Concussion in rugby: how does this affect players and the rest of their lives?

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Authored by the team ‘A-Team’: Padraig Amond, Courtney Barnes, John Cox, Pelin De-Vanney, Aimee Keast, John Knipe, Kian Middleton, Colby Wood, and Amelia Yates [E119 22J students].

This blog was written as part of a collaborative teamwork task by students studying E119. They had to select a topic and then decide on what roles each person would perform in the team, such as researcher, writer, editor, and leader. This blog was chosen as one of the best blogs from 27 blogs that were produced in January 2023.

children playing football

When playing most sports, participants are warned of the risks and potential minor injuries they could sustain, but there are limited discussions on the dangerous, long-term outcomes which could happen. Children are highly influenced between the ages of 8-14 years, yet these influences could be putting their future health in danger. It’s not only the children that need to be educated on these health risks but also the parents, coaches and support team who need to know the impacts of injuries, particularly concussions. So, how do we educate them?

A sport which has been researched into having significantly more severe concussion cases is Rugby. This is a contact, team sport played with two teams trying to score tries, penalty kicks and drop goals. Players can run with the ball and kick or pass it sideways or backwards to a teammate. According to HEADS UP (2019), a concussion happens when there is a traumatic brain injury, which could be induced by a jolt, blow, or bump to the skull or by the head and brain moving speedily back and forth due to a hit of the body. Therefore, how is it possible to get concussed in rugby? Many concussions are from tackles in which the abrupt movement causes the brain to twist or bounce around in the cranium. Throughout this blog, there will be many things which prove that long-term impact will cause concussions.

One player prone to injury was Shontayne Hape, a former England centre, who gave his point of view on concussion in rugby and said how ‘players are regularly pressured to return quickly from head injuries’ and claims they ‘routinely cheated cognitive tests designed to monitor their brain function throughout the season’ (Steven, 2018). The former England centre admitted he’d been concussed close to 20 times in his career and said his condition got so bad he could not remember his PIN number and was left with ‘depression, constant migraines, and memory loss’ (Steven, 2018). There are many players like Hape whose careers end abruptly from concussion.

Research conducted in England in the 2018-2019 season has shown that 20% of professional rugby players sustained at least one match concussion. This was a 16% increase from the previous season. The contact areas of tackling and scrummaging account for 75% of concussions (Rugby Union, 2020). The number of concussions may have increased due to a larger acknowledgement of the danger of concussions, meaning that the coaches and officials are looking out for them. However, not only has there been an increase in the number of players in rugby union, but also the physical build of players. An example of this is in 1962, the average height of an England player was 1.80 m and they weighed 85.7 kg, whereas in 2012 this rose to 1.88 m and a weight of 104 kg (Fordyce, 2012). The weight increase would mean that there is a greater force between players, adding to the chance of injury. Similarly, broader, and fitter players mean that on the pitch it is more compact, making it difficult to run past or around the opposing players and potentially hitting the head, shoulder, hip, or knee of an opponent with great force. This would mean that during the game, the number of collisions and contact time increase. The force that has increased from this rise in player build has led to this increase in concussions.

Concussions can lead to serious health conditions and illnesses that affect the brain, such as memory loss, depression, dementia, and Parkinson’s disease. A considerable amount of rugby players have experienced this, one being Nic Berry. Despite suffering numerous head injuries in multiple seasons, the 28-year-old was cleared to start the 2012 campaign for Wasps. However, a ‘concussive episode’ during the season opener against Harlequins forced him to quit the game which was a massive part of his life. The retirement age for a rugby player is 38 years old, meaning that players such as Nic have had their careers shortened by an incredible amount. Another player who has experienced this is Dominic Ryan. The Ireland international retired at 28 years old from ‘terrifying’ concussion-related health problems such as dementia. When he spoke in the Irish Times, Ryan said: ‘It’s a weight off my shoulders…with a bit of distance I can see it was a no-brainer to retire. I can see now I was literally putting myself in harm’s way’ (Peters, 2013).

Importantly, concussion isn’t just experienced within men’s rugby. ‘Women typically have less neck strength and experience a greater concussion risk as well as greater severity of symptoms with a longer duration of recovery compared to men,’ (Zielinski, 2019). Someone like Kat Merchant suffered from this and retired on medical advice aged 28 in 2014 after 11 confirmed concussions in 14 seasons and still suffers from symptoms. “I have a lower cognitive capacity…I can’t do a hundred things at once without getting a headache, getting flustered or without forgetting my words’ (Orchard, 2020).

This evidence provided shows that many more precautions should be introduced to protect rugby players. The effect that concussion has on their lives is huge; not being able to continue doing something they love. These blows to the head result in serious health issues. The fact that they must give up everything they know will negatively impact their mental health. However, it’s not just rugby that these precautions need to be seen being introduced into. Football is another sport which involves areas of high contact, e.g. headers, and repeated actions of this will also result in concussions. Will we see some important changes to these big sports anytime soon?

 

References

Centers for Disease Control and Prevention, National,  (2019), ‘What Is a Concussion?’, HEADS UP, CDC Injury Centre https://www.cdc.gov/headsup/basics/concussion_whatis.html (Accessed: 14 January 2023)

Fordyce, T. (2012) ‘Land of the rugby giants’, BBC Sport, 8 March. Available at: https://www.bbc.co.uk/blogs/tomfordyce/2012/03/land_of_the_rugby_giants.html  (Accessed: 20 January 2023)

Orchard, S. (2020), ‘Rugby and brain injuries: World Cup winner Kat Merchant has lower cognitive capacity’ BBC Sport, 16 December. Available at: https://www.bbc.co.uk/sport/rugby-union/55306949 (Accessed: 20 January 2023)

Rugby Union, (2020) ‘Concussion in rugby union affected 20% of professional players in England in 2018-19’, BBC Sport, 22 December. Available at: https://www.bbc.co.uk/sport/rugby-union/55360214 (Accessed: 14 January 2023)

Steven, (2018), ‘LIST: The shocking list of rugby concussions that have ended career’ Ruck, pp. 1-4, Available at: https://www.ruck.co.uk/list-the-shocking-list-of-rugby-concussions-that-have-ended-careers/4/ (Accessed: 20 January 2023)

Zielinski, P. (2019) ‘Can stronger necks prevent concussions?’ Futurity, 16 January. Available at: https://www.futurity.org/concussions-necks-athletes-1959052-2/ (Accessed: 16 January 2023)

 

The student reality of studying with dyslexia and using software

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By Yasmin Reeve

An Audio recording of this blog article can be found on this link.

Firstly, I want to welcome you to my blog post. I am a student with Open University studying a Sports, Fitness and Coaching degree. I am a student that is studying with a learning difficulty – dyslexia. I make use of software to enable me to complete my study, more specifically I use a screen reader and dictation software. Recently I had a really productive conversation with a tutor about how this affects me as a student and some of the things that I specifically need when it comes to TMA feedback, as well as explaining the process that I go through in order to write my TMAs. This has led to me making this blog post with a few main focuses. Mainly I want to reassure students that they aren’t alone when studying using the software previously mentioned and how they can go about getting support. Secondly, I want to give educators a glimpse into my world and its affect it has on me as a student to help them better support students who are also using this software.

Starting at the OU

I found out I was dyslexic whilst sitting my GCSEs at secondary school. I was consistently told that I would never amount to anything in my life and never achieve higher education, so I gave up on the education system. I went out to work full time but as the years went by, I realised that I still wanted to be studying and achieve a degree. I very quickly realised for many reasons that a brick university wouldn’t work for me and then found out about the OU and thought ‘I can do this’. I went through the process of applying for Disabled Student Allowance (DSA) and was really lucky to get an understanding assessor. My assessor went through what I struggle with and then suggested the use of dictation software and screen readers. I’d never used them in my life, so I was really excited to be sold the idea that this puts me on an equal level as my peers who don’t have dyslexia. DSA went through training with me on how to use the software and it was at this moment my heart sank a little. I realised the true reality of the fact that this software doesn’t suddenly eliminate my problem of really struggling to read and write, I realised just how much of a lengthy process it would be for me to get anything done and there was a point where I thought ‘there is no way I am going to be able to do this, I’m not smart enough or even capable of doing this!’ But I was already signed up and I’d gone through all the paperwork and assessments so figured I had nothing to lose from giving it a go. If it didn’t work out, then the teachers back in secondary school were right I would never achieve higher education! The module website finally opened up and I had all this software, so I gave it a go. I can remember my first conversation with my tutor about my needs as a student and I was too embarrassed to tell them about the fact I was using a screen reader and dictation software. It’s only this year – my third year of study – that I braved even telling my tutor about the struggles of using this software and how they could adapt what they were doing to help me succeed more.

