Dr Andrew Manley

The Society’s Stage 2 Qualification in Sport and Exercise Psychology (QSEP) has been developed to provide an appropriate training route for those seeking to forge a career within our relatively fledgling domain. QSEP represents a positive advancement for the personal and professional development of aspiring practitioners, whilst also ensuring greater transparency for service users regarding the competence of Chartered Sport and Exercise Psychologists. Although QSEP has evolved into a rigorous and fairly standardised process of professional training, there remains a great deal of variation in the approaches to supervision and subsequent experiences of candidates. The aim of this symposium is to provide a descriptive and reflective account of a particular model of supervision being adopted at one host institution within the UK. In paper 1, Andrew Manley will provide an overview of this institutional model of supervision, setting the scene for the remainder of the symposium. Paper 2 will be delivered by Ross Shand, who will offer a reflective account of his QSEP experiences under this institutional model. In paper 3, Charlotte Hinchliffe will outline her role in the development and functioning of the Applied Sport Psychology Special Interest Group, as it looks to become an integral part of the institutional supervision model. Paper 4, delivered by Andrew Manley and Susan Backhouse, will provide a reflective summary of the QSEP process from perspectives of two Supervisors and Assessors. Finally, Jo Hudson will act as discussant, offering some conclusions and implications based on the presentations. The primary aim of this symposium is not to advocate a specific approach to QSEP supervision as an example of “best” practice, but rather an opportunity to share some insights regarding the benefits and challenges of operationalising a particular model of supervision from the perspectives of Trainees, Supervisors, and Assessors.

This study examined whether information about an older person’s exercise habits influences the impressions formed of them by others. British participants (N = 360) from three age categories (16-25 years old, 26-55 years old, and 56+ years old) were asked to read a description of a 65-year-old man or woman described as either an exerciser, a nonexerciser, or a person with no exercise status information. Participants rated the target on 13 personality and 10 physical appearance dimensions. MANOVAs revealed significant main effects for target exercise status and participant age. Exercisers received more favorable ratings than either the nonexercisers or the controls on the majority (15/23) of the personality and physical appearance dimensions (p < 0.05). Participants aged over 56 tended to rate targets more favorably than the other two age categories but only on the physical appearance ratings. The results suggest that there are self-presentational benefits associated with being an exerciser at an older age.

As professional and public interest in sport and exercise psychology continues to grow, so too the number of students enrolling on sport and exercise psychology courses is on the increase. As a result, the number of graduates looking to embark on a period of supervised experience within this domain is also expected to rise. The importance of practitioner training cannot be understated. It is intended to provide a standardised route to attaining accepted levels of competence in relation to knowledge, skills, and professional conduct. The accreditation process also doubles as a safeguard designed to ensure that the public can identify and are therefore protected from individuals practicing sport and exercise psychology who have not met accepted standards of professional competence. Given the necessity for such a process of training and accreditation, it is imperative that in-training practitioners are offered appropriate levels of information and support to ensure they are able to satisfy the specific criteria outlined by the relevant accreditation guidelines. Following the recent approval of the Society’s Stage 2 qualification in sport and exercise psychology, this article aims to provide current and aspiring in-training practitioners with helpful tips and advice regarding the accreditation process, outlining some of the key considerations that will help individuals successfully navigate the various obstacles they must overcome.

The present studies explored the effect of reputational biases on judgments made of coach competence and the visual search patterns adopted by individuals when generating initial impressions and expectations of a target. In study 1, participants (n = 326) observed footage of two coaches prior to making competence judgments of them. All participants viewed similar footage for the first coach (control) but reputational information was manipulated for the second coach (target). In study 2, participants (n = 22) followed the same procedure as study 1 but also wore a head-mounted eye-tracking system to enable visual search data to be collected. Study 1 broadly reported coaches with a “professional” reputation to be judged as being significantly more competent across varying competence measures compared to coaches with either an “in-training” reputation or “no reputation.” Study 2 indicated limited differences across the reputational conditions in relation to visual fixations. The data indicate that expectations of coach competence can be influenced, and largely controlled, by the reputational information provided to athletes. While there were limited differences in visual search strategies across reputation conditions, suggestions for research are made to enable a fuller insight to the interpersonal interactions that may facilitate the working association between athletes and coaches.

The aim of this study was to examine the informational cues that students perceive to be influential when developing initial impressions and expectancies of a lecturer. Undergraduate university students (n = 452) were required to rate the extent to which 30 informational cues (e.g. gender, qualifications) influence their initial perceptions of a lecturer. Following exploratory factor analysis (EFA), a five-factor model (i.e. appearance (APP), accessories (ACC), third party reports (TPR), communication skills (CS), nationality/ethnicity (NE) was extracted. Inspection of mean scores identified that students rated TPR (e.g. teaching experience) and CS (e.g. speed of speech) to be influential factors in forming initial impressions and expectancies of a lecturer. The findings identify the potential for expectancy effects within student-lecturer interactions. © 2012 Copyright Taylor and Francis Group, LLC.

The study aimed to identify the sources of information that athletes perceive as influential during their initial evaluation of coaching ability. University athletes (N = 538) were asked to indicate the influence of 31 informational cues (e.g., gender, body language or gestures, reputation) on the initial impression formed of a coach. Following exploratory factor analysis, a 3-factor model, (i.e., static cues, dynamic cues, and third-party reports) was extracted. Mean scores revealed that although static cues (e.g., gender, race or ethnicity) were rated as relatively unimportant during impression formation, dynamic cues (e.g., facial expressions, body language or gestures) and third-party reports (e.g., coaching qualifications, reputation.) were viewed by athletes as influential factors in the formation of expectancies about coaches. Such findings have implications for the occurrence of expectancy effects in coach-athlete relationships and the way in which coaches seek to present themselves. © 2008 Human Kinetics, Inc.

