Author Archives: Caroline Heaney

Student Story: Charlie De Gale

‘I’m excited for the next chapter’ says cancer survivor and proud graduate Charlie.

Having played competitive sports for many years Charlie, 58, faced the biggest battle of his life to overcome a critical illness during his Open University (OU) Sport, Fitness and Coaching degree. Charlie describes how digging deep and making the most of the OU’s support, gave him the strength to cross the finish line He’s now looking forward to an exciting career as a sports teacher. From a young age, sport was a lifeline for Charlie and something he was always good at.

“School was a challenging time for me. I found the academic side difficult, but I was lucky enough to have a fantastic sports teacher who noticed my potential,” Charlie remembers. “He encouraged me to join all the school sports teams and helped me write about my experiences, which really helped me with other subjects.”

Taking coaching to the next level

While working as a physical training instructor for the Metropolitan Police Service, Charlie was approaching a milestone birthday and wanted to do something special to mark it.

“I’d been coaching football in the community for years, it’s a real passion of mine,” Charlie says. “So I decided to take a couple of months off work and coach football in America.

After receiving amazing feedback on his coaching ability and style, Charlie found the confidence to  embark on the OU’s Sport, Fitness and Coaching degree.

“I was a bit daunted at first, but I was ready to give it my all. I was also setting up my own community soccer school at the time, so everything was falling into place.”

Devastating news

Since returning from America, Charlie had been struggling with hip pain. After consulting his doctor he was told he needed a hip replacement, which led to a devastating discovery.“ I went for my pre-op checks and then several tests and scans later, the doctors discovered tumours on my lungs,” Charlie explains. “To cut a long story short, I had a rare form of cancer, which needed extremely aggressive treatment. It was a horrible time.”

Unsure of his survival chances, Charlie was rushed for treatment but he recovered well and eventually got the new hip he badly needed.

“As you can imagine with all that treatment, multiple operations and then a hip replacement, I had a lot of recovery time on my hands,” Charlie recalls. “[I had paused my degree and ] thought I’d make the most of it and picked up my studies again.”

A new perspective

Surviving the scariest experience of his life made Charlie even more determined to succeed.

“Coming out of something like that gives you a whole new perspective,” Charlie reflects. “I felt I could do anything I set my mind to – including this degree.”

As he progressed through his degree, Charlie surprised himself by carving out time for study after a hard day at work.

“I liked the adrenaline of reaching a submission deadline, I even miss that now. It was like training for a marathon and getting to race day,” says Charlie.

Digging deep

It wasn’t always plain sailing for Charlie. After failing two tutor marked assignments, his self-confidence took a blow and he started to doubt whether he would ever graduate.

“I didn’t just miss out on a few marks, I failed badly,” Charlie admits. “I was finding the level of the work tough in that last year, and I was on the verge of giving up. But I’d come so far, I just had to pick myself back up.”

That’s when Charlie embraced the different avenues of support on offer at the OU.

“I’d recommend the Student Support Service to anyone who’s struggling. The support they gave me was absolutely brilliant,” says Charlie. “I also contacted my tutor, who was really patient and explained where I’d gone wrong.”

Using visualisation techniques he’d honed through sport; Charlie dug deep and took his tutor’s advice on board.

“I imagined myself crossing the stage at my graduation ceremony whenever I was doubting myself, then I absolutely smashed my final assignment,” Charlie recounts. “I was gobsmacked at the mark I got, and I couldn’t have done it without the support I had from the OU.”

Learning about himself

Not only did Charlie exceed his academic expectations after completing his degree, but he also surprised himself in other ways.

“My OU experience was amazing. I learned a lot about myself. I found another gear I never knew was there. I had this strong drive to do better. And for someone who was always late, I got really good at time management!”

Determined to make the most of his achievements and the skills he developed along the way, Charlie has exciting plans for the future.

“I’m 58 now, so I want to make the most of this degree,” Charlie begins. “I’m planning to enrol for teacher training, so I can teach sports in secondary school. What better way to end my career? I know I can make a difference to young people and give back what my sports teacher gave me.”

