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Career Pathways and Pitfalls in Sport and Exercise Psychology: Model applications from the UK settings

Year 2018, Volume: 3 Issue: 1, 164 - 178, 30.01.2018
https://doi.org/10.25307/jssr.400474

Abstract

In recent years, a growing interest is undoubtedly best reflected by not only the increasing importance of sport, but also the explanatory role and exponential expansion of sport and exercise sciences. As noted in the literature, one of the most important areas of these is sport and exercise psychology (Loucbaum and Gottardy, 2015). However, questions such as "Who are the employees in this field?", "What kind of education process is involved", "What steps should be taken further?" are frequently emerged and remain in Turkey. The aim of this review is to contribute to the development of sport and exercise psychology by seeking the answers to these questions.



The Society of Sport Sciences (SBD) and the Association of Exercise and Sport Psychology (ESPDER) in Turkey are the most recognized institutions that are a mission driven organization working for the improvement of sport sciences and also sport and exercise psychology. The SBD and also ESPDER ought to assist the scientific development and professional dignity by providing institutional support to the field of sport and exercise psychology and its employees as well as other sub-disciplines of sport sciences. In this study, the focus is the investigation – in order to establish a new and unique system, not a simple replication − of the scientific and legal legislation of two associations (BASES; BPS in the UK) in the field of sport and exercise psychology. Thus, these studies will contribute to establish and protect the professional title of the sport and exercise scientist especially in the field of sport and exercise psychology and therefore will increase its professional recognition and reputation in Turkey. 

