The Dark-side of the Paralympics

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By The Spartans – Jonathon Ingham, George Robinson, Harry Katsanikakis and Eve Williams (E119 18J Students)

This blog was written as part of a collaborative team work 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 four best blogs from around 80 blogs that were produced.

Every four years the Paralympic games are hosted as a parallel to the Olympics. This paramount international multi-sport event has become the largest single sporting movement globally, full of numerous inspirational, admirable athletes, leading to an emotional para-sport. As the Paralympian’s have a vast range of disabilities, from impaired muscle power such as muscular dystrophy, to limb deficiencies caused by amputations, the need for characterisations is crucial. However, these classifications are of high-priority, the International Paralympic Committee (IPC) (2014) illustrates the worry of predictable competition, in which the most able athlete always wins. Hence, the division of para-athletes into ‘sport classes’, established upon their impairment, preventing such concerns.

What is the classification system?

Any Paralympian has a competitive disadvantage when it comes to sport. Hence the classification system. The system allows for the division of para-athletes into their correlative sporting groups, identifying the severity of their impairments. The intention of the classification system is to decrease the impact of individual physical impairments on the overall sports performance, identifying the athletes according to their limitations in a certain sport. The athlete’s fitness, skill, power, ability, focus and tactical ability are now relatively proportional to their competitors, ensuring for equal chance at success, with fair qualifying. Athlete’s performance is dependent on the sport, each sport requires performance of different activities. Consequently, the impact on impairments differs, for classification to minimise the effect on sporting performance classification must be specific (IPC, 2014).

However, the Paralympics permits the observer ignorance, watching from behind a tv or, if lucky enough, the stadium, yet it’s not so innocent. The precise classification process allows exploitation, the IPC warned the BBC (2017) of intentional misrepresentation – athletes bluffing, pretending to have a graver disability with the hope to compete in favourable classes. Paralympian’s described the process of more able-bodied athletes being put into the same categories as severely disabled athletes, with the intention to win by cheating. In the words of hand cyclist Liz McTernan (2017) “we’re not all inspiring, we’re not all ethical”, faking disability is no different to doping.

Blood tests confirm the miss use of drugs, unfortunately, the ability to prove such impairment cheats is not so simple, with no definite way to verify allegations. Despite this, Van de Vliet (2017), the IPCs medical and scientific director, as well as head of classifications, has reassured specific athletes are monitored, with the view to identify consistent manifestation during performances, on-going investigations, with some cases being processed by external legal counsels.

What are the Dirty Tactics?

Further investigations, such as that by the BBC (2017) uncovered the ‘dirty tactics’, manipulating the classification system. Allegedly, schemes were employed by both athletes and coaches.

  • The taping of arms. Swimmers spend days with arms strapped, the tape being removed just before classification, full extension of the limb is now unachievable.
  • Taking cold showers. A swimmer with Cerebral Palsy is submerged into a cold environment, further worsening their already weak muscle tone, or
  • The shortening and removal of limbs. Operations being held with the bid to physically distort athletes, when questioned some athletes described “advance in career”.
  • Athletes using wheelchairs solely for classification, no other time is such equipment used.
  • “Boosting”. Explained by Carpenter (2012) as intentionally increasing blood pressure stimulating the body’s energy and endurance, consequently allowing Paralympian’s to enhance their levels of performance artificially.
  • Classifiers are coaches. Specific to an athlete’s sport, coaches fake the severity of their Paralympian’s disability.

These modern tricks are now described as the para-equivalent to doping. The classification process being criticised due to sport class expansion, allowing less impaired athletes to compete against extreme cases. The classification controversy is with hope to increase medal chances, and sponsorship. Accusations of intimidation and bullying are also present, many athletes are afraid to speak out, fearful they will not be selected for the sport they love (Grey-Thompson, 2017). Cheating in the Paralympics is proof athletes are prepared to go to extreme lengths to stand on the podium.

What does this mean for future Paralympian’s?

Ultimately, the Paralympics is a means of enjoyment, internationally inspiring various social groups proving the impossible is possible. If only this viewpoint was enough to end cheating, unfortunately not.

Ongoing investigations into the Paralympian classification systems, as well as several inquiries into sporting governance are all with the intention to prevent deception. Eriksson, head coach at the Paralympics GB Team 2012, states classifiers are ‘doing the best they can’ (2017). Although, elaborates on the belief the process pinpointing the lies requires an independent organisation, comparable to the World Anti-Doping Agency, using drugs in sport and the means of prevention as guidance.