The aim of this study was to examine the informational cues that male and female students perceive to be influential when developing initial impressions and expectancies of a lecturer. University students (n=752) rated the extent to which 30 informational cues influence their initial perceptions of a lecturer. Following exploratory factor analysis (EFA), a five-factor model (i.e. appearance (APP), accessories (ACC), third-party reports (TPR), communication skills (CS) and nationality/ethnicity (NE)) was extracted for male students and a five-factor model (i.e. ACC, TPR, APP, interpersonal skills (IPS) and engagement (ENG)) extracted for female students. Inspection of mean scores identified that male students rated CS (e.g. clarity of voice) and TPR (e.g. qualifications) and female students IPS (e.g. control of class), ENG (e.g. eye contact) and TPR to be influential factors in forming initial impressions and expectancies of a lecturer. The findings further identify the potential for expectancy effects within student–lecturer interactions.

We examined the influence of order effects on assessments of sporting ability. Club-standard ultimate frisbee players (n = 240) viewed footage of a target player performing a series of ultimate frisbee skills. Participants viewed either a declining (successful to unsuccessful) pattern of performance or an ascending (unsuccessful to successful) pattern. Ratings were made on three descriptors of ultimate frisbee ability. One group of participants made ratings at the end of the sequence of clips, one group updated their ratings after each clip in a step-by-step manner, and one group used an extended step-by-step processing strategy. Finally, a fourth group made end-of-sequence ratings, but a delay condition was used to control for the time taken to make step-by-step ratings. Analyses of covariance (order vs. judgement condition) were conducted on the ratings. Results revealed primacy effects for the ratings of the target player in the end-of-sequence and delay conditions, and in the first step-by-step condition, but no order effects in the second step-by-step condition. Findings indicate order effects can be reduced by using a more thorough step-by-step processing strategy.

The reduction of Physical Education hours in the Spanish curriculum originates from a false premise: families are already aware of the importance of physical activity, and attempt to compensate for the lack of it at school with an extra schedule. It seems then, that there is an assumption that classes that are available after school are only related to physical activity: this is not the case. Furthermore, only those families that are fully aware of the consequences of their children’s inactivity, and who can (and want to) invest in those extra classes and engage in some kind of physical activity after school. But the reality is that Physical activity only is important for some families.

This study aimed to investigate the impact of coach reputation and gender on athletes' expectancies of coaching competency. Male and female athletes (n = 304) viewed a coach profile (i.e., photograph and brief description of the target coach) before being asked to rate their expectancies of the coach's competency. Gender and reputation (i.e., successful vs. unsuccessful) of the target coach were manipulated. Multivariate and follow-up univariate analyses of variance revealed that successful coaches were rated as significantly more competent than unsuccessful coaches, while the female target coach was rated as significantly less competent than the male target coach on some competency dimensions. Athletes also reported that reputation influenced their expectancies more than gender. These findings indicate that athletes' expectancies of coaching competency are influenced by the coach's reputation and gender, but this impact appears to be more pronounced for reputation. Such results have implications for the development of effective coach-athlete relationships.

The present study examined the impact of reputation information on athletes' behavioral responses to coaches within a naturalistic, field-based setting. Using a between-group design, male soccer players (n = 35) were assigned to one of three experimental conditions (i.e., experienced reputation, inexperienced reputation, no reputation) prior to taking part in a coaching session delivered by an unknown coach. Participants' behaviors indicative of attention to coach instruction, effort and persistence, and willingness to participate in demonstrations were video recorded throughout the coaching session. Multivariate analyses of variance revealed that participants in the experienced reputation condition exhibited significantly greater attention to coach instruction, and greater effort and persistence during free practice than participants in the inexperienced reputation condition. Results related to participants' willingness to participate in demonstrations failed to yield any significant differences. The results provide further evidence to support the contention that athletes use reputation information as a basis for their initial expectancies of coaches, and such expectancies have the potential to influence athletes' behavior during coach-athlete interactions. The findings also indicate that expectancies based on positive information may be more powerful than negatively framed expectancies, and can be harnessed by coaches as a means of developing effective relationships with their athletes.

This study builds on a previous article (Manley & Meijen, 2009) in which advice for in-training practitioners was provided through the shared reflections of experienced and accredited professionals. One of the tips was to choose a supervisor well. This is especially relevant given that the British Psychological Society (BPS) offer some Society-defined roles and expectations of in-training practitioners as part of the candidate handbook for the qualification in sport and exercise psychology. The British Association for Sport and Exercise Sciences (BASES) offers similar guidance for supervisors and supervisees affiliated to their own process of accreditation through supervised experience (SE). In addition, higher education institutions will often provide PhD supervisors with some guiding principles and expectations with regard to the work they conduct with research students. However, useful as these suggested roles and guidelines are, it could be argued that they are less transparent to students and aspiring practitioners who may want to understand more clearly what it is that potential supervisors expect from their supervisees. Thus, the aim of the current article is to provide students with an overview of some of the common expectations supervisors have of their supervisees and to offer some practical advice to students on how to get the most out of their relationship with their supervisor. To do this, we contacted five supervisors in the field of sport and exercise psychology asking them to respond to a number of open-ended questions (available on request from the authors) in relation to their expectations of the supervisee. The questions were related to issues such as previous qualifications, attitude, preparation before meetings, perceptions of their relationship with supervisees, and how to encourage critical thinking and professional development. The respondents are currently supervising PhD students and/or in-training practitioners (i.e., BPS Stage 2 leading to chartered status or BASES SE). The data were analysed by the authors using thematic analysis in order to identify common threads articulated within the obtained responses. The main themes emerging from the questions will be summarised, followed by practical advice for supervisees.

