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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Karen Danylchuk, Robert Baker, Brenda Pitts, and James Zhang
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
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
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
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.
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.
Dolores A. Christensen and Mark W. Aoyagi
The literature on the practice of sport and performance psychology (SPP) is lacking in recent contributions from student practitioners despite previous calls for additional contributions (Holt & Strean, 2001; Tonn & Harmison, 2004). A recent graduate from a master’s degree program in SPP was invited to attend USA Swimming 2012 Olympic Team Trials as a member of the support staff for the club swim team she had been consulting with for the duration of her graduate training. The focus of this paper is to expand upon this gap in the literature by providing a first-hand account of a young practitioner’s experiences at a high-performance meet. The neophyte consultant’s use of supervision for personal and professional preparation for Olympic trials, her experiences there, including ethical dilemmas encountered, and the lessons learned from attending such an event so early in her career will be discussed. Future implications are also offered for graduate students and early career professionals in SPP.
Jack C. Watson II, Samuel J. Zizzi, Edward F. Etzel, and John R. Lubker
The applied sport psychology supervision experiences of student and professional members of AAASP (N = 313) were surveyed. The results revealed that of those who provide applied sport psychology consultation, students were more likely than professionals to receive supervision and to receive weekly supervision. However, both groups received equal amounts of supervision and had case management as the primary component of their supervision. AAASP professional members providing supervision were more likely to hold certified consultant and licensure status than those who did not provide supervision. Only 22.4% of professionals reported providing applied sport psychology supervision, 75.9% of whom had little or no training in supervision. No differences were found in the amount, type, and quality of supervision provided to students from physical education/sport science programs and those in psychology programs.
Rosalie Coolkens, Phillip Ward, Jan Seghers, and Peter Iserbyt
MVPA, 23 – 25 whereas girls do not always succeed. 24 Studies investigating the amount of MVPA occurring during recess lack consistent findings, probably due to the interfering effect of different recess characteristics (eg, duration, supervision, environment) on children’s PA and the definition of
Yoke Leng Ng, Keith D. Hill, and Elissa Burton
) and quality of life ( Leiros-Rodríguez & García-Soidan, 2014 ) have been reported in older adults after participating in supervised outdoor exercise equipment interventions. Some outdoor exercise equipment is built specifically for older adults (known as Seniors Exercise Parks) ( Levinger et al., 2020