Writing a TMA

The process of writing a TMA for me is a ridiculously lengthy process with so much back and forwards between different documents and trying to dictate to my laptop what it is that I want to write. I think for people who don’t experience dyslexia imagine being asked a question on a topic that you know nothing about and being given a short time period to answer that question on the spot. Your brain is trying to come up with something to say but whilst you’re saying that you’re thinking about where you are going next with that sentence, and then suddenly a fact pops into your head relating to that topic but you know you need to say it instantly or you will forget it. That is what I go through in order to write my plans for TMAs but also to actually write my TMAs. One big problem with this is that I am mid- sentence and waiting for it to come up on my laptop screen in order to then add in the next point that had popped into my brain, so everything becomes one jumbled mess and it’s not easy for me to go back through and edit everything I’ve effectively just written into some sort of structure!

I am sat there having my screen reader read back to me what I’ve written whilst trying to keep up with my eyes at the speed its reading at so that I can stop it to move the last few sentences around and then get the screen reader to read it out again to me to see if it now makes a little bit more sense. (To give you an idea on how lengthy this process is my screen reader only reading to the end of the last sentence took 9 minutes and I was struggling to visually follow along at that speed!). The way that a screen reader works is that every word or sometimes even letter is recorded individually, and it places them all together to read what’s on the screen. You end up with random pauses and that can lead you to think punctuation might be needed there when it isn’t, it’s just a flaw in the screen reader. Or sometimes you think you have added in the punctuation needed due to the screen reader having read that piece of text as if the punctuation was there.

One big problem for me is that I get the screen reader to read out three sentences of my plan because that’s realistically all I can remember to then switch documents to start dictating the TMA based off the three sentences I’ve just heard, then I get the screen reader to read back what I’ve just dictated and go through this process repeatedly! Writing references is also ridiculously difficult to dictate, making sure that you are saying things like “comma, full stop and dash” in the right places and making sure that it has got the spelling correct of a name that you have just said. It’s hard! Writing my first TMA quite literally took me a week of working on it every single day for many hours at a time. The light at the end of the tunnel is that I have got quicker with using the software but am I at the equivalent of someone without dyslexia and who isn’t using this software – not even close!  But, at this point though part way through my third year of study I have proven to myself that it is possible to achieve my goal of getting a degree and that my hard work and effort is paying off and I am doing it, and I am proving all the teachers at secondary school wrong.

My advice to students and tutors

So, if you’re a student reading this and just starting your degree, stick with it – you’ve got this! If you’re a student who is part way through your degree and struggling speak to your tutor about this and speak to DSA to see if they can suggest anything to you and don’t be embarrassed about it, take pride in who you are and everything you have achieved so far! If you’re a student just about to start your degree make sure to tell your tutor you’re using this software and don’t be afraid to communicate your needs and update them as you move through your study, tell them what was useful in the feedback you got and what wasn’t useful and suggest ways for them to adapt.

If you are an educator and are reading this, try and find some dictation software and try to use it. Go through a TMA using a screen reader to truly get a bit more of an understanding what your some of your students are going through. Give more specific feedback than “punction needed here or reference not correct”, actually explain what’s needed and why it was needed or incorrect. Open up communication between yourself and your student to understand the process that they are potentially going through in order to write their TMAs and show a level of understanding of the process they may be going through. Remind your students that you truly appreciate and see their attempt at answering TMA questions. Lastly make sure to ask your students what they need from you as their tutor, make the effort to ask them about if everything made sense in the feedback that you have given and offer that time to explain things in more depth if needed.

  • If you are a student and require information and guidance on disability support please click here.
  •  If you are a tutor and require information and resources on supporting students with a disability please click here.

Surviving the “Startle Effect” in Motorcycling

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“The road south is awful. Choppy, narrow, bumpy concrete with a bad head wind, going into the sun and big semis going the other way. These roller-coaster hills speed them up on the downside and slow them up on the upside and prevent our seeing very far ahead, making passing nerve-wracking. The first one gave me a scare because I wasn’t ready for it. Now I hold tight and brace for them. No danger. Just a shock wave that hits you” (Pirsig, 1974)

Sport participants who engage in extreme activities (e.g., motorcycling, rock climbing, sky diving) often face intense fears where there can be high risks involved which could be experienced as stressful*. Whether an individual perceives an experience as negative stress is assessed by our bodies based on sensory input and stored memories (Vaughn et al., 2021). According to Herman et al. (2016), numerous factors can determine an individual’s response to acute or chronic stress, for example, genetics, early life experience, environmental conditions, sex, and age. Indeed, stress may not necessarily be negative, and the term eustress represents the positive side of stress (Quick et al., 2004). The feeling of eustress is akin to ‘runner’s high’ or being ‘in the zone’ whereby time feels suspended, and an individual is fully absorbed in the task (Quick et al., 2004).  Motorcyclists are often faced with moments of acute stress which requires the rider to “anticipate be cool under pressure be attuned to a constantly moving environment at speed, and position the body-motorcycle” (Owton, 2021, p.160). Motorcycling, like other extreme activities, enhances sensory processing, increases focus and visual attention which can increase epinephrine levels, increase heart rate, and decrease cortisol levels. This demonstrates that extreme activities can replicate the results associated with exercise and the reduction of stress levels (Vaughn et al., 2021). Nonetheless, there may be times when an individual is faced with something sudden, intense, and unexpected where the body-self has to respond to a threat to life.

Startle Effect

The concept of startle effect has been drawn upon in aviation to describe a stress response to a sudden, intense, and unexpected stimulus; an intense event violates an individual’s expectations where they are thrown towards a threat to survival. The startle reflex is an uncontrollable and automatic response to a sudden, intense stimulus (Field et al., 2015). In order to respond to the threat, there is an emotional component (Lang et al., 1990) and an involuntary physiological reflex (e.g., muscular tension, increased heart rate (Field et al., 2015; Koch, 1999).

“I lean in slightly as I swing round the next corner and am suddenly faced with a van speeding straight towards me on the same side of the road. “Oh s***!” I yell. For a split second, I stare at the van and stop breathing trying to judge the situation as quickly as possible. Instinct makes me release my grip on the throttle which starts slowing me down, then I grab the hand brake and step on the foot brake. I scan the road as swiftly as I can, judging whether the van will pass the car in time for me as I continue to slow down. The van swerves back across the road passing the car and passing me safely on the other side. As the van passes me, I breathe again “f***ing hell!” I mutter cursing under my breath and gently squeeze the throttle to speed up again. I feel my eyes have widened with the suddenness of hot fear that’s trickled through me and the immediacy of surprise and startle that I’ve just been faced with. By the time I’ve arrived home, I’ve recovered from the event, but the embodied memory remains in my sweaty body” (Owton, in press).

Feeling startled evokes an immediacy of attentional focus (cognitive) and actions (physiological) needed towards the task of surviving. Signals sent to the amygdala may induce a startle reflex, while these same signals will be sent to the sensory cortex for cognitive processing (Martin et al., 2016). During a threatening situation, part of the stimuli goes directly to the amygdala “emotional/irrational brain” while simultaneously the other parts are sent to the neocortex “thinking/rational brain” (Goleman, 1996). This can lead to a potential battle between the “rational” part of the brain and the “irrational” part of the brain which could freeze the body into inaction (LeDoux, 1994; 1995). The amygdala, however, can process the information milliseconds quicker than the neocortex which could be why someone might act irrationally and destructively before processing the threat appropriately (LeDoux, 1994; 1995).

“Amygdala Hijack”

The amygdala is central to the startle response; a structure in the limbic system that is related to survival and our emotions (Goleman, 1996). Also, it is responsible for processing emotions such as fear, pleasure, and anger. An amygdala hijack, exhibits three signs:

  1. Strong emotional reaction
  2. Sudden onset
  3. Post-episode realisation if the reaction was inappropriate (Goleman, 1996).

The thalamus can bypass the cortex which means that emotional reactions and responses can be formed without any conscious or cognitive participation with the amygdala acting completely independently of the neocortex (Goleman, 1996). Something like ‘corner rush’ that motorcyclists experience can elicit a startle response. In the following example, I know the corner is coming, but the speed at which I reach the corner startles me:

“On about lap 5, I’m speeding down the straight and lose focus for a second, I experience ‘corner rush’ and quickly brake as I feel the motorcycle wobble erratically before turning into the bend; I stare at the grass ahead but force myself to release the brake and throw it in, saving it – just a few breathless moments” (Owton, 2021, p.159).

