sato dos Santos and Paula Korsakas
valuable learning opportunity ( Milistetd et al., 2018 ), extracurricular activities, can also complement SC’ initial professional training, providing more experiential learning situations to address problems of the real coaching context. As a conscious lifelong learner, I am eager for the next challenges