This study examined the perspectives of sport management academicians regarding their experiences supervising international graduate students. Fifteen experts were interviewed and provided their perspectives on practices used in international student involvement—specifically, student identification, recruitment, acceptance, orientation, progress, and retention, and the inherent challenges and benefits. The primary challenges cited by the majority of participants were language and cultural differences in learning; however, all participants concurred that the benefits of supervising international students far outweighed the challenges. These benefits included, but were not limited to, bringing international and global perspectives into the learning environment, which was positive for both students and professors. Findings from this study may provide program administration with insights on key factors affecting the quality of delivery of sport management education to international students. Consequently, high-quality programs can be developed to meet the needs of students from diverse cultural and educational backgrounds.
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Supervising International Graduate Students in Sport Management: Perspectives of Experienced Advisors
Karen Danylchuk, Robert Baker, Brenda Pitts, and James Zhang
Walking Multiple Paths of Supervision in American Sport Psychology: A Qualitative Tale of Novice Supervisees’ Development
Janaina Lima Fogaca, Sam J. Zizzi, and Mark B. Andersen
Supervision is a central feature of training in applied sport psychology ( Andersen, 2012 ; Van Raalte & Andersen, 2014 ) and has the aims of ensuring clients’ welfare and supporting supervisees’ professional development ( Van Raalte & Andersen, 2000 ). Through the development of competent and
UK Trainee Sport and Exercise Psychologists’ Perspectives on Developing Professional Judgment and Decision-Making Expertise During Training
Michelle Smith, Hayley E. McEwan, David Tod, and Amanda Martindale
responding to the changing needs of a client throughout the consulting process. For practitioners, professional educators, and supervisors, these decision-making skills, along with the professional adaptability that is required to make decisions, should be a clear goal of professional training and
Mentoring Philosophy as a Guide to Navigate Challenges From the Lens of Certified Mental Performance Consultant Mentors
Janaina Lima Fogaça and Leilani Madrigal
Supervision is the oversight that a senior or peer member of the profession provides to another member of the profession ( Bernard & Goodyear, 2019 ). However, the Association for Applied Sport Psychology (AASP) adopted the term “mentor” to avoid confusion with clinical psychology supervision
Perceptions of Clinical Supervision With and Without Bug-in-Ear Technology
Sara L. Nottingham
Key Points ▸ Clinical supervision of students has been extensively debated within the athletic training profession. ▸ Preceptors and students value patient care and decision-making opportunities. ▸ Increasing the supervision distance between preceptors and students promotes confidence. ▸ Bug
Factors Influencing Break-Time Physical Activity of South African Primary School Learners From Low-Income Communities
Monika Uys, Catherine Elizabeth Draper, Sharief Hendricks, Anniza de Villiers, Jean Fourie, Nelia Steyn, and Estelle Victoria Lambert
Background:
The purpose of this study was to assess factors that influence physical activity (PA) levels during break-times in South African primary school children.
Methods:
The System for Observing Play and Leisure Activities in Youth (SOPLAY) was used to observe PA levels during break-times at low-income schools (4 intervention, 4 control). The intervention was based on action-planning including: school environment, curriculum, and family involvement. Categories of observed activity included Sedentary, Eating, Walking, or Vigorous PA. Contextual factors assessed included teacher supervision, equipment, and crowding. Chi-square tests were used to determine associations between PA levels and contextual factors.
Results:
In the 970 observations made, 31% of learners were sedentary, 14% were eating, 29% were walking, and 26% were engaged in vigorous PA. There were no differences in break-time PA between intervention and control groups (NS). With supervision, children were more likely to eat and less likely to do vigorous PA (P = .035). Playground crowding was associated with lower levels of vigorous activity and more sedentary behavior (P = .000).
Conclusions:
PA during break-time was adversely affected by over-crowding and lower with supervision. The results suggest that interventions may be targeted at the school policy environment to reduce these barriers to PA.
Self-Care and Emotional Competence in Supervision: Helping Clinical Sport Psychology Trainees Foster Professional Well-Being
Erin N.J. Haugen and Kristin Hoff
addresses ongoing reflection, ownership, and behavior change related to professional well-being. This paper discusses self-care and emotional competence factors that CSP supervisors can use to help trainees promote professional well-being and ethical practice. Most research examining the well-being of LMHPs
From the Other Side: Supervisor Perspectives on Paid Versus Unpaid Sport Management Internships
Rachel M. Madsen, Heidi Grappendorf, Heidi M. Parker, and Cynthia Veraldo
purpose of this study was to extend the literature and further the conversation on unpaid sport industry internships specifically by gaining insight into internship supervisors’ understanding, and perspectives of compensation for interns, and their awareness of the potential impact. While research has
“I Realized It Was a Different Kind of Culture to Other Sports”: An Exploration of Sport Psychology Service Provision and Delivery in Gaelic Games
Patricia C. Jackman, Aoife Lane, David Tod, and Matthew D. Bird
and Exercise Science and European Federation of Sport Psychology— Schinke et al., 2018 ) due to the absence of a supervision requirement. As the situation in the Republic of Ireland regarding credentialing and quality control is not dissimilar to many other countries, an investigation of sport
Assessing the Skills of Sport Psychology Supervisors
Mark B. Andersen, Judy L. Van Raalte, and Britton W. Brewer
To assess the supervisory skills of sport psychologists who are training future practitioners, the Sport Psychology Supervisory Skills Inventory (SPSSI) was mailed to 201 potential applied sport psychology supervisors. Supervisors were associated with graduate programs that offered applied sport psychology practica and/or internships, as identified in the Directory of Graduate Programs in Applied Sport Psychology (Sachs, Burke, & Salitsky, 1992). Supervisors rated themselves on 41 supervisory skills. The SPSSI was also mailed to 416 student members of AAASP, who were asked to rate their supervisors. There was a 35% return rate from supervisors and a 45% return rate from students. The findings suggest that supervised experience with athletes is limited for both supervisors and graduate students.