Strong evidence is a must, confirming cheats is a sensitive issue, for this reason there’s a demand for a powerful case. Paralympic cheating needs to be tackled, tougher punishment, strong repercussions, the same penalties for doping infractions. The hope independent organisations attack the frauds, depleting dishonesty and lies, allowing for less questionable classification to occur.

References

Carpenter, K – Law in Sport (2012). [Online] Available at: https://www.lawinsport.com/blog/kevin-carpenter/item/the-dark-side-of-the-paralympics-cheating-through-boosting

Peter Eriksson – I’m handing back my medal’, a Paralympic study (2017). [Online] Available at: https://www.bbc.co.uk/sport/disability-sport/41851149

Grey-Thompson, T – I’m handing back my medal’, a Paralympic study (2017). [Online] Available at: https://www.bbc.co.uk/sport/disability-sport/41851149

Grant, P – I’m handing back my medal’, a Paralympic study (2017). [Online] Available at: https://www.bbc.co.uk/sport/disability-sport/41253174

The International Paralympic Committee, Official website of the Paralympic Movement (2014). [Online] Available at: https://www.paralympic.org/classification

The Week – Paralympics: ‘Faking disability is no different to doping’ (2017). [Online] Available at: https://www.theweek.co.uk/paralympics/88468/paralympics-faking-disability-is-no-different-to-doping

Van de Vliet, P. – ‘I’m handing back my medal’, a Paralympic study (2017). [Online] Available at: https://www.bbc.co.uk/sport/disability-sport/41253174

Image and Performance Enhancing Drugs – How the Desire of Creating the ‘Perfect’ Body Can Cost Your Health

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By OUbloggers – Emmanouil Mandalakis, Selysia Lewis, Gabriele Leo and Sam Herd (E119 2018J Students)

This blog was written as part of a collaborative team work 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 four best blogs from around 80 blogs that were produced.

The development of new technology, such as the internet, in which everyone can upload their body transformation videos, can create feelings of admiration as well as a sense of jealousy. This is particularly common in young men who have a strong desire of building a big lean body like those shown on social media.

Often, the first question that comes to mind of young men on their smartphones is whether or not they can achieve a physique like someone’s on social media, and how quickly a body like this can be achieved.

Interestingly, it is becoming increasingly common when as health and fitness practitioners you must convince young trainees that an aesthetical physique requires patience and long-term consistency; building towards health and beauty should be a gradual process. Laidler (2017), an experienced personal trainer, comprehensively explains in The Telegraph newspaper that factors such as patience, commitment, a healthy diet and specific training programmes, as well as sufficient rest and sleep, will all contribute to the handsome body one desires.

However, in a world in which everything is being created at a rapid pace and everyone is rushing to exhibit their achievements, a quick body transformation is demanded to make one feel proficient and competent, as well as to show it off in their social environment! Someone who begins a hypertrophy programme to build the physique they dream of, or more specifically the ‘perfect’ body they have seen on social media, will soon find out the harsh reality; that is, the body does not change as rapidly as many people advertise. Besides, if it was so simple for us all to get big and lean, then there would be a significantly greater number of young men with the body they desire. On the contrary, if you take a walk around the majority of gyms, you will soon discover that a massive and ‘shredded’ body it is no easy feat. Most individuals cannot naturally reach extremely high muscle mass levels along with very low body fat, with the exception of some individuals who are favored by their genetics, and even this is only up to a certain threshold (Morgan, 2015).

Nevertheless, on the subject of improving self-image in gyms, the argument seems to almost always be the same: ‘how are those two guys in the gym I have been training bigger and leaner than the others? I want to be like them’. If you are constantly asking for an answer, another coach will appear from nowhere and offer you the opportunity to achieve the body you have dreamt of. They will claim they can transform you into a bigger and leaner version of yourself (Krahn, 2009).

With the hope for positive and immediate results but a false sense of body image (Jones, 2016), you suddenly find yourself becoming victim to the IPEDs (Image and Performance Enhancing Drugs) world. (Mandalakis, 2019)

‘Up to a million Britons use steroids for looks not sport’ (The Guardian, 2018). Public health experts have stated that in order to change the way they look, up to 1 million people in the UK are taking anabolic steroids and other IPEDs. Ranging from teenagers seeking the perfect physic and elderly men hoping to hold onto their youthfulness. Anabolic steroids are the biggest group of IPEDs. They are a group of hormones which occur naturally in the body and are responsible for growth, physical development and functioning of reproductive organs. Some athletes abuse anabolic steroids to help them perform better as steroids build muscle and improve athletic performance.

In a Public Health Institute study, more than half of the respondents said that the development of body image was their motivation for using IPEDs. Those who took part ranged from 17-74 years of age, resulting in the average person likely to take IPEDs to be a white male in their 30s (The Guardian, 2018).

