Reflections on Three Neophyte Sport and Exercise Psychologists’ Developing Philosophies for Practice

Collins, Richard A.; Evans-Jones, Katie; O'Connor, Helen

doi:10.1123/tsp.27.4.399

Cited by 30 publications

(42 citation statements)

References 38 publications

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“…The importance of practical experience, supervision, and reflective practice has also been stressed in the existing literature, in personal accounts of supervised practicum experiences (e.g., Cropley, Miles, Hanton, & Niven, 2007;Holt & Strean, 2001;Tonn & Harmison, 2004), reflections of practitioners (e.g., Collins et al, 2013;Lindsay et al, 2007;Simons & Andersen, 1995), or studies of learning experiences (e.g., McEwan & Tod, 2014;Tod, Andersen, & Marchant, 2011;Tod & Bond, 2010;Tod et al, 2007). These findings, and ours, suggest that it is important to train students in reflective practice.…”

Section: Learning Through Practical Experience and Reflective Activitiessupporting

confidence: 64%

“…The selected topics are thought to be salient and relevant for (novice) sport psychology consultants and fit well with the themes emerging from individual accounts of professional development (e.g., Collins, Evans-Jones, & O'Connor, 2013;Holt & Strean, 2001;Lindsay, Breckon, Thomas, & Maynard, 2007;Tod & Bond, 2010;Tonn & Harmison, 2004) and the findings of Stambulova and Johnson (2010) on lessons learned by sport psychology trainees.…”

Section: Coping With Boundary Issuesmentioning

confidence: 70%

“…The learning experiences were categorized based on the existing literature on learning experiences (e.g., Collins et al, 2013;McEwan & Tod, 2014;Owton et al, 2014); the concepts of formal, informal, and nonformal learning (e.g., Eshach, 2006); the researchers' opinion on which category they fitted in best; and on the basis of co-occurrences of learning experiences. The resulting categorization was then discussed with experts from educational sciences.…”

Section: Categorization Of Learning Experiencesmentioning

confidence: 99%

“…The results illustrated that interviewees used additional training to fill in the gaps that the program left unfilled and that they found additional training to be useful for extending or strengthening know-how gained in the program (specifically assessment methods/psychological report and interventions). Similarly, a neophyte sport psychologist shared that she took additional training in rational emotive behavior therapy, motivational interviewing, and solution-focused approaches (Collins et al, 2013).…”

Section: Traditional Learningmentioning

confidence: 99%

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Professional Development in Sport Psychology: Relating Learning Experiences to Learning Outcomes

Hutter

Oldenhof-Veldman

Pijpers

et al. 2016

Journal of Applied Sport Psychology

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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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Section: Learning Through Practical Experience and Reflective Activitiessupporting

confidence: 64%

Section: Coping With Boundary Issuesmentioning

confidence: 70%

Section: Categorization Of Learning Experiencesmentioning

confidence: 99%

Section: Traditional Learningmentioning

confidence: 99%

See 2 more Smart Citations

Professional Development in Sport Psychology: Relating Learning Experiences to Learning Outcomes

Hutter

Oldenhof-Veldman

Pijpers

et al. 2016

Journal of Applied Sport Psychology

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“…According to these authors, the practitioner's goal during these brief (15-20 minutes), unplanned, and informal meetings was to '… initiate a shift in the athlete's perception of the situation', so as to '… facilitate the small changes that can lead to performance improvements' (Giges & Petitpas, 2000, p. 179). Reflective articles from applied practitioners have discussed the effectiveness of some aspects of this approach (Collins, Evans-Jones, & O'Connor, 2013;Lindsay, Breckon, Thomas, & Maynard, 2007). For these reasons, brief contact interventions lend themselves well to the demands of working as a sport psychologist at a competition (Birrer at al., 2012;Vernacchia & Henschen, 2008).…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Doing sport psychology briefly? A critical review of single session therapeutic approaches and their relevance to sport psychology

Pitt

Thomas

Lindsay

et al. 2015

International Review of Sport and Exercise Psychology

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Recent research in sport psychology has noted the potential importance of providing sport psychologists with a systematic approach to solve problems in settings constrained by time and pressure. To this end, a growing body of single session therapy (SST) research exists within psychotherapeutic literature and other domains of support work from which sport psychology might take both theoretical and practical guidance. In this article, we review the extant SST literature to provide a rationale for the potential systematic exploration of such therapeutic approaches within sport psychology. The article contextualizes SST as a therapeutic approach and summarizes the characteristics and effectiveness of these approaches via a critical review of descriptive and outcome-focused SST studies. Finally, the article discusses the potential relevance, applicability, and implications of SST approaches to applied sport psychology and addresses future directions for research.

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Qualitative Research

Smith

Sparkes

2020

Handbook of Sport Psychology

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Reflections on Three Neophyte Sport and Exercise Psychologists’ Developing Philosophies for Practice

Cited by 30 publications

References 38 publications

Professional Development in Sport Psychology: Relating Learning Experiences to Learning Outcomes

Professional Development in Sport Psychology: Relating Learning Experiences to Learning Outcomes

Doing sport psychology briefly? A critical review of single session therapeutic approaches and their relevance to sport psychology

Qualitative Research

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