Jenny Coady, High Performance Coach Developer at UK Coaching, @jennycoady10

Dr Amy Whitehead, Reader in Sport Psychology and Coaching, Liverpool John Moores University, @a_whitehead1

Jenny Coady is currently working as a high performance Coach Developer at UK Coaching, which involves supporting high performance coaches from around the UK in a variety of different ways. Jenny has a background in applied sport and exercise psychology, performance analysis and was an international athlete and uses this knowledge and expertise to develop the coaches she works with. 

Jenny was introduced to Think Aloud at a UK Coaching Coach Develop workshop that Amy delivered in 2018 and discusses how she has taken the tool on board within her practice as a coach developer.

How did you hear about Think Aloud?

I first had a chance to explore the Think Aloud concept at a UK Coaching Coach Developer workshop. It was a thought provoking presentation with a complimentary mix of theory and practical application. It is something that I immediately thought would be useful in my role as a coach developer and of course the performance coaches that I work with. We converse regularly about ‘normalising’ reflective practice so I was excited about the assistance this Think Aloud vehicle could provide

What were your initial thoughts?

It is an easy, adaptable, affordable and self-directed reflective tool. It’s multiple transferable components welcome coaches at all ages and stages of their coaching journey to engage. Knowing the coaches’ previous exposure to reflective tools and understanding their thought process, I was excited to share how this could support and possibly contribute to a deeper understanding. The simplistic and versatile nature of Think Aloud enabled me to introduce it quickly to coaches. The research supporting TA provided a solid foundation for coaches to digest and have clarity on the process. Reflective practice isn’t something that coaches find easy or in some cases a priority, the tool was both accessible and scalable for many coaches enabling them to implement it easily. This, for me, was a chance to change the way we approach reflection and to encourage in-depth reflection in a non-invasive way.

How did you first implement this in your role as a coach and a coach developer?

As a coach developer, I understand that coaching is multifaceted, taking many forms and happening in different environments. Think Aloud presents an opportunity for coaches to initiate the process in their own time, pace and space therefore it becomes bespoke to those coaches who take the time to embrace it. As a group of coaches, additionally we use a virtual platform to share experiences and reflections following the process. Once coaches begun sharing their ideas and experiences they were able to take the next step, exploring the tool further via workshops, lectures and research and implementing where necessary.

If any – how has Think Aloud developed or improved your practice?

Self-awareness and communication were the key areas that immediately presented themselves once the coaches had completed the process. Continued use of the tool highlighted further key areas including; coach-athlete relationships, language and diversion during coaching practice.  TA has refreshed the idea of reflection, a challenging process for many coaches. It has also given me a new insight into a coaches’ thought process and journey that I may not otherwise have seen. One of the interesting questions that Think Aloud has assisted some coaches in discovering ‘How I am being received by others?’. It has given many of the coaches’ confidence, they often feel that the quality, frequency and consistency of reflection has improved. TA has sparked my curiosity to explore reflection in action further, to contemplate and understand where and when it fits in the coaching process best.

If you would like to know more about the use of Think Aloud in coaching and coach development please get in touch with Dr Amy Whitehead via email A.E.Whitehead@ljmu.ac.uk or contact Jenny Coady via twitter @jennycoady10

Alister McCormick, Plymouth Marjon University, @ACM_SportPsych

Think about the intended beneficiaries of your research. How many of this population benefit from your research? How do your research findings get to them? Is there a risk that your research is being wasted, through not getting to them? How would this population prefer to get guidance and information that is based on your research findings?

The sport and exercise psychology community conduct a lot of research. As an applied profession, this research has the potential to benefit a range of athletic populations, including athletes, parents, coaches, practitioners such as sport therapists and rehabilitators, and recreational exercisers. Within these populations, research has the potential to impact outcomes relating to performance, health, injury, wellbeing, and quality of experience. Sport and exercise psychology researchers who want people to benefit from their research need to consider ways of sharing their findings so that people find and then engage with them. The sport and exercise psychology community are generally effective at sharing their research findings within the academic community, particularly through journal articles and academic conferences. So that our findings reach athletic, non-academic populations, it is important to also share findings using ways like websites and magazine articles, and to use different communication styles – Sommer (2006) referred to this as “dual dissemination”.