The startle reflex can be accompanied with feelings of surprise, however, the startle reflex can be triggered without the notion of surprise (Ekman et al., 1985). A runner, for example, may know the bang of a gun is going to sound, but the runner will usually still have a ‘startle reflex’ resulting from the gun sound. Muscular activity can be inhibited by startle and a person may stop what they were doing, e.g., freeze (Koch, 1999). This disruption can last from 100ms to 3 second for basic tasks and up to 10 seconds for more complex motor tasks (Rivera et al., 2014). Cognitive processing, decision making and problem solving can be impaired between 30-60 seconds and increases as tasks become more complex (Rivera, et al, 2014). There are a multitude of additional cognitive responses, such as, confusion, loss of situational awareness, disorientation, impairment of working memory, impairment of problem solving & decision making (Field et al., 2015). Pilots are exposed to surprise and startle during training so they can cognitively develop ways to adapt and respond effectively and calmly under pressure. As LaConte (2017) suggests, this means that ‘facing’ a problem directly draws upon an assertive response, the most effective way of mitigating fear. These responses are commonly referred to as ‘fight or ‘flight’ coined by Canon in the early 1920s. Developments include consider ‘freeze’ responses to threatening situations and ‘facing’ the problem directly (Barlow, 2002; Schmidt, et al., 2007; Lang, 1994; LaConte, 2017).

Given the nature of extreme activities and sports and that understanding that motorcyclists are often “driven to conquer new challenges and soak up every experience life has to offer” (Carter, 2019), not all unexpected stimuli may lead to a negative stress response or produce an overtly physiological and emotional reaction. Whilst Owton (2021) demonstrated that intense feelings of pleasure and ‘flow’ (Csíkszentmihályi, 1997, 2002) means that one may not be able to attend to other things apart from the bodily ‘here and now’, this may also be true when experience intense feelings of fear; the mind-body-self is, in a sense, startled and thrown into the unknown (Heidegger, 1962; Mearleau-Ponty,1962). Exposure to intense moments during training might act as a buffer against future moments as well as against stresses of life (Psychology Today, 2021). It is essential for those involved in extreme activities and sports to be exposed to different scenarios during training (in a more controlled environment) in order to make choices that reduce risk and enhance personal control (Crust et al., 2019).

*Stress is a biological, psychological, and emotionally embodied response experienced when we perceive a threat under pressure (APA, 2018).

Details from this article were originally published: Owton, H. “Oh Shit!” moments: Motorcycling, ‘thrownness’ and the Startle Effect, Cultural Studies: Critical Methodologies, in press. Available: (17) (PDF) “Oh Shit!” moments: Motorcycling, ‘thrownness’ and the Startle Effect (researchgate.net)

References

Barlow DH. (2002) Anxiety and its disorders. New York: Guilford Press.

Carter, K. (2019). Buzz!: Inside the Minds of Thrill-seekers, Daredevils, and Adrenaline Junkies. Cambridge University Press.

Crust, L., Swann, C. & Allen-Collinson, J. (2019). Mentally tough behaviour in extreme environments:Perceptions of elite high-altitude mountaineers. Qualitative Research in Sport, Exercise and Health,11(3), 334–347

Csíkszentmihályi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: HarperCollins.

Ekman, P., Friesen, W. & Simons, R. (1985). Is the startle reaction an emotion? Journal of Personality and Social Psychology, 49(5), 1416-1426

Field, J.N., Boland, E.J., van Rooij, J.M., Mohrmann, J.F.W. & Smeltink, J.W. (2015) EASA Research Startle Effect Managements Final Report. EASA Europe.

Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ. UK: Bloomsbury Publishing.

Herman, J.P., McKlveen, J.M., Ghosal, S., Kopp, B., Wulsin, A., Makinson, R., Scheimann, J. & Koch,M., 1999. The neurobiology of startle. Progress in neurobiology, 59(2), 107-128

Koch, M., (1999). The neurobiology of startle. Progress in neurobiology, 59(2), 107-128

LaConte, G. (2017). Definitions. LaConte Consulting. Available: Definitions – LaConte Consulting (Accessed 3/3/22)

Lang, P.J., Bradley, M.M. & Cuthbert, B.N. (1990). Emotion, attention, and the startle reflex. Psychological review, 97(3), 377-395

LeDoux, J.E. (1994) Emotion, memory and the brain. Scientific American, 270(6), 50-57.LeDoux, J.E. (1995). Emotion: Clues from the brain. Annual review of psychology, 46(1), 209-235

Martin, W.L., Murray, P.S., Bates, P.R. & Lee, P.S. (2016). A flight simulator study of the impairment effects of startle on pilots during unexpected critical events. Aviation Psychology and Applied Human Factors, 6(1), 24-32

Merleau-Ponty, M. (1962). Phenomenology of perception. London and New York: Routledge

Owton, H. (2021). Quest for Freedom: Intense Embodied Experiences of Motorcycling. Cultural Studies: Critical Methodologies, 22(2), 154-162. Available: https://www.researchgate.net/publication/354786229_Quest_for_Freedom_Intense_Embodied_Experiences_of_Motorcycling 

Owton, H. “Oh Shit!” moments: Motorcycling, ‘thrownness’ and the Startle Effect, Cultural Studies: Critical Methodologies, in press. Available: (17) (PDF) “Oh Shit!” moments: Motorcycling, ‘thrownness’ and the Startle Effect (researchgate.net)

Pirsig, R.M. (1974). Zen and the Art of Motorcycle Maintenance: An Inquiry into Values: Robert M. Pirsig: Zen and the Art of Motorcycle Maintenance (1), Terebess Asia Online (TAO)

Rivera, J., Talone, A.B., Boesser, C.T., Jentsch, F. & Yeh, M. (2014). September. Startle and surprise on the flight deck: Similarities, differences, and prevalence. In Proceedings of the human factors and ergonomics society annual meeting, 58(1), 1047-1051). Sage CA: Los Angeles, CA: SAGE Publications.

Schmidt, N.B., Richey, J.A., Zvolensky, M.J. & Maner, J.K. (2008). Exploring human freeze responses to a threat stressor. Journal of behavior therapy and experimental psychiatry, 39(3), 292-304

Quick, J.C., Macik-Frey, M. & Nelson, D.L. (2004). Job stress. Encyclopedia of Applied Psychology, 467-474

Vaughn, D.A., Maggiora, M.B., Vaughn, K.J., Maggiora, C.J., Tavakoli, A.V., Liang, W., Zava, D., Cohen, M.S. & Lenartowicz, A. (2021) Modulation of attention and stress with arousal: The mental and physical effects of riding a motorcycle. Brain research, 1752, 147203

Mind-body connection

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By Marina Postlethwaite Bowler

In this article #TeamOUsport Staff Tutor and Associate Lecturer Marina Postlethwaite-Bowler explores three mind-body strategies that can have a positive impact on your mental wellbeing – yoga, mindfulness and journaling.

Yoga

Photo by Sean Stratton on Unsplash

Movement is the medicine we all need to nourish mind, body and spirit. The need in these challenging times to nourish the connections between the mind, body and spirit have never been more prevalent. These connections inextricably link into the varied types of yoga you can practise and their unique abilities to develop both psychological and physiological aspects. We sometimes forget our mind and body are connected. We cannot work the body and expect a healthy mind and vice versa. Yoga is an activity that strongly emphasis the mind-body connection. The word Yoga means ‘union’ or ‘connection’ and in Sanskrit, the word ‘yoga’ is used to signify any form of connection. According to Bhagavad Gita (1996) “Yoga is to maintain equilibrium of the mind in any situation”. There are many varied forms of yoga offering “something for everyone”. Yoga Nidra or yogic sleep is a state of consciousness between waking and sleeping. Hatha yoga is the branch of yoga that typically comes to mind when you think of yoga in general terms. The practice involves breath, body, and mind. Kundalini yoga involves chanting ,singing, breathing exercises and repetitive poses. Its purpose is to activate your Kundalini energy or shakti. In Patanjali’s Yoga Sutra, the eightfold path is called ashtanga, which literally means “eight limbs” (ashta=eight, anga=limb). These eight steps, commonly known as the limbs of yoga, offer guidelines on how to live a meaningful and purposeful life. The most recognised limb of yoga is “Asana” which works the physical body and in theory gives the mind a healthy and peaceful place to reside.