Image and performance enhancing drugs can cause numerous health issues; including both physical and mental side effects. For example, IPEDs can cause cardiovascular diseases and permanent disruption of normal sexual function as a result of long-term use (Pope et al., 2014). Some IPEDs are taken by injecting which can cause soft tissue injury and localised infections. Furthermore, sharing injecting equipment can spread HIV, hepatitis C and other infections. In a 2013 study, 8.9% of IPED users stated that they had shared injecting equipment. As a result, it was discovered that 1.5% of IPED injectors across England and Wales were HIV positive, and a further 8% infected by hepatitis B and 5% by hepatitis C (Hope et al., 2013).

Additionally, the main risks of steroids include stunted growth in young people and hypertension; steroids encourage the retention of water in the body and thus raise blood pressure. DrugWise (2017) also states that steroids can cause irreversible changes in the female body including the risk of developing ‘male’ features such as decreased breast size, facial and body hair, and deepening of the voice.

The IPEDs world is a dangerous one… Your health should always come first.

References:
BBC (2017) Main Motivation for Steroid Use ‘to enhance image’ [Online\. Available at https://www.bbc.co.uk/news/uk-wales-41984527 (Accessed 22 January 2019).

DrugWise (2017) Performance and Image Enhancing Drugs (PIEDs) [Online]. Available at https://www.drugwise.org.uk/performance-and-image-enhancing-drugs-pieds/ (Accessed 22 January 2019).

The Guardian (2018) Up to a Million Britons Use Steroids For Looks Not Sport [Online]. Available at https://www.theguardian.com/society/2018/jan/21/up-to-a-million-britons-use-steroids-for-looks-not-sport (Accessed 22 January 2019).

Hope, V. D., McVeigh, J., Marongiu, A., Evans-Brown, M., Smith, J., Kimergård, A., Croxford, S., Beynon, C. M., Parry, J. V., Bellis, M. A. and Ncube, F. (2013) ‘Prevalence of, and risk factors for, HIV, hepatitis B and C infections among men who inject image and performance enhancing drugs: a cross-sectional study’, BMJ Open, vol. 3, no. 9 [Online]. Available at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3773656/ (Accessed 22 January 2019).

Jones, H. (2016) Steroid Use in the UK: What You Need to Know, ITV [Online]. Available at https://www.itv.com/goodmorningbritain/news/spencer-matthews-investigates-britains-steroid-epidemic-for-gmb (Accessed 16 January 2019).

Krahn, B. (2009) The Drug Coach [Online]. Available at https://www.t-nation.com/pharma/drug-coach (Accessed 23 January 2019).

Laidler, S. (2017) How to Build Muscle: A Complete Guide to Making a Bigger, Stronger You [Online]. Available at https://www.telegraph.co.uk/health-fitness/body/build-muscle-complete-guide-making-bigger-stronger/ (Accessed 16 January 2019).

Morgan, A. (2015) Maximum Genetic Muscular Potential – The Models and their Limitations [Online]. Available at https://rippedbody.com/maximum-muscular-potential/ (Accessed 16 January 2019).

Pope, H.G. Jr., Wood R.I., Rogol, A., Nyberg, F., Bowers, L. and Bhasin, S. (2014) ‘Adverse health consequences of performance enhancing drugs: An Endocrine Society Scientific statement’, Endocrine Reviews, vol. 35, no. 3, pp. 341-375 [Online]. Available at https://www.ncbi.nlm.nih.gov/pubmed/24423981 (Accessed 22 January 2019).

How can schools make sport the foundation of culture and society?

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By Russell Dyas, Dean Ellis, Emma Hardwicke and Kevin Smith (E119 18J Students)

This blog was written as part of a collaborative team work 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 four best blogs from around 80 blogs that were produced.

Research acknowledges the benefits of physical education and sport (PES) for all generations through participation in a wide range of activities. Although it is admirable that those from any generation turn to physical activity to improve their quality of life, there is greater value to the societies of tomorrow that we positively discriminate in supporting the children and youth of today.

Talbot (2001) cited in Bailey (2006, p.397) claims that ‘physical education helps children to develop respect for the body – their own and others, contributes toward the integrated development of mind and body, develops an understanding of the role of aerobic and anaerobic physical activity in health, positively enhances self-confidence and self-esteem, and enhances social and cognitive development and academic achievement.’

