Professional development for sport psychology practice

Tod, David; Hutter, Vana; Eubank, Martin

doi:10.1016/j.copsyc.2017.05.007

Cited by 39 publications

(34 citation statements)

References 31 publications

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“…In the early stages of training, TSPs professional identities may reflect those of their supervisors. With critical reflection on their own values and worldviews, TSPs might begin to develop their own approach to practice (Tod, Hutter, & Eubank, 2017).…”

Section: Have I Become My Supervisor?mentioning

confidence: 99%

UK Trainee Sport and Exercise Psychologists’ Perspectives on Developing Professional Judgment and Decision-Making Expertise During Training

Smith

McEwan

Tod

et al. 2019

The Sport Psychologist

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The research team explored UK trainee sport and exercise psychologists’ perspectives on developing professional-judgment and decision-making (PJDM) expertise during their British Psychological Society Qualification in Sport and Exercise Psychology (Stage 2). An assorted analysis approach was adopted to combine an existing longitudinal qualitative data set with the collection and analysis of a new qualitative data set. Participants (1 female, 6 male) were interviewed 4 times over a 3-yr training period, at minimum yearly intervals. Interviews were transcribed verbatim and reflexive thematic analysis applied to transcripts using the theoretical concepts of PJDM. Experience, analytical reasoning, and observation of other practitioners’ practice was useful for developing PJDM expertise. PJDM expertise might be optimized through the use of knowledge-elicitation principles. For example, supervisors could embed critical cues in the anecdotes they share to expand the experience base that trainees can draw from when making decisions.

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Section: Have I Become My Supervisor?mentioning

confidence: 99%

UK Trainee Sport and Exercise Psychologists’ Perspectives on Developing Professional Judgment and Decision-Making Expertise During Training

Smith

McEwan

Tod

et al. 2019

The Sport Psychologist

Self Cite

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“…This recognises that the practitioner, and the person behind them, represents an equally, if not more important common ingredient of service delivery that is central to effective practice. (see Tod, Hutter, & Eubank, 2017).…”

Section: Practitioner Versus Traditional Professional Doctoratesmentioning

confidence: 99%

“…Self-exploration of 'who you are' as a psychologist, commonly referred to as 'practitioner identity' (Tod, Hutter and Eubank, 2017) required. Put simply, some competence requirements are more objective and transparent than others, and in providing guidance to professional doctorate developers, trainees and supervisors it is important that subjectivity avoids missing something important in the development of expert practitioners, both during and beyond the qualification.…”

Section: Professional Doctorates For Practitioner Psychologistsmentioning

confidence: 99%

Professional doctorates for practitioner psychologists: understanding the territory and its impact on programme development

Eubank

Forshaw

2018

Studies in Continuing Education

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This paper aims to articulate the multi-regulatory and complex territory that programme developers of professional doctorates are required to navigate, and, using examples from Health Psychology and Sport and Exercise Psychology, discusses the impact of this territory on programme development. 'Practitioner Psychologist' is a legally protected title for use by those listed on the UK's Health and Care Professions Council (HCPC) register of practitioner psychologists. Achieving registration involves undergoing training to meet the HCPC prescribed standards, with the professional practitioner doctorate representing a viable training vehicle. The paper makes critical comparison between the HCPC standard-driven research and practice competences required of psychology professionals in a professional doctorate framework, versus traditional professional doctorates that provide a platform for qualified 'in situ' professionals to undertake research that problem solves and generates real-world application. For programme developers, the paper outlines a number of key considerations, including the importance of considering the territorial compatibility between the professional body requirements and the associated university framework to develop a viable product. The paper also provides some useful and informative suggestions for programme developers who may encounter similar territorial challenges, and is of relevance to an international audience interested in programme design for certified professional practitioners.

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“…In the event of youth, there are two categories, namely early adolescence and late adolescence, and early adolescence ranges between the ages of 13-16 years. New adolescence covers between the ages of 16-18 years (Tod, Hutter, & Eubank, 2017). Psychologically adolescence is the age at which a person integrates with adult society, the age at which a person no longer feels below the level of older people, but is at the same degree a time when curiosity about many things begins to grow.…”

Section: Introductionmentioning

confidence: 99%

Improving Student Happiness Through the Snowball Throwing Method in the Implementation of Student Conceling Groups of State Vocational Schools 2 Depok Yogyakarta

2020

jcr

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Students' happiness has become an urgency regarding their tranquility and focus on the teaching and learning process. One of the students' happiness indicator is being satisfied with their selections, including the school that they have selected. However, there are several characteristics in which parents tend to send their children to the school that is in accordance with the parents' expectations. This research aims at explaining the process of group counseling implementation through the snowball throwing method to promote the students' happiness. This research used an action research approach, located at SMK Negeri 2 Depok Yogyakarta. The research result shows that: the students already possess the meaning of happiness, the implementation of group counseling through the snowball throwing method from cycle I until cycle II has been able to promote the students' satisfaction and has become one of the method innovations that can be applied by counseling teachers in guiding the students to help happiness. The supporting and inhibiting factors of the counseling method implementation through the snowball throwing method to promote happiness are: teachers' positive attitude, students' positive attitude, facility and infrastructure, implementation techniques, and students' negative behavior..

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Professional development for sport psychology practice

Cited by 39 publications

References 31 publications

UK Trainee Sport and Exercise Psychologists’ Perspectives on Developing Professional Judgment and Decision-Making Expertise During Training

UK Trainee Sport and Exercise Psychologists’ Perspectives on Developing Professional Judgment and Decision-Making Expertise During Training

Professional doctorates for practitioner psychologists: understanding the territory and its impact on programme development

Improving Student Happiness Through the Snowball Throwing Method in the Implementation of Student Conceling Groups of State Vocational Schools 2 Depok Yogyakarta

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