Positive psychology, which simply emphasises how and what in our lives is positive and going right, instead of what goes wrong is an important approach to wellbeing and one that is emphasised in yoga. Various studies have shown that positive psychology-based interventions buffer against stress, improve health and productivity, and enhance social connectedness (Vázquez, 2009). Yoga can prove a useful intervention. Positive psychology does not deny the negative; it simply helps you to focus in equal measure on what does work for you and why. Yoga can help to support you in the process of creating a life filled with meaning, purpose, and joyful celebration. Whether it’s a five-minute gentle stretch or a dedicated sixty-minute practice, sometimes it’s all you need to shift gear and turn your day around.

Mindfulness

Photo by Max van den Oetelaar on Unsplash

Mindfulness is best defined as “paying attention in a particular way on purpose, in the present moment, and non-judgmentally” (Kabat-Zinn, 2004).

You can be mindful in two main ways by:

  • Doing simple practices (meditations)
  • Being completely in the moment enjoying something simple like eating your lunch so you really taste and appreciate it rather than just gulping it down.

Neuroscience is helping us understand how our brains work and the effect mindfulness can have upon it. It can help keep you calm. Feeling some stress and anxiety around exams, for example, is natural and indeed can help boost performance. It’s when it becomes too much that it becomes a problem. Mindfulness helps calm activity in the part of your brain (the amygdala) associated with worry. Mindfulness can also help increase the neural connections in the front of your brain (hippocampus). This is part of the brain is associated with memory, your ability to solve problems and helps to manage distraction. Chiesa et al. (2011) concluded that mindfulness improves well-being, emotional reactivity, and psychological symptoms such as anxiety and depression, as well as cognitive abilities, such as selective and sustained attention.

One of the simplest mindfulness practices is focusing in on your breath. This helps create a sense of calm which is great for reducing worry and helps increase your focus and memory and helps you to make better, more skilful decisions. Mindful breathing is a simple practice available to all. Regularly engaging in it can provide benefits such as a reduction in stress, increased calm and clarity, as well as the promotion of happiness (Catherine, 2010; Kar, Shian-Ling, & Chong, 2014).

Try to practise this (e.g., using the the video below) for 10 minutes every day. Find a regular time that works. Slowly you should start to notice yourself becoming calmer. It can work more quickly for some people and more slowly for others. The most important thing is to give it a go and explore with a sense of openness and curiosity. Life is happening right now! Is it about time we reframed the way we live – instead of working toward an ideal future, work toward an ideal present!

Journaling

Journaling is the process of keeping a record of your personal thoughts, feelings, insights, and more. It can be written, drawn, or typed. It’s a simple, low-cost way of improving your mental health that has been shown to help us shift from a negative mindset to a more positive one, especially about ourselves (Robinson, 2017). Journaling is a great way to channel what’s weighing heavy on your mind and allows you to jot down everything that feels relevant in a safe and non-judgemental space. When you first start journaling it can be hard to know what to write – the fear of the blank page is real! How we overcome this to get us to start writing and break down our barriers is important. Try not to hold back – when we listen to the voice of caution, we deprive ourselves of those exciting and scary experiences and we increase the likelihood of the dreaded ‘what if?’ Keeping a journal can help you fully explore your emotions, release tension, and fully integrate your experiences into your mind (Scott, 2018).

The words of William Wordsworth echo here: “Fill your paper with the breathings of your heart.”

Here’s a few prompts to get you started…

Daily Journal Prompts

  • Set yourself up to keep writing for two minutes – write anything even if you write the same word over and over until something comes into your mind-a great way to “unblock”
  • Jot down your thoughts – think about the event/experience you want to write about and have a good old vent about life. Ask yourself what is working? Don’t worry about “rambling” or getting a bit off-track; you can also revisit what you’ve written and clarify or organise it later (Hardy, 2018).
  • What isn’t working? What can I change?
  • What is important right now? What can wait? How can I prioritise my happiness today? “Realize deeply that the present moment is all you have. Make the NOW the primary focus of your life” (Tolle,1999).
  • Ask yourself what have I done recently that I am proud of?
  • Take time to recognise your hard work.
  • Make a list of your aspirations for the future and set some goals to get excited about. Setting goals are linked with higher motivation, self-esteem, self-confidence, and autonomy (Locke & Latham, 2006)
  • Observe/ give thanks for the special things in your life that you often overlook or haven’t appreciate in a while.
  • Empty your mind on paper, write what feels relevant.
  • Write a reminder or some kind words in the form of a letter and address it to your future self to read when things get overwhelming

Celebrate any wins, anything you realised, overcame and all the ways in which you showed up for yourself this week.

“Everything you need is within you”
Namaste

 

References

Catherine, S. (2010). Focused and fearless: A meditator’s guide to states of deep joy, calm, and clarity. Accessible Publishing Systems.

Chiesa, A. (2014). Are mindfulness-based interventions effective for substance use disorders? A systematic review of the evidence. Substance Use & Misuse, 49, 492–512.

Hardy, B. P. (2017). Why keeping a daily journal could change your life. Medium: The Mission. Retrieved from https://medium.com/the-mission/why-keeping-a-daily-journal-could-change-your-life-9a4c11f1a475

Iyenger B.K.S (1996) Light on Yoga: The Bible of Modern Yoga, Schocken Books.

Kabat-Zinn, J, (2004) Wherever You Go, There You Are: Mindfulness meditation for everyday life, Piaktus

Kar, P. C., Shian-Ling, K., & Chong, C. K. (2014). Mindful-STOP: Mindfulness made easy for stress reduction in medical students. Education in Medicine Journal, 6(2), 48-56

Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal-setting research. European Psychologist, 12(4), 290-300.

NhatHanh,T, (1999) The Miracle of Mindfulness, Beacon press.

Robinson, K. M. (2017). How writing in a journal helps manage depression. WebMD. Retrieved from https://www.webmd.com/depression/features/writing-your-way-out-of-depression

 

Man Up! The Inclusion of Transgender Men in Sport

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Authored by the team ‘Insight’: Denise Hamilton-Mace, Daisy Manuel, Olivia Whitehead and Dina Day [E119 21J students].

This blog was written as part of a collaborative teamwork task by students studying E119. They had to select a topic and then decide on what roles each person would perform in the team, such as researcher, writer, editor, and leader. This blog was chosen as one of the best blogs from around 80 blogs that were produced.

When someone is told to ‘man up’ what comes to mind? Is there an inference that something is lacking? Are they not meeting some sort of masculinity model presented by modern-day society? There are men out there that have done their fair share of ‘manning up’ to become the pillars of men they are today, but the recognition is hard to come by. They are treading paths that very few dare to tread.

So, to whom are we referring? Transgender men. For those who are unfamiliar with the term, transgender men or transmen are individuals that were born biologically female but identify as male. Every fibre in their body tells them they are men through and through. For some, to fulfil their identity, competing in sport is the ultimate dream. Athletes such as Mack Beggs, Shay Price, Verity Smith, and Danny Baker to name a few, are forging armour for the modern transman. But it is not without its kinks.

Rightly so each sport has a set of rules and guidelines to be abided by. But what happens when you do not fit into those age-old parameters? Conflict and turmoil arise. Whilst there is a plethora of legislation for transgender women in sports, transmen athletes are not deemed as having a physiological advantage over their cisgender male counterparts (Burnett, 2021). Therefore, the International Olympic Committee (IOC), as of 2015, stated that “Those who transition from female to male are eligible to compete in the male category without restriction.” Furthermore, The World Athletics Eligibility Regulations for Transgender Athletes (2019) stipulates a transgender “male athlete must provide a written and signed declaration, in a form satisfactory to the Medical Manager, that his gender identity is male.”

One particular trailblazer is Chris Mosier. His work as an athlete, coach and educator has brought about significant changes to how trans athletes can compete. Mosier has made history in several ways: in 2015 he was the first American transgender male athlete to qualify for the duathlon world championship; at the 2016 Olympic games he was the first transman to compete against men; he was even the first transgender athlete to feature in the ESPN Body Issue! He was pivotal in campaigning to the IOC specifically asking for the removal of the requirement for surgery in order for transgender athletes to compete. He fervently continues to educate and campaign for LGBTQ+ inclusion.

