Improving the Delivery of Applied Sport Psychology Support through Reflective Practice

2007 ◽  
Vol 21 (4) ◽  
pp. 475-494 ◽  
Author(s):  
Brendan Cropley ◽  
Andrew Miles ◽  
Sheldon Hanton ◽  
Ailsa Niven
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Service Providers ◽  
First Year ◽  
Self Awareness ◽  
Sport Psychologist ◽  
Sport And Exercise ◽  
Effective Service ◽  
Applied Sport Psychology

This article offers an exploration of factors that influence the effectiveness of applied sport psychology delivery through reflection on a series of consulting experiences. Knowledge gained by a British Association of Sport and Exercise Sciences (BASES) trainee sport psychologist (Cropley), through a process of reflective practice during the first year of supervised experience, is presented around a number of themes that have emerged from current literature regarding the characteristics of effective service providers (A. Anderson, A. Miles, P. Robinson, & C. Mahoney, 2004). It is argued that reflection improves self-awareness and generates knowledge in action that can enhance the delivery of applied sport psychology. Support is therefore provided for the adoption of reflective practice as a tool for personal and professional development.

Reflections on the Application of Reflective Practice for Supervision in Applied Sport Psychology

2007 ◽  
Vol 21 (1) ◽  
pp. 109-122 ◽  
Author(s):  
Zöe Knowles ◽  
David Gilbourne ◽  
Victoria Tomlinson ◽  
Ailsa G. Anderson
Keyword(s):  
Reflective Practice ◽  
Present Article ◽  
Sport Psychology ◽  
British Association ◽  
Supervision Process ◽  
Supervisory Process ◽  
Reflective Development ◽  
Sport And Exercise ◽  
The Uk ◽  
Applied Sport Psychology

In the UK, sport psychologists are presently supervised under the auspices of the British Association of Sport and Exercise Sciences (BASES). In the present article, reflective practice is evaluated as a process that can facilitate the supervisory exercise in applied sport psychology (Anderson, Knowles, & Gilbourne, 2004). The material presented was collated via a 3-year longitudinal supervisory process based on the process of staged reflection (Knowles, Gilbourne, Borrie, & Nevill, 2001). The benefits of staged reflective development in the supervision process are highlighted, while differentiating between reflective techniques both in and on action. The present article also considers how different writing styles develop through the different phases of discussion and revisits the challenges associated with representing reflective practice.

The Value of Reflective Practice in Professional Development: An Applied Sport Psychology Review

2010 ◽  
Vol 19 (3-4) ◽  
pp. 179-208 ◽  
Author(s):  
Brendan Cropley ◽  
Sheldon Hanton ◽  
Andy Miles ◽  
Ailsa Niven
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Professional Training ◽  
Training And Development ◽  
Professional Status ◽  
Psychology Literature ◽  
Professional Practitioners ◽  
Psychology Review ◽  
Applied Sport Psychology

The Value of Reflective Practice in Professional Development: An Applied Sport Psychology Review The purpose of this review is to situate the concept of reflective practice within the professional training and development of applied sport psychology (ASP) practitioners. In particular, to consider the progression of the field of ASP into professional status and examine the potential value of reflective practice as a mechanism to assist practitioners develop their effectiveness. The review initially outlines recent developments in professional training and development within ASP in order to frame the current environment in which neophyte consultants are trained and professional practitioners work before progressing to consider reflective practice, its definitions and relationship with experiential learning and professional practice. The use of reflective practice within sport psychology is then considered, with the final section of the review focusing on potential limitations of the available sport psychology literature and thus the rationale for further investigation.

A Survey of Applied Impact of Literature in Sport Psychology

2021 ◽  
pp. 1-9
Author(s):  
Andrew P. Friesen
Keyword(s):  
Sport Psychology ◽  
Professional Practice ◽  
Journal Article ◽  
Direct Connection ◽  
Exercise Psychology ◽  
Scholarly Literature ◽  
Practice Teaching ◽  
Sport And Exercise ◽  
Psychology Community ◽  
Applied Sport Psychology

There has been an implied direct connection between the scholarly literature and applied practice. However, the sport and exercise psychology community is lacking an empirical account of what practitioners believe to have been the most impactful scholarly writings to their applied practice. The purpose of this study was to survey applied practitioners of their perceived most impactful scholarly writings to their professional practice. Surveys were returned from 532 participants solicited from the Association for Applied Sport Psychology membership, who were asked to identify their perceived most impactful book and journal article to their practice. Frequency statistics were calculated and presented for topic, type, title, author(s), year published, and journal. A total of 143 different books and 188 different articles across 84 different journals were reported. Implications for applied practice, teaching sport and exercise psychology, and research are presented.

scholarly journals Exploring the Relationship Between Effective and Reflective Practice in Applied Sport Psychology

2010 ◽  
Vol 24 (4) ◽  
pp. 521-541 ◽  
Author(s):  
Brendan Cropley ◽  
Sheldon Hanton ◽  
Andy Miles ◽  
Ailsa Niven
Keyword(s):  
Service Delivery ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Effective Practice ◽  
Working Definition ◽  
Initial Support ◽  
Vital Component ◽  
Definition Of ◽  
Context Specific ◽  
Applied Sport Psychology

This study offers an investigation into the concept of effective practice in applied sport psychology (ASP) with emphasis being placed upon the role that reflective practice may have in helping practitioners to develop the effectiveness of their service delivery. Focus groups (n = 2), consisting of accredited and trainee sport psychologists, were conducted to generate a working definition of effective practice, and discuss the concept of effectiveness development through engagement in reflective practices. The resulting definition encapsulated a multidimensional process involving reflection-on-practice. Initial support for the definition was gained through consensus validation involving accredited sport psychologists (n = 34) who agreed with the notion that although effectiveness is context specific it is related to activities designed to meet client needs. Reflective practice emerged as a vital component in the development of effectiveness, with participants highlighting that reflection is intrinsically linked to service delivery, and a key tool for experiential learning.

