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.
Amanda Ebert and Donna L. Goodwin
disciplines including physiology, psychology, sociology, and philosophy ( Bouffard & Spencer-Cavaliere, 2016 ; Szostak, 2016 ). Such diverse origins lead to professionals holding different ways of knowing and existing within the environments of research, service delivery, and 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
Damien Clement and Monna Arvinen-Barrow
different individuals/professionals interact with each other and the athlete during the injury rehabilitation process. Consistent with the existing literature to date, in this study, a multidisciplinary approach is defined as a professional practice approach where each individual/professional works toward
Robin J. Dunn and Sarah A. Doolittle
, and physical activity. He used a variety of formal and informal ways of sharing the teaching personal and social responsibility (TPSR) model, and many professionals were inspired to try out the model in their own professional practice. Currently, Don’s TPSR model has become institutionalized as a
Edited by Mark B. Andersen
Alessandro Quartiroli, Justine Vosloo, Leslee Fisher and Robert Schinke
competence. In addition to continuing to participate in and attend CE units, as well as professional trainings centered on cultural competence, SPPs must focus on integrating these efforts in their daily scholarly and applied professional practice. Specifically, SPPs are encouraged to invest time and
Kimberly S. Peer and Gretchen Schlabach
Column-editor : Malissa Martin
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.