The aim of this study was to examine the impact of coach physical characteristics (build and clothing) on the impressions formed of them by male and female athletes and non-athletes. A total of ninety seven participants viewed four photographs that depicted different combinations of build and clothing (lean build and sport clothing, lean build and academic clothing, large build and sport clothing, and large build and academic clothing). Having viewed each photograph participant's were required to rate their perceived competence of the coach. While no differences emerged in the ratings of coach competence based on gender or athletic level, significant differences were found across the photographs. The study supports the contention that initial impressions can influence the judgments made of an individual. Suggestions are also made with reference to alternative forms of stimuli that may contribute to the initial impression of a coach and their subsequent competence and overall effectiveness.

Objective: To assess the extent to which the title and font of participant information sheets (PISs) can influence pregnant women’s and trainee midwives’ perceptions of an antenatal intervention. Methods: Pregnant women (n = 35) and trainee midwives (n = 36) were randomly presented with one of four PISs where the title and font of the PIS had been manipulated to create four experimental conditions (i.e., Double-Fluent; Double-Awkward; Fluent Title-Awkward Font; Awkward Title-Fluent Font). After reading the PIS, participants rated their perceptions of the intervention (i.e., attractiveness, complexity, expected risk, required effort) using five-point Likert scales. Results: A 4x2 factorial multivariate analysis of variance revealed that pregnant women rated the Double-Awkward condition as significantly more complex than the Double-Fluent (p = .024) and Awkward Title-Fluent Font (p = .021) conditions. Conclusion: Font influenced pregnant women’s ratings of intervention complexity. Practice Implications: Results have implications for ethical recruitment, and in turn, the optimisation of corresponding interventions.

Attending a prestigious international conference and contributing to proceedings by delivering a poster or oral presentation is an excellent opportunity for sport and exercise psychology students to gain valuable experience and meet people from different parts of the world. In this article, we will focus on presenting at an international conference for the first time. An international conference presents different challenges compared to annual national and regional conferences. It will often be held in another country, and may be organised once every four years. There are likely to be a larger number of delegates, a broader variety of topics, and usually an array of established names amongst the list of attendees and presenters. Additionally, for presenters who are not native English speakers, the perceived language barrier may instil feelings of discomfort. In this article, we will discuss our experiences of presenting at the 2007 FEPSAC conference in Halkidiki, Greece, highlighting the lessons we have learned and how others can benefit from our reflections on the event.

Background: Recent literature suggests that Active Video Games (AVGs) may offer potential psychological benefits during the rehabilitation of musculoskeletal injuries and their corresponding deficiencies. Objectives: To review existing literature regarding the potential psychological benefits of AVGs within the context of rehabilitation from musculoskeletal injury or debilitation. Method: A narrative review of the literature that used the Population, Intervention, Comparison, and Outcomes PICO method was conducted. The literature review included studies that discussed and/or investigated potential psychological benefits of AVGs during musculoskeletal rehabilitation. Of the total 163 papers that were identified, 30 met the inclusion criteria. Results: The Nintendo® WiiTM (Nintendo Co., Ltd, Kyoto, Japan) was the most commonly-used games console that was employed in AVG interventions (15 out of 21), and these studies that investigated potential psychological benefits were typically conducted with elderly populations. These studies reported that using AVGs in musculoskeletal rehabilitation resulted in a number of positive psychological effects (e.g., enjoyment, effects on self). However, most studies lacked a clear theoretical framework, and varied greatly in their designs and methodologies. Conclusion: Despite encouraging findings of AVG use, insufficient evidence exists to reliably verify or refute the potential psychological benefits of AVGs in musculoskeletal rehabilitation. It is recommended that future studies in this area contain a theoretical framework to ensure greater consistency in the methodology used and the execution of the intervention. The potential findings of such investigations may result in the development of optimal, client-tailored rehabilitation programmes.

The study aimed to identify the sources of information that athletes perceive as influential during their initial evaluation of coaching ability. University athletes (N = 538) were asked to indicate the influence of 31 informational cues (e.g., gender, body language or gestures, reputation) on the initial impression formed of a coach. Following exploratory factor analysis, a 3-factor model (i.e., static cues, dynamic cues, and third-party reports) was extracted. Mean scores revealed that although static cues (e.g., gender, race or ethnicity) were rated as relatively unimportant during impression formation, dynamic cues (e.g., facial expressions, body language or gestures) and third-party reports (e.g., coaching qualifications, reputation) were viewed by athletes as influential factors in the formation of expectancies about coaches. Such findings have implications for the occurrence of expectancy effects in coach-athlete relationships and the way in which coaches seek to present themselves.

Purpose: This paper will provide a description of a specific model of supervision currently being adopted within a placement host institution in the UK, which should help to contextualise the presentations which follow. Background: Just as it is important for applied practitioners to carefully consider and understand their theoretical and philosophical approaches to consultancy, so too it is vital that Supervisors of candidates enrolled on the Stage 2 Qualification in Sport and Exercise Psychology (QSEP) exert effort in developing an appropriate model of supervision. Taking into consideration their own values, beliefs and approach to applied practice, two QSEP Supervisors decided to work collaboratively in moulding their academic environment into a suitable placement host for eligible QSEP candidates. Following negotiation with the institution’s senior management and administrative teams, this institutional model of QSEP supervision was formally established in 2013, in line with QSEP requirements. Methods: The presentation will provide a largely descriptive overview of the institutional model of supervision, whilst also drawing upon relevant theoretical frameworks and empirical evidence to justify the adopted approach. Conclusions: If practitioner psychologists truly are the tool of their trade, then QSEP Supervisors and the environments they create are the workshop through which these tools are crafted. Through the adoption of a collaborative approach to supervision under the banner of a UK Higher Education institution, the Supervisors believe they are well placed to generate optimal conditions for the effective cultivation of the next generation of practitioner Sport and Exercise Psychologists.