Supervision in the Education and Training of Sport Psychology Service Providers

1996 ◽  
Vol 10 (3) ◽  
pp. 278-290 ◽  
Author(s):  
Mark B. Andersen ◽  
Brian T. Williams-Rice
Keyword(s):  
Sport Psychology ◽  
Performance Enhancement ◽  
Service Providers ◽  
Course Work ◽  
Transference And Countertransference ◽  
Psychology Service ◽  
Collegial Supervision ◽  
Clinical And Counseling Psychology ◽  
Psychology Literature ◽  
Applied Sport Psychology

Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.

scholarly journals Strengths-Based Advising Approaches: Benefits for First-Year Undergraduates

2017 ◽  
Vol 37 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Krista M. Soria ◽  
Nicole L. Laumer ◽  
Dale J. Morrow ◽  
Garrett Marttinen
Keyword(s):  
Professional Development ◽  
Student Success ◽  
Academic Advising ◽  
First Year ◽  
Matched Pairs ◽  
Self Awareness ◽  
First Year Students ◽  
First Year Retention ◽  
Matching Techniques ◽  
Academic Self Efficacy

We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).

The Journey of Service Delivery Competence in Applied Sport Psychology: The Arc of Development for New Professionals

2020 ◽  
Vol 14 (2) ◽  
pp. 109-126
Author(s):  
Jana L. Fogaca ◽  
Jack C. Watson ◽  
Sam J. Zizzi
Keyword(s):  
Sport Psychology ◽  
Longitudinal Design ◽  
Graduate Programs ◽  
First Year ◽  
New Professionals ◽  
Counseling Trainees ◽  
Developmental Characteristics ◽  
Supervision And Training ◽  
Practitioner Development ◽  
Applied Sport Psychology

A fundamental issue in applied sport psychology is the development of competent professionals who can provide effective and ethical services to clients. The current study uses a qualitative longitudinal design to track the development of five novice sport psychology practitioners in their first year of practice. The research team analyzed and integrated data from surveys, interviews, and journals to understand the participants’ experiences and compare them to previous literature on practitioner development. Participants reported increased confidence and flexibility over time, and reduced their perceived anxiety and dependence on supervision. These changes were similar in nature to what has been reported for counseling trainees, but seemed to happen more quickly. These findings highlight important developmental characteristics of first year sport psychology practitioners, which can help graduate programs to tailor their supervision and training to their students’ needs.

The Sport Psychologist-Athlete Relationship: Implications for Training

1999 ◽  
Vol 13 (3) ◽  
pp. 344-357 ◽  
Author(s):  
Albert J. Petitpas ◽  
Burt Giges ◽  
Steven J. Danish
Keyword(s):  
Sport Psychology ◽  
Exercise Psychology ◽  
Counseling Relationship ◽  
Client Relationship ◽  
Sport Psychologist ◽  
Training Strategies ◽  
Sport And Exercise ◽  
Counseling Outcomes ◽  
And Training

The quality of the counseling relationship has proven to be the most significant factor in facilitating treatment adherence and positive counseling outcomes. The authors of the present article contend that the dynamics of the sport psychologist-athlete relationship are quite similar to those of counselor-client relationship. They offer suggestions for the training of sport and exercise psychology graduate students that borrow extensively from the research and training strategies used in counselor education. In particular, a possible interface between sport psychology and counseling psychology training and practice is suggested, a brief overview of research on the qualities of the counseling relationship is presented, and several training strategies are provided.

But What Do the Numbers Really Tell Us?: Arbitrary Metrics and Effect Size Reporting in Sport Psychology Research

2007 ◽  
Vol 29 (5) ◽  
pp. 664-672 ◽  
Author(s):  
Mark B. Andersen ◽  
Penny McCullagh ◽  
Gabriel J. Wilson
Keyword(s):  
Sport Psychology ◽  
Real World ◽  
Quantitative Methods ◽  
Effect Sizes ◽  
Psychology Research ◽  
Exercise Psychology ◽  
Calculated Effect ◽  
Sport Psychologist ◽  
Paper And Pencil ◽  
Sport And Exercise

Many of the measurements used in sport psychology research are arbitrary metrics, and researchers often cannot make the jump from scores on paper-and-pencil tests to what those scores actually mean in terms of real-world behaviors. Effect sizes for behavioral data are often interpretable, but the meaning of a small, medium, or large effect for an arbitrary metric is elusive. We reviewed all the issues in the 2005 volumes of the Journal of Sport and Exercise Psychology, The Sport Psychologist, and the Journal of Applied Sport Psychology to determine whether the arbitrary metrics used in sport psychology research were interpreted, or calibrated, against real-world variables. Of the 54 studies that used quantitative methods, 25 reported only paper-and-pencil arbitrary metrics with no connections to behavior or other real-world variables. Also, 44 of the 54 studies reported effect sizes, but only 7 studies, using both arbitrary and behavioral metrics, had calculated effect indicators and interpreted them in terms of real-world meaning.

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