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Mark Urtel, Sara F. Michaliszyn, and Craig Stiemsma

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

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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.

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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 ; ). These eight principles are useful in

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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

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Kim D. Lu, Dan Cooper, Raluca Dubrowski, Melanie Barwick, and Shlomit Radom-Aizik

children, yet PA is rarely addressed in the pediatric clinical encounter ( 17 - 21 ). This is a missed opportunity for health improvement, as PCPs are natural agents of change with respect to best practices. The need for pediatricians to increase their involvement in patient PA is highlighted by data

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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.

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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.

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Thomas W. Gretton, Gabriela I. Caviedes, Megan Buning, Kristin Webster, and David W. Eccles

identify the challenges and best practices associated with virtual consultancy. Our intention was that our findings would allow organizations hosting applied sport psychology educational programs to better anticipate the challenges of transitioning such a program to the virtual mode and draw on best

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Linda S. Pescatello, Emily A. Hennessy, Peter T. Katzmarzyk, William E. Kraus, Anne F. Fish, Lynette L. Craft, and Blair T. Johnson

shared. Thus, we provide (1) an overview of the 2018 PAGACSR methodology; (2) a high-level introduction to the methodology of the MR; (3) examples of the challenges the PAGAC encountered when conducting their MRs; and (4) best practice guidance in addressing these challenges. We conclude with

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Thomas Haugen

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