However, this does not mean everything is plain sailing. Take for example transman Mack Beggs. In 2017, at just 17 years old, he was Texas state champion wrestler for two consecutive years but competed against girls. Beggs wanted to compete against boys but a state ban in Texas limited transgender athletes to teams aligning with their gender at birth. The girls he competed against wanted him to wrestle men as they felt he had some sort of advantage whilst on low doses of testosterone as part of his transition. All of this took a massive toll on Beggs’ mental health. He says, “You have to wrestle against girls — but you really want to wrestle against guys. You beat girls, but technically you are a girl, but technically you’re not. It was a no-win situation” Because of this experience he admits, “I was in a very dark place. I had to seek out help” (Hartley, 2021).

It is this dark place that many transgender individuals face. In a resource put together by Public Health England (2015), “One study in the UK found that 34.4% of trans adults had attempted suicide at least once,” and “There is a strong evidence base that demonstrates the negative impact of discrimination and stigma on trans young people. The result is increased substance misuse, depression, self-harm and suicide.” Whilst many athletes in general do not make it to elite level, grassroot and community sports play tremendous parts in transmen’s lives.

Shay Price is one transman that relied on bodybuilding to battle his demons. He explains, “Going to the gym is like therapy. I can go there and take my anger and frustration out. It just picks me up.” (Ward, 2021). His success in the industry prompts others to ask him for training tips and advice. He is a walking billboard for other transmen to aspire to. Jordan Jackson, a three-time taekwondo gold medallist fights for inclusion within his self-made fitness centre Stealth Fitness UK. His ethos envelopes more than just training. It is about support for the trans community and having a sense of belonging. Jordan admits, “I know the mental health deterioration that can happen when trans people don’t have a physical outlet… there’s nothing worse than being stuck by yourself and having your thoughts go over and over in your mind” (Ward, 2021). Rugby wheelchair player Verity Smith was the target of abuse for being transgender but relied on sport and his team members to support him. He echoes Jordan’s words saying: “I struggled with my mental health […] Playing sport gave me something to concentrate on. It gave me another family” (Ward, 2021).

Whilst some sporting governing bodies are adjusting rules for transgender athletes, the tides of promise are sometimes still too little, let alone too late. In the meantime, inclusion at the very least should surely be the priority; for some it could mean their life. Verity Smith epitomises all the hopes and dreams for transmen athletes in but a few sentences when he said, ‘Sport is life. Everyone should have the right to play sport as themselves” (Ward, 2021).

 

References:

Burnett, S. (2021) Fact check: Do trans athletes have an advantage in elite sport? [Online] Available at: https://www.dw.com/en/fact-check-do-trans-athletes-have-an-advantage-in-elite-sport/a-58583988 (Accessed 24 January 2022).

Cunningham, S. (2016) Chris Mosier First Trans Athlete to Pose for ESPN’s Body Issue Duathlete Chris Mosier is making history as the first transgender athlete to be profiled for ESPN Magazine’s Body Issue. [Online]. Available at: https://www.nbcnews.com/feature/nbc-out/chris-mosier-first-trans-athlete-pose-espn-s-body-issue-n597146 (Accessed 23 January 2022).

Harding, R. (2020) Mack Beggs Is Still Grappling With Ignorance. After a high school wrestling career muddled with controversy, he’s addressing transgender rights head-on Available at: https://www.menshealth.com/trending-news/a33984383/mack-beggs-transgender-wrestler-interview/ (Accessed 16 January 2022).

Hartley, E. (2021) Mack Beggs, transgender wrestler who rose to prominence for competing against women: ‘It took a toll on me’ [Online]. Available at: https://uk.finance.yahoo.com/news/mack-beggs-transgender-wrestler-who-rose-to-prominence-for-competing-against-women-it-took-a-toll-on-me-191642125.html?guccounter=1&guce_referrer=aHR0cHM6Ly9kdWNrZHVja2dvLmNvbS8&guce_referrer_sig=AQAAAKtWap5aNQ8Cxd8_Xx5fXM2TxXBBeSo7EWcN8CRwQlUdZgO51zPYf_k5VNIYZuq7iOo_4bDmSsWJMh2H9hp3Aw8Bhn7xKXCGlbVDbIMi-iWXsWOp-w0OdNiYtuFOqtFeSPjECjmu3XWAFoG_dho8rYi9Ga72wMAVsvXH9WFxpJRG (Accessed 11 January 2022).

IAAF (n.d.), Eligibility Regulations for Transgender Athletes [Online]. Available at: https://www.worldathletics.org/download/download?filename=63067c17-1ab4-4a08-a132-5e36bda5fc61.pdf&urlslug=Eligibility%20Regulations%20for%20Transgender%20Athletes%2C%20in%20force%20from%201%20October%202019 (Accessed 15 January 2022).

Ingram, Benjamin James MD1; Thomas, Connie Lynn (2019) Transgender Policy in Sport, A Review of Current Policy and Commentary of the Challenges of Policy Creation [Online]. Available at: https://journals.lww.com/acsmcsmr/Fulltext/2019/06000/Transgender_Policy_in_Sport,_A_Review_of_Current.10.aspx?fbclid=IwAR2AGlQBfbUmpZBRCLk9PLC0IqA2F7Uu9qkuXslpQrUt0ZxgEjd_etz0DXs (Accessed 17 January 2022).

International Olympic Committee (2015) IOC Consensus Meeting on Sex Reassignment and Hyperandrogenism November 2015 [Online]. Available at: https://stillmed.olympic.org/Documents/Commissions_PDFfiles/Medical_commission/2015-11_ioc_consensus_meeting_on_sex_reassignment_and_hyperandrogenism-en.pdf (Accessed 23 January 2022).

Jones, B et al. (2017) Sport and Transgender People: A Systematic Review of the Literature Relating to Sport Participation and Competitive Sport Policies [Online]. Available at: https://link.springer.com/article/10.1007/s40279-016-0621-y (Accessed 12 January 2022).

Mosier, C. (2021) [Online]. Available at: https://www.transathlete.com/ (Accessed 14 January 2022).

Public Health England (2015) Trans suicide prevention toolkit [Online]. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/417707/Trans_suicide_Prevention_Toolkit_Final_26032015.pdf (Accessed 14 January 2022).

QVoiceNews (2019) Transgender boxer Patricio Manuel. Video courtesy Everlast [Online]. Available at: https://www.youtube.com/watch?v=zaaV3YhwwYk (Accessed 11 January 2022).

Ward, T. (2021) ‘Equal Play’. Men’s Health Magazine, December 2021 Issue, pp. 70-79.

Elite athletes and their struggle with mental health

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Authored by the team ‘OU United’: Jonathan Bell, James Mikelson, Mia Savage, and Hannah Wood [E119 21J students].

This blog was written as part of a collaborative teamwork task by students studying E119. They had to select a topic and then decide on what roles each person would perform in the team, such as researcher, writer, editor, and leader. This blog was chosen as one of the best blogs from around 70 blogs that were produced.

Physical activity is commonly shown to improve mental health, as suggested by evidence that shows a 20-30% reduction in depression in adults who participate in physical activity daily (Pierce, et al., 2018). Physical activity can help to improve wellbeing, even a short burst of exercise or a 10-minute walk increases our mental alertness, energy, and positive mood (Mental Health Foundation 2015). However, for athletes involved in elite sports, an improvement in mental health isn’t always the case.

The International Olympic Committee released a consensus statement on mental health in elite athletes (Reardon et al., 2019, p.671). This identified 11 mental health disorders that can be experienced by athletes. These were:

  1. Sleep disorders
  2. Major depressive disorder
  3. Suicide
  4. Anxiety
  5. Post-traumatic stress disorder
  6. Eating disorder
  7. ADHD
  8. Bipolar and psychotic disorders
  9. Sport related concussion
  10. Substance use disorders
  11. Gambling disorder and other behavioural disorders

In the recent Tokyo Olympic Games, the mental health issues faced by elite athletes were highlighted. Gymnast Simone Biles, a four-time Olympic gold medallist, made the decision to not compete in the rest of the games. Simone Biles said “I have to focus on my mental health” after withdrawing from the women’s team final (BBC, 2021). She also stated that ‘Mental health is more important than the pursuit of medals’, this shows that the amount of pressure placed on her to do well had forced her to withdraw and focus on herself.

You can read more about Simone’s decision to pull out of the games by visiting: https://www.bbc.co.uk/sport/olympics/57982665

Being a successful elite athlete, like herself, can take a toll on mental health due to the pressure from coaches, the media, and fans to be the best. From Biles raising awareness of her struggles with mental health, she has hopefully encouraged others to speak up about their own experiences, as well as highlighting the impact the pressures of elite sport can have on athletes.

