Be Ready for the FIFA Women’s World Cup 2019!

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By Helen Owton

On Friday 7th June 2019, France will host the 8th edition of the FIFA Women’s World Cup. Lyon is recognised as a city where sport is hugely popular putting football on the very highest pedestal which is an ideal location because the convenient time zone to attract large audiences means that women’s football could hit even greater global heights of popularity. The hosts kick off the tournament against South Korea at the Parc de Princes (Paris) at 20:00 UK time. A total of 24 teams qualified for the tournament with the hosts being sorted into a group they are expected to win.

If you thought the FIFA WWC in Canada in 2015 and EURO 2017 was exciting Joey Peters says that this year, “…a new level of tactical sophistication is expected to evolve this tournament – not so much the tempo of the game but more how each team connects, adapts and thrives in such a pressure pot atmosphere.” (Joey Peters, 2019).

The Groups

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Locations

Since the FIFA World Cup in 2015 which was hosted in Canada, women’s football has grown in popularity, visibility with the recognition of the ever-increasing reputation on women’s football. Parc des Princes, home of Paris Saint-Germain, is the fifth largest stadium in France with the capacity of 48,583 but one its oldest and hosted matches in the 1998 men’s World Cup. It is one of nine venues where 52 matches will be held:  the Stade du Hainaut in Valenciennes, the Stade Auguste-Delaune in Reims, the Stade des Alpes in Grenoble, Roazhon Park in Rennes, the Stade de la Mosson in Montpellier, the Allianz Riviera in Nice, the Stade Oceane in Le Havre. The final of the women’s world cup will be played at the Parc Olympique Lyonnais in Lyon on 7th July which seats 59,186.

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Dare to Shine

The motto behind the FIFA Women’s World Cup is “Dare to Shine” which is a message spread by the official mascot Ettie and embodied by the official emblem. Ettie’s name comes from the French word for star, étoile and links the passing on of the bright star from Footix, the brother mascot from the 1998 FIFA Men’s World Cup. The message is that:

“Her enthusiasm for women’s football is contagious and she hopes to radiate her sense of fair play and passion for the game around the world and to inspire national pride in France as the host country for the competition.”

Media coverage

With the increasing popularity of women’s football in the UK, there is exciting anticipation that the women’s world cup is set to break new viewing records with the hope that a billion people will tune in.  BBC have exclusive broadcasting rights for this year’s WWC and will be showing the games on BBC One, BBC Two, BBC Four, and the BBC Red Button and website. All the of the England games will be shown on BBC One and the schedule is available here.

Scotland

This year the FIFA WWC welcomes four newcomers to the tournament: Scotland, South Africa, Jamaica, and Chile. Scotland are ranked 20th in the world and their opening game is set to be an exciting one as they will be playing England in Nice on 9th June. This is the second major tournament that Scotland have qualified for after qualifying for Euro 2017. However, their new manager, Shelley Kerr, has a squad filled with Women’s Super League players and if they can avoid injuries “Scotland could be a surprise package in France” (Suzanne Wrack, 2019). Whilst Kim Little is Scotland’s star player, look out for the duo “Lime” and “Soda” on the team as well! Given this and their 1-0 defeat over Brazil (ranked 10th), England should not underestimate them.

Favourites

France (ranked 4th) are the favourites to win their group and progress to the knockout rounds and are among the favourites to win the whole tournament. They have a home advantage which we saw benefit Netherlands in EURO 2017 and their performances at previous world cups has seen them through to the quarter finals each time. This year, they enter the tournament having lost only 2 games so with the home advantage, a relatively easy group stage, and their winning performances so far Les Bleues are one of the favourites to win. Germany (ranked 2nd in the world) also enter the tournament with a strong winning streak of 13 along with twice Champions in 2003 and 2007. Germany have dominated the UEFA tournament wince winning in 1989 with an impressive 8 times Champions and only lost to USA 2-0 in the FIFA WWC semi-finals in 2015 so they are always ones to watch! Indeed, previous Champions include Japan (2011), Norway (1995), and the United States (1991, 1999, 2015) and as current holders, USA are another favourite to win again given that they have managed to finish at least third at a World Cup. As current European Champions, Netherlands are also among the favourites. Being a previous champion does not always make you a favourite, however, as Norway demonstrate this year entering the competition.

