Raising Our Game: The Necessity and Progression of Expertise-Based Training in Applied Sport Psychology

Abstract

At present, training in applied sport psychology chiefly targets and accelerates professional competence. However, theory and evidence suggests that our clients would experience significant benefit if our training targeted and accelerated professional expertise rather than just competence. Specifically, we argue that expertise-based training can: (a) help trainees to go on to break the "thinking ceiling" of competence; (b) foster a more independent, flexible, and creative form of practice; and (c) support a longer-term and more practitioner-centred training philosophy. To deliver these benefits, we then conclude by outlining some key principles for the progression of expertise-based training in applied sport psychology.

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

“…For example, instead of only explaining what the supervisor did, it may be helpful for the trainee to hear why they recognised cues as relevant to that client situation, what they anticipated would happen, or why some goals were more feasible than others (Klein & Hoffman, 1993). Exposure to this type of information during training could encourage a step away from traditional procedural training approaches (e.g., a copy and paste approach as discussed earlier in this study) by helping trainees to recognise different options that may be available to them, and why these options might be applicable in some client situations and not others (Cruickshank, Martindale, & Collins, 2018). The application of knowledge elicitation studies in ASP that focus specifically on decision-making have the potential to produce training material that could fuel development of TSPs' ability to make effective decisions in a complex and ill-structured domain, such as ASP.…”

“…Therefore, it may be beneficial to explore the intentions of training practices offered by supervisors (e.g., observation), during supervision. This line of enquiry may help to illuminate new training requirements for both TSPs and supervisors, while providing new training direction for professional training educators (Cruickshank et al, 2018…”

Commentary: Observational Behavior Assessment for Psychological Competencies in Police Officers: A Proposed Methodology for Instrument Development

“…Koedijk et al build their assessment approach on the assumption that police officers need to develop a certain level of competence, that can then be evaluated through observable competencies. While broadly competence refers to the practitioner's integrated skills (Fouad et al, 2009 ), the construct of expertise goes beyond that (Cruickshank et al, 2018 ; Staller et al, 2021a ). In contrast to competencies that can be observed in techniques and behaviors, expertise centers on the ability to make sound judgements to identify and deploy the optimum blend of techniques and behaviors to meet the demands of complex and dynamic situations in the field (Cruickshank et al, 2018 ).…”

“…While broadly competence refers to the practitioner's integrated skills (Fouad et al, 2009 ), the construct of expertise goes beyond that (Cruickshank et al, 2018 ; Staller et al, 2021a ). In contrast to competencies that can be observed in techniques and behaviors, expertise centers on the ability to make sound judgements to identify and deploy the optimum blend of techniques and behaviors to meet the demands of complex and dynamic situations in the field (Cruickshank et al, 2018 ). Especially, in the dynamic context of interpersonal interaction like in the domain of policing a more nuanced approach of evaluation that goes beyond right or wrong is needed.…”

“…Instead, emphasis has to be put on the thinking and decision-making process underlying these behaviors. In this way, a focus on the thinking process aids the development of declarative over procedural knowledge (Cruickshank et al, 2018 ). These declarative knowledge structures drive the ability to adapt to new contexts, cope with complex and unfamiliar tasks, generate new knowledge, and continue to raise the individual level of performance (Anderson, 1982 ).…”