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

References

• Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10–14. doi:10.3102/0013189X032008010
   Google Scholar
• Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369–406. doi:10.1037/0033-295X.89.4.369
   Web of Science ®Google Scholar
• Association for Applied Sport Psychology. (2017). Candidate handbook: CMPC certification program. Retrieved from http://www.appliedsportpsych.org/certification/certification-program-candidate-handbook/
   Google Scholar
• Belar, C. D. (2009). Advancing the culture of competence. Training and Education in Professional Psychology, 3(4, Suppl), S63–S65. doi:10.1037/a0017541
   Web of Science ®Google Scholar
• British Psychological Society. (2018). Qualification in sport and exercise psychology (stage 2): Candidate handbook. Retrieved from https://www.bps.org.uk/psychologists/society-qualifications/qualification-sport-and-exercise-psychology-stage-2
   Google Scholar
• Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38–46.
   Google Scholar
• Collins, D., & Cruickshank, A. (2015). Take a walk on the wild side: Exploring, identifying, and developing consultancy expertise with elite performance team leaders. Psychology of Sport & Exercise, 16, 74–82. doi:10.1016/j.psychsport.2014.08.002
   Web of Science ®Google Scholar
• Collins, D., Burke, V., Martindale, A., & Cruickshank, A. (2015). The illusion of competency versus the desirability of expertise: Seeking a common standard for support professions in sport. Sports Medicine, 45(1), 1–7. doi:10.1007/s40279-014-0251-1
   PubMed Web of Science ®Google Scholar
• Collins, L., & Collins, D. (2016). The foci of in-action professional judgment and decision-making in high-level adventure sports coaching practice. Journal of Adventure Education and Outdoor Learning, 17(2), 122–132. doi:10.1080/14729679.2016.1227717
   Web of Science ®Google Scholar
• Crandall, B., Klein, G., & Hoffman, R. R. (2006). Working minds: A practitioner’s guide to cognitive task analysis. London: The MIT Press.
   Google Scholar
• Davis, L., & Hase, S. (1999). Developing capable employees: The work activity briefing. Journal of Workplace Learning, 8, 35–42.
   Google Scholar
• Dooley, K. E., Lindner, J. R., Dooley, L. M., & Alagaraja, M. (2004). Behaviorally anchored competencies: Evaluation tool for training via distance. Human Resource Development International, 7(3), 315–332. doi:10.1080/1367886042000210958
   Google Scholar
• Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. JAMA: Journal of the American Medical Association, 287(2), 226–235. doi:10.1001/jama.287.2.226
   PubMed Web of Science ®Google Scholar
• Ericsson, K. A. (2009). Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments. New York, NY: Cambridge University Press.
   Google Scholar
• Fadde, P. J. (2009). Expertise-based training: Getting more learners over the bar in less time. Technology, Instruction, Cognition and Learning, 7, 171–197.
   Google Scholar
• Falender, C. A., & Shafranske, E. P. (2007). Competence in competency-based supervision practice: Construct and application. Professional Psychology: Research and Practice, 38(3), 232–240. doi:10.1037/0735-7028.38.3.232
   Web of Science ®Google Scholar
• Fazey, I., Fazey, J. A., & Fazey, D. M. A. (2005). Learning more effectively from experience. Ecology and Society, 10(2), 4. doi:10.5751/ES-01384-100204
   Web of Science ®Google Scholar
• Feltovich, P. J., Prietula, M. J., & Ericsson, K. A. (2006). Studies of expertise from psychological perspectives. In K. A. Ericsson, N. Charness, P. J. Feltovitch, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 41–67). New York, NY: Cambridge University Press.
   Google Scholar
• Fiore, S. M., Hoffman, R. R., & Salas, E. (2008). Learning and performance across disciplines: An epilogue for moving multidisciplinary research toward an interdisciplinary science of expertise. Military Psychology, 20, S155–S170. doi:10.1080/0899560070180493
   Web of Science ®Google Scholar
• Fitzpatrick, S. J., Monda, S. J., & Wooding, C. B. (2016). Great expectations: Career planning and training experiences of graduate students in sport and exercise psychology. Journal of Applied Sport Psychology, 28(1), 14–27. doi:10.1080/10413200.2015.1052891
   Web of Science ®Google Scholar
• Fletcher, D. (2017). Supervisor commentary. Sport & Exercise Psychology Review, 12(2), 72.