She has shown the effects of being in a competitive environment and the struggles of participating in elite sport. Athletes spend years preparing for big events, such as the Olympics, where they are representing their country and showcasing their talent to thousands of people. This can create an enormous amount of pressure due to the feelings of uncertainty, fear of failure and the need to succeed.

In addition to pressure to succeed, there are many reasons for elite athletes to suffer from mental health issues, here are a few of them:

Retirement

Retiring can be a difficult and challenging process for athletes. Mind (2022) say this is because sportspeople who have spent their life being defined as an athlete, now have to get used to and adapt to a life without sport, which can cause a lack of self-identity and missing sport can cause depression.

Injury and performance failure  

One of the most recognised risk factors for psychological distress amongst athletes has been sports injury. A study of 353 male athletes from a mix of sports found that 51% of them showed symptoms of depression after being injured and 12% became moderately to severely depressed (Gonser, 2020). When an athlete is injured, they can no longer use exercise as a form of stress relief, which can be mentally challenging, they may feel frustration and self-helplessness. Performance failure can be demotivating as it may mean goals are not met, this can lead to a decrease in self-belief and a feeling of letting themselves and others down.

Struggling in silence

Athletes who have revealed their own stories of mental health in sport, encourage others to do the same so that they aren’t suffering alone. Natasha Danvers claims that as an athlete you are “supposed to be able to handle things”, which can create a stigma around asking for help and support as it means having to admit you have a weakness (Mind, 2022). This can make mental health issues worse as the athletes are attempting to deal with it themselves without professional help.

Athletes tend to refrain from seeking support for their mental health. This can be due to stigma around mental health, lack of understanding on the subject and the perception that seeking help is a sign of weakness (Pierce et al., 2018). Hopefully, by more athletes speaking up about their mental health issues, others will be inspired to do the same and reach out for support.

In terms of athletes getting help with their mental health, there are many projects and organisations out there to provide support. A charity that is attempting to make a change is State of mind. State of mind is a charity that aims to promote positive mental health, deliver education on the subject, tackle the stigma, and encourage access to support to ultimately prevent suicide. They also provide health resources and adult mental health first aid training which can be used to benefit athletes in distress. Athletes have been quoted saying they support this charity and what it’s doing, for example, Footballer Roy Keane says “I am fully supportive of the State of mind campaign. Mental health issues need to be addressed and doing it through sport should raise the profile”. (State of Mind, 2022)

Although athletes may seem like they are doing well because they are winning medals, behind the scenes they may be struggling with a mental health issue. If you’re reading this and are struggling yourself don’t be afraid to ask for help!

Some links for mental health support:

https://www.nhs.uk/mental-health/nhs-voluntary-charity-services/nhs-services/how-to-access-mental-health-services/

https://www.mind.org.uk/about-us/our-policy-work/sport-physical-activity-and-mental-health/

https://www.time-to-change.org.uk/mental-health-and-stigma/help-and-support

 

Reference list

BBC Sport. (2021) Simone Biles says ‘I have to focus on my mental health’ after pulling out of team final. Available at Simone Biles says ‘I have to focus on my mental health’ after pulling out of team final – BBC Sport (Accessed: 24/01/2022).

Gonser, S. (2020) What athletes should know about post-injury depression. Available at What Athletes Should Know About Post-Injury Depression – LRT Sports – College Athletic News and Exclusive Coach Ratings (lrt-sports.com) (Accessed: 25/01/2022).

Mental Health Foundation. (2015) How to look after your mental health using exercise [Online]. Available at How to look after your mental health using exercise | Mental Health Foundation (Accessed: 24/01/2022).

Mind (2022) Performance Matters: Mental Health in Elite Sport. Available at mental-health-and-elite-sport.pdf (mind.org.uk) (Accessed: 25/01/2022).

Peirce, N., Lester, C., Seth, A., Turner, p. (2018) The Role of Physical Activity and Sport in Mental Health [Online]. Available at The Role of Physical Activity and Sport in Mental Health – The Faculty of Sport and Exercise Medicine (fsem.ac.uk) (Accessed: 24/01/2022).

Reardon, C. (2019) Mental Health in elite athletes: International Olympic Committee consensus statement. Available at Mental health in elite athletes: International Olympic Committee consensus statement (2019) (bmj.com) (Accessed: 24/01/2022).

State of Mind. (2022) What we do. Available at https://stateofmindsport.org/what-we-do/ (Accessed: 25/01/2022).

Is taking the knee making a difference to racism in football?

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Authored by the team ‘The Masked Bloggers’: Christopher Nash, Corey Ward, Gavin McLeod, Alistair Rigg, Richard Davies, Laurie Adam, Laura Kelly, June Lloyd, and Azur Allison [E119 21J students].

This blog was written as part of a collaborative teamwork task by students studying E119. They had to select a topic and then decide on what roles each person would perform in the team, such as researcher, writer, editor, and leader. This blog was chosen as one of the best blogs from around 70 blogs that were produced.

The media coverage of football players taking the knee before games to make a stand against racial injustice filled our TV’s and newspapers as it became common practice in the latter half of 2020. Reflecting over the last 18 months, has it made any difference to racism in football?

The movement famously began with Colin Kaepernick in the NFL back in 2016, but after the tragic events of 2020 and the death of George Floyd in police custody, footballer’s felt it was their duty to use their public status to show their support for the Black Lives Matter campaign in the stand against racial injustice and police brutality (Sky News, 2021).

Has taking the knee made any difference?

If the sole aim of taking the knee was to raise the conversation around racial injustice, police brutality, and systemic racism in football and wider society, then yes it has done as intended (Sky News, 2021). It has encouraged players to be openly vocal about issues in the game, whether that be racial abuse or a general underrepresentation of black people in the sport. On that point, Tony Burnett, Head of Football’s Anti-Racism Organisation ‘Kick it Out’, states that compared to the number of professional players from a black background, around 30%, the number in senior roles from the same background is ‘nowhere near enough’ (Mercer, 2021). Is this underrepresentation a systemic issue that will require more than taking a knee before games to open opportunities in football to individuals from black communities?

However, while taking the knee may have raised the conversation about racial injustice, there has been little change to the level of racism in football. Professional football players remain targets for racial abuse on social media; Birmingham striker Troy Deeney claims he receives 30-40 incidents of abuse a week (Mercer, 2021). Plans to put an end to this sort of abuse are in motion, legislation that would hold social media companies legally responsible for the online safety of their users would encourage them to crackdown on users sending racial abuse online (Murphy, 2022: Department for Digital, Culture, Media & Sport et al, 2021).

The problem facing those who wish to bring an end to racism in football is that it’s a problem that transcends football. Former footballer John Barnes believes that the key to dealing with racism is to change “the perception of the average black person” (Mercer, 2021). Making change at societal level is what will lead to removing racism in football. Burnett went on to argue that the conversation around taking the knee has led to distracting society from the real conversations that could bring about change.  Burnett added to this suggesting we need to talk about “where [racism] comes from, how it manifests in our society and what we need to be doing to tackle it” which he believes is not being talked about enough (Mercer, 2021).

Even current players within the game argue that taking the knee has lost its potency, with Chelsea defender Marcus Alonso believing it has “lost its strength’ (Mercer, 2021), while Crystal Palace’s Wilfred Zaha felt it was ‘degrading’ to take the knee (Sky News, 2021). Surely if those taking part struggle to see any benefit of taking the knee, it could be suggested that it is not making any real difference to the cause it was intended to support.

A positive outlook on taking the knee

Although there has been controversy around taking the knee in football and whether this is having a positive effect on the issues revolving around racism in football, there is also research to support the cause. Taking the knee before kick-off can make a difference to the issues highlighted above, and by raising awareness. If taking the knee ceased, would racism in football become an issue that is ignored? Tyrone Mings, Aston Villa defender and England International, contends that taking the knee has been extremely important to keep discussions about racism relevant (Sky News, 2021). According to youGov, 61% of individuals in Great Britain from ethnically diverse backgrounds thought the gesture made an important contribution to tackling racism (Sky News, 2021). From professional athletes to professional surveys, it is apparent to see that there are still many within the population who think that taking the knee holds its importance in helping to tackle the issues around racism within football.

Taking the knee has also been deemed important as it psychologically informs the younger population who may idolise footballers who are participating in the gesture. Petnga-Wallace (2021) states that “For young children, who may idolise Bukayo Saka or Jack Grealish, seeing their football role models taking an active position against racism may encourage them to be anti-racist’. As young children are heavily influenced by their footballing idols, surely there can be no argument that the gesture of taking the knee can only positively impact our future generation.

