Developing professional judgement and decision-making skills: Investigating the use of scenario-based learning in UK trainee sport psychologists’ training experiences.

Citation

Smith M, McEwan H, Martindale A & Tod D (2017) Developing professional judgement and decision-making skills: Investigating the use of scenario-based learning in UK trainee sport psychologists’ training experiences.. Division of Sport and Exercise Psychology (DSEP), British Psychological Society (BPS) Conference, Glasgow, 11.12.2017-12.12.2017.

Abstract
Objectives: We examined the use of scenario-based learning (SBL) in UK trainee sport psychologists’ training experiences during their 2-year training qualification. Design: Qualitative, assorted analysis. Methods: Secondary data analysis was applied to a longitudinal data set examining trainee sport psychologists’ development. Evidence of SBL (e.g., being able to recognise relevant cues during observation) was examined in trainees’ experiences. Participants (N = 7) were enrolled on the BPS Qualification in Sport and Exercise Psychology. Participants were interviewed 4 times over 3 years during training regarding their professional development. Interviews were transcribed verbatim and a deductive thematic analysis was applied based on the existing expertise literature. Results: Participants emphasised the role of SBL in developing their professional judgement and decision-making (PJDM) skills. For example, listening to scenarios in the form of stories from other practitioners acted as a prompt for participants to explore professional decision-making. Participants adapted information gleaned from examining colleagues’ decision-making into their repertoire for applied practice. Although SBL was identified as a helpful experience, participants reported that it could also be unhelpful. For example, when the critical cues or decision-making pertaining to a scenario were not clear, there was not enough elaboration, or enough exposure of reasoning. Conclusion: Findings suggest that training opportunities exist to accelerate the development of trainee’s PJDM skills by further maximising the use of SBL. For example, developing a cognitive apprenticeship approach between supervisor and trainee may provide an opportunity to expose trainees to expert decision-making knowledge (i.e., when supervisors make their thinking visible).