England

Many of us still remember England (ranked 3rd) making history in 2015, by beating Germany for an extremely well-deserved bronze medal at the FIFA Women’s World Cup 2015. Many of the players demonstrate resilience as a team and have become a team of female role models and an inspiration to a younger generation. Since 2015, the team has not been without controversy but has been building on their success with their new manager. The country is ready to get behind the team again and you will see many familiar names and faces with Steph Houghton as Captain and Jill Scott and Karen Carney making their 4th World Cup. Also, we welcome rising stars to the field including Georgia Stanway (20yr old) who is “England’s youngest player has the potential to be an X-factor.”

Be ready to back England again!

Players to watch

There are a wide range of ages playing at this year’s FIFA WWC so I am going to be watching both the youngest and the oldest players in the tournament. Mary Fowler, Australia, is just 16yrs old and is labelled as Australia’s ‘secret weapon’ but many have questioned whether she will be able to step up to an international field and cope with the pressure. Paired with their Captain and top goalscorer Sam Kerr could prove an exciting and unknown development on the field which could surprise opponents. 25yrs older is Marta Formiga at 41yrs of age who plays for Brazil and will become the first footballer to participate in seven world cups, surpassing Onome Ebi’s five world cups at the age of 36yrs old. It will be interesting to watch how age and experience play out on the field.

A Platform for change

The Women’s World Cup is a phenomenal global event that everyone can enjoy but it is also deemed as a platform for change like many other sports. Germany’s WWC advert has used the opportunity to create a video focusing on a “strong message of female empowerment and push for equality”.

Additionally, Lucy Bronze (Lyon) who will be on familiar ground in France has used the opportunity to discuss how more could be done for women’s football by addressing the pay gaps that still exist.  The existing gender pay in football is a stark and unexplanable gap and is the widest compared to other industries (e.g. politics, space, medicine) so it is really about time that FIFA addressed this inequality.

The more opportunities that are created for discussion the more that can be done to create change and indeed many of the women at the FIFA WWC are the change but now they just need that paid recognition.

Key Dates

  • First game starts: 7th June 2019 – France vs South Korea 8pm
  • England vs Scotland Sunday 9th June at 17:00 in Nice
  • How well do you know England & Scotland players: QUIZ
  • Fixtures: https://www.fifa.com/womensworldcup/
  • Final is on 7 July 2019

Free Badged Open Courses in Sport & Fitness

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In addition to our undergraduate qualifications we offer a large range of free courses and educational resources, including our suite of Badged Open Courses (BOCs).

These BOCs allow you to earn an Open University digital badge for each course you successfully complete. The badge can be displayed, shared and downloaded as a marker of your achievement and so they are perfect for continuing professional development (CPD) purposes. And they are free!

Each BOC comprises 24 hours of learning spread across 8 sessions which you can study at your own pace. We currently have seven sport and fitness related BOCs:

(1) Exploring sport coaching and psychology

Have you experience of sport or fitness coaching either as a participant or a coach? Are you inquisitive about how sport works behind the scenes? n this course you will explore the influence of coaching and psychology through the lens of sports people and teams who have been successful. You will focus on coaching practices used with young people and adults, including research and advice of leaders in their fields.

Content:

  1. Exploring sporting success
  2. Coaching children: fun and friendships
  3. Guiding teenagers towards success and life
  4. Comparing international level coaches
  5. Attitudes towards learning
  6. Psychological skills for life
  7. A fresh look at coaching
  8. The future of coaching

Author: Professor Ben Oakley

(2) Exploring communication and working relationships in sport

Are you experienced in sport or fitness, either as a participant or working in the sector, perhaps as a coach? Are you inquisitive about some of the hidden ‘people skills’ that seemingly make some people particularly credible in their role? In this course, you will boost your ability to vary your communication approach according to the situation and the needs of the people involved.

Content:

  1. The purposes of communication
  2. Getting your message across
  3. How can you enhance relationships?
  4. Connecting with others
  5. Becoming more influential
  6. When does harsh feedback become bullying?
  7. Power and the communication process
  8. Topical aspects of communication

Author: Professor Ben Oakley

(3) Coaching others to coach

Are you responsible for helping coaches to learn and develop? Do you consider yourself a coach developer, a coach educator, mentor, tutor or somebody who just wants to support coaches and enable them to become the best coach they can be? This course is designed to support people like you. It is a course dedicated to developing the people who develop the coaches.

