Nearly every state licensure board requires psychologists to engage in continuing education (CE) for license renewal as a mechanism for ensuring ongoing learning and continuing professional competence. But what instructional methods promote the greatest learning, how do actual practices match those Editor's Note. Lavita Nadkarni served as the action editor for this article. JENNIFER M. TAYLOR received her PhD in counseling psychology from the University of Florida. She is an assistant professor of counseling psychology and counseling at the University of Utah. She served as the 2017 chair of the American Psychological Association's Continuing Education Committee (CEC) and the chair of the CEC Research Subcommittee. Her research interests include professional competence, continuing professional development, mentoring, continuing education, and lifelong learning.GREG J. NEIMEYER received his PhD in counseling psychology from the University of Notre Dame. He is an emeritus professor of psychology at the University of Florida. A fellow of the American Psychological Association, he has served as director of training and graduate coordinator in the Department of Psychology and was inducted as a lifetime member of the Academy of Distinguished Teaching Scholars. His research interests include the study of professional competence and lifelong learning. He currently serves as the associate executive director of continuing education in psychology at the American Psychological Association.JEFFREY S. BEDWELL received his PhD in clinical psychology from the University of Georgia. He is currently an associate professor in the Psy-chology Department at the University of Central Florida. His areas of professional interest include better understanding the etiology and underlying biological mechanisms of transdiagnostic symptoms such as anhedonia and constricted affect, and translating this knowledge into more effective treatments. He also has interest in assessing and improving the quality of continuing education for psychologists.MARK M. LEACH earned his PhD in counseling psychology from the University of Oklahoma. He is currently a professor and department chair of the Department of Counseling and Human Development at the University of Louisville. His research interests include ethics, forgiveness, and the roles of religion and spirituality on mental health. BRUCE S. LIESE received his MA in psychology from Columbia University and his PhD from the University at Albany (SUNY Albany). He is a professor of family medicine and psychiatry at the University of Kansas Medical Center, courtesy professor of psychology, and clinical director of the Cofrin Logan Center for Addiction Research and Treatment at the University of Kansas. His primary research interests include (a) the conceptualization, diagnosis, and treatment of behavioral and chemical addictions; (b) cognitive-behavioral therapy for treating complex problems; and (c) education, supervision, and training in psychology. In addition to teaching and conducting research, he pract...
During prolonged exercise, ratings of perceived exertion (RPE) and affect (pleasure; activation) play an important role in performance, especially in hot conditions. Although various mechanisms have been tried to manage the effects of heat (e.g. cooling jackets), the purpose of the current research was to assess the effect of a cooling collar on RPE, affect, thermal sensation, and running performance in the heat. Participants (n 0 8) wore a cold collar, uncooled collar or no collar as they completed three 90-min preloaded treadmill time-trials in the heat (30.590.18C), which included 75 min at Â60% V O 2max followed by a 15-min time-trial. Affect, RPE, and thermal sensation were measured throughout. Performance during the time-trial was significantly improved in the cold collar compared with the uncooled collar and no-collar trials; however, pleasure and activation ratings were highest for the no-collar trial. Findings suggest that a cooling collar may improve performance, but not necessarily ''feel good''. Practically, it seems necessary to ensure sufficient education about the benefits, on balance, of the cold collar, while the performance improvements outweighed the reported discomfort of athletes in this study. In addition, the cold collar may prove quite beneficial for individuals who work in hot climates and or conditions, as it may be effective in minimizing discomfort associated with heat for other groups as well.
This mixed-longitudinal prospective study examined the development of psychological characteristics of developing excellence in relation to the career progression of elite youth football players. In a 20-month period, 111 academy football players aged 11-16 completed the Psychological Characteristics of Developing Excellence Questionnaire (PCDEQ) on 1-5 occasions. This combination of single and repeated assessments resulted in a mixedlongitudinal sample of 226 completed PCDEQs. Players were then prospectively tracked, and their scholarship status assessed at follow-up, at age U17. Multilevel modelling revealed that coping with performance and developmental pressures scores increased with age, and that Category 1-2 academy scholars (4.35 ± 0.61) scored higher than Category 3-4 academy scholars (3.99 ± 0.67) and non-scholars (4.02 ± 0.78) (p<.05). Evaluating performances and working on weaknesses scores increased with age for Category 1-2 academy scholars (U12-U14 vs. U15-U16 = 5.16 ± 0.48 vs. 5.38 ± 0.45), compared to non-scholars (U12-U14 vs. U15-U16 = 5.11 ± 0.59 vs. 5.03 ± 0.71) (p<.05). Imagery use during practice and competition scores decreased with age (U12-U14 vs. U15-U16 = 4.45 ± 0.66 vs. 4.29 ± 0.70) (p<.05). A blend of PCDEs may facilitate optimal career progression. Football academies should develop players' PCDEs, with a particular focus on developing their coping skills and their ability to realistically evaluate performances and work on weaknesses.
The purpose of this research was to investigate elite soccer players' perceptions and experiences of psychological momentum (PM) using a mixed methodological approach.Specifically, by comparing responses, the study aimed to provide coaches with a more appropriate method for collecting PM data. Interviews and focus groups were conducted with 10 English Academy, elite male soccer players. In addition, 75 professional male soccer players completed a 49-item measure about their experiences of PM. Interviews and focus groups were manually analysed using a combination of inductive and deductive approaches with Chi-square tests used to assess differences between responses to the PM measure. The majority of questionnaire responses were supported by themes highlighted by players interviewed. Scoring and conceding goals were the most frequently reported match variables associated with positive and negative PM, respectively. In addition, 'feeling confident', 'having a positive attitude' and 'being cohesive as a team' were important aspects of positive PM. A 'perceived lack of ability' and 'feeling anxious' were the most frequently reported experiences of negative PM. The similarity of results from both methods support the measure as a useful tool for coaches to collect data pertaining to players' experiences and perceptions of PM. Overall, findings suggest that PM is a complex (dynamic) process whereby triggers, characteristics, and consequences can hardly be separated. By understanding players' experiences and perceptions of PM, coaches may incorporate specific training methods to help players maximise positive PM, reduce negative PM as well as develop strategies to optimise PM.3
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