To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences (e.g., courses, teachers) were related to the development of practical knowhow. Learning from others (e.g., peers, colleagues) was related to professional development (i.e., dealing with issues, challenges, and dilemmas that occur in sport psychology practice). Practical experience and reflective activities were related to both know-how and professional development. These results can be used to shape effective sport psychology education.The journey toward efficacious training in applied sport psychology starts with outlining what sport psychology practitioners should learn (i.e., learning outcomes), followed by matching appropriate learning experiences to achieve these learning outcomes (e.g., Biggs & Tang, 2011). The current study is centered around these two related educational constructs of learning outcomes and learning experiences. Learning outcomes (also known as learning objectives, learning standards, or intended learning outcomes) address the question of what sport psychologists should learn. Learning experiences refer to "any interaction, course, program, or other experience in which learning takes place" ("Learning Experience," 2013). Learning experiences have received increasing attention in the sport psychology literature (e.g., McEwan & Tod, 2014;Owton, Bond, & Tod, 2014;Tod, Marchant, & Andersen, 2007). Studies have underscored the importance of practical experience, live demonstrations by experts (e.g., teachers or supervisors), and role-plays. Moreover, interactions with peers and training staff were found to be important for professional development, as were sports participation, personal therapy, and employments in other fields. From these studies and related literature the importance of supervision and reflective practice for professional development of sport psy- This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. chology practitioners also emerged (e.g., Cropley, Hanton, Miles, & Niven, 2010;Foltz et al., 2015;Knowles & Gilbourne, 2010;Woodcock, Richards, & Mugford, 2008). Training and education usually offer trainees a wide variety of learning experiences. Insight into which learning experiences are helpful for which learning outcomes can help educators and trainees shape learning. If, for example, trainees find role-plays particularly helpful in developing intervention skills but less useful for developing confidence as a professional, then role-plays can be used extensively when the focus is on intervention skills, and other learning experiences can be offered when aiming t...

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