The aim of this study was to examine the informational cues that male and female students perceive to be influential when developing initial impressions and expectancies of a lecturer. University students (n 752) rated the extent to which 30 informational cues influence their initial perceptions of a lecturer. Following exploratory factor analysis (EFA), a five-factor model (i.e. appearance (APP), accessories (ACC), third-party reports (TPR), communication skills (CS) and nationality/ethnicity (NE)) was extracted for male students and a five-factor model (i.e. ACC, TPR, APP, interpersonal skills (IPS) and engagement (ENG)) extracted for female students. Inspection of mean scores identified that male students rated CS (e.g. clarity of voice) and TPR (e.g. qualifications) and female students IPS (e.g. control of class), ENG (e.g. eye contact) and TPR to be influential factors in forming initial impressions and expectancies of a lecturer. The findings further identify the potential for expectancy effects within student lecturer interactions.

According to Olson, Roese, and Zanna’s (1996) Model of Expectancy Processes, information conveyed by others can determine our expectancies of people. Furthermore, Third Party Reports (TPRs) such as reputation may influence athletes’ initial expectancies of coaches (e.g., Manley et al., 2008; 2010; Thelwell et al., 2013). Parents are believed to play a fundamental role in the development of coach-athlete relationships (e.g., Jowett & Katchis, 2005) and, in turn, athletic achievement in youth sport (Gould et al., 2008). However, person perception research has not yet examined the impact of cues such as TPRs on the initial impressions and expectancies that parents form of youth sport coaches. The current study addresses this gap in the literature. Athletes’ parents viewed a hypothetical online report describing the appointment of a new coach at a local sports club. The report included a “comments” section, which consisted of “tweets” posted by the newly-appointed coach’s former athletes. Four experimental conditions were created by manipulating the coach’s level of warmth and competence (i.e., high vs. low) as reported through the “comments/tweets” (i.e., TPRs). After reading the online report, participants provided ratings of the coach’s ability using the Coaching Competency Questionnaire (Myers et al., 2006). Participants are currently being recruited via gatekeepers at sports clubs/organisations, as well as through social media. However, based on an initial sample (n = 83), Kruskal-Wallis tests typically revealed that high-warmth/high-competence TPRs resulted in highest evaluations of overall coaching ability, while TPRs low in both warmth and competence received poorest ratings. Interestingly, perceptions of Character-building Competence were highest for high-warmth/low-competence TPRs. These preliminary findings reveal that TPRs can influence parents’ perceptions of coaching proficiency, but that parents may value warmth over competence when assessing a coach’s ability to develop more holistic qualities in youth sport athletes.

Nelson (2002) proposed that ageism occurs as a result of the negative perceptions individuals have of older adults. This study examined whether information about an older person’s exercise habits would influence such perceptions. Participants (N = 1,230) from 3 age categories (16–25, 26–55, and 56+ yr) read a description of a 65-year-old man or woman describing 1 of 7 exercise statuses. Participants rated their perceptions of 13 aspects of the target’s personality. A 3-way (Target Exercise Status × Target Gender × Participant Age) MANOVA revealed significant main effects for target exercise status. Nonexercisers were perceived less positively than the control target and the exercising targets. The results suggest that there are self-presentational costs associated with being a nonexerciser at an older age, but few self-presentation benefits accrued to older adults who engage in regular exercise.

Evidence shows inactivity and obesity are a substantial global burden, economically and physiologically. Sedentary screen time strongly contributes to this burden. Sedentary screen time is often achieved through video game play. Active video games (AVGs) tried to solve the screen time problem. AVGs work, having small to moderate positive effects on activity levels and body composition changes. However, they perform consistently poorly on the commercial market. This represents a paradox: AVGs work pragmatically, yet underperform commercially, limiting their impact practically. The purpose of this study was to explore this paradox with the aim of understanding how AVGs compare to non-active video games (NAVGs), based on gameplay experience. Findings revealed that AVGs have a significant negative comparison to NAVGs. Qualitative exploration highlighted several important considerations; gamer motivation, the lack of quality and variety in AVGs, the stereotype in AVGs, and the practical limitations of the hardware that supports AVGs. Perception of an augmented reality platform, a potential solution to the issues, was found to be positive.

The field of talent development (TD) has benefitted from a burgeoning of research over the last couple of decades, including psychological factors associated with successful TD. However, there is a notable gap in the literature relating to how practitioner sport psychologists can implement this knowledge into their applied practice. To address this research-practice gap, this thesis adopts an action research approach to understand how sport psychologists can go about supporting effective TD of athletes. Within the thesis, I outline the four-stage action research process I undertook as a researcher-practitioner working within a professional men’s rugby league academy. The first stage included a process of planning an evidence-informed and contextually-relevant intervention through exploration of the existing literature to understand what evidence already existed in this area, and interviews with players at the academy to explore their experiences of this developmental stage in their careers. Specifically, I was able to identify demands, resources, and barriers experienced by players during their time in the academy. This information was used to inform the delivery of a solution-focused groupwork intervention to relevant stakeholders (including players, coaches and support staff, and parents) in the next stage of the process. I then went on to observe the impact of the intervention, focusing particularly on any learning and/or change action that had occurred. Finally, I spent time reflecting on how these outcomes had been achieved, through exploring the processes and mechanisms that underpinned the observed learning and change action. Through engaging in this four-stage process, I have been able to deliver real-world impact and positive change within the academy in which I was working, improve my own applied practice as a practitioner sport psychologist, and also produce new knowledge to help bridge the research-practice gap within TD.