My own research to date has focused on endurance sports and demonstrated that psychological interventions can benefit the performances of people who participate or compete in endurance sports (for reviews, see McCormick, Meijen, & Marcora, 2015; McCormick, Meijen, Anstiss, & Jones, 2019). Thousands of people recreationally participate in endurance sports competitively and non-competitively, and most of these will not have access to a psychology practitioner who has read my research. I therefore wondered, how should I share my research-informed advice and guidance, in order to maximise its reach and impact?

To answer this question, I conducted a piece of research with Paul Anstiss and David Lavallee (McCormick, Anstiss, & Lavallee, 2018), which aimed to answer the following research questions: How do endurance-sport participants and athletes acquire guidance on psychological aspects of training for, preparing for, and performing in endurance events? And, what are their preferences for receiving psychological guidance? People in the UK (N = 574) who participated competitively or non-competitively in running (5km and greater), road cycling (time trials, road races, or sportives), or triathlon events completed an online survey. The main survey questions addressed how they have intentionally looked for psychological guidance in the last year, how they have got guidance without looking for it, and their preferences for receiving guidance. We found that the most common ways of intentionally finding guidance were looking on websites (48.1% of participants), asking other athletes (46.7%), and asking coaches (32.5%). People most commonly tried to find guidance on coping, motivation, and managing nerves. In relation to finding guidance without looking for it, we found that posts on social media (51.3%), spoken word (48.0%), and magazines (45.9%) were common ways of getting guidance. Other athletes (68.1%) and coaches (40.4%) were most often a source of guidance. Websites (49.5%) and online videos (41.8%) were the most preferred ways of receiving guidance, although others were psychologists working with coaches (35.5%) and event organisers (34.8%), and through reading about findings in magazines (34.7%).

Based on our findings, I encourage researchers to share evidence-based guidance using websites, online videos, social media, magazines, and by working with coaches and event organisers. Research conducted to date offers tips on how to communicate guidance with athletic populations: the language used should be accessible and user-friendly; content should be kept concise and simple; guidance should be practical and made concrete through specific examples, activities, exercises, tools, and materials (rather than just informational content); and downloadable resources such as workbooks and activities are likely to be helpful. These suggestions and other considerations such as required skillsets and media ethics are explored within the journal article (McCormick, Anstiss, & Lavallee, 2018).

RESIST, a DSEP-funded research working group (which stands for Research-evaluated Endurance Strategies Intending to Support Training) has engaged with these ways of sharing evidence-based guidance on how to overcome the urge to stop, slow down, walk, or quit during endurance events. In particular, we have launched a website that includes evidence-based written guidance and online videos relating to how to overcome the urge to stop, including using psychological strategies such as if-then planning, self-talk, pacing decision making, goal setting, cueing techniques, controlling attentional focus, and re-appraisal (www.resist-stopping.com).

Looking forward to the future, it would be great to see sport and exercise psychology researchers sharing guidance and suggestions based on their research, using ways such as websites, online videos, social media, magazines, and by working with coaches and event organisers. It would also be great to see experimental research testing the effects of interventions that are delivered in these preferable and realistic formats.

For further detail on the study findings check out the full open access paper: McCormick, A., Anstiss, P. A., & Lavallee, D. (2018). Endurance athletes’ current and preferred ways of getting psychological guidance. International Journal of Sport and Exercise Psychology, 1-14. https://marjon.collections.crest.ac.uk/17244/

References

McCormick, A., Anstiss, P. A., & Lavallee, D. (2018). Endurance athletes’ current and preferred ways of getting psychological guidance. International Journal of Sport and Exercise Psychology. https://doi.org/10.1080/1612197X.2018.1486874

McCormick, A., Meijen, C., Anstiss, P., & Jones, H.S. (2019). Self-regulation in endurance sports: theory, research, and practice. International Review of Sport and Exercise Psychology, 9, 235-264.https://doi.org/10.1080/1750984X.2018.1469161

McCormick, A., Meijen, C., & Marcora, S. (2015). Psychological determinants of whole-body endurance performance. Sports Medicine, 45, 997-1015. https://doi.org/10.1007/s40279-015-0319-6

Sommer, R. (2006). Dual dissemination: Writing for colleagues and the public. American Psychologist, 61, 955–958. https://doi.org/10.1037/0003-066X.61.9.955

Dr Olivia Hurley, Dun Laoghaire Institute Of Art Design + Technology, @DrOliviaHurley, Author of Sport Cyberpsychology

While the online world has come in for, perhaps, some justifiable criticism in recent times, it would be an injustice to vilify the benefits the online world offers to many individuals too, especially in the domain of sport and performance. Athletes and performers across many disciplines, and levels of performance, use the online world frequently because it is a valuable resource for them, for so many reasons, including: (i) to be inspired, (ii) to discover new information, (iii) to remaining in contact with others and (vi) for entertainment purposes (Hurley, 2018).