The mental health charity ‘Mind’ (2016) has reiterated the importance of being active from an early age and maintaining this throughout life. Some of the key mental health benefits from regular exercise and sport include:

  • Increased self-esteem – Increased confidence not only in a sporting environment but in everyday life. Glenn (2003) describes healthy self-esteem as a realistic, appreciative opinion of oneself.
  • Reduced feelings of stress – Exercise and physical activity helps control the body’s cortisol levels; elevated cortisol levels can increase the chance of heart disease and high blood pressure, and can affect our learning (Christopher, 2013).
  • Reduced risk of depression – One study has found that increasing activity levels – from doing nothing to exercising at least three times a week – will reduce the risk of depression by almost 20% (Mind, 2016).

Obesity amongst primary school aged children is now at an all-time high of 1 child in 3. This means that there needs to be more of an emphasis on exercise and sport activities in schools (Jenkin, 2015).

Oasis Academy Blakenhale Infants’ School introduced a fitness programme called ‘Fit4Schools’, to increase the pupils’ physical health and mental alertness (Hood-Truman, 2015). A teacher at the school explained that ‘our key stage 1 results changed dramatically this year. That is not only down to good teaching but also because we’ve created a really positive learning environment that incorporates physical activity.’

Stephen Roberts, the Managing Director of Fit4Schools, recommends the form of exercise being a 20 second warm-up, then a 20-40 second intense activity followed by a cooldown period, so this could mean jumping on the spot or coordination and balance work (Jenkin, 2015).

There are also behaviour benefits that can stem from being physically active, as Keith Barton from the Youth Trust explains: ‘The thing that leads to poor behaviour is kids not feeling any ownership of what they are doing and not feeling a part of anything. Sport can really help people to feel like part of a team’ (Jenkin, 2015).

Regarding participation in sport and exercise, a recent survey (Sport England, 2018) demonstrates a bottom-up PES position of 130,000 active 5-16-year olds between September 2017 and July 2018. A survey described as ‘phase 1’ by Sport England (2018) ‘specifically focuses on behaviours.’ The survey data highlights that 17.5% of the sample size were active for over 60 minutes every day, thus meeting the Chief Medical Officer’s guidelines on PES participation. Promisingly, 25.7% and 23.9% were involved in PES for an average of over 60 minutes (but not every day) and 30-59 minutes daily respectively.

Sport England (2018) proffers that ‘… attitudes towards sport and physical activity are often shaped by experiences in childhood attitudes towards sport.’ With this and the current statistics in mind, should society today direct the dispersal of ‘limited funding’ towards radically reshaping a culture of acceptance in the participation in PES? Specifically, should the funding for schools be ‘ring-fenced’ for PES, as opposed to that for academia? There are various influences on participation, whereby schools – moreover, a collective of highly trained experts – can be the ‘hub,’ ensuring inclusion of all levels of ability and interest.

To that end, a cross-functional team of experts (sports scientists, nutritionists, physios, coaches etc.) can be employed/deployed at countrywide ‘hubs’ to assess the ability of the children in a catchment area and guide them into participation based on their personal needs. The funding should come from Government and private sources (where appropriate) as a projected offset to the billions spent in the NHS on conditions related to non-participation in PES from an early age.

The position of sport in schools is often influenced by the perception of its importance. Sir Michael Wilshaw, an OFSTED Chief Inspector, describes how head teachers commonly view PE as an ‘optional extra’ (Paton, 2014). Attendance at the ‘hub’ should be part of the national curriculum, thus proactively focusing on sport.

This positivity towards sporting activity in schools, especially primary schools, is not only critical to positive mental health and wellbeing but also to the success of a country’s elite programme. The long-term athlete development model (Istvan el al, 2013) is used by numerous different sports organisations as a fundamental building block for sports development. A critical stage of the model is the FUNdamental stage. This is especially true in late specialisation sports such as athletics, combative sports, rowing and team sports (Balyi, N.D). This stage is often developed between the ages of 6 and 10 years, with schools providing an essential role. If a school has a negative view of sporting activity, this may pass on to the young people.

If sport is to become the foundation of culture and society and reap the benefits of better physical and mental health, and the benefit of providing the next generation of elite athletes, we must empower the next generation by using schools’ systems to provide a positive outlook on sports to young people. This will also provide infrastructure for country wide ‘hubs’ to provide a stepping stone between schools and ‘centres of excellence.

Reference List
Balyi, I, Way, R and Higgs, C. (2013) Long-Term Athlete Development, Champaign, IL, Human Kinetics.

Balyi, I. (n.d) FHS [Online]. Available at https://www.activeoxfordshire.org/uploads/long-term-athlete-development-article.pdf (Accessed 29th January 2019).

Bailey, R. (2006). ‘Physical Education and Sport in Schools: A Review of Benefits and Outcomes’. Journal of School Health October 2006, Vol. 76, No.8 d 2006, American School Health Association

Christopher, B. (2013) Psychology Today [Online]. Available at https://www.psychologytoday.com/gb/blog/the-athletes-way/201301/cortisol-why-the-stress-hormone-is-public-enemy-no-1 (Accessed 29th January 2019).