References

  • Apitzsch, E. (2011). The European master's programme in sport and exercise psychology (EMSEP). Presented at the 13th European Congress of Sport Psychology, Madeira, Portugal.
  • Beale, J. (2011). Applied training in sport & exercise psychology for those from a sport science background in the UK. Presented at the 13th European Congress of Sport Psychology, Madeira, Portugal.
  • Bekhit, N.S., Thomas, G.V., Lalonde, S., & Jolley, R. (2002). Psychological assessment in clinical practice in Britain. Clinical Psychology and Psychotherapy, 9(4), 285-291.
  • Biddle, S.J.H., & Fuchs, R. (2009). Exercise psychology: A view from Europe. Psychology of Sport and Exercise, 10(4), 410-419.
  • Cotterill, S. (2011). Routes to practising as a sport and exercise psychologist. The Sport and Exercise Scientist, 29, 18-19. www.bases.org.uk.
  • Devonport, T. J., & Lane, A. M. (2014). I want to be a sport and exercise psychologist: UK career pathways. Athletic Insight, 6, 233–244.
  • Edwards, D.J. (2011a). Sport and exercise psychology in South Africa. Presented at the 13th European Congress of Sport Psychology, Madeira, Portugal.
  • Edwards, D.J. (2011b). Sport and exercise psychology in South Africa: Training, registration, professional bodies and ethical issues. Presented at the 17th Annual South African Psychology Congress, Johannesburg, South Africa.
  • Eubank, M. (2011). Training sport & exercise psychologists in the UK: A British Psychological Society (BPS) perspective. Presented at the 13th European Congress of Sport Psychology, Madeira, Portugal.
  • Edwards, D.J., & Barker, J.B. (2015). Practitioners’ perceptions of sport and exersice psychology in South Africa and the United Kingdom. African Journal for Physical, Health Education, Recreation and Dance, 21(2), 619-637.
  • Eubank, M. (2013). Assessing and defending trainee competence on the qualification in sport and exercise psychology: The oral assessment interview. Sport & Exercise Psychology Review, 9(1), 37-37.
  • Eubank, M., & Hudson, J. (2013). The future of professional training for professional competence. Sport & Exercise Psychology Review, 9(1), p.61-65.
  • Evans, J.R., & Mathur, A. (2005). The value of online surveys. Internet Research, 15(2), 195-219.
  • Gill, D.L. (1986). A prospective view of the Journal of Spoil (and Exercise) Psychology. Journal of Sport Psychology, 8(3), 164-173.
  • http://www.appliedsportpsych.org/certification/certification-program-updates/july-2017-update/.
  • Ibabe, I., & Sporer, S.L. (2004). How you ask is what you get: On the influence of question form on accuracy and confidence. Applied Cognitive Psychology, 18(6), 711-726. Doi: 10.1002/acp.1025
  • Kaplan, R.M., & Saccuzzo, D.P. (2009). Psychological testing: Principles, applications, and issues (7th ed.). Belmond, CA: Wadsworth.
  • Krueger, R.A. (2002). Designing and conducting focus group interviews. Retrieved from http://media.usm.maine.edu/~lenny/FOCUS%20GROUP%20RESEARCH/Krueger-FocusGroupIntervi ews.pdf.
  • Lochbaum, M., & Gottardy, J. (2015). A meta-analytic review of the approach-avoidance achievement goals and performance relationships in the sport psychology literature. Journal of Sport and Health Science, 4(2), 164–173. Doi: 10.1016/j.jshs.2013.12.004
  • Nicholls, J. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
  • Niven, A., & Owens, A. (2007). Qualification and Training Routes to Becoming a Practising Sport and Exercise Psychologist in the UK. The Sport and Exercise Scientist,11, 20-21. www.bases.org.uk.
  • Roper, E. A. (2002). Women working in the applied domain: Examining the gender bias in applied sport psychology. Journal of Applied Sport Psychology, 14(1), 53-66.
  • Smith, R. E. (1989). Applied sport psychology in an age of accountability. Journal of Applied Sport Psychology, 1(2), 166-180. Doi: 10.1080/10413208908406413
  • Tenenbaum, G., Morris, T., Hackfort, D., & Filho, E. (2013). Sport and exercise psychology. In M. Talbot, H. Haag, & K. Keskinen (Eds.), Directory of sport science. (p.67-78), (6th edition). Germany: ICCSPE.
  • Weinberg, R. S., & Gould, D. (2011). Foundations of sport and exercise psychology. (5th ed.).Champaign, IL: Human Kinetics.
  • Witton, G. (2004). Sport psychology. In L. Swartz, C. De la Rey & N. Duncan (Eds.), Psychology an introduction (p. 385-403). Cape Town, Western Cape: Oxford University Press, Southern Africa.
  • Zizzi, S., Zaichkowsky, L., & Perna, F. M. (2007). Certification in sport and exercise psychology. In D. Smith, & M. Bar-Eli (Eds.), Essential readings in sport and exercise psychology, (p. 505–512). Champaign, IL: Human Kinetics.

Spor ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar

Year 2018, Volume: 3 Issue: 1, 164 - 178, 30.01.2018
https://doi.org/10.25307/jssr.400474

Abstract

Son yıllarda
spora olan ilginin artması ile birlikte, sportif performansın açıklanması ve
geliştirilmesinde önemli bir etken olan spor ve egzersiz bilimlerindeki gelişim
ve ilerlemenin de bu ilgiyi arttırdığı düşünülmektedir. Alanyazında
belirtildiği gibi, spor ve egzersiz bilimlerinin en önemli alanlarından biri
spor ve egzersiz psikolojisidir (Loucbaum ve Gottardy, 2015). Ancak ülkemizde
“bu alanın çalışanları kimlerdir?”, “Nasıl bir eğitim sürecini kapsar?”, “Hangi
aşamalardan geçilmelidir?” gibi sorular ile karşılaşmaktayız. Bu derleme
çalışmasının amacı; bu ve benzeri sorulara yanıtlar arayarak ülkemizdeki spor
ve egzersiz psikolojisi alanının gelişmesine katkı sağlamaktır. 

