Referencing In Sport: Getting your head round it!

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By Helen Owton and Gavin Williams

Many students find referencing confusing and it seems that confusion comes from not fully understanding what is meant by voicing your own opinion in the context of an academic essay. Indeed, you are asked to write about what others have found and argued yet at the same time, you are told that you need to think for yourselves and come up with your own ideas and interpretations. According to Norton et al. (2009), those who are skilled essay writers respond to the essay by:

  • Reading the relevant sources
  • Formulating an argument that represents their personal stance
  • Ensuring that all the points they make in their essays are supported with evidence from the literature

Knowing when to reference and the specific conventions required can prove difficult, however, particularly for students new to studying at university level. The flowchart below “Is a reference needed?” provides some useful guidance for you:

Adapted from Cardiff University, 2006

As the diagram points out, you cannot make claims about knowledge in your essays without backing up with reference to the appropriate sources. It is the same with concepts and ideas. It might help to think about your own experiences; for example, think about how annoying you might find someone passing off one of your ideas in a meeting as their own without mentioning that the original idea came from you. As Jill, a student (cited in Norton et al., 2009, p. 79) points out “You can’t just make a point and leave it at that, you need to show the evidence is out there. This has been said and it is in this journal or this book” At undergraduate level, most points and ideas should be referenced, therefore, search through relevant journals and find previous research in order to support your points. First and foremost, you should use the module materials in order to show your understanding of what you have studied. As you increase through the levels (e.g. level 3), you might start to use other different sources of information as listed below:

  • Journals: the quantity and quality of your evidence will increase greatly and so will your topic of the area
  • Textbooks e.g. the Study Guide or Reader for your module(s).
  • Other credible documents

In E217 Sport and Conditioning Science into Practice, for example, you are encouraged to explore sources outside the module material to produce a “Personal Investigation”. Not only must you cite where you found ideas or knowledge, you must do this accurately as referencing is essential in higher education. You must do this in 2 ways:

  • In the text, by putting in brackets the author’s surname (not their initials) and the date when the study/book was published
  • And in the referencing section at the end of your essay, by alphabetically listing, by author, all journals, books, websites and other sources you referred to in the main text of your essay

Additionally, in sport, the general rule of thumb is to avoid using too many quotes because summarising information helps you understand something better as well as demonstrate your understanding to the person reading your work. Including too many quotes can result in a very superficial response to a question and when you are being marked you are not demonstrating your understanding to the reader/tutor. You should therefore keep direct quotes to a minimum and look to summarise (paraphrase) the information you have read whenever possible. Despite the need for referencing and citing appropriately, you must write about it in your own words. This can help demonstrate your understanding of what you have read and that you can apply this understanding to the question you are attempting to answer. Remember to reference it in the text AND in the reference list at the end of the essay. By doing this you are meeting academic criteria.

Getting penalised

It is important to get your head round referencing because a lack of referencing can directly affect the overall quality of your response to a question and consequently affect how tutors mark the essays. Many tutors take the view that when students have been told how to do something in their writing and then do not do it, it is valid to penalise them by lowering their mark (Norton et al., 2009). This happens particularly when a student’s turnitin scores are high (e.g. over 25%) which shows a high level of copying directly from another source or putting things in your own words. plagiarism

In order to gain further information about referencing on your module take a look at the Assessment Guide, available from the module website. The Open University library provides a range of resources to assist with academic writing and referencing. The Referencing and Plagiarism section here contains further information along with a very useful video about plagiarism. In addition, the Study Skills section on your StudentHome page also contains some very useful resources to help you plan and write assignments. Remember too that your tutor is there to provide support so do get in contact with them if you would like some specific advice about referencing.

In essence, “Every single name that appears in anything you write must be followed by a date in brackets, and the full reference must be presented at the end of your assignment” (Norton et al., 2009, p. 83). These cited references should then be listed at then end of your assignment in a reference list.

Reference List

Norton, L., and Pitt, E. with Harrington, K., Elander, J. and Reddy, P. (2009). Writing Essays at University: A Guide for Students by Students. London: London Metropolitan University, Write now Centre for Excellence in Teaching and Learning.

