Through the increased use of qualitative research methods, the term phenomenology has become a quite familiar notion for researchers in adapted physical activity (APA). In contrast to this increasing interest in phenomenology as methodology, relatively little work has focused on phenomenology as philosophy or as an approach to professional practice. Therefore, the purpose of this article is to examine the relevance of phenomenology as philosophy and as pedagogy to the field of APA. First, phenomenology as philosophy is introduced through three key notions, namely the first-person perspective, embodiment, and life-world. The relevance of these terms to APA is then outlined. Second, the concept of phenomenological pedagogy is introduced, and its application and potential for APA are discussed. In conclusion, it is argued that phenomenology can help theorize ways of understanding human difference in movement contexts and form a basis of action-oriented research aiming at developing professional practice.
Donna L. Goodwin and Brenda Rossow-Kimball
There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or infringing on rights. The aim of this paper is to open a dialogue on what constitutes ethical practice in adapted physical activity. Ethical theories including principlism, virtue ethics, ethics of care, and relational ethics provide a platform for addressing questions of right and good and wrong and bad in the field of adapted physical activity. Unpacking of stories of professional practice (including sacred, secret, and cover stories) against the lived experiences of persons experiencing disability will create a knowledge landscape in adapted physical activity that is sensitive to ethical reflection.
Ross Wadey, Kylie Roy-Davis, Lynne Evans, Karen Howells, Jade Salim and Ceri Diss
other things, inform theoretical knowledge, enable SPCs to become more evidence-based, improve the training of applied practitioners, and enhance the effectiveness of SPCs’ professional practice ( Fortin-Guichard, Boudreault, Gagnon, & Trotter, 2017 ; Tod, Andersen, & Marchant, 2011 ). Unfortunately
Edited by Mark B. Andersen
Kimberly S. Peer and Gretchen Schlabach
Column-editor : Malissa Martin
Brendan Cropley, Lee Baldock, Stephen D. Mellalieu, Rich Neil, Christopher Robert David Wagstaff and Ross Wadey
This study aimed to gain an insight into the general coping strategies used by sport psychology consultants (SPCs) based in the UK, and an in-depth understanding of their development and impact. To achieve these aims a mixed-method approach was adopted by means of two linked studies. In study one, BASES accredited and/or BPS chartered SPCs (n = 29) completed the modified COPE inventory (Crocker & Graham, 1995) to gain a better understanding of the general coping strategies used by practitioners. In study two, follow-up interviews (n = 6) with participants sampled from study one were conducted to explore how the reported strategies were developed, the perceived impact of coping/not coping with stressors, and how future SPCs may be better prepared for the stressful nature of consultancy. Findings suggested that the participants had a statistically significant preference to using problem-focused coping strategies. Further, the interviews suggested that coping strategies were primarily developed through reflection on experiences in different contexts. The impacts of coping/not coping and the practical development implications raised are discussed.
William Winstone and Misia Gervis
The literature in psychotherapy and sport psychology has supported the importance of self-awareness and countertransference management (Ellis, 2001; Leahy, 2001; Van Raalte & Andersen, 2000) and its applicability in all psychological settings (Hayes, 2004). This study was an audit of (n = 58) accredited UK sport psychology practitioners that explored the importance they attached to self-awareness and their behavior in practice that supported the management of these concerns. Results indicated that practitioners regarded self-insight and self-integration as important (Mdn = 4), but relied upon themselves and informal peer networks rather than regular supervision for professional support. Most practitioners never (Mdn=1) used counseling or therapy for personal support. Recommendations are made for piloting post-accreditation professional supervision in sport psychology and developing the provision of general counseling and sport psychology sessions for trainees.
Mark R. McKean, Gary Slater, Florin Oprescu and Brendan J. Burkett
Australia has approximately 26,000 registered exercise professionals (REP), in comparison with 3,379 accredited practicing dietitians (APD). The REP workforce has the potential to reach more than 10% of the Australian population but there is limited data on their educational background and professional behaviors with regards to nutritional counseling of clients. The purpose of this research was to determine if REPs are working within their scope of practice and if their qualifications align with their practice, specifically as it relates to nutrition advice. Using a cross sectional descriptive study design, a self-administered online survey of REPs was conducted over 5 months. REPs were recruited through electronic and social media using a snowballing technique. The study focused on education, nutrition advice, and sources of information. A total of 286 respondents completed the survey, including 13 with tertiary dietetic qualifications i.e., APDs. The nationally recognized industry Certificate III/IV in Fitness was the most common qualification. The majority of REPs responding (88%) were working outside of their professional scope of practice, offering individual nutrition advice to clients across fitness and medical issues. This was despite 40% of REPs undertaking no further training in nutrition since graduating, and primarily basing advice on use of readily accessible sources of nutrition information. It is recommended the nutrition advice provided to REPs during training be limited to general nonmedical nutrition information in accordance with nationally endorsed evidence based guidelines and that issues pertaining to scope of practice be addressed with onward referral to other health professionals be advocated.
Samuel R. Hodge, Francis M. Kozub, Leah E. Robinson and Bethany L. Hersman
The purpose of this study was to determine what trends exist in the identification and description of participants used in data-based studies published in Adapted Physical Activity Quarterly and the Journal of Teaching in Physical Education. Data were analyzed using frequency counts for journals and time periods from the 1980s to 2005 with chi-square tests on gender, race, ethnicity, and socioeconomic status. Results indicate, for example, that across the time span both journals published articles reporting males first over females, X 2 (3) = 22.16, p < .001. Trend data also reveal that even today most data-based studies in these journals fail to report race, ethnicity, and socioeconomic status. Findings are discussed with guiding principles for future research.
Kimberly S. Peer
Values guide behaviors, and consistent behaviors guide practice. Professionals are bound by social contracts to provide high-quality services with the interest of the patient as the primary consideration. Most healthcare professions have a codified standard for ethical behavior, however, the manifestation of ethical decisions can violate the social contract if not carefully considered. Healthcare professions have experienced considerable empathy decline and moral distress both in professional preparation and clinical practice. These emerging trends have created concerns about the structure and function of ethics education in the health professions. Several conceptual, pedagogical strategies have been promoted to engage learners in purposeful reflection about ethical dilemmas. Healthcare educators need to consider different strategies for encouraging ethical reflection and engagement to prevent moral distress and empathy decline. Various pedagogical strategies are discussed with a conceptual framework proposed for reconsidering ethics education in healthcare professions.