The Internet enables athletes (coaches and spectators too) from all over the world to view what others in their fields of performance or interest are achieving. It can inspire them to raise their own standards in order to match, and perhaps even supersede, such accomplishments. One of the basic principles of human learning is that of modelling the behaviour of others (Bandura, 1977). That is, individuals often learn by mimicking or copying what they see other individuals doing. In sport and performance settings, this is no different and online, visually/video-based, platforms such as You Tube, as well as social media outlets such as Facebook, Twitter and Instagram, allow activities to be recorded, uploaded and watched repeatedly, until that behaviour or skill being performed has been mastered (Boschker, & Bakker, 2002; Boyer, Miltenberger, Batsche & Fogel, 2009). Before the online world, such behaviours often needed to be witnessed in person or were recorded with devices much less transportable that today’s ipads or smartphones, in order for them to be learned, replayed and mastered by others. The online world has remove such inconveniences.

The online world also provides individuals from various sport and performance communities, including coaches and officials, with invaluable opportunities to advance their knowledge-base or to ‘up-skill’ (Hurley, 2018; Leinster Rugby, 2017). Online learning platforms such as Blackboard and Moodle, for example, allow education and coaching programmes to be offered to all kinds of students, with all kinds of backgrounds and specific needs. One of the main, and obvious, advantages of such online learning is that it removes the barriers of location (Kreb & Lockee, 2009). Therefore, a person in nearly any part of the world with Internet access today, can potentially study any discipline not offered in a traditional, on-campus, setting within their own geographical location. Not only does this present individuals with new and exciting learning opportunities for up-skilling their current mastery level, it also generates significant revenue for the institutions offering such online learning programmes, in a very cost-effective way (because lower overhead costs are incurred in the running of such programmes, by using online delivery methods).

The online world also offers many opportunities for like-minded individuals to communicate with each other and support each other in ways not possible before the creation of the Internet. For example, today, injured or retiring athletes and performers across the world often receive hundreds, if not thousands, of messages of support via their social media networks when they are often in greatest need of such important support (Bejar et al., 2017). Periods of rehabilitation and career transition or retirement can be physically and mentally challenging for many people. Supported athletes and performers have spoken publicly in the media about the importance of such social support in helping them to manage those difficult times (The 42, 2017). They have frequently commented how the support they received helped them to remember they are members of special communities. Such awareness may have been forgotten by such individuals in the years before the Internet was created.

One also should not forget that athletes and performers are individuals and people first, before considering what they do in life as a career. The online world enables members of the wider public to see that such people have other interests and hobbies, fun, family, and friendships outside of their careers and public personas. Before the online world, such in-depth information and knowledge was not available to the general public (Hurley, 2018).

So, as stated at the start of this article, while the online world has come in for some justifiable criticism in recent times, it would be an injustice to vilify the benefits the online world offers to many individuals, especially in the domain of sport and performance.

Reference List

Bandura, A. (1977).Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Bejar, M.P., Fisher, L.A., Nam, B.H., Larsen, L.K., Fynes, J.M., & Zakrajsek, R.A. (2017). High-

level Korean athletes’ experiences of injury and rehabilitation. The Sport Psychologist, 31, 16-29. 

Boschker, M. C. J., & Bakker, F. C. (2002). Inexperienced sport climbers might perceive and

utilize new opportunities for action by merely observing a model. Perceptual and Motor Skills, 95, 3–9.

Boyer, E., Miltenberger, R.G., Batsche, C., & Fogel, V. (2009). Video modeling by experts with

video feedback to enhance gymnastics skills. Journal of Applied Behaviour Analysis, 42, 855-860.

Hurley, O. A. (2018). Sport Cyberpsychology. London: Routledge. 

Kreb, S.G., & Lockee, B.B. (2009). Supporting student-athletes through distance learning: a

game plan for success. Paper presented at the 25^th Annual Conference on Distance Teaching and Learning.