Spor biliminin ülkemizdeki
gelişimine yardımcı olmayı amaç edinen en önemli kurumların başında Türkiye
Spor Bilimleri Derneği (SBD), Spor ve Egzersiz Psikolojisinin gelişimine
yardımcı olmayı amaç edinen ‘’Egzersiz ve Spor Psikolojisi Derneği (ESPDER)’’
gelmektedir. SBD ve ESPDER spor ve egzersiz psikolojisi alanına ve bu alanın
çalışanlarına kurumsal olarak destek vererek (örneğin; akreditasyon sistemi
oluşturarak), bilimsel gelişimin ve mesleki saygınlığın artmasına yardımcı
olabilir. Bunun yanı sıra, bu çalışmada − birebir olmasa da bazı önemli yönleri
ile örnek olarak ülkemize özgü yeni bir sistemin oluşturulabilmesi için –
gelişmiş ülkelerden Birleşik Krallık’taki spor ve egzersiz psikolojisi alanında
akredistasyon sistemleri olan iki derneğin (BASES; BPS) bilimsel ve tüzel
yapısı incelenmektedir.

Sonuç olarak, bu çalışmalar ülkemizdeki, özellikle spor
ve egzersiz psikolojisi alanında spor bilimci meslek unvanının belirlenip
korunmasına, mesleki itibar ve tanınırlığın artmasına katkı sağlayacaktır.
 

References

  • Apitzsch, E. (2011). The European master's programme in sport and exercise psychology (EMSEP). Presented at the 13th European Congress of Sport Psychology, Madeira, Portugal.
  • Beale, J. (2011). Applied training in sport & exercise psychology for those from a sport science background in the UK. Presented at the 13th European Congress of Sport Psychology, Madeira, Portugal.
  • Bekhit, N.S., Thomas, G.V., Lalonde, S., & Jolley, R. (2002). Psychological assessment in clinical practice in Britain. Clinical Psychology and Psychotherapy, 9(4), 285-291.
  • Biddle, S.J.H., & Fuchs, R. (2009). Exercise psychology: A view from Europe. Psychology of Sport and Exercise, 10(4), 410-419.
  • Cotterill, S. (2011). Routes to practising as a sport and exercise psychologist. The Sport and Exercise Scientist, 29, 18-19. www.bases.org.uk.
  • Devonport, T. J., & Lane, A. M. (2014). I want to be a sport and exercise psychologist: UK career pathways. Athletic Insight, 6, 233–244.
  • Edwards, D.J. (2011a). Sport and exercise psychology in South Africa. Presented at the 13th European Congress of Sport Psychology, Madeira, Portugal.
  • Edwards, D.J. (2011b). Sport and exercise psychology in South Africa: Training, registration, professional bodies and ethical issues. Presented at the 17th Annual South African Psychology Congress, Johannesburg, South Africa.
  • Eubank, M. (2011). Training sport & exercise psychologists in the UK: A British Psychological Society (BPS) perspective. Presented at the 13th European Congress of Sport Psychology, Madeira, Portugal.
  • Edwards, D.J., & Barker, J.B. (2015). Practitioners’ perceptions of sport and exersice psychology in South Africa and the United Kingdom. African Journal for Physical, Health Education, Recreation and Dance, 21(2), 619-637.
  • Eubank, M. (2013). Assessing and defending trainee competence on the qualification in sport and exercise psychology: The oral assessment interview. Sport & Exercise Psychology Review, 9(1), 37-37.
  • Eubank, M., & Hudson, J. (2013). The future of professional training for professional competence. Sport & Exercise Psychology Review, 9(1), p.61-65.
  • Evans, J.R., & Mathur, A. (2005). The value of online surveys. Internet Research, 15(2), 195-219.
  • Gill, D.L. (1986). A prospective view of the Journal of Spoil (and Exercise) Psychology. Journal of Sport Psychology, 8(3), 164-173.
  • http://www.appliedsportpsych.org/certification/certification-program-updates/july-2017-update/.
  • Ibabe, I., & Sporer, S.L. (2004). How you ask is what you get: On the influence of question form on accuracy and confidence. Applied Cognitive Psychology, 18(6), 711-726. Doi: 10.1002/acp.1025
  • Kaplan, R.M., & Saccuzzo, D.P. (2009). Psychological testing: Principles, applications, and issues (7th ed.). Belmond, CA: Wadsworth.
  • Krueger, R.A. (2002). Designing and conducting focus group interviews. Retrieved from http://media.usm.maine.edu/~lenny/FOCUS%20GROUP%20RESEARCH/Krueger-FocusGroupIntervi ews.pdf.
  • Lochbaum, M., & Gottardy, J. (2015). A meta-analytic review of the approach-avoidance achievement goals and performance relationships in the sport psychology literature. Journal of Sport and Health Science, 4(2), 164–173. Doi: 10.1016/j.jshs.2013.12.004
  • Nicholls, J. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
  • Niven, A., & Owens, A. (2007). Qualification and Training Routes to Becoming a Practising Sport and Exercise Psychologist in the UK. The Sport and Exercise Scientist,11, 20-21. www.bases.org.uk.
  • Roper, E. A. (2002). Women working in the applied domain: Examining the gender bias in applied sport psychology. Journal of Applied Sport Psychology, 14(1), 53-66.
  • Smith, R. E. (1989). Applied sport psychology in an age of accountability. Journal of Applied Sport Psychology, 1(2), 166-180. Doi: 10.1080/10413208908406413
  • Tenenbaum, G., Morris, T., Hackfort, D., & Filho, E. (2013). Sport and exercise psychology. In M. Talbot, H. Haag, & K. Keskinen (Eds.), Directory of sport science. (p.67-78), (6th edition). Germany: ICCSPE.
  • Weinberg, R. S., & Gould, D. (2011). Foundations of sport and exercise psychology. (5th ed.).Champaign, IL: Human Kinetics.
  • Witton, G. (2004). Sport psychology. In L. Swartz, C. De la Rey & N. Duncan (Eds.), Psychology an introduction (p. 385-403). Cape Town, Western Cape: Oxford University Press, Southern Africa.
  • Zizzi, S., Zaichkowsky, L., & Perna, F. M. (2007). Certification in sport and exercise psychology. In D. Smith, & M. Bar-Eli (Eds.), Essential readings in sport and exercise psychology, (p. 505–512). Champaign, IL: Human Kinetics.
There are 27 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section Review
Authors