So, what can be done?

The racial injustice in football will not go away by itself, wholesale changes must be made to increase inclusivity and to punish those who racially abuse players and/or staff. It’s generally being agreed that taking the knee has lost some of its impetus in challenging these issues. What’s left to be seen is how governments use legislation and we in society implement the change necessary to rid the ‘beautiful game’ of its ugly reputation.

 

References:

Department for Digital, Culture, Media & Sport, Home Office, and The Rt Hon Oliver Dowden CBE MP (2021), Landmark laws to keep children safe, stop racial hate and protect democracy online published.  Available at:

https://www.gov.uk/government/news/landmark-laws-to-keep-children-safe-stop-racial-hate-and-protect-democracy-online-published (Accessed: 16 January 2022).

Mercer, D. (2021) Why increasing number of footballers have stopped taking the knee Available at: https://news.sky.com/story/footballers-taking-the-knee-isnt-going-to-change-anything-says-ex-england-star-so-whats-the-future-of-the-protest-12432154 (Accessed: 16 January 2022).

Murphy, A. (2022) How Has Football Tackled Racism. Available at: https://www.masterstudies.com/article/how-has-football-tackled-racism/ (Accessed: 16 January 2022).

Petnga-Wallace, P. (2021) Taking the Knee is No Empty Gesture But a Symbol of Righteous Indignation. Available at: https://www.shoutoutuk.org/2021/07/19/taking-the-knee-is-no-empty-gesture-but-a-symbol-of-righteous-indignation/ (Accessed: 24 January 2022)

Sky News, (2021) Wilfred Zaha to stop taking the knee as ‘degrading’ gesture ‘no longer enough’.  Available at: https://news.sky.com/story/wilfried-zaha-to-stop-taking-the-knee-as-degrading-gesture-no-longer-enough-12222539 (Accessed: 16 January 2022).

Sky News, (2021) Football fans split on whether taking a knee helps racism – survey. Available at: https://news.sky.com/story/amp/football-fans-split-on-whether-taking-a-knee-helps-tackle-racism-survey-12329006 (Accessed: 23 January 2022).

Concussions in women’s rugby: A cause for concern?

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Authored by the ‘Team Unity’: Keaton Ager, Leah Bass, Laura Beet, Ethan Greenway, Meghan Hobbs, Daniel Hutchins and Chris Seymour-Henwood [E119 21J students].

This blog was written as part of a collaborative teamwork task by students studying E119. They had to select a topic and then decide on what roles each person would perform in the team, such as researcher, writer, editor, and leader. This blog was chosen as one of the best blogs from around 70 blogs that were produced.

In 2018, the Telegraph (Ellis, 2018) documented that women’s rugby is soaring in popularity. Almost 30,000 women and girls play rugby at club level, double the amount seen 4 years prior, with women now making up a quarter of players globally.

Increasing popularity brings in revenue, allowing governing bodies to provide additional funding into various aspects of the game, including research. With the higher revenue, research into the men’s game could be considered ‘the norm’, but more researchers are now looking into the women’s game and its positives and negatives – with concussions being one of the negatives.

What is a concussion and what is the research saying?

Physical differences between men and women seem to have an impact on the likelihood of concussions occurring. It is well documented that males are generally physically stronger than females. This point is echoed by Rugbypass’ Jess Hayden (2020), who states that although lower body strength between men and women is quite comparable, male rugby player’s upper body strength can typically be observed as three or four times greater than female players. This includes neck strength, which is a defining factor in concussions.

Dr Elisabeth Williams at Swansea University is a lead researcher into concussion in men’s and women’s rugby. Dr Williams (cited in Hayden, 2020) has found that a ‘whiplash’ motion is a leading cause of concussion in women’s rugby. So, what is a concussion? According to the Concussion Foundation (n.d.)…

A concussion is a brain injury occurring when the brain moves rapidly within the skull usually due to a blow to the head or body.

Research suggests (Neuro-Optometric Rehabilitation Association™ & PINK Concussions, n.d.) that concussions affect women and men differently, with women not only being at a higher risk of sport-related concussions, but also increased severity of symptoms as a result of concussion.

Neuro-Optometric Rehabilitation Association™ & PINK Concussions (n.d.) report that women often experience more severe and prolonged symptoms relating to:

  • Greater cognitive decline
  • Poorer reaction times
  • More frequent headaches
  • Extended periods of depression

Male and female brains differ both anatomically and chemically with female brains containing more delicate axons, a thin ‘cable’ that allows electrical impulses to pass from one neuron to others (The University of Queensland Australia, 2021). Lasting damage to neurons from concussion can lead to multiple issues, such as dizziness, vertigo, slower processing, memory loss, difficulty driving, focusing, and reading. Due to their axons being more delicate, females are more likely to damage these neuron connectors than males. This is one biological aspect that differentiates how each gender’s brains are affected by concussions.

Is neck strengthening the answer?

With biological and chemical differences altering concussions short- and long-term symptoms, is there any way women can help prevent concussion occurring?

Elaborating on Dr Elisabeth Williams’ (cited in Hayden, 2020) earlier point, she believes that there is a disparity in neck strength between men and women, stating that neck strength is “unfathomably low compared to men” resulting in women having less control over their heads during contact. This is one reason why the whiplash motion is so prominent in women’s rugby. According to Dr Williams (cited in Hayden, 2020), women naturally have less muscles and soft tissue in their necks than men. Whiplash initiated by head to ground or head to knee contact causes the brain to violently bounce around inside the skull.

More control over the head during contact can limit the whiplash motion reducing the probability of concussions occurring. Jess Hayden states that a senior player in the England Women’s Team informed her that they have been practising neck exercises to increase stability since 2014. This training has also been implemented by clubs in the Allianz Premier 15s.

Whilst neck strengthening can reduce the probability of a concussion happening as a result of whiplash, it will not prevent concussions altogether. Concussions are still prominent in the male game, with this type of injury being amongst the most common diagnoses. If disparities between neck strength alone defined whether a concussion happened, then in theory concussions should be less frequent in the men’s game. This, however, is not the case.

Dr Williams (cited in Hayden, 2020) believes neck strength needs to be a necessary part of women’s rugby training. With women’s rugby still developing and becoming more popular, many women do not start playing rugby until they reach university. Due to a lack of clubs at lower levels compared to the men’s game, Dr Williams (cited in Hayden, 2020) says that women grow up playing netball or football, even giving up sport, believing there is “nothing for them”. This means adult women often did not have the same opportunity to develop their skills over the years as men, including body positioning during contact. This could also play a part in the whiplash motion of the head, without the developed instinct to safely take contact and land.

Conclusion

For now, concussions pose a serious threat to female rugby players. However, the increasing popularity of women’s rugby will provide additional funding, allowing more research to be carried out on female players such as that being done by Dr Elisabeth Williams (cited in Hayden, 2020). Hopefully more research like hers will highlight areas of concern and make the game safer for all participants, especially since women tend to be more adversely affected by concussions. Also, with the growing popularity of the women’s game, there is potential for additional grassroots clubs to be founded. As a result, women will be able to develop essential awareness skills at a younger age where impacts are less forceful.

 

References

Concussion Foundation (n.d.) What is a Concussion? [Online]. Available at https://concussionfoundation.org/concussion-resources/what-is-concussion (Accessed 24 January 2022).

Ellis, S (2018) ‘How rugby can put a spring in your step’, The Telegraph, 8 June 2018 [Online]. Available at https://www.telegraph.co.uk/property/home-improvement-tips/benefits-of-rugby/ (Accessed 25 January 2022).

Hayden, J (2020) ‘Long-term brain damage likely a significantly bigger issue in women’s rugby than men’s, says lead concussion doctor’, Rugbypass, 14 December 2020 [Online]. https://www.rugbypass.com/news/long-term-brain-damage-could-be-a-significantly-bigger-issue-in-womens-rugby-than-mens-says-lead-concussion-doctor/ (Accessed 25 January 2022).

Neuro-Optometric Rehabilitation Association™ & PINK Concussions (n.d.) Women & Concussions [Online]. Available at http://ecp-uploads.s3.amazonaws.com/wp-content/uploads/sites/2704/2020/12/WomenConcussions_info.pdf (Accessed 24 January 2022).

The University of Queensland Australia (2021) Axons: the cable transmission of neurons [Online]. Available at https://qbi.uq.edu.au/brain/brain-anatomy/axons-cable-transmission-neurons (Accessed 25 January 2022).

