policies to develop the best internship program it can, specific to the resources to which it has access. In sum, it is our intention that this paper contextually frame the status of internships in kinesiology today and support our respective efforts on achieving best practices within our varied academic
Mark Urtel, Sara F. Michaliszyn, and Craig Stiemsma
Mark H. Anshel and Thomas M. Brinthaupt
Psychological inventories are ubiquitous and necessary in sport psychology for gathering data to address selected research questions, making clinical diagnoses, and as guidelines for providing effective interventions. However, the improper use of inventories can result in inaccurate or incomplete interpretations of data or diagnoses, thereby compromising the effectiveness of intervention efforts and limiting the contributions of sport psychology consulting. The purposes of this article are to (a) summarize the major terminology associated with the use of psychological inventories, (b) provide an overview of reliability and validity issues relevant to establishing psychometric evidence for psychological inventories, (c) review the most common errors associated with using sport psychology inventories, and (d) provide best practice guidelines for the proper use of psychological inventories in sport psychology. If researchers and practitioners follow these guidelines, they can be more confident in the results and proper use of their interventions and consultations.
Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth, and James McDonald
successful program implementation. To address these potential limitations and develop meaningful experiential-learning opportunities, best practices have been identified by the National Society for Experiential Education ( NSEE, 1998 ; http://www.nsee.org/8-principles ). These eight principles are useful in
William C. Way, Ashley M. Coker-Cranney, and Jack C. Watson II
established to develop and disseminate best practice recommendations for supporting student-athlete mental health. These recommendations encourage institutions to (a) provide access to licensed mental health practitioners, (b) develop procedural guidelines to recognize and refer student-athletes in distress
Brandonn S. Harris, Lindsey C. Blom, and Amanda J. Visek
Assessment is an important element to the present and future of sport psychology (McCann et al., 2002), both in science and in practice. Yet, few resources exist addressing the unique developmental parameters facing sport scientists and sport practitioners when it comes to conducting sound assessment across the athletic lifespan. Indeed, this aspect of the literature remains particularly sparse with respect to youth sport assessment (Noble, 2011). Therefore, the purpose of this paper is to provide an understanding of the practical issues and best practice guidelines pertaining to assessment during the provision of sport psychology services to children and adolescent athletes.
NiCole R. Keith and Jared A. Russell
This article describes the characteristics of diversity within academia and professional organizations in general and specifically within Kinesiology departments and Kinesiology-related organizations. While other types of diversity exist, this article refers to diversity in terms of race/ethnicity, gender, age, physical capability, socioeconomic background, and/or sexual orientation. Two Kinesiology departments, within the context of their universities, in two different regions of the United States are presented as models of best practice to improve institutional diversity. Also presented are one detailed example and several general examples of methods by which Kinesiology-related professional organizations have developed intentional strategies to improve diversity in membership and leadership. Presented models could, at least in part, be used by administrators and leaders to improve diversity within academic institutions and professional organizations.
results from short-term training interventions on more or less untrained populations, without having the ability to provide strong scientific evidence for our best practice approach. This dilemma created confusion among athletes and coaches. One notable example was that endurance athletes were strongly
Philip E. Martin, Mary E. Rudisill, Bradley D. Hatfield, Jared Russell, and T. Gilmour Reeve
review, we address a number of issues about annual evaluation processes and provide a broad overview for department chairs interested in providing effective and meaningful annual evaluations. First, we provide recommendations for best practices for annual evaluations. These are meant to be neither rigid
Anita N. Lee and Mei-Lin Yeh-Lane
This study shares the best practice in teaching fiscal management in athletic programs with the compliance of the National Standards for Sport Coaches (NSSC; 2006). The objective of this presentation is to provide ideas, resources, and course activities in fiscal management of athletic programs. Topics in financial operation, purchasing and inventory distribution, fund-raising, and managing financial records, as well as different modules of fiscal management in athletic programs will be covered.
Riana R. Pryor, Robert A. Huggins, and Douglas J. Casa
The aim of the recent Inter-Association Task Force held in Washington, D.C. at the 2013 Youth Safety Summit determined best practice recommendations for preventing sudden death in secondary school athletics. This document highlights the major health and safety practices and policies in high school athletics that are paramount to keep student athletes safe. The purpose of this commentary is to review the findings of the document developed by the task force and to provide possible areas where research is needed to continue to educate medical practitioners, players, coaches, and parents on ways to prevent tragedies from occurring during sport.