The Working with Parents in Sport Model (WWPS-model): A practical guide for practitioners working with parents of elite young performers

This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Sport Psychology in Action on 15/07/2014, available online at: http://www.tandfonline.com/10.1080/21520704.2014.914113In this paper we introduce the Working with Parents in Sport Model (WWPS-Model), which highlights key areas applied practitioners can use to inform their practice with regard to the development and implementation of support programmes for parents/guardians of elite junior athletes. The stage approach and nature of the model, which is accompanied by practical checklists, are all intended to serve as a valuable resource to both the experienced professional and the neophyte practitioner about to engage on the applied practice journey within an elite junior sporting environment

“For the love of the game”: The hidden mental health consequences of sport teams’ initiations

Conference abstractAbstract: Objectives: Initiations events, often referred to as welcome activities, are commonplace traditions in many sports teams. The short and long-term impact on the mental health of initiates, initiators and bystanders has been a focus of recent research attention. The present study aimed to explore the initiation experiences of UK student athletes and the subsequent effect on well-being. Design: Cross-sectional qualitative design using retrospective interviews. Methods: Sixteen sport team members were recruited through purposive sampling. Semi-structured interviews were conducted exploring participant experiences of welcome activities in their university sport teams. Results were transcribed verbatim and analysed using thematic analysis. Results: Six themes emerged from the data. These were: rite of passage; challenges; rules; reputation; persuasion and hierarchy. These themes were mapped onto the non-relational maltreatment conceptual framework that includes physical, social and emotional elements of bullying. In contrast to U.S. based studies, the results indicated that social bullying was the most prevalent, followed by emotional, and finally physical bullying. Conclusions: The study highlighted the occurrence of physical, social and emotional bullying during the initiation activities of sports’ teams. Furthermore, reference was made to the natural time progression in university sport that perpetuates the cycle of bullying and establishes the initiates as future initiators. For initiates who successfully negotiate the events, the effects of the bullying are minimised. However, for some this bullying can have serious mental health impacts both in the short and long term, whilst the challenges and risk behaviours may threaten the broader well-being of all involved

Many Roads Can Lead to Rome – Supervisors perspectives on successful supervision and the challenges.

The article focuses directly on the stories of supervision and supervision in practice at the micro level by drawing on the views and experiences of three supervisors, two (Brian and Jonathan) with numerous years supervisory experience and one newly qualified supervisor (Matt). Brian and Jon, supervise their QSEP candidates through a combined group and individual supervisory programme in contrast, Matt adopts an individual approach with all his supervisees. In the remainder of this article, these three supervisors present their thoughts and personal experiences on three core areas, developing the supervisory relationship, challenges to supervision and the concept of continued development as a supervisor

“All roads lead to Rome”, but “Rome wasn’t built in a day". Advice on QSEP navigation from the ‘Roman Gods’ of assessment!

This article aims to explore assessors’ observations and experiences of QSEP in relation to trainee competence development and demonstration, and help QSEP trainees and supervisors to identify some of the potholes in the road and consider ways to avoid them. Specifically, assessors have written a short review of their QSEP observations and commentary about what they want to see more of in the future. Their views are forthright, but given in good faith in the spirit of providing advice to candidates, and guidance to supervisors, about the nature and scope of QSEP submissions

The views of the few or the voices of many: Methods of exploring leadership roles through alternative approaches within Higher Education.