We must challenge the culture of silence about child sexual abuse in football

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By Helen Owton

Professional footballers, including the former Crewe Alexandra player Andy Woodward, have been speaking out recently about their experiences of sexual abuse as children. They include alleged victims of football coach Barry Bennell, who was sentenced to nine years in prison in 1998, and are waiving their right to anonymity.

The NSPCC said a special hotline, set up after four professional footballers spoke out about their abuse, received more than 50 calls in its first two hours.

These developments follow the conviction in March 2016 of former Sunderland footballer Adam Johnson, found guilty of grooming and sexual activity with a 15-year-old girl.

Sports, such as football, can be an ideal environment for trusting relationships between coaches and athletes to be developed – and exploited. Research has highlighted the “grooming process” in sport, in which a coach could abuse their position of authority to gradually erode the personal boundaries between athletes to subject them to sexual abuse.

Some coaches abuse their power

A large amount of power is invested in a sports coach. They can impose their version of reality on athletes. In this context, perpetrators of abuse can isolate victims from potential sources of support within that reality by controlling the psychological environment. This can be through direct emotional manipulation, psychological abuse, and the creation of a highly volatile, psychologically abusive training environment.

A recent study I worked on with Andrew Sparkes at Leeds Beckett University, focused on the story of “Bella” – not her real name – a female athlete, who was groomed and then sexually abused by her male coach. We drew on previous research to explore three main types of harrassing coaches:

  1. The flirting-charming coach: someone always flirting, joking, or trying to touch the athlete.
  2. The seductive coach: someone who went further, trying to “hit on everyone”.
  3. The authoritarian coach: someone who used his power over the athlete. He was also characterised as having psychological problems and often had a degrading and negative view of women in general.

Bella’s coach was able to shift between the personae and tactics of the different coaches in order to groom her and have “power over” and own her for many years.

Jock culture hides abuse

While sexual abuse exists in many different sports, football embraces masculine characteristics which act like a cult – a subculture adhering to its own list of commandments situated in a type of “jock culture”. In the past, the commonly accepted ethos of “suffer in silence” and the traditional belief that children’s voices should not be heard, could too easily be used to disguise sexually abusive behaviours.

Often athletes believe that the “jock culture” of which they are a part takes precedence over any other authoritative structures outside their sporting world – a bubble which can cut them off from external support.

Men’s football, in particular, provides a platform to global celebrity, bloated salaries, corporate sponsorship and fan adulation that can catapult male footballers to fame and fortune. Football coaches, similar to other positions of power, are the gatekeepers to this dream and this status comes with power that has the potential to be abused.

Breaking the silence

This power is reinforced when they are found to have committed serious violent or sexual offences – but not punished. Evidence from the NFL in the US regarding violence against women suggests that sportspeople are less likely to be “punished by the leagues, teams, or criminal justice system as harshly or consistently as their general public counterparts”.

The overwhelmingly high value placed on men’s sport, specifically men’s football, might mean that abusers think they can get away with abusive behaviours which might include sexual or child abuse. Many victims are made to believe by the perpetrator that they were the only one who was abused – that they were “special” and would not be believed if they came forward. It can also be extremely difficult for men to admit to being a victim. Speaking out about abuse means breaking codes of masculinity and camaraderie that are closely tied to sporting identity.

While it is important for people to tell their stories, we need to be careful that the news does not create moral panic which leads to a culture of fear around coaches as “dangerous individuals”. While the footballers who have spoken out are very courageous, it’s important not to cast suspicion on all coaches.

Many of the effects of abuse on victims – such as drink and drug abuse, depression, suicidal feelings and sexual disturbance – are misunderstood. The culture of silence surrounding sexual abuse in sport can perpetuate feelings of isolation for victims of abuse. Speaking out about their abuse enables victims, bystanders and other sportspeople to become whistleblowers who challenge the culture of silence that seems to exist in football and other sports about this kind of abuse. After all, the shame lies completely with the abuser, not with the abused.

The Conversation

Helen Owton, Lecturer in Sport & Fitness, The Open University

This article was originally published on The Conversation. Read the original article.

Calling all OU Sport and Fitness students

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• Have you studied any modules in Sport and Fitness at The Open University?
• Would you like to share your experience and inspire others?

IF SO, THEN WE NEED YOU!