Charlie, who celebrated at his degree ceremony in Brighton reflects on what it means to achieve his degree.

“Getting this degree is the best thing I’ve ever done. I can’t wait for the next stage of my journey, and it’s all thanks to the OU.”

 

Student Story: Peter Dunning

Former Royal Marine Peter Dunning was playing wheelchair rugby at the Invictus Games 2018 when a fellow UK Team member told him about The Open University’s Disabled Veterans’ Scholarships Fund (DVSF). Before he knew it, he’d successfully applied and was embarking on a BSc in Sport, Fitness and Coaching degree – something which has always been his passion. After graduation, he dreams of working in sport and coaching fellow veterans.From the Invictus Games to an OU Sport, Fitness and Coaching degree

Former Royal Marine Peter Dunning was playing wheelchair rugby at the Invictus Games 2018 when a fellow UK Team member told him about The Open University’s Disabled Veterans’ Scholarships Fund (DVSF).

Before he knew it, he’d successfully applied and was embarking on a BSc in Sport, Fitness and Coaching degree — something which has always been his passion.

Now in his third year, Peter — who lost both his legs and sustained multiple other injuries on duty in Afghanistan — is on track to complete his degree in 2023. After graduation, he dreams of working in sport, coaching fellow veterans and future Invictus Games participants.

After doing his GCSEs at school, Peter studied Sports Science and Clinical Psychology at a brick university. While he enjoyed playing Rugby Union for the university team, he didn’t enjoy the clinical psychology element and dropped out.

Looking to challenge himself more both physically and mentally, Peter joined the Royal Marines and served for five years before an accident in 2008 changed his life forever. A vehicle he was in went over an improvised explosive device (IED) leaving him badly injured and unable to continue his military career or play the sport he adored.

Years later, Peter began playing wheelchair rugby and was one of eight players selected to represent the UK Team in the Invictus Games in Sydney in 2018.

“Daniel Bingley, a friend of mine who was also competing in the Invictus Games, told me about the OU’s Disabled Veterans’ Scholarships Fund,” he said.

“I knew I needed to do something else, so I looked into it further and thought ‘Why not?’.

“I wanted to choose a course that I would enjoy and that would help my future, so I went for Sport, Fitness and Coaching, and I’m thoroughly enjoying it! The sport arena is what I’d like to do career-wise, and sports is where my big interest has been ever since I was a wee dot.”

Peter got off to a great start with his studies and was nominated for an Inspirational Student Award by his tutor.

“It was a shock to be nominated for the Student Award, and it was even better to win it!” he said.

“Studying with the OU has changed me because it has made me appreciate education. I’ve been out of work and education for a while, and this has got me back into it. It’s good to get the grey matter ticking over again!

“I didn’t know if I would be able to achieve this, but I am. I couldn’t do it without the ongoing help and support of my partner either,” he added.

But studying has not been without its challenges and sacrifices. “It hasn’t always been easy, even though I enjoy it,” he said. “I suspect I have dyslexia — I’ve never had it diagnosed, but sometimes it can take me a long time to get my reading done and I’ll have to read the same line over and over again. Because it’s a topic I’m so interested in, I just keep going, but it can be challenging.

“I’m also buying a house with my partner. Moving house is stressful, so I decided to do my third year part-time instead of full-time so I don’t take on too much at once. Similarly, I was due to play in the Invictus Games in April 2023 but I’ve pulled out because I’ll be working on my end of module assignments around then.”

Peter has shared custody of his two children, so he’s had to find ways to fit in his studies around his family life.

“Having my studies really helped me in lockdown too, especially during the weeks I didn’t have my kids,” he said. “It gave me something to focus on, so it’s been a lifeline. I just made sure I was always a week or two ahead, so I was free when I had my kids to help them with their homeschooling.”

