Kentzer, Nichola

McEwan, Hayley

The Sport and Exercise Psychology Accreditation Route (SEPAR) is a Health and Care Professions Council (HCPC) approved training route for Sport and Exercise Psychologists and facilitates professional and skill development underpinned by supervised experience. The programme is designed so that trainees can achieve BASES accredited status and competency that confers eligibility for registration with the HCPC as Practitioner Psychologists. This article highlights the Sport and Exercise Psychology Accreditation Route supervision framework and readers may reflect on how this approach can work in their own supervisory relationships

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 UWS Academic PortalEmpowering our trainee sport and exercise scientistsMcEwan, Hayley; Kentzer, NicholaPublished in:The Sport and Exercise ScientistPublished: 06/06/2020Document VersionPeer reviewed versionLink to publication on the UWS Academic PortalCitation for published version (APA):McEwan, H., & Kentzer, N. (2020). Empowering our trainee sport and exercise scientists: a framework forsupervisors. The Sport and Exercise Scientist, 64, 26-27.General rightsCopyright and moral rights for the publications made accessible in the UWS Academic Portal are retained by the authors and/or othercopyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated withthese rights.Take down policyIf you believe that this document breaches copyright please contact pure@uws.ac.uk providing details, and we will remove access to thework immediately and investigate your claim.Download date: 12 Jul 2022“First published in The Sport and Exercise Scientist, Summer 2020, Volume 64. Published by the British Association of Sport and Exercise Sciences – www.bases.org.uk”Empowering our trainee sport and exercise scientists: a framework for supervisors Dr Hayley McEwan and Dr Nichola Kentzer highlight the Sport and Exercise Psychology Accreditation Route (SEPAR) supervision framework and readers may reflect on how this approach can work in their own supervisory relationships.   Figure 1. SEPAR supervisor process model (developed from Kentzer, 2019 and Keegan, 2016) The SEPAR is a Health and Care Professions Council (HCPC) approve training route for Sport and Exercise Psychologists and facilitates professional and skill development underpinned by supervised experience. The programme is designed so that trainees can achieve BASES accredited status and competency that confers eligibility for registration with the HCPC as Practitioner Psychologists.  An important feature of the framework for supervisors, , is the emphasis on the trainees driving the process and taking ownership of their own learning and development. The supervisor, considering their own philosophy of practice and adhering to BASES ethical standards, would look to develop these foundations in their trainees using the following process: Intake: This is the beginning of the working relationship where broad roles are clarified. Considerations for this phase are expectations of each other and an appraisal of the suitability for working together. If we view supervision as a long-term interpersonal relationship, it might be useful from the intake to outline implications for trainees in terms of how you work as a supervisor. For example, “I take a client-centred approach, therefore, in supervision, I will facilitate you to develop your own answers.” At this phase, both supervisors and trainees should consider the reasons for wanting to work together.  Needs analysis: In this phase, supervisors can offer personalised support to empower trainees to reflect on who they are, their skills and knowledge and how these areas interact to form their identity. Supervisors may wish to discuss how beliefs about their own characteristics might encourage them to work in a certain way because that is how they view themselves. Trainees may replicate being open and honest with clients in their own applied work if they have experienced this approach during supervision.  Case formulation and considering the supervisory approach: This phase represents a working model of supervision based on the trainees’ current needs, abilities, situation and goals ascertained from the prior needs analysis, their competency assessment, the context of their placement/work-based learning and existing models of supervision (e.g. the seven-eyed supervisor model by Hawkins and Shohet, 2012).  Delivery and monitoring: This phase should be a continuing process in which there is a regular clarification of roles within the pair, and the supervisor facilitates continuous trainee self-assessment and reflection on personal practice. This ongoing exercise can encourage trainees to choose experiences that reflect more of who they are, rather than just doing what is required (see McEwan et al., 2019). As part of the supervision process, observations are emphasised as critical learning events. Trainees can take ownership of observations to identify key areas of focus (rather than a general observation of practice) by following three stages (Preparation for Observation, Observation, Discussion and Action Planning) - a process used in training teachers in the field of education. Supervisors can create a supportive climate to encourage trainees to challenge themselves in observed sessions and gain valuable developmental feedback.  Learning and quality assurance processes: Supervisors will use reflective practice in all aspects of their role and are encouraged to self-assess their own supervisory skills to inform professional development. Supervisor networks and peer support groups are encouraged to reduce isolation, increase confidence and provide opportunities for knowledge acquisition. Top tips • Manage expectations of the relationship following a comprehensive needs analysis. • Consider who you are (trainee or supervisor) and how this influences your choice of experiences and how you approach service delivery. • Structure observations of practice with use of pre- and post-observation meetings to allow trainees’ autonomy within the process. • Connect with other supervisors to share good practice, develop communities of practice for your trainees and to access peer support. Further details, including entry criteria, can be found on the BASES website at: www.bases.org.uk/SEPAR. Supervisors learn how to structure their supervision through the framework, and use observation effectively, in Module 1b and Module 2 of BASES supervision training for SEPAR.   Dr Hayley McEwan  Hayley is a Senior Lecturer at University of the West of Scotland and led the SEPAR supervision work stream. Dr Nichola Kentzer  Nichola is a Lecturer at The Open University. She is a BASES accredited sport and exercise scientist and a HCPC Registered Practitioner Psychologist (Sport & Exercise)    References Hawkins, P. & Shohet, R. (2012). Supervision in the helping professions. Berkshire: Open University Press. Keegan, R. (2016). Being a sport psychologist. London: Macmillan Education. Kentzer, N. (2019). Proposing a way forward: a mentoring process model. British Educational Research Association: Research Intelligence, 141, 17. McEwan, H.E., Tod, D. & Eubank, M. (2019). The rocky road to individuation: Sport psychologists’ perspectives on professional development. Psychology of Sport and Exercise, 45, 101542. doi: 10.1016/j.psychsport.2019.101542. 

Empowering our trainee sport and exercise scientists:a framework for supervisors

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