The evidence base on physical inactivity, sedentary behaviour and high body mass index is broad and strong, highlighting a negative impact across the economy, our health, and our mental wellbeing. Technology and screens are a pervasive part of this problem. Video games are a prevalent, powerful and persuasive use of technology. Active video games demonstrate clear potential to facilitate positive change. The active gaming evidence base has terminological and methodological issues. Active video games have issues of quality and variety, and in the facilitation of physical activity, whilst the supporting hardware has practicality issues. The purpose of this thesis is to leverage the issues identified to refine and unify the field-related terminology and technology, creating a spectrum of active gaming. The spectrum is informed and presented through a dialectically pluralistic and pragmatic narrative review. The Active Gaming Spectrum represents purposeful, strategic, and pragmatic categorisation of the following ordered terms: Non-active video games; virtual reality; active video games; location-based games; technology dependant augmented/built-environment games; asynchronous active games; esports; technology independent augmented/built-environment games; gamification; sport and exercise games. Several visuals are presented, showing the Active Gaming Spectrum, a practical decision tree for categorisation, and an example list of category-specific games (see figures 2-4). Use cases for several stakeholders are presented, such as identifying new research projects, new product development opportunities, and behaviour change facilitation in applied practice. Future directions are proposed that build on the foundation of the Active Gaming Spectrum. This includes iteration of the spectrum by seeking expert opinion and then consensus, developing case study protocols for each game, building a research network, identifying project management efficiencies and funding models, and solving the trilemma of speed, scale, and rigour. This thesis offers a challenge to the dominant paradigms of active gaming, presenting a pragmatic first step towards a better system.

The aim of the present study was to examine the efficacy of Active Video Games (AVGs) in creating an effective learning experience for undergraduate students. Students enrolled on a Level 5 (i.e., Year 2) sport psychology module (n = 74) participated in four practical seminars demonstrating the impact of four psychological factors (e.g., anxiety) on sports performance. Students engaged in two seminars which included an AVG task (e.g., Wii Sports), and two sessions which included a non-AVG task (e.g., Quoits). Immediately after the conclusion of each practical session, students were asked to provide qualitative comments to describe and explain their experience of the seminar. Content analysis of students’ comments revealed four major themes: session approach, session experience, learning experience and session feedback. Each theme is defined and discussed in relation to the efficacy of AVGs as a resource in the teaching of undergraduate sport psychology. The authors also reflect on their experience of adopting the innovative approach and highlight some of the potential challenges practitioners may face when attempting to integrate AVGs into their learning activities.

The purpose of this case study was to explore Postgraduate Sport and Exercise Psychology students’ and their lecturer’s experiences of PBL, and, its role in developing their employability skills. A focus group was conducted with four students (Mage = 22.75 years, SD = 0.96 years; n female = 2) and a conversational interview was conducted with the lecturer (age = 37 years, teaching experience = 11 years). Inductive thematic analysis of verbatim transcripts was used as a basis for developing portrait and composite vignettes to illustrate their experiences. Their underpinning themes suggested that PBL was instrumental for developing key employability skills: team working, communication and interpersonal sensitivity; thinking critically, creatively and flexibly; for helping students translate academic knowledge into application in future employment contexts, and for increasing awareness that learning is a lifelong developmental process.

Within sporting environments, it is inevitable that sports personnel (e.g., athletes, coaches, and officials) will continually find themselves developing expectations of others with whom they interact. With this in mind, the current study aimed to investigate how the informational cues of experience and the qualification pathway may affect both athletes’ and coaches’ judgments of perceived refereeing competence. A cross-sectional between-subjects experimental design was used using 112 soccer coaches and players. Participants were required to read 1 of 4 refereeing vignettes that manipulated the 2 independent variables of experience and the qualification pathway: experienced/longitudinal, experienced/fast-track, limited/longitudinal, and limited/fast-track. Following familiarization with the vignettes, participants completed the Assessment of Referee Competence Scale to rate their perceived competence of the referee. Competence was categorized through 6 characteristics: communication, confidence, fitness, impartiality, consistency, and respectfulness. A multivariate analysis of variance revealed the experienced referee was significantly more competent for all characteristics of refereeing competence compared to the limited condition. Although the qualification pathway yielded no significant differences between the longitudinal and fast-track condition, a follow-up analysis of variance revealed that referees associated with the longitudinal qualification pathway (i.e., had progressed through every level) were rated significantly more competent for the characteristic of communication than referees reported to be on the fast-track scheme. These results suggest that referees can harness the information they present to players and coaches before interaction, to help induce a positive first impression. By developing knowledge and skills in impression management, referees are likely to optimize their control of future interactions and reduce the likelihood of interpersonal conflict. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

INTRODUCTION: Medical Emergency Response Team (MERT) helicopters fly at altitudes of 3,000m in Afghanistan (9,843ft). Civilian hospitals and disaster-relief surgical teams may have to operate at such altitudes or even higher. Mild hypoxia has been seen to affect the performance of novel tasks at flight levels as low as 5,000ft. Aeromedical teams frequently work in unpressurised environments; it is important to understand the implications of this mild hypoxia and investigate whether supplementary oxygen systems are required for some or all of the team members. METHODS: Ten UK orthopaedic surgeons were recruited and in a double blind randomised experimental protocol, were acutely exposed for 45 minutes to normobaric hypoxia (fraction of inspired oxygen (FiO2) ~14.1% - equivalent to 3000m/10,000ft) or normobaric normoxia (sea-level). Basic physiological parameters were recorded. Subjects completed validated tests of verbal working memory capacity (VWMC) and also applied an orthopaedic external fixator (Hoffmann® 3, Stryker UK) to a plastic tibia under test conditions. RESULTS: Significant hypoxia was induced with the reduction of FiO2 to ~14.1% (SpO2 87% vs. 98%). No effect of hypoxia on VWMC was observed. The pin-divergence score (a measure of frame asymmetry) was significantly greater in hypoxic conditions (4.6mm) compared to sea level (3.0mm), there was no significant difference in the penetrance depth (16.9 vs. 17.2mm). One frame would have failed early. DISCUSSION: We believe that surgery at an altitude of 3000m when unacclimated individuals are acutely exposed to atmospheric hypoxia for 45 minutes, can likely take place without supplemental oxygen use but further work is required.