Glenn, S. (202) The Self-Esteem Workbook, Oakland, CA, New Harbinger.

Jenkin, M. (2015) ‘Fit for Learning’ [online] available at: theguardian.com [27th January 2019]

Mind (2016), Mind How to improve your wellbeing through physical activity and sport [Online]. Available at https://www.mind.org.uk/media/2976123/how-to-improve-your-wellbeing-through-physical-activity-and-sport.pdf (Accessed 29th January 2019).

Paton, G. (2014) ‘Ofsted: state school pupils ‘under-represented’ in top sport’, The Telegraph, [Online]. Available at https://www.telegraph.co.uk/education/educationnews/10912704/Ofsted-state-school-pupils-under-represented-in-top-sport.html (Accessed 29th January 2019).

Sport England (2018). ‘Active lives children and young people survey academic year 2017/18’.

Talbot M. (2001). ‘The case for physical education’. In: Doll-Tepper G, Scoretz D, eds. World Summit on Physical Education. Berlin, Germany: ICSSPE; 2001:39-50.

Exercising in the cold, dark and wet

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By Simon PennEvery morning when I drive my daughter to nursery, I pass multiple cyclists commuting to work in the cold, dark and sometimes wet conditions.  I emphasise to my daughter how motivated these cyclists are and that they should be commended for their dedication to maintaining their exercise routine as the winter draws in.  I say this because I, like many, am a fair-weather trainer who loves exercising outside in the summer but struggle to exercise in the winter.Research shows that environmental variables (e.g. temperature, length of day and precipitation) can all affect our ability to maintain our levels of physical activity (Welch et al., 2018; Wagner et al., 2014).  To stay healthy, we should be completing 150 minutes of moderate, or 75 minutes of vigorous intensity exercise and some strength training a week (Department of Health, 2011).  In the winter, reduced daylight and lower temperatures both cause a reduction in an individual’s total minutes of physical activity carried out per day (Welch et al., 2018).  So, how can we overcome the winter blues and increase our motivation to exercise?

Understanding psychology can help to boost our motivation.  We need to identify the barriers that prevent us from exercising in order to establish effective compensatory techniques to overcome the barriers.  Additionally, setting appropriate goals can increase our effort and perseverance to an exercise routine because they provide purpose and direction to training (Wilson and Brookfield, 2009).

Removing Barriers

When we wake up in the morning with the aim to exercise, it may then be too dark, cold or wet to get us moving.  So, what can we do?  If you do not like the cold or the rain, treat yourself to some warmer/waterproof clothing or look at the weather forecast and plan your day so that you can exercise when it is not raining or during the warmest part of the day.  If you do not like the dark or exercising alone, exercise at lunch in built up areas or find a buddy to train with so that you will have company and an additional reason for completing the session (so not to let your friend down). Local running clubs are a great way for runners of all levels to help increase their commitment to exercise. Lastly, one of the most important things when planning exercise is to choose something that you like and enjoy.  If you don’t like running, then don’t plan to run because you will spend more time debating whether to run or not.  Work out how to do your exercise of choice.  If you like cycling or rowing, can you purchase a second-hand indoor bike/rower to replicate your training inside?  Once you have removed your barriers to exercise, you can then determine why you are going to train.

Setting Goals

One of the most useful motivational strategies is that of goal setting and when applied effectively it can provide direction to your training.  For optimal goal setting, the goal should be applicable to your training.  For example, aiming to complete a future event (e.g. run, cycle, triathlon) will provide purpose to your training and establish a timescale to complete the training by.  To increase your motivation, goals should be difficult, yet achievable (Weinberg and Gould, 2015).  Therefore, when deciding on your long-term goal, make sure that it is challenging and that you can measure your success (e.g. completing the event or not).  To improve the chance of succeeding in your long-term goal, break the goal into short and medium-term goals.  For example, if increasing the distance in an event (e.g. 5 km to 10 km), your long-term goal may be to complete 10 km within 12 weeks.  Appropriate short and medium-term goals would be to complete 7 km within 4 weeks and 9 km by 8 weeks.  Additionally, you can set process goals (things that will help you achieve your long-term goal) such as weekly targets (e.g. complete a minimum of three 60-minute sessions) which can provide daily motivation.  Setting the right goals and using them effectively will help you to beat winter.

Beating winter?