We would like to update our bank of ‘student stories’, which are profiles of OU Sport and Fitness students, and are looking for volunteers from our current students and alumni.

To be eligible to participate you need to have studied at least one Sport and Fitness module at The Open University. We are looking for both past and present students from a wide range of backgrounds with a range of career goals. Every OU student’s story has the potential to inspire others, so don’t think that your story isn’t interesting enough!

You can see some examples of previous student stories here.

If you are interested in participating, or want to find out more, please contact Caroline Heaney (caroline.heaney@open.ac.uk)

How universities can help to support student-parents

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The challenges of being a parent while studying must not be overlooked, says Helen Owton

With student tuition fees in the UK increasing, part-time study for young and mature students might start to become a more viable and feasible option, particularly for those students who have children.

“Student-parents” are usually working part-time, with many juggling studies, family life and maybe other caring responsibilities. This all means that student-parents might fall between two stools, being neither a “traditional” student nor a mature student. Academics need to be supported by institutions to empathise with these unique circumstances – particularly if they are to become more commonplace.

Whatever the individual circumstances (young, mature, disabled, single), being a student-parent can mean a slow, time-consuming and strenuous adjustment phase when starting university. This varies from student to student.

THE photo

Many have been out of education for longer than five years, which can mean that becoming a student again can be a daunting experience. For example, as a mature student parent, they might feel anxious about intellectual insecurity, feel “uncool” or different, and have the additional pressures of managing the guilt of juggling parental responsibilities with study. Meanwhile, younger student-parents who have not been out of education for such a long time (particularly if they became pregnant during their studies) may face a different set of challenges such as overcoming stigma.

Either way, the transition into higher education – where there are significant shifts in lifestyles – can be a challenge. Institutions cannot assume that all their students are living in an academic “bubble”, waiting to enter the “the real world”; they are living, and have to breathlessly juggle studies and other commitments that can lead to emotional and financial hardship.

Unfortunately, many university protocols don’t necessarily accommodate the lives of students with children. For example, timetabling has been identified by the NUS as a significant source of stress for 87 per cent of student-parents.

Childcare is the greatest source of angst for most student-parents, because of the financial and the organisational demands. Half-terms can be of particular stress, especially during Christmas when there are fewer clubs and greater family demands (usually during a time when students are expected to be preparing for exams). Planning childcare can be time-consuming, long-winded, expensive and challenging.

It’s clear that student-parents have much greater demands on them than other students without these responsibilities, so it’s important for universities to encourage this group to seek out support as much as they can. But the support has to be there. More universities could create websites (such as this example from Newcastle University) that signpost student-parents to the most up-to-date resources available.

Where new structural developments are taking place, institutions should take the opportunity to build spaces, or crèches, for accessible and affordable childcare on campus.

Student-parents are an enthusiastic, motivated, purposeful and inspiring group of students who achieve in the face of adversity, but they might struggle and go off the radar – this is when lecturers can help remind student-parents of why they are studying. That can keep them motivated. As one student-parent said to me: “Sometimes just knowing someone is there, knowing the support is there if I need it, is enough.”

Helen Owton is author of Studying as a parent: A handbook for success.

Article originally published in Times Higher Education. Click here.

Golden Oldies!

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By Ben Langdown

Late nights watching Olympic and Paralympic sport have been a highlight of my summer and it has been absolutely incredible. The lack of sleep has aged me considerably but it has been worth every second to see all the amazing stories unfold.

The media has always loved a story of winning against all odds. In particular, with regard to age:

Too young to win – but look out for them in Tokyo!

Long past their prime – far too old for a spot on the podium!

And then it happens as quinquagenarians pop up and win Olympic and Paralympic gold medals! 15 year olds win medals in varying events and spark a flurry of news reports on success at such a young age.

Male Life Cycle

But why should we be so surprised about athletes young and old winning medals?

As we age many changes take place within our bodies as we develop and train towards peak physiological age of between 20-39 years old, dependant on the sport or event (Allen & Hopkins, 2015). Our muscles grow bigger, stronger and faster, the heart increases in size and can pump with greater force and capacity meaning we can run for longer, row harder or swim faster (see Lloyd and Oliver, 2013 for a full review of youth physical development). As we adapt to aerobic training we experience an array of changes in and around our muscles including an increase in the size and number of mitochondria which are the energy producing powerhouses in muscle cells (NSCA, 2016). This increase results in more energy for muscle contractions and allows us to go:

 Citius, Altius, Fortius!

