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Do images of tables and flow charts count towards the word count? Such as the pre and post psychological flow charts you provided for us in the lecture?

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Do images of tables and flow charts count towards the word count? Such as the pre and post psychological flow charts you provided for us in the lecture?

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CP: No

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As some papers are dated in 1998-2010 could a critique be that the papers are old and statistics could be fairly different to the statistics suggested in these papers?

CP: You could certainly make the point that the only data we have is x years old now.

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Are we able to use the Ibid citation if referring to the same source?

e.g. "....their [lack of] ability to perform to the standard they were prior to the injury (Podlog, 2005). Podlog (2005) further identified that athletes can experience deadlines during their recovery process, such as deadlines to return to specific competitions or games (Ibid). "

CP: Yes.

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I’m really interested in including PTSD in my assignment but I’m unsure what section I can fit it into and how much it would contribute? I’ve done lots of wider reading surrounding ptsd and sport and I was wondering if this would be relevant

CP: We used the example of military vets with PTSD taking part in a surf project to demonstrate how resilience was cultivated in a group setting via outdoor activity. Certainly include it where relevant to your book chapter, but remember that this is not a book chapter about PTSD per se.

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Do our image citations count towards the word count?

CP: The reference list at the end of your book chapter isn't included in the word count, but everything within the text is.

If you mean the text that you put immediately under a figure / table to explain what it is (e.g. "Figure 1: Self-Determination Theory Continuum") - then you don't need to include that.

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On your slides, you have quoted Pope (1993) "87% of therapists report to have experienced erotic attraction towards clients", however there is no reference and I can not find it.

CP: Well spotted! The citation is from this paper https://www.tandfonline.com/doi/pdf/10.1080/10413200701314003 (p.256) also by Mark Andersen.

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Is it ok to explain the theoretical arguments and models through case studies? In the resilience section, I want to explain Morgan, Fletcher and Sarkar's characteristics of team resilience through a particular example, but is this what you want? Thanks.

CP: Applying theory to real life situations is a good thing to do, but just ensure you are still working closely to the theory. You might explain the theory a bit and then demonstrate it in action using a practical example (which might be a case study), but just take care not to end up putting all of the emphasis on describing "the case" and forgetting to unpack the theory and how it's working.

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Hello,
Where on moodle could I find more information on the narrated powerpoint recording we have to do?
Thank you

CP: There is a link uploaded to a dropbox file under 'Resilience II' (Session 7) - or refer to the emails that were sent out around this time. It has been there since 19th March!

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Please could you provide a link to Sigmund Freud's Psychodynamic theory you mention in session 8, it doesn't seem to be on the internet and isn't available in the library. Thanks

CP: You are not required to go into this (hence why we didn't in the lecture). There is some background in the book chapter set around it and that's as much as you need to know. It's more a matter of providing context to the approach Mark Andersen was taking. Certainly not looking for a paragraph about this theory in your assignment.

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Do we need to cover team and individual resilience - theres so much to write about

CP: We can discuss this during the lecture.

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Please could you clarify what the term practice means, as I am not sure how to write the overview of this section? Thank you

CP: We can discuss this during the lecture.

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Do we need to include content from all 3 practice lectures? if so, would you mind running through athlete activism on Monday? I dont fully understand the content :)

CP: We can discuss this during the lecture.

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Could women coming forward and speaking about their experiences of abuse and harassment following the "Me Too" campaign be argued to be a form of athlete activism?

CP: I'd be interested to know your thoughts on this. What do you reckon? Is this an example of people speaking up / out for the purpose of social good?

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I am trying to find the reference to this but i cant find it anywhere

“individuals knowledge that he/she belongs to certain social groups together with some emotional value and significance to him/her of this group membership” (Tajfel, 1972. p. 292)

CP: This is a direct quote from Tajfel in his 1972 article. Full details of the paper are likely to be in one of your set readings (see reference list) as this was a pivotal piece of work. Remember that when you write your coursework, you should only reference work that you have read. Otherwise, it should appear as a secondary citation. Refer to referencing guidelines provided in study skills.

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How would you reference the IOC's consensus statement on sexual harassment?
https://www.olympic.org/news/ioc-adopts-consensus-statement-on-sexual-harassment-and-abuse-in-sport

CP: Please refer to Bath referencing guidelines (available from the library and on the social science moodle hub) for information on referencing style.

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Is there a specific definition of psych transitions you want us to stick to i.e. transitions away from sport, transitions back from injury? or is there free reign to explore whatever definition of transition with wish with respect to the lecture material?

CP: Transitions and adjustment in broad sense.

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Whats the Reference for Frank, 1995 that is used in the first week lecture slides ?

CP: The reference is to a book entitled 'The Wounded Storyteller' by Arthur Frank. The book is in the library and full details of the publication can be found in the library catalogue.

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Could you provide reference to:

Appropriate touch allows inappropriate touch to be recognized (Hewitt, 2010).

CP: The 2010 reference is to a blog, which is no longer accessible online. However, Hewitt's slightly earlier work (2007) makes the same point. Have a read and if you think appropriate, this could be used as an alternative:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.689.5039&rep=rep1&type=pdf

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Do we have to talk about concussion? Or if we have gone into lots of detail about retirement from sport and other injuries, is this ok?

