Category: Stage 1

The BPS DSEP Conference 2019: A Rookie’s Perspective

Zoe Moffat, Glasgow Caledonian University, @ZoeMoffatSP

            Last month marked my first BPS DSEP Annual Conference – and what an experience! After a rather bumpy journey to Solihull the day before (ten hours and three airports later…) I arrived at the venue, bright eyed and bushy tailed with fellow students and staff from Glasgow Caledonian University. The conference, themed on ‘new horizons in sport, physical activity and performance psychology’ sought to offer an opportunity for practitioners to network, learn and discuss innovative ideas from both research and applied perspectives. I perceived it to do just that, across two action-packed days of keynote speakers, interactive workshops, panel discussions and presentations on a wide range of topics.

Day One

Day one opened with a warm welcome from the DSEP committee, before the first keynote was presented by Dr David Tod. His presentation titled ‘Psychology without psychologists: the goal of professional training’ highlighted the importance of managing our own ego’s in professional practice, and getting comfortable being uncomfortable when reflecting on our own behaviour. In this essence, the idea of questioning ‘whose needs are being served?’ appeared particularly powerful.

After a short break, colleagues and I delivered a symposium on our work at GCU (a shameless plug!) exploring the theme of person or performer. On a more serious note, for those considering presenting at this years conference, be that your research findings or applied experience: do it. Presenting last year was a personal highlight and an experience I thoroughly enjoyed. Fellow delegates provided a supportive environment, characterised by high engagement and intriguing questions that will undoubtedly be of benefit.

            After more interesting oral presentations, poster sessions, and lunch, I attended an interactive workshop by the SportWales team on creating thriving environments. The interactive workshops provided the opportunity for diverse groups from trainee’s to experienced practitioners, to discuss how they would go about ‘growing culture’. The team then presented honest reflections on how they went about achieving this in practice, and the time and energy it required. To close the day, Professor Diane Crone delivered a final keynote, reiterating the power of physical activity and less conventional modes of consulting, for example the use of art.

Day Two

            After a great evening at the conference dinner it was time for day two. In the third keynote of the conference, alongside presenting information on challenging issues such as suicide in sport, Dr Allan Johnston posed an interesting question for the field – how do we as sport and exercise psychologists present ourselves? Across the conference, I perceived most individuals to be seeking to provide support to those operating in sport and exercise environments at a person and performer level, be that athletes, coaches or other practitioners. Dr Johnston’s opening slides though – highlighted that this may not be what google (or the world) think!

            A highlight from the conference, was Dr Andrew Manley’s workshop on the use of escape rooms to facilitate learning. Andrew enthusiastically delivered the ‘escape room’ he and his team developed, which brought research methods to life in a series  of break-in challenges. A fun, different experience, the findings from their research also seem to suggest that these experiences  facilitate real-world performance improvements (there’s a paper coming!) Attending the workshop has sparked a range of conversations and personal reflections as to how we as psychologists, can make content come alive in both educational and applied environments.

The final keynote of the conference, was delivered by Dr Chris Harwood who shared critical reflections on operating in youth sport environments and our role as psychologists within them. The conference later concluded with an intriguing panel discussion on practicing in disability and Paralympic sport. Dr Jamie Barker and the panellists interactions provided me with two key messages. First, it is always okay to ask the question and that it is always more productive than guessing or assuming. Second, a somewhat fitting message for a trainee, that it is okay to ‘get it wrong’ and that you probably will, the key is in being honest and authentic about such transgressions.

            To conclude, Solihull provided a fantastic opportunity to meet new people, share knowledge, ask questions and consider new ideas across multiple areas. There were far too many amazing presentations to account for in a blogpost, but every presentation I attended, and I am sure those I didn’t, offered a wealth of knowledge and insight for those attending. A special mention here to the DSEP Committee and conference volunteers who did an amazing job organising the conference and creating a warm, friendly and exciting atmosphere for all attendees. The next BPS DSEP Conference is in Liverpool this year (30th November-1st December 2020) and for anyone interested, I’d definitely recommend.

The Positive Impact of Practical Placements in Stage 1 Learning

Coral-Jade Oakley, Southampton Solent University, @coraljadeoakley

Coral-Jade Oakley a stage 1 candidate from Southampton Solent University talks about her experiences of stage 1 applied placements and how they have improved her knowledge of psychology and her goals for the future.

As an aspiring sport psychologist, I have fully engaged with opportunities to put my sport psychology skills into practice throughout my degree. My undergraduate degree in applied sports science has allowed me to closely apply my knowledge and work with external athletes, under supervision. Our professional practices in sports psychology unit allowed me to put into action methods such as profiling techniques and mental skills training to gain real world experience into what it would be like to pursue a career in sports psychology. In addition, I completed an interdisciplinary intervention with psychology and strength and conditioning; making clear the need for knowledge in all fields of sports science and the importance of linking other areas of sports science to psychology.

In the past year I have worked with a footballer, to manage aggression through relaxation and imagery techniques, as well as a volleyball player, to help improve their self-efficacy of the spike skill through means of though re-structuring and self-talk techniques. This experience highly benefitted me as it highlighted both my strengths and weaknesses that emerged during professional practices.   Through-out I found my strengths to include punctuality, organisation and adaptability – being prepared for all meeting with my athlete and changing sessions to meet the needs of the athlete. In addition, I was able to understand my weaknesses and seek to improve on these for the following session. For example, communication is a key characteristic needed for effective practice. Coming to terms that this was a factor I needed to improve within my work was challenging but essential to provide the best results for my athlete.

This process made me far more aware of the need for reflection within the sports psychology setting and helped me sustain a routine of reflection after every session to benefit not only my personal practice, but my athlete also. Increasing my understanding of reflective practice and how it can apply to practitioners was highly beneficial for myself as a new member of this field with little experience in the world of Psychology. I was able to improve qualities that I was unaware of before I engaged in reflection, for example, my creativity during sessions and organization previous to any sessions. My practice faced many obstacles during interventions, as any practitioner would experience, but the detail of my reflection allowed these to be overcome and improved on – for the best outcome for my athlete.

In addition, this experience within sports psychology allowed me to develop myself as a practitioner – the way I like to work and the approach I wish to pursue when working in the future. I further understood the perspectives of psychology from putting my knowledge into practice and I was able to adopt a humanistic approach towards my practices with athletes. However, this experience made me aware and understanding of all approaches to psychology and how they differ and overlap. I look forward to continuing practices in the future and widening my knowledge and experiences in the sport psychology community.

If you would like to hear more from Coral-Jade Oakley head to her blog: cozxakley.wordpress.com