 Then we hit the slippery slope…I am not even going to search the Latin for ‘Slower, Lower, Weaker’, but you get the idea! From the age of 30 the body’s systems, responsible for our peak performances, will stand at the top of the slope and look down (Spirduso et al, 2005). Now begins the slow, gradual descent that reverses all the good things their childhood, adolescence, and early adulthood years brought them, reducing an athlete’s chances of success.

ID-10055113 FreeDigitalPhotos.net Stuart Miles

FreeDigitalPhotos.net Stuart Miles

After the landmark 30th birthday the following changes start to take place at even the highest levels of sport:

  • Decreases in strength and power due to decreases in muscle mass and increases in intramuscular fat (Rodriguez et al., 2009).
  • Decreased muscular endurance, resting metabolic rate and increased body fat (NSCA, 2016).
  • Cardiac output decreases at a rate of 1% per year as does V̇O2Max, averaging 1% per year from 25 – 75 years (Jackson et al., 1996; Schvartz & Reibold, 1990 as cited in Garber & Glass, 2006).

For example, performance in competitive weightlifting declines by 1-1.5% per year until 70, after which the performance decrement gets even greater (Meltzer, 1994, as cited in NSCA, 2016).

A note of caution – the physiological adaptations to ageing are dependent on the individual, the amount of physical activity, the environment, and disease (Garber & Glass, 2006)).

 STOP PRESS!

This summer athletes have been pushing the boundaries of their physiological clocks; whether this is the result of training or through sheer determination to succeed one last time…

Take Elizabeth Kosmala, a 9-time gold medallist competing in her 12th Paralympics at the age of 72. Okay, she started out as a swimmer and has since switched to the less physically demanding event of shooting, but it is still an achievement to be competing at the top level in her category.

How about 50-year-old Kazakh, Zulfiya Gabidullina who won her country’s first-ever Paralympic Games medal with a world record breaking performance in the S3 class 100m freestyle swimming. Allen and Hopkins (2015) reported that swimmers generally peak around the age of 20! What’s even more impressive is that she didn’t even start training for swimming until her 30s!

Nick Skelton is another great example, at 58 years old, overcoming the physical demands of equestrian events to take individual jumping gold with his horse, Big Star, himself also a veteran (in horse terms!) at 13 years old!

At the other end of the spectrum the youngsters have also picked up medals in both the Olympics and Paralympics. Most notably the likes of gymnast Amy Tinkler (16 yrs), bronze medallist and the youngest member of #TeamGB, swimmers Ellie Robinson (15 yrs, S6) and Becky Redfern (16 yrs, SB13). Also athletes such as Kare Adenegan (15 yrs, T34) and Ntando Mahlangu (14 yrs, T42), who took the 200m silver behind #ParalympicGB’s Richard Whitehead (40 yrs) which is surely one of the biggest age gaps between gold and silver winning athletes!

It is easy to get drawn into the stories surrounding performances but we must pause for a moment and consider the factors potentially allowing them to happen. Let’s take the young competitors first, there is a high possibility that, physically, they have developed earlier than a lot of their peers and are therefore ready to compete at the highest level. Yes, there will be training and physiological adaptations to come but they could be, what are known as, early maturing individuals (Lloyd et al., 2014).

FreeDigitalPhotos.net arztsamui

FreeDigitalPhotos.net arztsamui

As for the older competitors, especially at the Paralympics, we have to look at the talent pool from which they are emerging. A small talent pool allows athletes to compete for longer and achieve better results than they would if this talent pool were to grow. For example, the women’s 100m freestyle event in swimming, at the Olympics this event was won by Simone Manuel, a 20 year old American. She came from a pool of over 500 swimmers who, on the Fina world ranking list, are all within 5 seconds of each other, thus there is an abundance of swimmers competing on that world stage. Conversely, 50-year-old Paralympian gold medallist Gabidullina has succeeded from a talent pool of 19 swimmers listed on the S3 IPC world rankings, only one of whom was within 5 seconds of her time.