Objectives: For the elite athlete, media conveyed performance expectations represent an ‘unwanted pressure’ that has the potential to influence their cognitive, affective, and behavioral responses. These responses could be facilitative or debilitative to performance. Therefore, a deeper understanding of media-constructed expectations and related consequences is needed. This study aimed to provide a detailed analysis of performance expectations that were constructed and reported by the media in relation to the 2012 Olympic/Paralympic Games. Design: Inductive qualitative content analysis of published newspaper and internet reports. Methods: Reports relating to eight athletes (Mage = 23 years, SD = 2.67) who competed in the 2012 Games were analysed in this study. Media sources were selected based on popularity (i.e., daily circulation/views). Articles published six months pre- to one month post-Games were included. Results and Conclusions: Media reporters consistently constructed performance expectations of elite athletes based on previous performance accomplishments. These expectations appeared unrelenting and were a source of stress for athletes. The reports indicated that, dependent on athletes’ appraisals, the pressure associated with performance expectations appeared to have detrimental effects on athletes’ cognitive, affective and behavioural responses. Furthermore, other people associated with the athletes (i.e., team staff, family) appeared to be influenced by media created expectations. Various coping strategies (e.g., attentional focus, avoidance) for managing media expectations were identified. The results will be discussed in light of their implications for athletes, practitioners, and media reporters (e.g., development of educational interventions), and suggestions for further investigation within this novel yet important area will be offered.

Objective: To extend recent research examining the impact of game-based activities on the learning experience of undergraduate psychology students. Design: A counterbalanced repeated measures design was employed to evaluate students’ learning experiences following their involvement in active game-based learning activities. Method: Students on a Level 5 sport psychology module (N=134) were asked to participate in four practical classes demonstrating the impact of psychological factors (e.g. anxiety) on sports performance. Two sessions were designed for each practical: one included the use of active video games (e.g. Kinect Sports); the other included a traditional active game-based activity (e.g. Reaction Time Game). Students were randomly assigned to one of two groups in order to facilitate counterbalancing and to ensure that all students completed two active video game (AVG) and two non-AVG tasks. Following each practical, students provided ratings of perceived usefulness, interest/engagement, and enjoyment using a seven-point Likert scale. These data will be analysed via one way repeated measures analyses of covariance (ANCOVA), with students’ experience of AVGs being the covariate. The impact of sessions on students’ academic motivation and performance were also assessed and analysed via one-way ANOVAs. Results: Data is currently being collected alongside a semester one module. Results will be reported during the presentation. Conclusions: It is anticipated that the findings will provide further evidence to support the use of AVGs in the teaching of undergraduate psychology, and that the increased sophistication of AVG technology may be harnessed to provide multiple benefits for students in higher education.

Speculation about athletes who are expected to become champions is a central focus of media reporters’ attention before major sporting events (e.g., Heaviside, Manley, Backhouse, & Didymus, 2015). Despite the prominence of such expectations within media reports, little is known about the consequences they can have for the athletes to whom they refer. This study aimed to explore the consequences of these expectations by using in-depth qualitative methods to capture athletes’ experiences of performance expectations that are reported by the media. Guided by the first author’s pragmatist perspective, semi-structured interviews (78-128 minutes) were conducted with two athletes (Mage = 23, SD = 2.83 years) who met the criteria of: (a) having performance expectations reported in the media ahead of the London 2012 Games and (b) representing Great Britain within individual events at London 2012. The small sample size was purposefully chosen to facilitate rich and nuanced accounts of the athletes’ experiences. Two portrait vignettes were used to represent the data because they allow experiences to be represented in a meaningful and accessible manner (e.g., Erickson, Backhouse & Carless, 2016). The vignettes detailed cognitive, affective, and behavioural consequences of performance expectations that were constructed and reported by the media. The vignettes also represented coping strategies that were used by the athletes to manage these expectations. The findings of this study enhance understanding of multiple factors: (i) behaviours associated with media expectations that journalists might display towards athletes; (ii) cognitive, affective, and behavioural consequences that athletes may experience when faced with media expectations; and (iii) strategies that athletes have used to manage media expectations. By using vignettes, the present study exemplifies an alternative way of presenting data regarding expectations, which other researchers in this area may wish to utilise.

This workshop will showcase the methods and findings from three distinct projects all using the escape room format

With contributions from leading scientists and educationalists from around the world, this book cuts through the myths to interrogate the relationship between physical activity and educational achievement in children, adolescents and young ...

Background: This 90-minute workshop will showcase a game-based approach for enhancing engagement and academic performance of undergraduate students. Attendance at the workshop will offer delegates the following learning experiences and anticipated outcomes: i) Active participation in “Escape Room”-style formative assessments that were recently delivered as part of a Level 5 Research Methods module; ii) Engagement in facilitated discussion and debate regarding preliminary findings from a project designed to assess the efficacy of gamification as a contemporary pedagogical approach. iii) Be able to identify where and how game-based approaches to learning and teaching could be embedded within practice. Key points: Research Methods represents an essential yet highly-challenging component of many undergraduate degree programmes, including Sport & Exercise Psychology. Specifically, Research Methods is commonly perceived by learners as a threat to their educational experience, and of limited use to their future academic or career aspirations. The resulting lack of student engagement has been cited as one of the key factors that prevents progression and facilitates student drop-out. This workshop will offer a stimulating and interactive demonstration of an innovative, evidence-informed approach to learning and teaching. Delegates will learn about examples of how such an approach could be confidently implemented into existing curricula. Conclusions: Drawing on theories of “learning through play”, the workshop will provide an overview of methods by which the “gamification” of teaching, learning, and assessment in Sport & Exercise Psychology can be achieved. Emerging evidence will be presented to support a pedagogical solution which has potential in both scope and longevity.