Content:

  1. What do coach developers do?
  2. How do coaches learn?
  3. How do you build effective learning relationships?
  4. Developing your coach developer self-awareness
  5. Your teaching repertoire
  6. Asking good questions
  7. Effective observations and feedback
  8. Coach development for the digital age

Authors: Dr Alex Twitchen and Professor Ben Oakley

(4) Exploring the psychological aspects of sport injury

Sport injury is relatively common among sport and exercise participants, and while the physical impact of injury is often easy to recognise, the psychological impact is often less understood. In this course you will examine the relationship between injury and psychological factors, looking at the link between injury and psychology at two distinct points – before an injury has occurred and then following an injury.

Content:

  1. Sport injury and psychology – what’s the link?
  2. A holistic approach to sport injury
  3. Can psychological factors increase the risk of injury?
  4. What psychological interventions can be used to prevent sport injury?
  5. Psychological responses to sport injury
  6. What impact can psychological responses to injury have?
  7. Sport injury treatment: how can imagery, self-talk and relaxation help?
  8. Sport injury treatment: how can goal-setting and social support help?

Author: Dr Caroline Heaney

(5) Learning from burnout and overtraining

Have you experience of sport or fitness training either as a participant, coach or a parent supporting your child? Are you inquisitive about the impact of committed involvement in sport or exercise training on the individual? In this course you will explore a number of examples of sports people who have thrived and those who have experienced burnout. By exploring burnout you will gain a deeper understanding of the physical and mental aspects of sport such as athletic identity, overtraining and perfectionism.

Content:

  1. What is burnout?
  2. Perspectives of burnout
  3. Exploring identity and overtraining
  4. Insights into overtraining
  5. What role does motivation and perfectionism play?
  6. Coaches and burnout
  7. Managing those on a burnout path
  8. Strategies to reduce burnout

Author: Professor Ben Oakley

(6) The athlete’s journey: transitions through sport

Are you a coach working with athletes of different ages? Are you a parent whose child has shown potential in sport? Perhaps you are an athlete looking ahead at your potential journey and choices through and beyond the sporting pathway? Whatever your involvement in sport, this course will help you understand the journey an athlete undertakes during their career, whether as a professional or recreational athlete, and the nature of support they may need at different times.

Content:

  1. The athlete’s journey – what are career transitions in sport?
  2. Influencing factors – key themes in the athlete’s journey
  3. Out of the blocks – preparing athletes for career transitions
  4. Keeping going – expected transitions in sport
  5. Stopped in your tracks – unexpected transitions in sport
  6. Spotlight – parenthood and sport
  7. The final athletic chapter – retirement from sport
  8. Moving on – life after sport

Authors: Candice Lingam-Willgoss and Caroline Heaney

(7) Supporting female performance in sport and fitness

Do you support women’s performance in sport or fitness as a coach or parent? Are you a female athlete who wants to optimise your performance using recent research insights? If so, then this course is for you. It addresses the problem of sports science research traditionally being male dominated and the assumption that if it works for men then it must work for women. It allows you to explore specific female physiological and psychological topics such as relationships between the menstrual cycle, breast support, pelvic floor health and physical performance.

Content:

  1. A screenshot of the badged open course featuring a smiling woman wearing boxing glovesMind the gap: gender differences in sport science research and its impact on female athletes
  2. Demystifying the menstrual cycle
  3. Hormonal contraception: a solution or more challenges?
  4. Pelvic floor muscles: out of sight and often overlooked
  5. Breast health and choosing the correct breast support
  6. Injuries and the female athlete
  7. Low energy intake and missed periods: the risks
  8. Effective support of female athletes

Authors: Simon Rea, Jess Pinchbeck and Emma Ross

 

 

Why racism is still only being shown a yellow card

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By Rojo Warriors – John Dougal, Gavin Dunlop, Okito Gonzales, Conor Langford and Jamie Morrison (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 best blogs from around 80 blogs that were produced.

I instantly felt uncomfortable. The moment I walked into one of Europe’s grandest theatres, I looked up to my right, a normal man, someone’s Father, Grandfather, Brother, was casually unfurling a huge flag. Yes, this is a common sight in any football stadium, however, it was what was on the flag that was disturbing, stopping me dead in my tracks. A huge image of The Wehrmacht Eagle (Nazi Imperial Eagle) Symbol appeared before me. Little did I know this was only the start of my ‘experience.’