Of course there are many other variables I have not discussed and it is never an exact science to say who will win and at what age, but to even qualify for either of the Games there are times and standards in place, albeit put in place by each home country. So, as the Paralympics continue to thrive following the success of the London 2012 and Rio 2016 Games, it is possible that these talent pools will grow therefore reducing the amount of stories we hear of the super quinquagenarians achieving Citius, Altius, Fortius!

 

References:

Allen, S. V., & Hopkins, W. G. (2015). Age of peak competitive performance of elite athletes: a systematic review. Sports Medicine, 45(10), 1431-1441.

Lloyd, R. S., Oliver, J. L., Faigenbaum, A. D., Myer, G. D., & Croix, M. B. D. S. (2014). Chronological age vs. biological maturation: implications for exercise programming in youth. The Journal of Strength & Conditioning Research, 28(5), 1454-1464.

Lloyd, R. S., & Oliver, J. L. (2012). The youth physical development model: A new approach to long-term athletic development. Strength & Conditioning Journal, 34(3), 61-72.

Garber, C. E., & Glass, S. C. (2006). ACSM’s resource manual for guidelines for exercise testing and prescription. L. A. Kaminsky, & K. A. Bonzheim (Eds.). Baltimore, MD: Lippincott Williams & Wilkins.

Haff, G. G., & Triplett, N. T. (Eds.). (2016). Essentials of Strength Training and Conditioning 4th Edition. Human kinetics.

Rodriguez, N. R., DiMarco, N. M., & Langley, S. (2009). Position of the American dietetic association, dietitians of Canada, and the American college of sports medicine: nutrition and athletic performance. Journal of the American Dietetic Association, 109(3), 509-527.

Spirduso, W. W., Francis, K. L., & MacRae, P. G. (2005). Physical dimensions of aging, 2nd Ed. Human Kinetics, Champaign, IL.

 

Student Story: Helen Richardson-Walsh, Olympic Champion

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CAS000368_highres_0Helen Richardson-Walsh is a professional sportswoman and has played hockey for the Great Britain women’s team since the late 1990s. She won a gold medal at the 2016 Olympics. Her involvement with the team led to an interest in psychology and this prompted Helen to study towards an OU degree in the subject. Helen admits that degree study has taken her out of her comfort zone at times, but she has no doubt that having a degree has made her more employable. Helen has found her studies so inspiring that she is considering further research at some point in the future.

 

“Before embarking on my OU degree I was a full-time athlete, training for the London Olympics. Due to the level of funding we received from UK Sport via the National Lottery, I also did some part-time work – mainly coaching and going into schools to give presentations – but my focus was always on hockey.

I’d started a degree in human biology at Aston University back in 2000, but I lasted just a term. This was partly because it wasn’t the right course for me and partly because it was straight after the Sydney Olympics, so my attention was elsewhere.

Helen RW 1When the time was right, I opted to study with the OU mainly for the flexibility. I knew it would allow me to study whilst carrying on playing hockey and I wouldn’t have the pressure of attending lectures in person. I’d also be able to start modules when I wanted, so would only sign up when I knew I could get the studying done; for example, I chose not to start a module in the summer of 2012 so that I didn’t have any assignments to complete during the Olympics.

Helen RW 2I became interested in psychology when, from personal experience within the GB hockey team, I could see what an effect the mind can have on so many different areas of life – for us it was success – and I wanted to learn more about it, hence my choice of degree subject. When I started, I said I’d do one module at a time and see where that took me. I’m now less than a year away from getting my degree – something I was never sure I would do – and excited at the possibilities it has opened up.

Inevitably, there have been challenges in balancing my athletics career with a degree and a personal life. The biggest challenge is doing all the reading that’s involved, because very often at the end of the day I’m so exhausted from training that it’s very hard to concentrate. The period leading up to my assignments being due is always challenging and I’ve found relief from having been granted a number of extensions. I’ve had to say no to so many invitations in the past due to playing hockey, and when I’ve got an assignment to complete it makes going out doubly impossible!

My biggest achievement so far in my degree study was finishing my first assignment! Up to that point I’d never had to write an essay like that, given that my A levels were science-based (and a long time ago!) and I can still remember how hard I found it to construct the essay; it was a relief to send it off and then to find I’d passed it. I’ve really enjoyed doing more of the practical-based project work; that has been very satisfying.

