65 research outputs found
The impact of sport psychology education on the practice of physiotherapists
Sports injury can lead to negative psychological reactions such as frustration or depression and there is now a body of evidence which indicates that sport psychology intervention can benefit sports injury rehabilitation (Heaney, IJSEP 2006;4:67β80). It would, however, appear that physiotherapists are often not equipped to integrate sport psychology into rehabilitation. Generally research has shown that physiotherapists recognise the importance of psychological factors but lack the training to utilise sport psychology (Arvinen-Barrow et al. JSR 2007;16:111β121). This suggests a need for further training; yet limited research exists examining such training. Therefore the purpose of this investigation was to examine the impact of sport psychology education on physiotherapists. 67 physiotherapists were assigned to the intervention group who studied an online sport psychology module and 68 were assigned to the control group, who studied an equivalent module with no psychology content. A questionnaire package which included the Psychology of Injury Usage Survey (Stiller-Ostrowski et al. JAT 2009;44:482β9) and the Attitudes About Imagery Survey (Hamson-Utley et al. JAT 2008;43:258β264) was completed by the participants at four points: immediately before, immediately after, 3 months and 6 months after completing the module. Data were collected on areas such as attitudes towards sport psychology, use of sport psychology and referral. Studying the module appeared to have a positive impact on the physiotherapists. Both attitudes towards and use of sport psychology improved following completion of the module. Importantly, use of sport psychology strategies was maintained during the 6 months following the completion of the module indicating a positive longitudinal effect. The findings of this study would suggest that sport psychology CPD courses should be more widely available to practicing physiotherapists
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What do sports medicine professionals working in football need to know about sport psychology?
Sport psychology and sports injury are undeniably linked - psychological factors have been shown to impact on both injury prevention and injury rehabilitation. Factors such as high stress levels can increase the risk of injury, whilst the occurrence of a sports injury can lead to several negative psychological reactions such as anger, frustration, fear, anxiety and depression which can impact on rehabilitation behaviour (e.g. adherence to a rehabilitation programme) and outcomes (e.g. recovery time) (Brewer & Redmond, 2017). Consequently, the use of sport psychology intervention during injury rehabilitation is advocated and has been shown to lead to several positive outcomes such as improved attitude, adherence and self-efficacy (Brewer, 2010)
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Case report: the impact of a resubmission intervention on level 1 distance learning students
Student retention and success are key performance indicators within higher education. One of the key opportunities to address both of these lies with the support offered to students who fail a module but are entitled to resubmit. This study investigates the value of implementing a resubmission intervention to improve the quantity and quality of student resubmissions on a level 1 distance learning module. The intervention consisted of an online synchronous tutorial session and a supporting asynchronous forum. The effectiveness of the intervention was measured by comparing the resubmission and pass rates to a previous presentation with no intervention. It was found that resubmission and pass rates were higher where the intervention was used suggesting that a resubmission intervention can increase the quality and quantity of submissions. Whilst, these findings are useful, it is important to acknowledge that there are additional factors that can impact the quantity and quality of resubmissions
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The Impact of Sport Psychology Education on the Attitudes and Behaviour of Physiotherapists
The occurrence of a sports injury can have both physiological and psychological implications for the athlete. Traditionally the treatment of the injured athlete has focused on the physiological aspects, but increasingly the psychological aspects are also being considered. This thesis examines the educational preparation of physiotherapists, key providers of sport injury treatment in the UK, to provide psychological support to the injured athlete. Previous research (e.g. Arvinen-Barrow et al., 2007; Heaney, 2006a) has suggested that whilst physiotherapists recognise the importance of psychological factors in the rehabilitation from sports injury, they often feel unprepared to deliver sport psychology support, and have expressed a desire for further training. The primary aim of this thesis was therefore to examine the influence of sport psychology education on the attitude and behaviour of UK physiotherapists. The thesis comprises four studies. Study 1 investigated the psychology content of UK physiotherapy degree programmes. Study 2 investigated whether those who have previously undertaken sport psychology education demonstrate more positive attitudes and behaviours to sport psychology than those who have not. Study 3 sought to identify the most appropriate content for a sport psychology education package for practicing physiotherapists. Finally, Study 4 evaluated the impact of a sport psychology education intervention on the attitude and behaviour of practicing physiotherapists. It was found that that there were vast inconsistencies in the nature and extent of psychology education in UK physiotherapy degrees and that sport psychology education can have a significant positive impact on the attitudes and behaviours of physiotherapists. It was concluded that more sport psychology education opportunities should be made available to UK physiotherapists and that further research is required to investigate the optimal mode and duration of such opportunities
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Using social media to raise your profile
In this session we will share our experiences of using social media to raise the external profile of sport and fitness at The Open University. Specifically we will be looking at our use of Twitter, the Sport and Fitness team blog and The Conversation. The session will examine the sport and fitness teamβs approach to engaging with social media and consider the potential impact of these activities by sharing some of the statistics which indicate the reach of our activities. By drawing on the personal experiences and reflections of the team involved we will offer some 'top tips' to engage audiences via social media
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Is there a link between previous exposure to sport injury psychology education and UK sport injury rehabilitation professionals' attitudes and behaviour towards sport psychology?