   Google Scholar
• Fletcher, D., & Maher, J. (2013). Toward a competency-based understanding of the training and development of applied sport psychologists. Sport, Exercise, and Performance Psychology, 2(4), 265–280. doi:10.1037/a0031976
   Web of Science ®Google Scholar
• Fletcher, D., & Maher, J. (2014). Professional competence in sport psychology: Clarifying some misunderstandings and making future progress. Journal of Sport Psychology in Action, 5(3), 170–185. doi:10.1080/21520704.2014.965944
   Google Scholar
• Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., … Crossman, R. E. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology, 3, S5–S26. doi:10.1037/a001583
   Web of Science ®Google Scholar
• Fraser, S., & Greenhalgh, T. (2001). Coping with complexity: Educating for capability. British Medical Journal, 323, 799–803.
   PubMed Web of Science ®Google Scholar
• Gardner, A., Hase, S., Gardner, G., Carryer, J., & Dunn, S., V. (2008). From competence to capability: A study of nurse practitioners in clinical practice. Journal of Clinical Nursing, 17, 250–258.
   PubMed Web of Science ®Google Scholar
• Goldsmith, S. (1999). Beyond competencies in Australian nursing. Australian Electronic Journal of Nursing Education, 5.
   Google Scholar
• Gore, J., Flin, R., Stanton, N., & Wong, W. (2015). Applications for naturalistic decision making. Journal of Occupational and Organizational Psychology, 88(2), 223–230. doi:10.1111/joop.12121
   Web of Science ®Google Scholar
• Gott, S., Hall, P., Pokorny, A., Dibble, E., & Glaser, R. (1992). A naturalistic study of transfer: Adaptive expertise in technical domains. In D. Detterman & R. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 258–288). Norwood, NJ: Ablex.
   Google Scholar
• Grecic, D., & Collins, D. (2013). The epistemological chain: Practical applications in sports. Quest, 65(2), 151–168. doi:10.1080/00336297.2013.773525
   Web of Science ®Google Scholar
• Grus, C. L., Falender, C., Fouad, N. A., & Lavelle, A. K. (2016). A culture of competence: A survey of implementation of competency-based education and assessment. Training and Education in Professional Psychology, 10(4), 198–205. doi:10.1037/tep0000126
   Web of Science ®Google Scholar
• Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan (pp. 262–272). New York, NY: W. H. Freeman.
   Google Scholar
• Hill, C. E., Spiegel, S. B., Hoffman, M. A., Kivlighan, D. M., & Gelso, C. J. (2017). Therapist expertise in psychotherapy revisited. The Counseling Psychologist, 45(1), 7–53. doi:10.1177/0011000016641192
   Web of Science ®Google Scholar
• Hoffman, R. R. (1998). How can expertise be defined? Implications of research from cognitive psychology. In R. Williams, W. Faulkner, & J. Fleck (Eds.), Exploring expertise (pp. 81–100). New York, NY: Macmillan.
   Google Scholar
• Hoffman, R. R., Ward, P., Feltovich, P. J., DiBello, L., Fiore, S. M., & Andrews, D. H. (2014). Accelerated expertise: Training for high proficiency in a complex world. New York, NY: Psychology Press.
   Google Scholar
• Holyoak, K. J. (1991). Symbolic connectionism: Towards third-generation theories of expertise. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 301–335). New York, NY: Cambridge University Press.
   Google Scholar
• Hutter, R. I., Oldenhof-Veldman, T., Pijpers, J. R., & Oudejans, R. D. (2017). Professional development in sport psychology: Relating learning experiences to learning outcomes. Journal of Applied Sport Psychology, 29(1), 1–16. doi:10.1080/10413200.2016.1183152
   Web of Science ®Google Scholar
• Hutter, R. I., Pijpers, J. R., & Oudejans, R. R. D. (2016). Assessing competence in sport psychology: An action research account. Journal of Sport Psychology in Action, 7(2), 80–97. doi:10.1080/21520704.2016.1167150
   Web of Science ®Google Scholar
• Hutton, R., Ward, P., Gore, J., Turner, P., Hoffman, R., Leggatt, A., & Conway, G. (2017). Developing adaptive expertise: A synthesis of literature and implications for training. 13th International Conference on Naturalistic Decision Making, Bath, UK.