He also appreciates the way OU study is broken down into manageable blocks and said: “I love a to-do list, so I like the way OU work is set out week by week. I like ticking it off at the end of each week!

“You have to be self-motivated, but I haven’t found that hard because I genuinely enjoy the subject I’ve chosen, so I’m inspired by that. I also spoke to a local sports scientist to learn about the job, and thinking about that keeps me motivated as my goal is to work in a related field.”

The DVSF is made possible thanks to the generosity of OU alumni and donors. Each year, the Fund enables veterans like Peter to access life-changing education, so they can rewrite their futures outside of the military.

“To all the donors and everyone who helps with the DVSF scheme I have simply two words to say — thank you! I will always be happy to shout about the DVSF as it’s been of great benefit to me,” said Peter. “Having the opportunity to do the scholarship has been fantastic — I don’t think I’d have considered studying without a scholarship as I couldn’t have funded it.

“My studies have already helped my wheelchair rugby teammates and I when it comes to recovery and nutrition. The teaching materials and tutors have been great — particularly when it comes to assignment feedback and their helpful advice which helps me to perform better next time.

“I am hoping my qualification will really be of immense benefit when it comes to job searching and will make it easier to get into the area that I want to work in. Plus, lots of jobs require you to have a degree, so now I’ll be able to apply for those too. I want to get into a career in exercise physiology, biometrics or coaching — I’d love to coach for the Invictus Games!

“To anyone thinking of studying with the OU I’d say, ‘Good for you!’. My advice would be to: make sure you pick a topic you’re interested in; find a time in the day when you know you’re at their most productive to study; and give yourself plenty of time for assignments. Good luck!”

Student Story: John Owens

Veteran John Owens was at the top of his military career when a stroke left him hospitalised and facing an uncertain future. With support of The Open University’s Disabled Veterans’ Scholarships Fund, he’s now working towards a new career as a personal trainer. chapter in his ongoing recovery.

After facing his own challenges, John, from Kilmarnock is determined to show other disabled veterans that there is light at the end of the tunnel.

“I was operating weapons in a war zone when I was still a teenager,” says John, who signed up for the Army after leaving school at 16. His passion for fitness led him to begin as a personal trainer but was soon seconded into Weapons Support.

“When the First Gulf War started, I was possibly the youngest soldier there aged just 17. I couldn’t help thinking, here I am in a war zone, but when I go home, I won’t be considered old enough to buy a beer in a pub!”

John’s military career took him around the world, where he travelled to conflict zones like Iraq and Afghanistan to provide weapons support to the frontline troops. After his tours, he was promoted and began to teach the next generation of recruits at the Army’s Specialist Weapons School. All while continuing his passion for running whenever he could.

It was then, while at the top of his 24-year service, that John suffered his first stroke.

Adapting to civilian life

“After my MRI scan, the doctors found evidence that I had suffered an earlier stroke whilst serving in conflict zones in the 1990s. I then suffered another stroke in May 2011, which was more serious.

“In my typical fashion, I thought I could just run it off and went for a five-mile run! Very soon afterwards, I collapsed while walking to work. Later tests showed I had been born with a hole in my heart which I had no idea about!

“I was at the pinnacle of my career and now my whole world was collapsing around me.”

After spending his whole life constantly on the move, John was now wheelchair-bound and faced a tough recovery, including speech and language therapy.

“I had to be medically discharged from the Army which was a massive blow. I wasn’t sure what my future might hold and didn’t know what I was going to do. My Resettlement Officer mentioned The Open University, but I thought [the OU would never happen as I have no qualifications and a brain injury.] I was also concerned as to whether I would be fit enough to study.

“But with nothing to lose, I applied for the Disabled Veterans’ Scholarships Fund (DVSF).”

Starting a new journey with the OU

John is just one of hundreds of former servicemen and women studying through a scholarship. The DVSF was specially created to fully support disabled veterans injured in or due to service as they transition to civilian life. It enables veterans to access free education and wraparound support so they can rewrite their futures and unlock new careers.