There are a few modules I’ve found particularly inspiring. I’ve definitely enjoyed my current module, DD307 Social psychology: critical perspectives on self and others the most. I guess it fits with the reasons why I started in the first place, so that’s no surprise really, but I also found the project we had to do really interesting. I chose to focus on retirement from international hockey, so looked at what that experience is like and how players have navigated their way through it. It certainly inspired me to consider further research as a possibility in the future. I would never have said that about myself ten years ago!

My tutors – I’ve had four so far – have all been very helpful and supportive. The main thing for me has been the need for extensions, which have been no trouble in the main.

Helen RW 3I have no doubt that my degree has made me more employable. My hockey career has taught me many skills, which I hope to transfer to a different career one day; however, this degree will show a different side of me and of my abilities and may also need to be a stepping stone to further studies if I do indeed choose to go down that route.

When I retire from athletics I’d love to work within the field of psychology in one way or another. Sports psychology would be an option I’d consider, but maybe further down the line. I’m also particularly interested in mental health and the well-being of people in general, but mainly that of young girls having to deal with the enormous pressures placed on them today and also that of sportspeople as they make their way through difficult transitions such as retirement – so research or work in those areas might be a possibility.”

If you have been inspired by Helen’s story and want to study sport and fitness at The Open University please visit the ‘Study with us’ section of this website

 

Life after the Olympics: retirement

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By Caroline Heaney

The close of the 2016 Olympics bought with them the prospect of the retirement of some of the leading names in sport. Usain Bolt, Jessica Ennis-Hill and Michael Phelps, for example, will all be notable absences from the 2020 Olympics, but how will these athletes cope with life after elite sport?

After the thrill of the Olympics many athletes experience a post-Olympic come down and some can even experience depression. It seems logical that after the four-year build-up and the excitement of the event, many athletes are left asking themselves the question of ‘what next’ once the games are over. When an athlete feels that they’ve achieved all that they can achieve in the Olympic environment the answer to that question might be retirement.

Retirement from sport is not an easy transition for any athlete to make. Elite athletes who have dedicated their whole life to their sport and tend to have a strong athletic identity, where being an athlete is a large part of their perception of their identity. To have that part of their identity taken away can be traumatic and lead to an identity crisis. Several high profile athletes have admitted to struggling with retirement and career termination (retirement) is considered to be a significant potential cause of depression and anxiety amongst athletes. Of course, retirement from sport doesn’t have to be a negative experience – some may view it as a ‘rebirth’ rather than a ‘death’. How an athlete copes with retirement can depend on a multitude of factors such as their general resilience, whether they have made plans for life after sport, whether they have fulfilled their potential, and whether their retirement is planned or forced (e.g. a career ending injury).

Let’s examine the case of three Olympic medallists who are reaching the end of their careers and are contemplating retirement in the not too distant future – Usain Bolt, Jessica Ennis-Hill and Michael Phelps.

Bolt: The man with a plan

After he achieved the unprecedented ‘triple triple’ (Olympic gold medals in the 100m, 200m and 4x100m in 2008, 2012 and 2016) Usain Bolt announced that Rio would be his last Olympics. This comes as no surprise as Bolt had identified this as his plan long before the Rio Olympics. Bolt is not retiring just yet and is planning to compete in the World Athletics Championships in London next year. This ‘phased retirement’ may help Bolt with the transition into retirement that many athletes struggle with. The difference between Bolt and some athletes who find retirement difficult is the fact that Usain has achieved everything he possibly could in his sport and is exiting on his terms (a ‘planned’ retirement) – for Usain there will be no unfinished business. This will give Usain a strong sense of control over his retirement. Despite this, retirement must still be a difficult decision for Bolt, particularly when he is viewed by many as the saviour of athletics – a pressure indeed and his absence from the sport will no doubt be felt when his retirement does come.