Why would British athletes choose winter sports?

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By Caroline Heaney

The British terrain and climate are not really designed for winter sports – there are few mountains suitable for skiing and our winters simply aren’t cold enough. Yet Team GB will be taking a 50-strong squad to the 2022 Winter Olympics in Beijing. So how do athletes from a green and pleasant land come to be involved in winter sports on snow and ice?

Paths into winter sports are varied and often quite different to the more conventional routes seen in summer Olympic sports. There is also a large variation between winter sports – bobsleigh, skiing, ice skating and snowboard athletes, for example, will all have come to their sport in different ways.

The majority of athletes have a background of junior participation, often having made their entry into the sport at a young age, but in some Winter Olympic sports this is not the case. It is very common for athletes in these sports to start late, having begun their sporting career elsewhere.

Take bobsleigh and skeleton for example: these are sports that you can only start as an adult – you just can’t do them as a child. This makes career paths into these sports very different. Olympic silver medallist Shelly Rudman didn’t try skeleton until the age of 21, which is very late compared to athletes from other Olympic sports. This contradicts some models of athletic development, which suggest that investment in a sport as a junior is a requirement for success.

Many athletes transfer from other sports and many are “spotted” as potential winter sport athletes through so called “talent transfer programmes”, such as UK Sport’s ‘Girls 4 Gold’ programme which started in 2008. Double Olympic gold medallist Lizzy Yarnold was a graduate from the Girls 4 Gold programme, having transferred into the sport from athletics.

The slide from athletics

Transition from athletics seems to be a common route into sliding sports: bobsleigh, skeleton and luge. Olympic skeleton medallists Alex Coomber (bronze in 2002) Shelly Rudman (silver in 2006), Amy Williams (gold in 2010) and Lizzy Yarnold (gold in 2014 and 2018) all had a background in athletics before switching to skeleton. The speed and power elements of athletics transfer well into the push start required in both skeleton and bobsleigh.

Bobsleigh has a long-established tradition of recruiting high calibre track and field athletes into its fold (e.g., British sprinters Mark Lewis-Francis, Craig Pickering, Joel Fearon, Allyn Condon and Marcus Adam have all been part of the British squad in the past). Current GB squad member and former British 100m record holder Montell Douglas is set to become Britain’s first female summer and winter Olympian in Beijing. She stated: “I’m over the moon to be representing women. There have been many male summer and winter Olympians, so I’m more thrilled about leaving a legacy like that behind than anything else.”

The transition from athletics to bobsleigh is not exclusive to the UK. For example, sprinter Alexandra Burghardt (Germany) who competed in the Tokyo Olympics last year will also be competing in the two-woman bobsleigh in Beijing, and previously track and field Olympic/World medallists Lauryn Williams (USA),  Lolo Jones (USA) and Jana Pittman (Australia) have transitioned to bobsleigh.

Live near a ski slope

Paths into winter sports are often dictated by opportunity. Facilities for winter sports participation are few and far between and so location plays an important part. If you live near an ice rink you are more likely to become involved in speed skating or figure skating.

Kate Summerhayes, who will be representing Team GB in freestyle skiing in her third Winter Olympics in Beijing, learned to ski when she was six at the Sheffield Ski Village, which was only ten minutes away from her home. There are certainly geographic patterns in team membership – for example the GB curling and Nordic skiing teams have traditionally been dominated by Scottish athletes. Is this connected to there being better facilities and infrastructure for these sports in Scotland? A lack of winter sport facilities in the UK could certainly be hindering our prospects and the types of facilities available may limit the range of our participation.

Interestingly, Team GB normally only enter athletes into the short track speed skating event and not the long track events. This could be a consequence of limited long track speed skating facilities.

Money and role models

Finance is also strongly related to opportunity – participation in winter sports often requires overseas travel and expensive equipment. At the upper ends lottery funding and sponsorship is available, but the financial aspects may prevent potential athletes starting a winter sport. Learning to ski as a child, for example, is a privilege largely reserved for children whose parents have the income to afford skiing holidays.

Finally, one of the most important factors influencing why an athlete might move into a winter sport is role models. Medals won in the past four Winter Olympics in skeleton have certainly boosted the profile of the sport and may encourage more athletes to consider taking it up.

Any British athletes gaining medal honours in Beijing will certainly be ambassadors for winter sports and have the potential to inspire a generation to take to the slopes, ice rink or track.

 

This article was first published on OpenLearn.

For more Winter Olympics and Paralympics related articles visit our hub on OpenLearn.

A head for heights: How athletes keep calm at altitude

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By Candice Lingam-Willgoss

The nature of competitive sport involves athletes putting themselves in high-pressure situations in which they are being constantly appraised, and Beijing is no different.

Subsequently, it is unsurprising that the areas of stress and anxiety are two of the most popular when looking at sport from an academic perspective. While all athletes experience anxiety to some level when they perform, either at a cognitive (mental worry) or somatic (physiological symptoms) level, it is the interpretation of those emotions that can dictate the influence they will have on their performance.

The physiological symptoms associated with anxiety can range from elevated heart rate or sweaty palms, to the classic butterflies in the stomach. The key for an elite athlete is to get those butterflies to fly in formation. The cause of this anxiety is that athletes are having to perform in “appraisal”-driven environments. Will they be good enough? Will they let the team down? Will they remember the set moves? The list of criteria is extensive.

And when we look at winter sports another variable is thrown into the mix – risk.

The Luge has been described as the fastest sport on ice, skiing sees racers get up to speeds close to 100kph, and the ski jump and snowcross carry their own unique elements of risk. Which raises the question: are the performers in these sports less concerned with the appraisal issue and more concerned about staying alive?

Without doubt the psychology related to overcoming fear is an interesting area to consider, and perhaps no one is a better example of this than four times British Olympian Chemmy Alcott (pictured above). Alcott retired after the Sochi 2014 games but in her career suffered 42 broken bones– including her neck – and without doubt knows the risk involved in her chosen sport. The surgeon responsible for her being able to compete in the Sochi games quite bluntly told her  prior to the surgery that saved her career: “There are two operations which may be necessary. Either you’ll never ski again or there’s a fraction of a chance you’ll make the Olympics.” The miracle is that Alcott made the Sochi Olympics, and finished in the top 20 in the women’s downhill skiing .

It’s true Alcott did experience anxiety or in her case something she terms fear. “I respect fear, fear is me caring about my result,” she has said . The terminology Alcott chose to describe her feelings regarding skiing imply she was fully aware of the risks involved but she chose to channel this to her advantage.

This concept of interpretation is further supported by half-pipe snowboarder Elena Hight who said dealing with fear is more mental than physical . “Fear is a very interesting thing,” she said. “It can be a very good motivator but can also be an inhibitor. It just depends on how you go about dealing with it, and I think in our sport you have to push yourself to be able to progress, you have to walk that fine line of using it as a motivator and not letting it inhibit you.” Hight like Alcott is an example of an athlete who was able to channel her emotions in a positive way becoming the first snowboarder to land a double backside alley-oop rodeo!

Many will ask how Alcott found the courage to step back out onto the competitive scene after such horrendous injuries that left her with a body so scarred that her nephews use it as a track for their toy trains. For these high-risk athletes, it has become something of an occupational hazard. As Cohen, senior sport psychologist for the US Olympic Committee has said : “That return to play after an injury requires confidence when an athlete questions whether they have what it takes to get back there.” This leads us to consider another psychological perspective, something that is a necessity for all athletes to possess – mental toughness.

Sports psychologists Peter Clough, Keith Earle and David Sewell identified four components of “mental toughness “: control, commitment, challenge and confidence. They conclude  that mentally tough athletes have “a high sense of self-belief and unshakable faith that they can control their own destiny and can remain relatively unaffected by adversity”. This is how athletes can come to have such positive interpretations of fear.

While Alcott has retired from ski racing, there is a real hope of success for a British skier at Beijing. Dave Ryding (pictured above) is coming off his first world cup win in Kitzbuhel last month. Ryding has prided himself on his hard work, discipline and determination and his ability to keep focused on the task in hand, he is able to use this focus to control the pressure he faces and control his emotions.

All eyes will be fixed on Ryding on February 16th as he takes on the slalom competition and his years of experience should allow him to cope with any anxiety felt at altitude.

 

This article was first published on OpenLearn.

For more Winter Olympics and Paralympics related articles visit our hub on OpenLearn.