Supervision is a hierarchical and evaluative relationship extending over time between a supervisor and a supervisee that permits
quality control of service delivery of neophyte practitioners (Bernard & Goodyear, 2009; Watson, Zizzi, Etzel, & Lubker, 2004). It is
a cardinal part of the training and a requirement to become a certified consultant of the Association for Applied Sport Psychology (Certified
Mental Performance Consultant [CMPC]). This study aimed to: identify the structure of supervision and effective supervision practices used in
enhancing the competence of sport psychology trainees, recognize the challenges and mistakes of providing effective supervision, explore the
necessary competencies of sport psychology supervisors, and discuss the preparedness of graduates who are CMPC eligible to provide
supervision. Semi-structured interviews were conducted with 10 supervisors and directors of supervision (4 female) representing nine doctoral
programs in the U.S. Supervisors had 6-35 years of experience providing sport psychology services (Med = 20.3) and 2-26 years of experience
providing supervision (Med = 17.3). The programs were diverse in terms of department affiliation (psychology = 4; sport science = 4, other =
1) and institutional affiliation (R1 = 4, R2 = 1, R3 = 1, other = 2). Interviews were transcribed verbatim and data were analyzed both
deductively as guided by research questions, and inductively as themes emerged. A total of 927 meaning units (MU) emerged under the six
issues: structure of supervision, supervision practices, challenges to providing supervision, mistakes made regarding supervision,
competencies of a supervisor, and preparedness to provide supervision. The structure of supervision in the different programs is unique,
dynamic, and represents the resources and constraints within which supervisors operate. Despite substantial variability in supervision across
the different programs and the varying resources available, supervisors tended to discuss similar supervision practices utilized in the
programs. Time constraints represent the primary challenge to providing effective supervision. The inability to establish a trusting
relationship with the supervisee is the most repeated mistake. Competencies necessary to provide supervision exceeded those needed for
service provision, and are usually attained only after working as a professional in the field for a few years. Necessary competencies of
supervisors are further discussed in the framework of structuring and providing effective sport psychology supervision. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial
fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2017. / November 6, 2017. / Sport psychology, Supervision, Supervisor competencies, Training / Includes bibliographical references. / Graig Michael Chow, Professor Directing Dissertation; Thomas E. Joiner, University Representative;
Gershon Tenenbaum, Committee Member; Martin Swanbrow Becker, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_604993 |
| Contributors | Meir, Gily (author), Chow, Graig Michael (professor directing dissertation), Joiner, Thomas (university representative), Tenenbaum, Gershon (committee member), Becker, Martin Swanbrow (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (120 pages), computer, application/pdf |
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