CP: The precise content of your sections is part of the task in that you must decide what to include and not to include. I am expecting to see a significant amount of material from the Unit included and depth of knowledge demonstrated - but the chapter does not have to focus exclusively on this. Indeed one of the statements on the marking criteria (which you should familiarise yourself with) notes the student's ability to engage in additional learning beyond the lecture - this could relate to additional readings or a specific topic you'd like to incorporate and that you feel fits.

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is this practice section designed to show the contemporary issues of practitioners such as sexual harassment. or is it there to apply the ideas of resilience into examples

CP: Of course, you could draw parallels, but to avoid repetition, my suggestion would be to write about resilience within the 'resilience' section.

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What do we need to say about the sport injury response model, and how much detail do we need to go into?

CP: This is your call. It's not appropriate for me to tell you exactly what you need to say and how much you need to say about it. This verges too close to me dictating the content of your book chapter. Happy to hear your own thoughts on this during Mondays session.

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In the topic of transitions do we need to talk about methods to deal with psychological responses of injury or is it okay just to talk about what the responses are?

CP: The precise content of your sections is part of the task in that you must decide what to include and not to include (demonstrates your ability to identify relevant and less relevant material in response to a task). What might help here is to ask what YOU would find useful if you were reading this book chapter.

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Are we focusing our explanations referring to elite or non-competitive sport? Or can it be a mixture?

CP: Can be mixture.

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Do we have a heading of sexual attraction, then explain  touch, harassment and client/psychologist etc?

CP: I'm not entirely sure what you're getting at here and suspect this warrents a face to face conversation. Please see me on Monday. See response above re being unable to dictate specific content.

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I am really unsure of what topics we can include in each section (e.g. transitions, resilience and practice). Do we then have a heading for each and explain them all completely separately? Please can you provide a few examples that we have covered in the lectures that fit in each of these categories?
CP: Please come and discuss this with me during the lecture time on Monday.

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Is there any spare lecture time where you would briefly be able to go through resilience as I am slightly confused and not really sure what to include within the assignment?
CP: Happy discuss during the lecture. Revisit your lecture slides and essential and desired readings (n=5) to identify content from this section of the Unit (examples include Mental Fortitude Training, manipulating environments to enhance resilience, surf programs to enhance resilience among military vets with PTSD, social identity theory... etc.)

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As it's a chapter from a learning guide are we allowed to use different colours of text and shapes filled with colour ?
CP: Yes - don't overdo it though. Black text on white background is always the easiest to read!

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Would it be wrong to place mental fortitude training and mental toughness under the subheading of 'practice' as I feel sexual harassment does not fit with the other content I have chosen for my chapter?

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Would it be wrong to place mental fortitude training and mental toughness under the subheading of 'practice' as I feel sexual harassment does not fit with the other content I have chosen for my chapter?

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CP: I recognise that with a slightly different emphasis, or justification, all of the topics that we've covered could no doubt fall under alternative headings (and even more than one!). However, for the purpose of this assignment I would like you to keep the topics covered within the unit sections (i.e. transitions, resilience, practice) that they've been discussed. If still unclear, we can talk further about this during lecture time.

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How would you like the assignment formatted on the word doc?
CP: Look at examples of book chapters (particularly one's that you find clearly set out and appealing to read) and take inspiration from those. I recognise that you are not working with publishing software and this task is not about "presentation" per se. But, you can still be creative and imaginative within word. Refer to task brief for further guidance.

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If a topic is of great interest (e.g. resilience), is it possible to cover that in further detail, say 1000 words and lose 100 for transitions and practice? Or would you say this is a bad idea as it might not allow for substantial coverage on the other two topics?

CP: 800 words per section is a guide and what you propose above sounds fine. All three areas do need to be represented in some depth within the piece, so I wouldn't encourage say, 200 words total on one section and much larger on the others, but 1-200 words flex could work.

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Could you recommend anything further on the stress-injury response model.

CP: Following up the original paper by Williams & Andersen (1998) that was cited in the lecture could be a good place to start. Here's a link that article: https://www.tandfonline.com/doi/pdf/10.1080/10413209808406375
In addition, you can find a number of more recent papers using or referring to the SI model using a web search that might provide additional info. Try web of science, or google scholar (NB: set a date range for more recent works).

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Would you recommend we write in first person or not?
CP: First person is fine. Ensure you are consistent throughout.

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As we may add in text boxes/images etc, do we still present all the information on a normal word doc or pdf?

CP: Yes. Your assignment will need to be submitted as a word document so include these within the single file.

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Do you wanted us to include everything you covered in your lectures in our assignments?

(e.g. injury and concussion have been covered under 'transitions' but is it okay just to focus on injury as I have found a lot of information that i'd like to talk about).

CP: You will not be able to every single item that we've covered (in sufficient enough detail to demonstrate depth of knowledge etc.) within 3000 words, so part of the skill in this piece (as with all forms of academic writing) is deciding what goes in and what stays out. What to elaborate fully on, and what gets a briefer mention. NB - concussion is a form of injury too!

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Do we just discuss the contemporary issues we have studied in class for each of the 3 sections - transitions, resilience and practice, or do we go further?

CP: I would certainly expect to see a number of the issues that we have studied in class, but wouldn't expect you to necessarily be limited by these if you'd like to incorporate additional examples. However, they must fit with these 3 themes (transitions, resilience, practice - and each theme must be represented). So, for example "retirement from sport" would still fit with the topic of transitions and although we did mention this, we didn't fully unpack it.

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Do we get +/- 10% of the word count?

CP: No.