Objectives This study aimed to address voids in academic literature by exploring the consequences of performance expectations from the perspective of a retired athlete. Methodology An instrumental case study was used to capture the experiences of a retired female athlete who had been exposed to performance expectations throughout her career. Six conversational life story interviews were conducted with the athlete and the data were represented in two portrait vignettes. Results The vignettes provide a rich and holistic account of the participant’s experiences of performance expectations. Salient points that are detailed throughout the vignettes include: i) the consequences (e.g., fear of failure, perceptions of pressure, magnification of intrapersonal expectations) of media expectations for the athlete; ii) factors that the athlete perceived to influence the consequences of media expectations (e.g., the amount of media attention received); iii) the cumulative consequences (e.g., nausea, lack of perceived control, butterflies) of interpersonal expectations from multiple perceivers (e.g., the media, coaches, the public, opponents); and iv) the presence of a fear culture associated with expectations, which had ramifications for the athlete’s well-being and their ability to talk about their experiences. Conclusions This article offers a novel insight to the multi-modal consequences of performance expectations for an athlete, the dominant role that the media played in shaping the athlete’s experiences, and the athlete’s inability to disclose her experiences of expectations. Stakeholders are encouraged to develop their own meanings, interpretations, and evaluations of the vignettes, and apply their interpretations to policy and practice.

Objective: To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour. Design: Systematic review. Data sources: PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. Eligibility criteria for selecting studies: Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias. Results: Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies. Conclusion: Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies. PROSPERO registration number: CRD42017070981.

The purpose of this study was to understand how performance expectations conveyed within print and digital media manifest and how these expectations are reported at specific time points (i.e., before, during, and after a major sporting event). A total of 9,236 media reports were analysed using inductive content analysis, each of which made reference to one of eight Great British athletes (Mage = 23.00, SD = 2.67 years) who competed at the London 2012 Olympic (n = 4) or Paralympic (n = 4) Games. The results highlight that the media regularly reported content associated with performance expectations of high-performance athletes before, during, and after the 2012 Games. The formation of these expectations appears to be an evolving process that is subject to change dependent on athletes’ previous performances. Factors that were highlighted by the media as influential in athletes meeting performance expectations included the athlete’s ability to cope with pressure and the home advantage. The media’s response to athletes’ performance appeared to differ according to whether or not the athlete had achieved the initial expectation. The findings also suggested that expectations were related to the athlete’s support staff (e.g., coaches) as well as the athletes. These results indicate that performance expectations of athletes are a key focus of media reports ahead of a major competition, and that these expectations are likely to influence the content presented within the media reports. The results also demonstrate the importance of performance expectations to key stakeholders (e.g., coaches, sport psychologists, athletes) within high-performance sport.

The purpose of this article is to provide a descriptive and reflective account of the multidisciplinary support (i.e., nutrition, physiology and psychology) provided to a 40-year-old male client entering the Marathon des Sables (MdS) for the first time. Reflections will be provided from client and practitioner perspectives. An initial assessment phase, consisting of intake interview (e.g., initial introductions and contracting), sport analysis and client needs analysis (e.g., nutritional requirements for training/racing; performance profiling and physiological testing), was conducted 16 weeks prior to the race to identify key priorities and inform support provision. Professional codes of ethics and conduct (e.g., British Association of Sport and Exercise Sciences [BASES], British Psychological Society [BPS] and Sport and Exercise Nutrition Register [SENR]) were consistently adhered to. Institutional ethical approval to use case study data for research purposes was obtained retrospectively. “Priority areas” (e.g., fitness and mental endurance) and “unknown aspects” (e.g., heat/hydration, nutrition and tent-mates) of race preparation and completion were initially identified. Based on this information, a programme of client-tailored support consisting of psychological skills training (e.g., goal-setting), dietary analysis (e.g., completion/evaluation of diet diaries) and physiological testing (e.g., heat chamber trials to monitor fluid balance and sodium loss during treadmill running) was provided. “Unknown aspects” became particularly salient for client and practitioners following a serious ankle injury sustained by the client within the first month of the support programme. Despite intentions to provide an interdisciplinary support programme, a predominantly multidisciplinary approach was adopted. Furthermore, in the face of limited time and availability, the support team employed a largely clientled consultancy approach (i.e., client empowered to take responsibility for decision-making and problemsolving). Client feedback (e.g., “cautious confidence” about hydration/nutrition, adapting overall race goal to “complete” rather than “compete” and being able to draw on previous experiences of dealing with unfamiliar scenarios) indicated that the consultancy approach was successful in facilitating client involvement in developing appropriate race strategies. Although the support team did not accompany the client to the race venue, remote support (i.e., online messages) was provided throughout the race. During a debrief interview conducted 3 days postrace, the client reflected on the sense of “reassurance” which the support programme had provided en route to achieving his adapted goal of race completion. This case study provides an account of the multidisciplinary support offered to an ultra-marathon debutant over a short yet turbulent timeframe. Reflections on the challenges, successes and learning experiences encountered during the support programme demonstrates that developing the ability to adapt to novel and unexpected circumstances represents an important challenge for both clients and practitioners alike.