Ennis-Hill: A decision to be made

Whilst Bolt has a clear plan for his future Jessica Ennis-Hill, after achieving a heptathlon silver medal in Rio, following her Gold in 2012, is taking some time to contemplate her future. After her event she stated “It’s going to be a tough decision, I’m going to go away and think about it… it’s a big decision.” Like Bolt, Ennis-Hill has given a clear message that she will not be at the 2020 Olympics, but has yet to decide whether to draw a line under her career now or at a later date. A home World Championships for the reigning World Champion might be a temptation for a final swansong, but will it live up to a home Olympics? Preparing for a heptathlon competition is no easy task and having twice before won the World Championships Ennis-Hill may decide that the incentive just isn’t great enough. Maybe what Jess needs is a new challenge, such as joining the exclusive 7000-point heptathlon club. Taking her time to reflect on her future and not rushing into a decision in flurry of post-Olympics emotion is a sensible approach as effective retirement decision making can be a complex process. Whatever decision she makes Ennis-Hill has been a fantastic ambassador for her sport and as one of the few women in sport to become a household name her role as female athletic role model should not be underestimated.

Phelps: The comeback king

Michael Phelps, the most decorated Olympian in history (28 Olympic medals over 5 games), is an example of an athlete who retired, but then came back to swimming. Returning to sport after retirement is often associated with a compulsion to compete and an inability to cope with the sense of loss that occurs following retirement. This appears to have been the case with Phelps who stated that he experienced a tremendous low point after his retirement. Phelps has made no secret of the mental health challenges he has experienced in his life and in sharing these he has helped to overcome the stigma of athletes experiencing mental health conditions such as depression. Having learnt important lessons from his first retirement Phelps felt that he had ‘unfinished business’. His response to his imminent second retirement has been very positive:

“‘I feel fulfilled. It was what I wanted. I was able to dedicate myself to this last comeback and that was it. One last hurrah. Looking back, it happened exactly how I wanted it to and exactly how it should have. Now I can hang up my suit and be happy with retiring. During the medal ceremonies, I was more emotional than I ever was before. I think that’s just because I was truly happy with where I am and how everything went.”

Bolt, Ennis-Hill and Phelps have all left their mark in Olympic history and as they move towards new chapters in their lives they face new challenges which they will hopefully take on with the mental strength of an Olympian.

‘Super-human’ athletes are at risk from the post-Olympic blues – here’s why

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Karen Howells, The Open University

As nations all over the world welcome their Olympic athletes home, many of us will take a moment to reflect on the whirlwind of psychological pressure, physical strain, elation and disappointment, which they have just experienced. But whether they’re revelling in the glory of hard-won medals, or recovering from heartbreaking defeats, Olympic athletes won’t have long before our attention shifts to the next spectacle.

So what happens to elite athletes when their moment in the spotlight is over? Sadly, it seems likely that many could suffer a case of the post-Olympic blues. Research following the 2010 Vancouver Winter Olympics found that the return home can be accompanied by confusion, depression, anger, resentment, abandonment and emptiness. We have only to browse the media or peer into the lives of Olympic athletes through their autobiographies to appreciate that dark times await many of these seemingly super-human beings – irrespective of their successes or failures.

Anecdotal reports suggest that the post-Olympic blues are common, with many athletes finding the return to normality difficult to handle. Some even appear to develop symptoms that are in keeping with a diagnosis of depression.

While there’s no consensus in the research that the incidence of depression is any different for elite athletes, research has identified that the public perception of athletes as being mentally tough means that athletes can find it harder to speak out about their struggles.

Even so, the stories of depression following previous Olympics serve as a warning to those leaving Rio; Amanda Beard, Ian Thorpe, Allison Schmidt and McKayla Maroney have all disclosed their experiences of depression. Cassie Patten, bronze medallist in the ten kilometre open water swim at the Beijing 2008 games said:

In the year after the games, I felt lost. I got really depressed … I would come swimming and just sit on poolside and just cry. It was horrible, because I loved swimming.

The curse of celebrity

Previously known only to the staunchest of swimming fans, Adam Peaty is now a household name after 57.13 seconds of record-breaking speed. In this age of social media, celebrity is easy to come by: within seconds of success or failure, the result has been interpreted and reported, and a celebrity is born.

Oh what a feeling – but can it last?
PATRICK B. KRAEMER/EPA

The notion that athletes are “great” is widespread throughout mainstream media, and for a golden moment in time that would positively impact on athletes’ sense of worth and self-esteem. But within weeks – if not days – of returning home, the harsh realities of life as a professional sportsperson will return.