“I was absolutely overwhelmed when I heard I had been accepted to study for a BSc in Sport, Fitness and Coaching, and was totally over the moon as it gave me a new focus. I was determined to build on my previous experience and become a qualified personal trainer.

“I began studying with the OU in 2020 and they’ve been brilliant. I had been worried about resources for disabled students, but the OU provided me with a laptop computer and a Livescribe pen with tuition on how to use it all.”

Giving back to society

Through sheer determination, John went from being in a wheelchair to completing a 10,000-metre run within a year following his debilitating stroke.

“I thought to myself, what if I can give this [drive] to someone else?

“My aim is to work with other disabled veterans and individuals to show them the benefits of training. And I’m already doing this by coaching young kids to teach them about discipline, commitment and focus.

“It’s my way of giving something back to society. And that’s really my main message to donors [of the Scholarships Fund], as well as saying a huge thank you for helping to give me a new future. I believe teachers and coaches are pivotal to our children’s futures. So the more disabled veterans like me who can be helped to do similar things, the more it benefits our society as a whole.”

Student Story: Constance Devernay-Laurence

Ballet dancer Constance Devernay-Laurence graduated from the OU in 2022 (Credit: Julie Howden)

An acclaimed Scottish Ballet dancer shares how she achieved her first-class Open University degree alongside a full-time career as a professional ballerina.

Constance Devernay-Laurence is used to wowing audiences as a Principal dancer in Scottish Ballet. She’s now added another achievement to her bright career by completing a degree in Sport, Fitness and Coaching.

“It’s great to be able to inspire other people through dance both on and off stage,” says the 32-year-old. “Studying with The Open University has also boosted my confidence and promoted my own inner drive to keep learning.”

Swapping ballet slippers for books

Through the six years she studied part-time for her OU degree, Constance performed in over 17 different productions including The NutcrackerCinderella and The Snow Queen.

Surprisingly, she says that the backstage dressing rooms proved the perfect place to study:

“I studied mainly in the evenings after rehearsals, or during the day, between performances,” she says. “My favourite place to study is in my dressing room in theatres, as it is a quiet place where I can find my focus.

“Touring nationally and internationally with Scottish Ballet meant that I could find time to study during our travel.”

Constance admits that it was a fine balance to complete her studies at the same time as a physically taxing performance schedule. Which is why the flexibility of an Open University qualification was so important.

“It was definitely challenging at times to fit my studies around the company’s heavy rehearsal and performance schedule and its inevitable toll on my body, but, in a way, it allowed me to have an escape from ballet and get some perspective on what is a demanding career,” she says.

“I have also learned valuable psychological and physiological skills with each module, which in turn helped me become a better and stronger dancer.”

Career-boosting skills

Ballet dancer Constance Devernay-Laurence graduated from the OU in 2022 (Credit: Julie Howden)

Credit: Julie Howden

Constance was born in Amiens, France and started dancing at just five years old. After training with the English National Ballet School in London, Constance moved to Glasgow in 2009 to join Scottish Ballet and has been a Principal dancer since 2016.

Reflecting on her journey so far, Constance says that completing a degree has helped her to apply her skills to her current career and set her up for one in the future.

“I now feel better equipped to transition from my career as a professional ballet dancer when the time is right, but also to tackle everyday challenges,” she says.

As a proud graduate, Constance had this advice for anyone looking to invest in their futures and start a qualification with the OU:

“Studying with the OU was the best decision for my future, and I would encourage anyone who is thinking of starting a module or degree to take that step.

“All the tutors and staff were so supportive, I never felt out of my depth, even though English isn’t my first language, and I knew that I could always ask for help or extra time if needed. Graduating felt amazing and I have loved my time with the OU.”

After crossing the stage with fellow graduates at her OU degree ceremony in Glasgow, Constance is now back performing with Scottish Ballet as The Snow Queen.