   Google Scholar
• Kahneman, D., & Klein, G. (2009). Conditions for intuitive expertise: A failure to disagree. The American Psychologist, 64(6), 515–526. doi:10.1037/a0016755.
   PubMed Web of Science ®Google Scholar
• Kaslow, N. J., Rubin, N. J., Bebau, M. J., Leigh, I. W., Lichtenberg, J. W., Nelson, P. D., … Smith, I. L. (2007). Guiding principles and recommendations for the assessment of competence. Professional Psychology: Research and Practice, 38(5), 441–451. doi:10.1037/0735-7028.38.5.441
   Web of Science ®Google Scholar
• Kennedy, E. K., Cameron, R. J., & Monsen, J. (2009). Effective consultation in educational and child psychology practice: Professional training for both competence and capability. School Psychology International, 30, 603–625.
   Web of Science ®Google Scholar
• MacNamara, Á., Button, A., & Collins, D. (2010a). The role of psychological characteristics in facilitating the pathway to elite performance Part 1: Identifying mental skills and behaviors. The Sport Psychologist, 24(1), 52–73. doi:10.1123/tsp.24.1.52
   Web of Science ®Google Scholar
• MacNamara, Á., Button, A., & Collins, D. (2010b). The role of psychological characteristics in facilitating the pathway to elite performance Part 2: Examining environmental and stage-related differences in skills and behaviors. The Sport Psychologist, 24(1), 74–96. doi:10.1123/tsp.24.1.74
   Web of Science ®Google Scholar
• Martin, E. A., Winter, S., & Holder, T. (2017). An exploration of trainee practitioners’ experiences when using observation. The Sport Psychologist, 31(2), 160–172. doi:10.1123/tsp.2016-0019
   Web of Science ®Google Scholar
• Martindale, A., & Collins, D. (2005). Professional judgment and decision making: The role of intention for impact. The Sport Psychologist, 19(3), 303–317. doi:10.1123/tsp.19.3.303
   Web of Science ®Google Scholar
• Martindale, A., & Collins, D. (2007). Enhancing the evaluation of effectiveness with professional judgment and decision making. The Sport Psychologist, 21(4), 458–474. doi:10.1123/tsp.21.4.458
   Web of Science ®Google Scholar
• Martindale, A., & Collins, D. (2012). A professional judgment and decision making case study: Reflection-in-action research. The Sport Psychologist, 26(4), 500–518. doi:10.1123/tsp.26.4.500
   Web of Science ®Google Scholar
• Martindale, A., & Collins, D. (2013). The development of professional judgment and decision making expertise in applied sport psychology. The Sport Psychologist, 27(4), 390–398. doi:10.1123/tsp.27.4.390
   Web of Science ®Google Scholar
• Martindale, A., & Collins, D. (2010). But why does what works work? A response to Fifer, Henschen, Gould, and Ravizza. The Sport Psychologist, 24(1), 113–116.
   Web of Science ®Google Scholar
• McKinley, R. K., Fraser, R. C., & Baker, R. (2001). Model for directly assessing and improving clinical competence and performance in revalidation of clinicians. BMJ, 322, 712–715.
   PubMed Web of Science ®Google Scholar
• Militello, L. G., & Hutton, R. J. B. (1998). Applied cognitive task analysis (ACTA): A practitioner's toolkit for understanding cognitive task demands. Ergonomics, 41(11), 1618–1641. doi:10.1080/001401398186108
   PubMed Web of Science ®Google Scholar
• Nash, C., Martindale, R., Collins, D., & Martindale, A. (2012). Parameterising expertise in coaching: Past, present and future. Journal of Sports Sciences, 30(10), 985–994. doi:10.1080/02640414.2012.682079
   PubMed Web of Science ®Google Scholar
• Nelson, P. D. (2007). Striving for competence in the assessment of competence: Psychology's professional education and credentialing journey of public accountability. Training and Education in Professional Psychology, 1, 3–12.