I have already begun to beat winter.  I removed my barriers (the cold and mornings) by purchasing cycle overshoes and exercising at the warmest part of the day.  Then I set my goals:

  • Long-term: Bath duathlon (16 March 2019)
  • Short term: Run 5 km in 22 minutes by Christmas
  • Medium term: Run 5 km in 21 minutes by February
  • Process goals: 2 cycles and 2 runs a week

Can you beat winter too, and become as motivated as the dedicated cyclists commuting to work that my daughter and I applaud?  Understanding your barriers, setting appropriate goals and planning exercise that you enjoy will help you keep fit and healthy over the winter.  Good luck.

References

Department of Health (2011) ‘Start Active, Stay Active: A report on physical activity for health from the four home countries’ Chief Medical Officers’, London, The Department of Health.

Wagner, A. L., Keusch, F., Yan, T. and Clarke, P. J., 2016. The impact of weather on summer and winter exercise behaviors. Journal of Sport and Health Science. doi: 10.1016/j.jshs.2016.07.007

Weinberg, R. S. and Gould, D. (2014) ‘Foundations of Sport and Exercise Psychology’, 6th edn, Champaign, Illinois, Human Kinetics.

Welch, W. A., Spring, B., Phillips, S. M. and Siddique, J. (2018) ‘Moderating effects of weather-related factors on a physical activity intervention’, American Journal of Preventive Medicine, vol. 54, no. 5, pp. e83-e89.

Wilson, K. and Brookfield, D. (2009) ‘Effect of goal setting on motivation and adherence in a six-week exercise program’, International Journal of Sport and Exercise Psychology, vol. 7, no. 1, pp. 89–100.

 

Join Our Team: Lecturer in Sport, Exercise and Coaching

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Salary: £40,792 – £48,677
Location: Milton Keynes
Reference: 15260
Closing date: 27 November 2018 (5pm)

 

We are seeking an enthusiastic Lecturer to join our vibrant team of nine academic staff involved in writing online/print materials, overseeing online teaching and engaging in research that connects with our growing BSc (Hons) in Sport, Fitness and Coaching (around 2,700 students). You will be able to teach a range of sport and exercise related topics and work collaboratively with colleagues to develop high impact text, video and audio resources for students and wider public engagement.

You will join a team which has created an innovative Sport, Exercise and Coaching curriculum. We would welcome applications from specialists in a particular field of sport and exercise, but you will be expected to write some teaching materials outside your subject area. You will contribute to our existing curriculum and potential new curriculum (e.g. new modules and qualifications).

You must have a higher degree in Sport and Exercise Science or a related field, some published research, and a detailed knowledge of teaching this in sport, exercise or coaching. You will have an understanding of distance learning; an ability to write clearly for a diverse student audience and have proven experience of teaching in higher education.

Job Related information (including person specification)

Information about Sport and Fitness qualifications at The Open University

Information about the Sport and Fitness team at The Open University

Click here for more information and to apply

 

Student Induction 2018/19: Student Hub Live

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On 25th September 2018 the School of Education, Childhood, Youth and Sport held an online induction event for Open University students in Student Hub Live. If you missed any of the sessions you can catch up with them below.

The School of Education, Childhood, Youth and Sport

In this opening video associate heads of school Eric Addae-Kyeremeh, Liz McCrystal and Tyrrell Golding welcome you to the induction event.

Beyond Trivial: What Does Studying Sport Reveal?

In this session OU sport and fitness academics Ben Oakley, Jessica Pinchbeck and Alex Twitchen explore why sport and fitness is worth studying.

Study like a World Class Athlete

In this session OU sport and fitness academics Ben Langdown, Simon Penn and Simon Rea look at how you can  apply the strategies of top athletes to your studies.

Other Sessions

In addition to the sessions above led by members of the OU sport and fitness team there were several other sessions run by colleagues which are relevant to sport and fitness students. These can be viewed below.

Using the OU Library

Tutors and Tutorials

The Student Support Team

Critical Thinking

Debate – The purpose of higher education is to provide knowledge

 

To view some of the other Student Hub Live sessions led by the Open University Sport and Fitness Team click on the link below:

Sport and Fitness Student Hub Live Sessions

 

 

 

Abstract Call for 4th Annual OU Sport & Fitness Conference – My Child: The Athlete

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My Child: The Athlete

Tickets are on sale now – Click here to register!