 

Baroness Tanni Grey-Thompson supports OU work on retired athletes

Candice Lingam-Willgoss (The Open University), David Lavallee (Abertay University) and Caroline Heaney (The Open University) recently wrote an OpenLearn article titled ‘Life after sport: giving back‘ exploring how retired athletes can use their transferable skills to ‘give back’ to society. The article supports the free Badged Open Course (BOC) The athlete’s journey: transitions through sport, which examines the psychological impact of the various transitions athletes face on their journey through sport.

As outlined in the article, retirement from sport can be a particularly challenging time for athletes which can have a negative impact on their wellbeing and mental health. Supporting athletes through career transitions and providing them with opportunities to ‘give back’ to society can help minimise the risk of negative responses and has benefits for both the athlete (e.g., self worth) and wider society.

Multiple Paralympic champion Baroness Tanni Grey-Thompson, a strong advocate for athlete welfare, and author of the 2017 government ‘Duty of care in sport review‘ report, had this to say about the ‘Life after sport: giving back‘ article:

Roger Harris, CC BY 3.0, via Wikimedia Commons

“The OU have teamed up with Abertay University to produce a really valuable piece of work, first of all acknowledging that athletes go through many phases in their career.  When you are on the outside looking in it is not always easy to see it. Retirement is hard for athletes who have dedicated often many years of their childhood and life to the sport so for them to understand how what they have learnt is transferable is really important. Often there is not much notice for an athlete approaching the end of their career and they don’t always have the time or inclination to prepare for it. But it can also be hard for athletes to recognise all the benefits they can bring to themselves and others using what they have learnt in sport. Starting the dialogue of what they can offer and how they can give back and benefit wider society it is a vital first step and is excellent to see such free learning available for athletes in helping them prepare for their life after sport.”

The Sports Desk: Women’s Sport Matters

On International Women’s Day (8/3/2023) the BBC and the OU launched a 4-part podcast series  for The Sports Desk called ‘Women’s Sport Matters’ aimed at exploring important topics affecting female athletes. The podcasts presented by Katie Smith and produced by Jonathan McKeith feature #TeamOUsport academics alongside other experts and several top level female athletes.

Episode 1: We’re not all the same. Period

In this episode the panel of rugby player Daisie Mayes, former distance runner Pippa Woolven, senior lecturer in sport and fitness Simon Rea, Dr Emma Ross from the Well HQ, and sports reporter Fi Tomas discuss how the menstrual cycle affects performance and some of the myths around periods in sport.

 

Episode 2: Changing what we wear

From wearing the right sports bra to avoiding white shorts women’s sportswear is important. In this episode Ellie Cardwell (England netballer), Dr Jessica Pinchbeck (senior lecturer in sport and fitness), Laura Youngson (co-founder of IDA sports), and Tonje Lerstad (Norwegian beach handball player) examine how women’s sportswear is evolving.

 

Episode 3: Which heals quicker – the body or the mind?

This episode featuring Paralympian Kadeena Cox, England footballer Esme Morgan, and sport psychologist Dr Caroline Heaney explores the psychological impact of injury and outlines why mental recovery is just as important as physical recovery.

 

Episode 4: Exercise me, influence me

In this episode the panel of Kat Merchant (former England rugby player and personal trainer), Sabrina Pace-Humphreys (founder of the charity Black Trail Runners), Candice Lingam-Willgoss (senior lecturer in sport and fitness), Becky Grey (BBC Sport), and Alexia Clark (Instagram Fitness Influencer) explore the challenges and benefits of staying active.

 

Lead academic for the podcast series = Professor Ben Oakley

IF YOU WOULD LIKE TO FIND OUT MORE ABOUT SOME OF THE TOPICS COVERED IN THIS PODCAST SERIES CLICK HERE TO TRY SOME OF OUR FREE COURSES, INCLUDING OUR COURSE ‘ SUPPORTING FEMALE PERFORMANCE IN SPORT AND FITNESS’.

Mind-body connection

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 Journal6(2), 48-56

Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal-setting research. European Psychologist12(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

 

Why would British athletes choose winter sports?

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

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.