   Web of Science ®Google Scholar
• Norcross, J. C., & Karpiak, C. P. (2017). Our best selves: Defining and actualizing expertise. In Psychotherapy. The counseling psychologist, 45(1), 66–75. doi:10.1177/0011000016655603
   Web of Science ®Google Scholar
• Olsson, C., Cruickshank, A., & Collins, D. (2017). Making mentoring work: The need for rewiring epistemology. Quest, 69(1), 50–64. doi:10.1080/00336297.2016.1152194
   Web of Science ®Google Scholar
• Phelps, R., Hase, S., & Ellis, A. (2005). Competency, capability, complexity and computers: Exploring a new model for conceptualising end-user computer education. British Journal of Educational Technology, 36(1), 67–85. doi:10.1111/j.1467-8535.2005.00439.x
   Web of Science ®Google Scholar
• Poczwardowski, A. (2017). Deconstructing sport and performance psychology consultant: Expert, person, performer, and self-regulator. International Journal of Sport and Exercise Psychology. Advance Online Publication, 1. doi:10.1080/1612197X.2017.1390484
   PubMed Web of Science ®Google Scholar
• Portenga, S. T., Aoyagi, M. W., & Cohen, A. B. (2017). Helping to build a profession: A working definition of sport and performance psychology. Journal of Sport Psychology in Action, 8(1), 47–59. doi:10.1080/21520704.2016.1227413
   Web of Science ®Google Scholar
• Psychology Board of Australia. (2018). Guidelines on area of practice endorsements. Retrieved from: http://www.psychologyboard.gov.au/
   Google Scholar
• Shanteau, J. (1992). Competence in experts: The role of task characteristics. Organizational Behavior and Human Decision Processes, 53(2), 252–266. doi:10.1016/0749-5978(92)90064-E
   Web of Science ®Google Scholar
• Shanteau, J., & Weiss, D. J. (2014). Individual expertise versus domain expertise. American Psychologist, 69(7), 711–712. doi:10.1037/a0037874
   PubMed Web of Science ®Google Scholar
• Stephenson, J., & Yorke, M. (1998). Capability and quality in higher education. Kogan Page: London
   Google Scholar
• Tozer, M., Fazey, I., & Fazey, J. (2007). Recognising and developing adaptive expertise within outdoor and expedition leaders. Journal of Adventure Education and Outdoor Learning, 7(1), 55–75. doi:10.1080/14729670701349780
   Google Scholar
• Tracey, T. J. G., Wampold, B. E., Lichtenberg, J. W., & Goodyear, R. K. (2014). Expertise in psychotherapy: An elusive goal? American Psychologist, 69(3), 218–229. doi:10.1037/a0035099
   PubMed Web of Science ®Google Scholar
• Vardal, O., & Martindale, A. (2017, December 11-12). Investigating the cognitive demands on experts’ decision making in applied sport psychology. The British Psychological Society Division of Sport & Exercise Psychology Conference, Glasgow, UK.
   Google Scholar
• Ward, P., Gore, J., Hutton, R., Conway, G. E., & Hoffman, R. R. (2018). Adaptive skills as the conditio sine qua non of expertise. Journal of Applied Research in Memory and Cognition, 7(1), 35–50. doi:10.1016/j.jarmac(2018).01.009
   Web of Science ®Google Scholar
• Ward, P., Suss, J., & Basevitch, I. (2009). Expertise and expert performance-based training (ExPerT) in complex domains. Technology, Instruction, Cognition and Learning, 7, 121–145.
   Google Scholar
• Watson, J. C., & Portenga, S. T. (2014). An overview of the issues affecting the future of certification in sport psychology. Athletic Insight, 6, 261–276.
   Google Scholar
• Williams, E. F., Dunning, D., & Kruger, J. (2013). The hobgoblin of consistency: Algorithmic judgment strategies underlie inflated self-assessments of performance. Journal of Personality and Social Psychology, 104(6), 976–994. doi:10.1037/a0032416
   PubMed Web of Science ®Google Scholar