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The transnational experience of sport psychology practitioners from training to practice
No full text© 2021 Elsevier Ltd Objective: Despite a growing body of literature examining the migratory experiences of athletes, limited attention has been paid to the migratory experience of sport psychology practitioners (SPPs). This study explores SPPs’ experiences of transnational migration; specifically, for those who expatriated to receive their training and repatriated to begin their professional careers. Design: Adhering to consensual qualitative research methodology, we conducted a qualitative study using semi-structured interviews. Methods: Following criterion-based sampling, we interviewed six female and four male SPPs who worked in academic (n = 3), applied (n = 3), and governmental (n = 4) environments. We used an analytical procedure encompassing concurrent deductive and inductive processes. Results: Participants described their motivations for expatriation and repatriation. They shared the challenges and benefits they faced throughout their transnational experience, recognizing the value that this experience brought to their lives. In most cases, SPPs shared how their training abroad became a professional advantage, once repatriated. They also described how the process of repatriation was more challenging than expected due to personal and professional difficulties. Conclusions: Participants highlighted the positive influence that their transnational experience had in their personal and professional lives. Their transnational experience helped them grow personally and professionally, and provided them with professional advantages. However, our participants’ stories also highlighted systematic barriers that professional organizations could address to facilitate the transnational experience of practitioners, which would subsequently enhance the cultural growth of the field. Recommendations for professionals engaging in similar transnational experiences are discussed
Students must be vaccinated to return to campus for Fall 2021
No full textIthaca College President Shirley M. Collado announced in an email to the campus community April 7 that students will be required to be vaccinated against COVID-19 to return to campus for Fall 2021.https://digitalcommons.ithaca.edu/covid19/1016/thumbnail.jp
Exploring Occupational Therapists\u27 and Teacher Aides\u27 Collaboration in a School Based Setting
Full text linkSchool-based occupational therapists (SBOTs) interact with many different professionals and paraprofessionals to coordinate programming for students with special needs as part of the students’ Individualized Education Plans (IEPs). The work of an SBOT requires building a rapport with students and implementing interventions and strategies that best fit each student. Teacher’s aides (TAs) may be a useful source of information and knowledge for SBOTs about students as TAs spend multiple hours a day working individually or in small groups with students. Understanding the multiple roles a TA can play in the classroom and how best to utilize and collaborate with them could help a SBOT provide higher quality care to the students with whom they work. The purpose of this phenomenological qualitative study was to explore the role of a TA in relation to the potential for collaboration with a SBOT, understand how TAs collaborate with SBOTs, and determine the potential for TAs to implement occupational therapy interventions in the classroom. Five participants were interviewed, and themes were found relating to the multipurpose responsibilities of TAs, student-oriented motivation and dedication for TAs, TAs as collaborators, TAs training occurring through experience, TAs having case-based knowledge about occupational therapy, and the challenges of being a TA. OTs should understand the complex job of a TA and the dynamics of collaboration to best support student outcomes
Athlete Perspectives of Playing-Time Selection Communication in Collegiate Team Sport
Full text linkThe realm of elite sport involves the continuous pursuit of excellence (Chelladurai, 2012). Part of this pursuit involves selection decisions in sport, where a coach chooses and communicates who will participate and compete for a team (Lipsyte, 1979). For the purpose of this thesis, selection in sport involves three processes: selection for team membership (or non-selection), selection to maintain team membership (or de-selection), and selection to represent the team in events (or playing-time selection). Further, as coaches are making and communicating selection decisions, athletes are receiving and processing these selection decisions. This exchange of information often elicits negative affective, behavioral, and cognitive outcomes in athletes (Gleddieet al., 2019; Groveet al., 2004; Neelyet al.,2016; Seifred & Casey, 2012). There is a body of literature addressing the effects of selection decisions in sport, however this literature solely addresses the experiences of youth athletes in the non-selection and de-selection processes (Capstick & Trudel, 2010a,b; Neely et al., 2016; Seifred & Casey, 2012). The purpose of this study is to understand how collegiate athletes are interpreting the communication of playing-time selection, as well as the behavioral, cognitive, affective, and social outcomes involved in this interpretation.
A qualitative social constructivist design was utilized. Participants included 9 NCAA Division I-III athletes (female identifying n = 6, male identifying n = 3; female identifying mean age: 20.25, male identifying mean age: 20; female identifying SD: 0.52, male identifying SD: 1). Semi-structured interviews were conducted with five questions, followed by secondary or follow up questions. Interviews ranged from 30-90 minutes in length. They were transcribed verbatim and coded into respective themes. The final vithematic structure consisted of the following: contextual factors to playing-time selection, influences to playing-time selection, playing-time communication, responses to playing-time communication, and responses to playing-time selection decisions. Overall, the findings suggest that the communication of selection decisions is a multifaceted, intricate process between the coach and athlete, relying on forms of implicit and explicit communication as well as several influencing and contextual factors