The 4th annual OU Sport and Fitness Conference focuses on youth development in sport with particular attention paid to contemporary issues such as:

  • Youth physical development

    E.g. Strength and conditioning, injury prevention, physical literacy, skill acquisition

  • Psychological development

    E.g. Building resilience, coping with and learning from failure

  • Parental support for talented athletes

    E.g. Research to support parents of talented athletes, effects on siblings and family members, family dynamics and youth development

  • Coaching considerations when working with children

    E.g. planning training and practice, coaching behaviours, managing expectations, managing the needs of each athlete

With three world-leading keynotes confirmed, this promises to be an illuminating and thought provoking two days:

Toni Minichiello – Coach to GB’s 2012 gold medal-winning Olympian Jessica Ennis-Hill. (Day 1 evening keynote presenter)

Dr Jean Côté – Professor at Queen’s University, Canada and world-renowned researcher within the fields of youth sports and coach development. @JeanCote46

Dr Camilla Knight – Associate Professor at Swansea University and leading expert on the psychosocial experiences of children in sport, with a particular focus upon the influence of parents. @cjknight

Whether you’re an academic, a student, a coach, teacher or parent, we invite you to join us for two action packed days full of dissemination, discussion, and learning opportunities.

Call for Abstracts (Now Open for Submissions):

The OU Sport and Fitness Conference team invites the submission of abstracts for consideration as either an oral or poster presentation. Submissions may have either an academic or applied focus resonating with the themes of the conference (see above bullet points). We would also welcome submissions which report on research in progress or the initial stages of development.

Please download the abstract submission guidelines here:

Abstract Submission Guidelines

Delegates:

Click here to register!

Full conference packages:
Access to the whole two days – keynotes and breakout sessions
Three course conference dinner on day 1*
Lunch and refreshments on both days

*Please note – we have a limited number of tickets for the evening session – book early to avoid disappointment.

Evening only package*:
Access to the evening session on day 1
Keynote presentation from Toni Minichiello
Q&A Panel with Toni, Dr Jean Côté and Dr Camilla Knight
Three course conference dinner

*Please note – the evening session will take place at Kents Hill Park Training and Conference Centre, MK7 6BZ. There are a limited number of tickets available for this session so please book early to avoid disappointment. 

Twitter

Don’t forget to follow us for all the latest conference updates: @OU_SportConf and use the hashtag #OUSportConf to share that you’ve registered!

 

We look forward to welcoming you to My Child: The Athlete in March 2019!

For any conference queries please contact WELS-Research-Events@open.ac.uk

 

Review of the Competing in the Dark: Mental Health in Sport Conference, March 2018

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On 21st March 2018 we held our third annual sport and fitness conference, which explored the important topic of mental health in sport. By chance the conference coincided with the announcement that the government would be putting in place a mental health action plan for elite athletes. This timely event fuelled the enthusiasm for the topic before the day had even begun. We were joined by top class presenters and delegates from a wide range of backgrounds which led to some rich discussions on mental health.

MORNING SESSION

The morning session saw three diverse presentations from three of our keynote speakers. These presentations allowed us to examine mental health from the perspective of the athlete, researcher and professional body.

Keynote 1: Helen Richardson-Walsh, MBE
Reflections on a career in elite sport

The day kicked off with and inspiring and often emotional presentation from 2016 Olympic Gold Medallist Helen Richardson-Walsh.

Keynote 2: Jessie Barr, University of Limerick
Mental health stigma within an Irish sport context

Next up was our our invited PhD student speaker Jessie Barr who shared her research exploring mental health in elite athletes. Jessie’s presentation saw her draw on her fairly unique position of being a both a researcher and an Olympian.

Keynote 3: Richard Bryan, Rugby Players’ Association
Lift the weight: A player association perspective on mental health in professional sport

In our final keynote presentation before lunch Richard Bryan shared some of the the positive work that is being done to support the mental well-being of rugby players.

AFTERNOON SESSION

The afternoon session started with the parallel sessions where a wealth of diverse and informative presentations took place. These were followed by the poster presentations. Congratulations to Emily Lake (Career ending injury experiences of professional rugby players: A loss perspective) for winning the prize for best poster (sponsored by Switch the Play).

The day ended with our final keynote session from Dr Kitrina Douglas and Dr David Carless ‘“I couldn’t be successful without it being the most important thing”: The impact of stories on mental health in sport‘. This innovative session explored mental health in sport using stories and narrative case studies. The session was highly impactful and a fitting end to what was excellent day thanks to all of our presenters and delegates.

Click on the links below to view other posts about the Competing in the Dark Conference.

Conference: Competing in the Dark – Mental Health in Sport, The Open University, Milton Keynes, 21st March 2018

Competing in the Dark Conference Flyer

 

Join our team: Lecturer in Sport and Exercise Psychology

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Salary: £39,992 – £47,722
Location: Milton Keynes
Reference: 14942
Closing date: 24th August 2018 (5pm)

We are seeking an enthusiastic Lecturer to join our vibrant team of nine academic staff involved in writing online/print materials, overseeing online teaching and engaging in research that connects with our growing BSc (Hons) in Sport, Fitness and Coaching. You will be a specialist in sport and exercise psychology, with a good knowledge of a range of other sport and exercise related topics, including coaching, and be willing to work collaboratively with colleagues to develop distinctive distance learning materials for students and wider public engagement.