The Marathon Des Sables (MdS) is a multistage ultra-endurance footrace across the Sahara Desert. Event organisation supplies rationed water (9 L · day–1) but entrants must provide and carry a minimum of 2000 kcals · day–1 selecting provisions best suited to personal needs, health, environmental conditions, weight and backpack preference. This case study account details pre-race nutritional planning and preparation of a 40-year-old, recreationally trained but occupationally sedentary male client. The purpose of collaboration was to develop nutritional strategies to support training, alongside an event food plan that adhered to race regulations and maximised energy delivery within a client-determined backpack food weight allowance of 5 kg. The client (body mass 83.7 kg) self-referred 16 weeks prior to the event. Following initial assessment and dietary analysis, a nutrition intervention was designed to sustain training. Total energy requirement (TER) was predicted using basal metabolic rate and a physical activity level of 1.7 (2934 kcal). Nutritional targets were set based on American College of Sports Medicine (ACSM) guidelines; carbohydrate (CHO) 6–7 g · kgBM–1 · day–1, protein 1.2–1.7 g · kgBM–1 · day–1, fat 20–25% TER. A tailored event food plan was formulated and trialled pre-race. Post-race debrief occurred 3 days following completion. Initial assessment identified the need to shift the balance of CHO (mean intake 305 g, target 502–586 g) and protein (mean intake 192 g, target 100– 117 g) contributions to TER to support training. With emphasis placed on recovery nutrition strategies, an augmented CHO intake was advised as training duration increased. The client was taught to self-manage through the use of simple CHO content of common food resources. In respect of the event plan, using the limits of his own knowledge and generic information provided on the race website, the client had set a minimum target daily energy intake equivalent to 3000 kcal · day–1 using a range of freeze-dried meals and snack foods and sought the practitioner’s expertise to optimise energy availability of race provisions resulting in a mean energy and macronutrient profile of 3082 kcal, 389 g CHO, 110 g protein, 132 g fat. Post-race debrief indicated the intervention provided reassurance through the process of negotiation and practitioner expertise in accommodating the client’s taste preferences to formulate an event plan that was “fine-tuned” to safeguard product durability in extreme heat offering sufficient variety ensuring palatability and consumption. With the growing popularity of ultra-endurance events and the associated time and financial commitments of participants, this case study highlights the success of individualised nutrition strategies to facilitate performance and build client confidence in race completion.

The Marathon des Sables consists of 5.5 marathons in 6 days, while competitors are required to carry all food and living provisions in temperatures exceeding 50°C. Competitors may undertake sports science support prior to the event, likely to focus on hydration strategies due to the extreme heat of the event and the association with dehydration and potential hypernatraemia or hyponatraemia. Despite this, no data exists to aid practitioners when supporting clients running the Marathon des Sables. The purpose of the support was to educate a 40-year-old recreationally trained male client on the effect of running speed and rucksack weight on fluid loss, Na+ loss and blood[Na+] change during exercise in the heat. The client completed five trials, manipulating running speed and rucksack weight: 6.0 km h-1 (0 and 10 kg), 10.0 km h-1 (0 and 10 kg) and 8.0 km h-1 (7.5 kg) in a heat chamber (40°C and 20% relative humidity) for 30 min on a motorised treadmill. Ad libitum water intake was permitted (measured via mass change of drinks bottles) and body mass (BM) was determined pre- and post-exercise. Sweat patches were worn during exercise and analysed for [Na+]. Blood[Na+] was also measured preand post-exercise. Fluid loss was calculated (BMpre (kg) – BMpost (kg) + fluid intake (kg)) and estimations of fluid loss at various ecologically valid running speed and rucksack weights were calculated. Na+ loss was calculated based on [Na+] and fluid loss. Institutional ethical approval to use case study data for research purposes was obtained retrospectively. Fluid loss was 0.54 L h-1 at 6.0 km h-1 (0.0 kg), 0.94 L h-1 at 6.0 km h-1 (10.0 kg), 1.22 L h-1 at 10.0 km h-1 (0.0 kg) and 2.12 L h-1 10.0 km h-1 (10.0 kg). There was a strong significant positive relationship between fluid loss and sweat[Na+] (r = 0.966, P = 0.034) and a strong negative relationship between fluid loss and ?blood[Na+] (r = -0.776, P = 0.269). Estimations of potential fluid and Na+ deficits at the end of the day, dependent on the duration of stage, running speed and rucksack weight, were presented to the client. The physiological responses during this support were normal: increase in FL versus increase in running speed and rucksack weight and an increase in sweat [Na+] versus an increase in fluid loss, due to a reduction in Na+ reabsorption in the sweat gland duct (Cage and Dobson, 1965, Journal of Clinical Investigation, 44, 1270–1276). Despite the known findings, the client reported that the support was sufficient to provide confidence in his hydration strategy and an increased awareness of pacing, thus completing the Marathon des Sables safely without developing debilitating dehydration, hypernatraemia or hyponatraemia. D1.

An increase in the number of students entering higher education has intensified the need for 26 targeted strategies to support a wider range of student requirements. Current research suggests 27 that emotional intelligence (EI) may be associated with academic success, progression and 28 retention in university students but the use of EI screening as a prospective measure of success 29 requires further investigation. This study evaluates the utility of prospective EI screening to 30 predict progression rates, mean grades, attendance and online engagement in a sample of first 31 year undergraduate students enrolled on the same degree programme (n=358). A supportive 32 text messaging intervention was employed during potentially stressful periods of the academic 33 year in a subsection of participants (n=60) that demonstrated low total EI scores relative to the 34 cohort. Results showed no effects of EI classification on progression rates, mean grades, 35 attendance and online engagement (all P>0.418). Alternatively, the text messaging intervention 36 was associated with significant improvements compared with a matched control group for 37 progression rates (P=0.027), mean grades (P=0.026) and attendance (P=0.007). The frequency 38 of access to the virtual learning environment also tended to be higher in the intervention group 39 compared with the control group (P=0.059). In conclusion, this study did not identify any 40 benefits of EI screening as a prospective indicator of student success but provides encouraging 41 indications that a text messaging support intervention could help to improve progression rates, 42 mean grades, attendance and online engagement in first year undergraduate students. Further 43 research is warranted to develop these proof-of-concept findings.