Recep Görgülü 0000-0003-2590-4893

Publication Date January 30, 2018
Acceptance Date June 21, 2018
Published in Issue Year 2018 Volume: 3 Issue: 1

Cite

APA Görgülü, R. (2018). Spor ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar. Spor Bilimleri Araştırmaları Dergisi, 3(1), 164-178. https://doi.org/10.25307/jssr.400474
AMA Görgülü R. Spor ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar. JSSR. January 2018;3(1):164-178. doi:10.25307/jssr.400474
Chicago Görgülü, Recep. “Spor Ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler Ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar”. Spor Bilimleri Araştırmaları Dergisi 3, no. 1 (January 2018): 164-78. https://doi.org/10.25307/jssr.400474.
EndNote Görgülü R (January 1, 2018) Spor ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar. Spor Bilimleri Araştırmaları Dergisi 3 1 164–178.
IEEE R. Görgülü, “Spor ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar”, JSSR, vol. 3, no. 1, pp. 164–178, 2018, doi: 10.25307/jssr.400474.
ISNAD Görgülü, Recep. “Spor Ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler Ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar”. Spor Bilimleri Araştırmaları Dergisi 3/1 (January 2018), 164-178. https://doi.org/10.25307/jssr.400474.
JAMA Görgülü R. Spor ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar. JSSR. 2018;3:164–178.
MLA Görgülü, Recep. “Spor Ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler Ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar”. Spor Bilimleri Araştırmaları Dergisi, vol. 3, no. 1, 2018, pp. 164-78, doi:10.25307/jssr.400474.
Vancouver Görgülü R. Spor ve Egzersiz Psikolojisinde Kariyer Basamakları, Güçlükler ve Tehlikeler: Birleşik Krallık’tan Model Uygulamalar. JSSR. 2018;3(1):164-78.

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