Authors whose work is accepted for publication in a non-open access Springer book are permitted to self-archive the accepted manuscript (AM), in an institutional repository, for public release after an embargo period. The AM terms of use, permit users to view, print, copy, download and text and data-mine the content, for the purposes of academic research, subject always to the full conditions of use. Authors may make a closed deposit on acceptance, provided the embargo periods above are adhered to for public release. Under no circumstances may the AM be shared or distributed under a Creative Commons, or other form of open access license, nor may it be reformatted or enhanced. Accepted manuscript terms of use: https://www.springernature.com/gp/open-research/policies/accepted-manuscript-termsIn the following chapter I begin by discussing the changing landscape in higher education and argue why “leadership” is an important part of every academic’s journey. I discuss why we need to challenge traditional views of leadership and critically how we need to explore individuals’ views and reflections on their own leadership journeys. Furthermore, I will critically reflect on how we need to adopt different research methods to allow leadership journeys to emerge with a focus on the use of Q-methodology and why such approaches allow not only the emergence of understanding but can serve a dual purpose and contribute not only to a global understanding but also an individual’s personal development

A stair walking interventation strategy for children with Down's syndrome

This article is not available through ChesterRep.This article discusses the effects of a 12-week intervention study designed to enhance the stair-walking ability of children with Down's Syndrome utilising a concept known as active therapy

A personal journey of a long and winding road to Professorial status: An alternative pathway and the challenges, trials and tribulations.

For many years, the awarding of a professorial title was seen as a realistic objective and target for those with a substantive international portfolio of research publications and grant income success. With the changing landscape in Higher Education and a drive within the UK for Universities to show much more social responsibility and engagement we are beginning to see much needed change. In this chapter, I reflect on my personal journey to professorship and how my numerous experiences and diverse portfolio of activity finally came together to have personal and professional meaning. In telling my story, I am to raise awareness of the numerous challenges I encountered as a female, from my early years entering higher education through to my professorial application and beyond. I also reflect on my thoughts and feelings and provide ideas about what we can do to help more women thrive and succeed within academia

Chapter 5 Film: Using secondary data as a mechanism to support student learning

INTRODUCTION This chapter introduces readers to the concept of using feature films as a method for seminar tasks, formative and summative assessment within the social sciences. Drawing on personal experiences, reflection and student feedback examples are given as to how feature films have been used in a final year undergraduate sport psychology module. I begin by charting my own journey discussing how I came to use feature films in assessment. I identify the key literature which provided the evidence base for the task development and review the benefits and caveats to such an approach. Finally, along with a flow chart to help guide those who may wish to use the technique I comment on some future uses of the approach within assessment

Life-long learning: life beyond the training

"This is an Accepted Manuscript of a book chapter published by Routledge in [Developing a Sport Psychology Consultancy Practice A Toolkit for Students and Trainees] on [21/12/2022], available online: https://www.routledge.com/Developing-a-Sport-Psychology-Consultancy-Practice-A-Toolkit-for-Students/Shanmuganathan-Felton-Smith/p/book/9781032051482?gclid=EAIaIQobChMI-cXo-ora-QIVYWHmCh1WiQBxEAAYASAAEgKEhfD_BwE#If education can be described as “the kindling of a flame not the filling of a vessel” (Plutarch, nd), attainment of a formal sport psychology practice qualification and Health Care Professions Council (HCPC) registration should represent the point at which the kindling fire is fully ignited and kept alight through lifelong learning. The following chapter discusses the applied Sport Psychologist’s lifelong learning journey describing the inter-related areas of Continued Professional Development and education. Through the framework of Kneebone (2020) the journey to expert practitioner is examined and personal stories from practitioners are used to explore stages in their lifelong learning and create guidelines for sport psychologists

From Physical to Virtual: Reflections on the Move from the Lecture Hall to the Digital Classroom

This chapter describes our reflections on the lived experiences during the rapid pivot to Emergency Remote Teaching (ERT) in March 2020. Drawing on the narratives of academics from two disciplines – Law and Psychology, we focus on the Continuing Professional Learning and Development (CPLD) offered in the immediate aftermath of the initial UK lockdown. We further describe the support available to staff as they scaffolded and supported students through the transition to online learning. Such students, although accustomed social digital users, were less skilled in digital learning, having chosen to study in-person within a physical campus-based institution. We conclude by making recommendations for sustainable training and development as we move towards the implementation of a blended learning experience for campus learners