What trainee sport psychologists want to learn in supervision

Hutter, Vana; Oldenhof-Veldman, Tanja; Oudejans, Raôul R. D.

doi:10.1016/j.psychsport.2014.08.003

Cited by 25 publications

(17 citation statements)

References 30 publications

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“…Recently, Hutter, Oldenhof-Veldman, and Oudejans (2015) investigated what trainee sport psychologists wanted to learn in supervision. They found 19 common learning objectives of trainee sport psychologists (see Table 1 for an outline and brief description of selected topics).…”

Section: Coping With Boundary Issuesmentioning

confidence: 99%

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: Coping With Boundary Issuesmentioning

confidence: 99%

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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“…But different from other industries, its characteristic is to improve the quality of the residents, the development of social production, achieve comprehensive development of personal and national. Work in the 2010 national sports meeting, state general administration of sports bureau chief put forward "in the field of sports industry, the comprehensive building, focusing on the sports service industry category is complete, reasonable structure, sports industry with Chinese characteristics and international competitiveness [4][5][6]. On March 19, 2010 and issued by the general office of the state council about speed up the development of sports industry guidance, to speed up the development of sports industry, optimizing the structure of sports industry, puts forward the guiding opinions [7].…”

Section: General Introductionmentioning

confidence: 99%

Research on Structural and Management Optimization of Chinese Sport Industry based on Multi-factor Analysis and Hierarchy Model

Li-na¹,

Zhao²

2015

Proceedings of the 2015 International Conference on Education, Management, Information and Medicine

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Abstract. With the bursting development of sport science, the concept and performance of technology policy of sports industry in our country has carried on the preliminary discussion. Research suggests that the sports industry technology policy is to control the floorboard of the sports industry technology development policies. Sports industry technology policy including: sports industry technical standards, the sports industry technology development policy, the sports industry technology achievements transformation policy sports industry, sports industry intellectual property policy and technology import policy. We conduct research on structural and management optimization of Chinese sport industry based on multi-factor analysis and hierarchy model in this paper. The proposed model could in some degree help us modify our current management pattern and enhance the efficiency of management. In the final part, we give our prospect and future research schedule. General IntroductionEconomic development is inevitably accompanied by transformation and upgrading of industrial structure, a new economic development with the new industrial structure. As a sunrise industry, sports industry has made great progress in our country, but also faces the challenge of sustainable development. In order to realize the sustainable development of sports industry, the need to further optimize the industrial structure is urgently bursting. As a real sunrise industry, sports industry by physical and mental. Sports industry as a component part of national economy is undertaking the role which will pay attention to market efficiency and economic benefits [1][2][3]. But different from other industries, its characteristic is to improve the quality of the residents, the development of social production, achieve comprehensive development of personal and national. Work in the 2010 national sports meeting, state general administration of sports bureau chief put forward "in the field of sports industry, the comprehensive building, focusing on the sports service industry category is complete, reasonable structure, sports industry with Chinese characteristics and international competitiveness [4][5][6]. On March 19, 2010 and issued by the general office of the state council about speed up the development of sports industry guidance, to speed up the development of sports industry, optimizing the structure of sports industry, puts forward the guiding opinions [7]. These policies and opinions, suggests that the sports industry has stepped into a new stage of development, the sports industry structure adjustment is imperative [8].Since the reform and open policy, our country sports industry have issued a series of policy to adapt to the establishment and development of the socialist market economy system, these policies adapted to the general need of the development of sports industry in China, promoted the development of sports industry. With the socialist market economic system gradually, and the progress of sports industrialization in our country, "...

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“…Not unlike professional psychology (e.g., Nash & Larkin, 2012;Roberts, Borden, Christiansen, & Lopez, 2005), the field of sport psychology appears to be struggling with delineating competence for its practitioners (Fletcher & Maher, 2013; Practice Committee, American Psychological Association [APA], Division 47, Exercise and Sport Psychology, 2011). However, important efforts have been made to understand and define competence, for instance by studying characteristics of practitioners (e.g., Fifer, Henschen, Gould, & Ravizza, 2008;Sharp & Hodge, 2011), preferences of clientele (e.g., Anderson, Miles, Robinson, & Mahoney, 2004;Pain & Harwood, 2004), developmental stages (e.g., Tod, 2007;Tod, Andersen, & Marchant, 2011), and particularly novice consultants (e.g., Hutter, Oldenhof-Veldman, & Oudejans, 2015;Stambulova & Johnson, 2010;Tod, Andersen, & Marchant, 2009); by defining (effective) practice (e.g., Aoyagi, Portenga, Poczwardowski, Cohen, & Statler, 2012;Cropley, Hanton, Miles, & Niven, 2010; Practice Committee, APA, Division 47, Exercise and Sport Psychology, 2011); and by outlining competencies (e.g., American Psychological Association, 2005; Association for Applied Sport Psychology, 2012;Ward, Sandstedt, Cox, & Beck, 2005; see Fletcher & Maher, 2013 for a summary and critique of these competency outlines). Drawing on these efforts, Tod, Marchant, and Andersen (2007) conceptualized competent service delivery as "a multidimensional process in which practitioners (a) meet clients' needs and expectations, (b) develop and maintain mutually beneficial relationships [ …] (c) understand psychological interventions and apply them to assist athletes in specific situations, (d) empathize with athletes' situations and interpret them through the lens of suitable theory [ …], and (e) reflect on how they (the practitioners) have influenced the interactions and outcomes of service provision" (p. 318).…”

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confidence: 99%

Assessing competence in sport psychology: An action research account

Hutter

Pijpers

Oudejans

2016

Journal of Sport Psychology in Action

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Competent practice in sport psychology is of utmost importance for the professional status of the field, and hence proper assessment of competence for sport psychology practice is needed. We describe three cycles of action research to improve the assessment of competence in a sport psychology education program. The cycles were directed at (a) empowering supervisors in their assessing role, (b) improving the assessment checklist, and (c) investigating an alternative assessment method. Although challenges remain (e.g., improve the still low interrater reliability), the action research has contributed to an improved quality and higher acceptability of the assessment in the education program. Sport psychology consultants work in a "highly professional environment, often under the public eye and under high time pressure and efficiency requirements"

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What trainee sport psychologists want to learn in supervision

Cited by 25 publications

References 30 publications

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

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

Research on Structural and Management Optimization of Chinese Sport Industry based on Multi-factor Analysis and Hierarchy Model

Assessing competence in sport psychology: An action research account

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