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
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.
Ellen J. Staurowsky and Jessica DiManno
As the American public is confronted with a more established female sport presence at all levels, the potential for girls to consider a career in sport media has expanded exponentially. Girls growing up in the age of ‘GRRL Power’ envision themselves as professional basketball players, world champion soccer stars, women who run like the wind, and as sports broadcasters. However, the dawn of a new age has also brought with it increasing complexity with regard to the issues aspiring young women seeking careers in sport media encounter. The overall purpose of this study was to extend the frame of our understanding about gender, sport, and the media by documenting the experiences, concerns, and attitudes of undergraduate females who hope to pursue careers as sports journalists, sports broadcasters, and sport media professionals. Based on interviews with ten undergraduate women, the next generation of women in sport media are more than prepared to take on with confidence, assertiveness, and a great deal of solid professional training the challenges that await them. However, even as undergraduates, these women have had to deal with, and make sense, of sexual objectification and sexism in the workplace. The article concludes with recommendations for how to support young women in their quest to pursue careers in sport media.
Peter W. Grandjean, Burritt W. Hess, Nicholas Schwedock, Jackson O. Griggs and Paul M. Gordon
Kinesiology programs are well positioned to create and develop partnerships within the university, with local health care providers, and with the community to integrate and enhance the activities of professional training, community service, public health outreach, and collaborative research. Partnerships with medical and health care organizations may be structured to fulfill accreditation standards and the objectives of the “Exercise is Medicine®” initiative to improve public health through primary prevention. Barriers of scale, location, time, human resources, and funding can be overcome so all stakeholder benefits are much greater than the costs.
Hannah Butler-Coyne, Vaithehy Shanmuganathan-Felton and Jamie Taylor
Equestrian media is showing an increasing interest in the impact of mental health on performance and general wellbeing of equestrian athletes. This study explores the awareness of mental health difficulties and psychological wellbeing within equestrian sport from the perspectives of equestrian athletes, instructors/coaches and parents. The exploratory nature of the research offered opportunity to use a dual approach including e-surveys and semi-structured interviews. Analysis of the qualitative data identified five key themes (Emotional Wellbeing in Balance; Emotional Wellbeing Imbalance; Wellbeing Imbalance—Impact on Equestrian Sportspeople; Impact of Equestrian Sport on Wellbeing; Regaining Balance) and 22 sub-themes. The findings determine a compelling need for education, promotion of sharing experiences, facilitation of specialist (clinical and sport) professional training and intervention as well as a review of regulations from equestrian Governing Bodies.
In this paper I view the history of kinesiology in America through the lens of a shifting academic landscape where physical culture and building acted upon each other to reflect emergent views concerning the nature of training in physical education and scientific developments around human movement. It is also an organizational history that has been largely lived in the gymnasium and the laboratory from its inception in the late nineteenth century to its current arrangements in the academy. Historians have referred to this in appropriately embodied terms as the head and the heart of physical education, and of course the impact of gender, class, and race was ever present. I conclude that the profession/discipline conundrum in kinesiology that has ebbed and flowed in the shifting spaces and carefully organized places of the academy has not gone away in the twenty-first century and that the complexities of today’s training require more fertile and flexible collaborative approaches in research, teaching, and professional training.
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
Rachel Arnold, Nicole Bolter, Lori Dithurbide, Karl Erickson, Blair Evans, Larkin Lamarche, Sean Locke, Eric Martin and Kathleen Wilson
Edited by Kim Gammage
appointment as a novel way to provide exercise information. Under the theme of education, participants described a need and desire for professional training on exercise promotion, service training by physical therapists and occupational therapists, as well as clear and defined exercise protocols. The
Sarah E. Roth, Monique Gill, Alec M. Chan-Golston, Lindsay N. Rice, Catherine M. Crespi, Deborah Koniak-Griffin and Michael L. Prelip
), $2500 in equipment vouchers for use in PE classes, and a $200 stipend for completing all 12 hours of the SPARK training. Participating teachers at intervention schools were offered 12 hours of standards-based professional training that occurred in 3 parts: 6 hours in October 2014, 3 hours in January
Chun-Hao Wang and Kuo-Cheng Tu
active players on the collegiate badminton team (aged 20.56 ± 1.82 years, with professional training experience of 5 or more years), while the remaining 16 students were athletes matched for health, age, gender, and fitness from the track-and-field team (aged 20.56 ± 1.50 years, with professional