Photo by Liam McKay on Unsplash

The setting was Rome’s Stadio Olimpico, where The Derby della Capitale (AS Roma v Lazio) was about to take place. An image of Lazio’s most famous fan, Benito Mussolini covered the away section, while chants of ‘Seig Heil’ rang around the sea of straight-armed saluting ‘fans’. This place made an Old Firm game look like a tea party. Disgusted by what I was seeing, I somehow managed to ignore it, what I could not ignore happened with just 10 minutes to go in the game. Roma’s Brazilian defender, Juan, received the ball, when all of a sudden a deafening sound of monkey chants erupted from the Lazio fans, the next time he got the ball, five to ten inflatable bananas appeared with grown men impersonating monkeys. What struck me was there were sections of people looking at us in disgust and judging us for not joining in, as if we were in the wrong. What I could not believe was, the next day, not a thing in the newspapers about it, nothing on the news channels, it was just accepted this is what happens.

That was back in 2011, fast forward seven years and nothing seems to have improved. Boxing Day 2018, Inter host Napoli in Milan in what should be a celebration of Italian football, between two of the country’s most entertaining teams. However, what followed put a massive stain on the league. Throughout what was the stand out Christmas fixture, sections of the Inter crowd inflicted sustained racial abuse on Napoli defender Kalidou Koulibaly, with the Senegal International visibly upset throughout the game in which he was ultimately sent off.

How was this ordeal dealt with? The Italian Football Federation (FIGC) have ignored criticism and upheld a two-match ban for Napoli defender Kalidou Koulibaly for a red card in the game in Milan on Wednesday when he was subjected to racist monkey chants from the Inter fans (Wallace, 2018a). On top of that Inter Milan have been ordered to play their next two Serie A games behind closed doors, and close part of the stadium for one further game following racial abuse aimed at Napoli’s Kalidou Koulibaly on Boxing Day (Gladwell, 2018). It is hardly a strong stance in stamping out racism, is it? It is merely a slap on the wrists. How do you explain to young kids watching at home, when they ask, “Why is there no fans in the stadium?” or they ask why they cannot go to watch their heroes because of a fan ban? Perhaps they should take heed of Napoli head coach Carlo Ancelotti who demanded the game be called off. “Despite our requests, the game wasn’t suspended. I think it should have been. Next time we’ll stop playing ourselves” (Wallace, 2018b).

Despite having a terrible reputation It’s not just in Italy of course. No country is free of racism – as was demonstrated by the banana skin thrown during the recent north London derby, and the reports of anti-Semitic chanting by Chelsea fans in December (Jones, 2018). The problem of racism in the UK seems to have been highlighted once again with several incidents so far during the 2018/19 season.

Former Liverpool and England star John Barnes recently commented; “The very fact that a real banana skin came on and there was real abuse doesn’t surprise me at all. I just thought it was to be expected” (Independent, 2018)

The fact that Barnes “expected” this sort of behaviour is rather alarming, and suggests that more needs to be done out with football too, to educate society from a young age. Nobody is born racist so they must learn it and pick it up from somewhere, as the recently surfaced very disturbing video of the young Millwall ‘fan’ shows. (Unbelievable! Millwall Racist Woman Teaching a KID To Chant, 2019)

In the UK, the Show Racism the Red Card, an educational charity, was launched in January 1996. The Kick It Out organisation was launched three years earlier. What is worrying is that over 25 years later the problem is still there. With Statistics from Kick It Out, football’s equality and inclusion organisation, reveal an increase in reports for the sixth consecutive year. Racism constituted 53% of them during the 2017/18 season, a rise of 22% from the previous year (Kick It Out, 2018).

With these campaigns in place, why are the stats still rising?
The simple fact is that more needs to be done. It is all very well having these campaigns such as Nike’s ‘Stand Up Speak Up’ campaign that launched in 2005, which received strong criticism from certain players. Gary Neville has criticised Nike for looking to gain commercial advantage from football’s latest anti-racism campaign (The Telegraph, 2005). The criticism comes as Nike were selling black and white wristbands which became more of a must-have fashion accessory rather than a tool to promote standing up against racism.