Leinster (2017). Leinster Rugby continues collaboration with St. Mary’s University,

Twickenham. Retrieved from: http://www.leinsterrugby.ie/leinster-rugby-continues-collaboration-with-st-marys-university-twickenham/.

The 42. (2017). Jockey Mark Enright on how he overcame depression. Retrieved from: https://www.youtube.com/watch?v=jmsD79Mu9zw

Dr Emily Pattinson, University of Leeds, School of Healthcare, @EmilyPatPsyc

In summer 2016 the Great British Olympic team were praised as being one of the most diverse teams at the games, with 11 openly LGBTQ+ athletes across the Olympic and Paralympic teams. GB equestrian star Lee Pearson literally waved the flag for LGBTQ+ athletes after he was given the honour of being the GB flag bearer at the Paralympic opening ceremony. Other trailblazing LGBTQ+ athletes such as diver Tom Daley, boxer Nicola Adams, race walker Tom Bosworth and hockey players Kate and Helen Richardson-Walsh have all raised awareness for LGBTQ+ athletes.

Sadly not all stories from LGBTQ+ athletes are positive, with many athletes suffering as a result of homophobic and transphobic attitudes in sport. This is supported by the findings of the Sport England Pride sports document (2016) in which it was suggested LGBTQ+ equality is see as less important when compared to other minority group equality, such as race or disability. It was also suggested that there is an overall lack of knowledge of LGBTQ+ issues and how to address homophobia and transphobia in GB sport.

No matter your personal feelings towards LGBTQ+ athletes in sport, shouldn’t every athlete feel safe, respected and valued in their sport? The first step to increasing awareness and reducing homophobia and transphobia in sport is to have an open discussion and increase our own knowledge. Here are a few little changes we can make as practitioners, researcher, coaches and humans to help make LGBTQ+ athletes feel welcomed and valued.

Sex and Gender are NOT the same

Gender is often used as an umbrella term for biological sex and gender identity, but they are not the same thing. An easy way to remember this is that biological sex is what you have between your legs, of which there are three options: male, female and intersex. Whereas, gender is what is between your ears, and there are endless options. Gender is a self-expression which sometimes does and sometimes does not match your biological sex. For example, someone who is non-binary may not identify as entirely male or entirely female but this has nothing to do with the biological sex they are.

Try to avoid assuming someone’s gender. A good trick to avoid any upset or uncomfort is to ask someone what pronoun they would like to be referred by: he, she or they. Also many people who are gender diverse may not feel comfortable trying to fill in a survey if the gender options are male or female. Try offering an open text option for gender on forms that way you get the most accurate demographic information and everyone feels valued. These little things can make a huge difference when building a rapport with an LGBTQ+ athlete.

Avoid Heteronormativity and Cis-normativity

Heteronormativity is the belief that heterosexuality (being straight) is the only and right sexual orientation, and cis-normativity is the belief that male and female are the only genders. By making an assumption that someone is straight you could be dismissing a part of that person they are very proud of. Try using gender neutral terms like partner instead of wife or husband, and child instead of son or daughter. A little change but it can make all the difference.

Put yourself in Other People’s Shoes

The best way to combat homophobia and transphobia in sport is to imagine someone said that about you. You would be surprised how many passing comments can be so hurtful. To use an example from my own work, I was informed of an incident in which one youth athlete had made a comment that another youth athlete that their upbringing was poor because they had two mums. If that young person’s mother was disabled no one would question that comment was inappropriate. However in this instance the young person was told by certain coaching staff that they should expect that sort of comment as their parents relationship was not the norm. Should anyone have to expect abuse and inappropriate comments because of something out of their control? Watch the video linked below, it’s a great little video demonstrating what it would be like if homosexuality was the norm and heterosexual people were persecuted and targeted (Warning: some viewers may find the video upsetting, scenes of bullying and self-harm), it’s a fantastic illustration of little comments that are often missed. Especially watch out for the comments made by the teachers, and ask yourself have you ever made a comment like that?

By clicking and reading this short article you have made the first step towards combating homophobia and transphobia in your practise, thank you.

Imagine A World Where Being “Gay” The Norm & Being “Straight” Would Be The Minority! https://www.youtube.com/watch?v=CnOJgDW0gPI

If you would like any more information or advice on LGBTQ+ inclusivity in your practise, research or coaching contact Emily: e.m.pattinson@leeds.ac.uk