No longer will the athletes be celebrities, who are loved and instantly recognised by their adoring fans. Instead, they will be at the start of another four-year cycle of gruelling training and fierce competition, working toward that distant goal of qualifying for Tokyo 2020.

The impact of this return to the daily grind on elite athletes has not been explored in depth. But it is likely that there is some negative impact on self-worth that may well contribute to the development of mental health issues.

The athletic identity

Issues surrounding identity – that is, someone’s sense of who they are – can also contribute to the likelihood of depression occurring, especially for those who are transitioning out of sport. Olympians whose identity as athletes to the exclusion of other roles may be at the greatest risk. For athletes who are used to measuring their success and worth in terms of their speed, strength and stamina, it can be very difficult to find fulfilment in other domains.

In an interview with NBC, US swimmer Michael Phelps spoke of his debilitating experiences with depression. Following London 2012, he said: “I thought of myself as just a swimmer, and nobody else.”

Phelps’ experiences highlight how important it is for all elite athletes – even those for whom sport remains their number one priority – to prepare for futures after their sporting careers.

Looking forwards

Sport psychologists and coaches stress the importance of setting process, performance and outcome goals in the years before the Olympic Games. Research has shown that the setting of goals can provide focus and markers of progress, as well as serving to maintain self-esteem and promote resilience throughout the difficult training schedules.

But when the Olympics are over, those goals become irrelevant. Accordingly, many athletes lose focus, feel lost and lack direction. As London 2012 gold medallist Victoria Pendleton stated:

You have all this build-up for one day, and when it’s over, it’s: ‘Oh, is that it?’ You’re relieved but kind of sad and numb. It’s over … people think it’s hard when you lose, but it’s almost easier to come second because you have something to aim for when you finish. When you win, you suddenly feel lost.

So irrespective of success or failure, it is vital that athletes re-evaluate their post-Olympic lives, and set new goals – whether they are remaining in sport or not.

As the public divert their attention to other events, and national sporting organisations shift their focus to the next four years, it is important that coaches and teams spend some time focusing on returning athletes, to address the negative impacts of sudden celebrity and dominant athletic identity. At the earliest opportunity, athletes need to form new goals, to move forwards into post-Olympic life.

Karen Howells, Lecturer in Sport and Fitness, The Open University

This article was originally published on The Conversation. Read the original article.

Reflections on the Student Hub Live Olympics Special

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On Friday 19th Aust 2016 members of the OU sport and fitness team (Simon Rea, Karen Howells and Caroline Heaney) took part in the Student Hub Live Olympics Special. This was our first experience of a live streamed event, but we all thoroughly enjoyed it. We were joined by Kath Woodward and Elizabeth Silva and the session was expertly hosted by Karen Foley.

imageOn our arrival we were delighted to see that the green room was well stocked with tasty treats, possibly as an incentive to take a green room selfie!

We then participated in a short Facebook live video talking about what we would cover in the session. This helped us to overcome some of our nerves about the main event and we were impressed how many students watched the video. This filled us with excitement about what was to come and the amount of student interaction that was possible.

imageThe session kicked off at noon and Simon Rea was up first discussing the history of the Olympics. He also shared his experience of racing 1980 Olympic 100m champion Alan Wells!

 

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Simon was followed by Elizabeth Silva, Professor of Sociology, who examined some of the economical and political aspects of the Olympics, and gave some interesting insight.

 

 

 

 

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Karen Howells was up next discussing the coach-athlete relationship and the role of sport psychology. This session highlighted the importance of the team behind the athlete.

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Karen was followed by Caroline Heaney who discussed the links between mental health and sport and exercise. As well as looking at exercise as a treatment for mental health conditions, the session looked at the incidence of depression in elite athletes.

 

imageThe session concluded with an interesting discussion about gender and the Olympics with Kath Woodward who challenged the audience to consider whether traditional views of gender are too narrow.

The Student Hub Live Olympics Special provided us with a great opportunity to interact with students and share our knowledge on sports related topics. We hope that those who engaged with the session found it interesting.

If you missed the session it will be available through the catch-up link on this page, or you can watch the video below.

If you are interested in studying sport and fitness at the OU please click here to find out more.