It is all very well closing stadiums, fining clubs or arresting people, the fact is, it is clearly not working. I feel anti-racism education should be on school curriculums so children are educated from an early age. I also believe the only way to stop it happening now is to go back to what Napoli coach Carlo Ancelotti suggested and players simply walk off the park with the game being postponed, that would soon stop these so-called ‘fans’ disgusting behaviour. Finally, I feel the police and clubs should work together to name and shame the people that are guilty of these crimes, ensuring their family and employers are aware of their actions. We need to stop giving racism the yellow card and once and for all show it the red card.

Reference List

Gladwell. B. (2018) ‘Inter Milan given two match stadium closure after Koulibaly monkey chants’, ESPN, 27 December 2018 [Online]. Available at http://www.espn.co.uk/soccer/napoli/story/3737523/inter-milan-given-two-match-stadium-closure-after-koulibaly-monkey-chants (Accessed at 26 January 2019)

Independent (2018) ‘Raheem Sterling Chelsea abuse: Invisible banana skins thrown at black people every day, says John Barnes’, Independent, 11 December 2018 [Online]. Available at https://www.independent.co.uk/sport/football/news-and-comment/raheem-sterling-chelsea-abuse-racism-news-video-twitter-instagram-racist-statement-john-barnes-a8677516.html (Accessed 26 January 2019)

Jones, T. (2018) ‘Fascism is thriving again in Italy, – and finding it’s home on the terraces’, The

Guardian, 29 December [Online]. Available at https://www.theguardian.com/commentisfree/2018/dec/29/fascism-italy-racist-abuse-kalidou-koulibaly-italian-football (Accessed at 26 January 2019)

Kick It Out (2018), Available at https://www.kickitout.org/Pages/FAQs/Category/reporting-statistics (Accessed 26 January 2018)

Sky Sports (2018) ‘Chelsea suspend four supporters over alleged Raheem Sterling abuse’, Sky Sports, 11 December 2018 [Online]. Available at https://www.skysports.com/football/news/11668/11577275/chelsea-suspend-four-supporters-over-alleged-raheem-sterling-abuse

The Telegrapgh (2005) ‘Neville attacks Nike PR’, The Telegraph, 10 February 2005 [Online]. Available at https://www.telegraph.co.uk/sport/2355144/Neville-attacks-Nike-PR.html (Accessed 27 January 2019)

Unbelievable! Millwall Racist Woman Teaching a KID To Chant, (2019) YouTube video, added by Team PKO [Online]. Available at https://youtu.be/HmaqX4p0yYM (Accessed 28 January 2019) WARNING Very disturbing language.

Wallace, S (2018a) ‘Kalidou Koulibaly given two-match ban despite being subject to racist monkey chants’, The Telegraph, 27 December 2018 [Online]. Available at https://www.telegraph.co.uk/football/2018/12/27/carlo-ancelotti-says-inter-milan-napoli-should-have-stopped/amp/ (Accessed at 27 January 2019)

On the Ropes: Depression in Boxing

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By Inspire team – Corey Johnson, Joseph Bolton, Darcy Skelton and Gavin Macdonald (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.

Boxing. The ‘Sweet Science’ of sport. It is often regarded as a macho man’s profession in which there is no place for the weak. However, having said that, in the modern day it is now becoming more prominent that boxers are suffering from inner, more personal fights of their own – Depression.

Sharkey and Gaskill (2013, p. 35) state that depression can be characterised as a collective of having low self esteem, as well as a sense of hopelessness and never ending despair. One man as of late within boxing who has suffered from such an ordeal is former WBA (Super), WBF, IBF and IBO World Heavyweight Champion, ‘The Gypsy King’, Tyson Fury.

Recently, within the past year, Tyson Fury has been incredibly open about his ordeal with depression in the hope to educate others. He was the man who had it all – fame, money and a healthy family – but he also had his demons. When appearing on the Joe Rogan Podcast (How Tyson Fury Bounced Back From Depression & Addiction, JRE MMA Show #47 with Tyson Fury, 2018), Tyson recollected a story in which he was driving towards a bridge at 190mph in a convertible Ferrari which he had only recently just bought (Blair, 2018).

He stated, “I didn’t care about nothing, I just wanted to die so bad. I gave up on life but as I was heading to the bridge I heard a voice saying, ‘No, don’t do this Tyson, think about your kids, your family, your sons and daughter growing up without a dad.”

It was at that moment Tyson decided that he needed to change not just for himself but for his family. The voice that had been putting him down throughout the years had suddenly switched and become the voice for change, to get his life back on track. In the years that followed he overcame many obstacles including battles against substance abuse, weight problems and against boxing authorities to obtain a boxing license.