Objectives: The use of sport psychology strategies during sport injury rehabilitation can lead to several positive outcomes such as improved adherence and self-efficacy. The purpose of this study was to compare the sport psychology related attitudes and behaviours of UK sport injury rehabilitation professionals (SIRPs) who had studied the psychological aspects of sport injury to those who had not.
Participants and design: Ninety-four SIRPs (54 physiotherapists and 40 sports therapists with a mean of 9.22 years' experience of working in sport) completed an online survey and were grouped according to their level of previous exposure to sport injury psychology education at an undergraduate/postgraduate level. Analyses were undertaken to establish whether there were any differences in sport psychology related attitude (MANOVA), usage (MANOVA), and referral behaviours (chi square) between the groups.
Results: The MANOVA and chi square tests conducted revealed that those who had studied the psychological aspects of sport injury reported using significantly more sport psychology in their practice and making more referrals to sport psychologists.
Conclusions: It was concluded that sport injury psychology education appears to be effective in increasing the sport psychology related behaviours (use of sport psychology and referral) of SIRPs and should be integrated into professional training
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The impact of a sport psychology education intervention on physiotherapists
The purpose of this study was to measure the impact of an online sport psychology education module on the attitudes and behaviours of qualified sports physiotherapists in the UK. Ninety-five sport physiotherapists studied either a sport psychology module or a control module, and their attitudes and behaviours towards sport psychology were measured prior to studying the module and at three points over a six-month period following its completion. It was found that those who had studied the sport psychology module demonstrated an improvement in their attitudes towards sport psychology immediately following its completion that was significantly higher than those who had studied the control module. Use of sport psychology also increased following the sport psychology module, with significant differences seen between the intervention and control group on the sport psychology subscale, indicating that those who had studied the sport psychology module were integrating more sport psychology techniques into their practice than those who had studied the control module. It was concluded that the online sport psychology module was effective in improving the attitudes and behaviours of UK physiotherapists and that more sport psychology education opportunities should be made available
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Emotion regulation strategies and goals of distance learning students in an assessed online collaborative project
Being able to effectively regulate emotions is viewed as a crucial process in online learning. With an increasing use of social and collaborative activities in online learning environments, there are many unique challenges that may impact emotion regulation in these settings, such as a lack of social and emotional cues. Currently, there is limited research exploring emotion regulation strategies (i.e. how learners regulate their emotions) and emotion regulation goals (i.e. why learners regulate their emotions) of students in these online collaborative learning environments. In the present study, the emotion regulation strategies and goals used by 17 distance learning students undertaking an assessed, online, collaborative group project were explored. An online diary was used to gather self-report data at six-time points during the group activity. In each diary entry, participants were asked to select both a pleasant and unpleasant emotion they had experienced in relation to the group project, and indicate whether they had attempted to regulate each emotion. If they had, they were asked to describe how and why they had tried to regulate their emotions. Results revealed that students used a variety of strategies to regulate pleasant and unpleasant emotions. It was also found that participants described having emotion regulation goals primarily aimed at changing the momentary emotional experience (hedonic goals) as well as goals focused on other outcomes resulting from changing the experience or expression of specific emotions (instrumental goals). A brief discussion of the implications for educators and learning designers conclude this presentation
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The impact of emotions on student participation in an assessed, online, collaborative activity
There is growing recognition of the importance of emotions in academic online learning contexts. However, there is still little known about the role of emotions in social and collaborative online learning settings, especially the relationship between emotions and student participation. To explore this relationship, this study used a prospective longitudinal research design to follow 46 distance learning students throughout a 3-week assessed, online, collaborative activity. This approach allowed the fluctuating and dynamic aspects of emotions to be explored as well as the relationship between emotions and student participation in the collaborative activity. Self-report data were gathered using a semistructured online diary at five time points throughout the task (once at the start of the collaborative activity, three times during the activity, and the final entry after the activity had finished). Findings revealed that learners generally perceived pleasant emotions (such as relief, satisfaction and enjoyment) to have positive impacts, or no impact, on participation, whereas unpleasant emotions (such as anxiety, frustration, and disappointment) were generally perceived to have negative impacts, or no impact, on participation. Interestingly, however, anxiety, and to a smaller extent frustration, were perceived by a number of students to have positive impacts during the activity. To conclude this paper, implications for educators are highlighted
Metal free click chemistry on nucleosides and oligonucleotides
Chemoselective ligation of biologically significant moieties through azide alkyne Click
Chemistry has recently received much attention1. The reaction is attractive in that it
regioselectively affords stable triazole linked bioconjugated products under mild conditions.
However, from the view point of the synthetic oligonucleotide chemist, a significant
disadvantage is that the non-thermal reaction requires an in situ generated Cu (I) catalyst.
Unwanted Cu (I) mediated chemistry, specifically oxidative degradation etc
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