You will join a team which has developed an innovative approach to Sport, Exercise and Coaching education based on our expertise in distance education and will contribute to the maintenance of our existing curriculum and potential new curriculum (e.g. new modules and qualifications).

You must have a higher degree in Sport and Exercise Psychology or a related field, an established research profile, and an excellent knowledge of approaches to studying this area. You will have an understanding of distance learning; an ability to write clearly, sometimes outside of your subject area, for a diverse student audience and have proven experience of teaching in higher education.

Job Related Information (including person specification)

Information about Sport and Fitness qualifications at The Open University

Information about the Sport and Fitness team at The Open University

Click here for more information and to apply

 

What do the Numbers Really Mean? Interpreting England’s Match Statistics at the World Cup

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By Alex Twitchen

It won’t have escaped most people’s attention that the World Cup begins on Thursday 14th June with Russia, the tournament hosts, playing Saudi Arabia.  England begin their campaign on Monday 18th June against Tunisia with a more muted sense of expectation than before.  As in previous tournaments England’s matches will be dissected by an army of pundits ready to offer their expert verdict on the team’s performances, but during this World Cup every pass, movement and attempt on goal will be scrutinised and supplemented by an increasing array of statistics that try to provide a more insightful analysis of each game.  Whether on television, newspapers or through social media you will find England’s performances measured by such things as: time in possession of the ball, number of shots attempted, the quality of these shots, percentage of completed passes, number of corners and free-kicks awarded or conceded, distance covered by each player, and the types of passes between players.  But what do these statistics really mean, how, as spectators and fans, might we interpret these numbers and use them to inform our own verdict on England’s performances?  In this blog I will outline two of the most commonplace statistics and show why we should treat them with a degree of scepticism if we really want to know how well or badly England have played.

Time in possession of the ball

One of the most common metrics used is time in possession of the ball.  Since the inauguration of the Premier League in 1992 the title winning team have been in possession of the ball for an average of about 55% to 60% of the time across all their games during the entire season.  Leicester’s amazing 2015-16 title performance is the exception since they won the league averaging just 44% of possession.  During the 2017-18 season Manchester City averaged just under 72% of possession but Swansea were relegated despite averaging 45% of possession which was more possession than 7th placed Burnley (44%), 10th placed Newcastle (42%) and 15th placed Brighton (44%).  Putting this another way Swansea were relegated having had more possession during the season than Leicester had when they won the title two years earlier.

Whilst having more possession of the ball is important, it is not necessarily a reliable measure of success.   Arsenal fans might appreciate this observation when their team lost 3-1 at home to Manchester United last December with Utd being in possession of the ball for just 27% of the game (https://www.transfermarkt.co.uk/arsenal-fc_manchester-united/statistik/spielbericht/2872256).

If we require a further lesson we should look back to the last European Championships when England lost to Iceland having had possession for 68% of the game and making twice the number of passes.  It is possible that England could, like Leicester, defy the numbers and win the World Cup having had less possession over the course of the tournament than their opponents.  This is unlikely, but we should exercise caution in assuming that having more possession of the ball is a straightforward indicator of a successful performance.

The number of successful passes completed

Another popular metric that you may see concerns the percentage of passes each player and the team successfully completes.  As with percentage possession time the number of successfully completed passes can be mis-leading because it does not identify the type of pass, where on the pitch the pass was made or the extent to which the pass helped to create, either directly or indirectly, a goal scoring chance.  Take this as an example, a Centre-Back has a pass completion rate of 85%, on face value this seems pretty good but when we look more closely at the passes we see that they are predominantly short passes played backwards and sideways when not under any pressure from an opponent and unlikely to help create a goal scoring chance.  Compare this to another Centre-Back whose pass completion rate is only 50% but many of these completed passes have helped to create a better attacking threat and led to more goal scoring attempts.  In this example you begin to wonder about the value of the metric since it tells us very little about the outcome of the actual passes completed.

Final thoughts

This World Cup and England’s performance, like no other previous tournament, will be dissected, analysed and examined through the application of statistical metrics.  Yet, as with any form of statistical analysis, we should ask important questions about what the numbers mean and how they might otherwise be interpreted.  What seems an impressive number could actually distort our understanding of what is really happening on the pitch.  The increasing use of statistics in football is certainly welcomed and provides some different insights into the game, but we should also view them from a critical and sceptical perspective and not let these numbers dominate our interpretation and understanding of the game.