His appearance on the podcast was to promote his major comeback fight against American Heavyweight boxer Deontay Wilder but it became something much more. Following the appearance he became the people’s champion and an advocate for mental health. Fury’s status grew furthermore after the fight against Wilder when he credited his renewed faith amongst other factors for his successful battle against his ill mental health.

Tyson Fury is a big name in the sports world who was affected by ill mental health. One boxer who was willing to talk to us about mental health in boxing was Team GB’s Lewis Richardson. In an interview with him he stated that;

“Mental health is neglected in boxing due to the image of the sport. Everyone see’s boxing being a macho sport and you have to be physical strong and fit however it is mentally tough”

Here, it is quite evident that due to the perception that modern day society has of boxing, issue such as depression and ill mental health are often overlooked. A lot of people don’t truly understand what elite athletes like Lewis has to go through.

He went on to say, “Mental health issues can come into play particularly with big and pressure fights, as you go to bed thinking about your opponent and that fight is always on your mind until the fight is over.”

From this you can see that fighters at any level can often put themselves into a negative cycle and frame of mind due to the obsession of the opposing boxer. The one thing on their minds is the fight, how can they combat their opponents’ strengths and weaknesses to better their own chances of a victory.

He later added, “Pressure of making weight, pressure of winning, pressure of performing at training and afraid of losing are all factors that could affect mental health in boxers as it is business and the pressure on them is extortionate.”

One key issue that could influence a negative episode could be the hype of positivity which ends up in negativity due to losing a fight or due to an injury in training. All these factors actually coincide with what Tyson Fury had to say himself. It is interesting to say that both boxers, who are going down two very different paths, both share similar beliefs in regards to such important matters.

Various studies show that depression effects one in every four people within the UK. Also, suicide as a result of depression is the biggest killer in males under the age of 45. The male to female ratio of death by suicide is 3:1, which is an alarming observation which needs to be addressed (Gigney, 2017). This is often the case due to the stigma surrounding men suffering from ill mental health and the lack of acceptance of the issue by the man himself.

In regards to sport, this issue is often escalated. This belief is supported by Sports Psychologist Dr Caroline Silby (Gigney, 2017) who, in an interview with Boxing World, states that;

“Elite athletes have a difficult time accepting emotional struggles and seeking assistance. However, once they do seek assistance they often apply their sports work ethic to their emotional recovery, making progress more likely.”

This statement is backed up by Tyson Fury himself who decided the best to overcome his struggles was to box along is long journey of recovery. He openly admits that he still has his off-days in which he has some negatives thought but that is a fairly normal for somebody going through these issues.

Depression can take effect on anybody, no matter how big or small a person is. Boxing proves this, these elite athletes who are stereotyped to be ‘macho men’ can be brought down to rock bottom as a result of depression. However, one thing to remember is that if you, the reader, are going through a battle like this then you too can overcome it with the correct support.

Links for information on Mental Health support

NHS – https://www.nhs.uk/using-the-nhs/nhs-services/mental-health-services/how-to-access-mental-health-services/

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

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

Reference list

Blair, A. (2018) Tyson Fury opens up on depression, boxing career and Deontay Wilder fight [Online]. Available at https://www.news.com.au/sport/boxing/tyson-fury-opens-up-on-depression-boxing-career-and-deontay-wilder-fight/news-story/54479d963a55b8da9c5ede2f86660f42 (Accessed on 29/01/2019).

 Gigney, G. (2017) LONG READ Boxing needs to address its mental health problem [Online]. Available at http://www.boxingnewsonline.net/long-read-boxing-needs-to-address-its-mental-health-problem/ (Accessed on 29/01/2019).

Joe Rogan – How Tyson Fury Bounced Back From Depression & Addiction (25/10/2018) YouTube video, added by JRE Clips [Online]. Available at https://www.youtube.com/watch?v=XrM6WqYEj9Y (Accessed on 29/01/2019).

JRE MMA Show #47 with Tyson Fury (25/10/2018) YouTube video, added by PowerfulJRE [Online]. Available at https://www.youtube.com/watch?v=vNZtibrPo0g (Accessed on 29/01/2019).

Sharkey, B. and Gaskill, S. (2013) Fitness and Health (7th edn). Leeds, Human Kinetics.

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