• “All roads lead to Rome”, but “Rome wasn’t built in a day". Advice on QSEP navigation from the ‘Roman Gods’ of assessment!

      Eubank, Martin; Holder, Tim; Lowry, Ruth; Manley, Andrew; Maynard, Ian; McCormick, Alister; Smith, Jenny; Thelwell, Richard; Woodman, Tim; Lafferty, Moira E.; et al. (British Psychological Society, 2019-09-30)
      This article aims to explore assessors’ observations and experiences of QSEP in relation to trainee competence development and demonstration, and help QSEP trainees and supervisors to identify some of the potholes in the road and consider ways to avoid them. Specifically, assessors have written a short review of their QSEP observations and commentary about what they want to see more of in the future. Their views are forthright, but given in good faith in the spirit of providing advice to candidates, and guidance to supervisors, about the nature and scope of QSEP submissions.
    • Becoming part of the team: Female student athletes’ engagement in initiation activities.

      Lafferty, Moira E.; Wakefield, Caroline; University of Chester; Liverpool Hope University (Human Kinetics, 2018-06)
      The aim of the present research was to explore female student athletes’ participation in initiation activities specifically to examining whether activities in the United Kingdom followed similar trends to those reported elsewhere. A sample of eight female athletes, representing both traditional and non-traditional team and individual sports (M age = 20 years 3 months, SD = 1 year 3 months) who met inclusion criteria of having taken part in an initiation ceremony consented to participate in a semi structured interview. Thematic content analysis resulted in the emergence of six higher order themes represented by two general dimensions, the initiation event and initiation outcomes. Findings indicated that female student athletes’ initiation activities encompassed discrete stages as they moved from team newcomer to accepted team member. Of particular concern is the direct and indirect role of alcohol within these events and the health and behavioural risks.
    • Chapter 5 Film: Using secondary data as a mechanism to support student learning

      Lafferty, Moira E.; University of Chester (Routledge, 2017-05-02)
      INTRODUCTION This chapter introduces readers to the concept of using feature films as a method for seminar tasks, formative and summative assessment within the social sciences. Drawing on personal experiences, reflection and student feedback examples are given as to how feature films have been used in a final year undergraduate sport psychology module. I begin by charting my own journey discussing how I came to use feature films in assessment. I identify the key literature which provided the evidence base for the task development and review the benefits and caveats to such an approach. Finally, along with a flow chart to help guide those who may wish to use the technique I comment on some future uses of the approach within assessment.
    • An exploration of male student athletes’ engagement in initiation activities.

      Lafferty, Moira E.; Wakefield, Caroline; University of Chester; Liverpool Hope University (Taylor and Francis, 2017-11-14)
      Despite a zero tolerance approach by the National Union of Students, British Universities and Colleges Sport, and higher education institutions initiation ceremonies still take place as a means of welcoming new members to sporting teams (Lafferty et al. 2016, International Journal of Sport and Exercise Psychology). With the majority of research focused on North American and Canadian sport relatively little is known about initiation activities in a United Kingdom context, or why athletes engage in such behaviours. Waldron and Kowalski (2009, Research Quarterly for Exercise and Sport, 80, 291-302) have suggested that engagement could be explained by over conformity to two elements of the sport ethic model (Hughes and Coakley, 1991, Sociology of Sport Journal, 8, 307-325), namely making sacrifices and striving for distinction. Therefore, the aim of the present research was to examine the nature of initiation activities in male university sport players and explore whether emergent themes mapped to the sport ethic model. Following institutional ethical approval information advertising the study was sent to sporting societies at several higher education institutions. Athletes who met the inclusion criteria of having participated in an initiation ceremony were invited to contact the research team. This random purposeful sampling approach (Patton, 2002, Qualitative evaluation and research methods (3rd Ed.).California: Sage) resulted in a participant sample of 19 male athletes (mean age: 20.4 ± 1.5 years) representing a range of sports. After giving informed consent each athlete participated in a semi-structured interview lasting between 35 -50 min. All interviews were recorded, transcribed verbatim, and analysed through a two phase procedure of data organization and interpretation following established thematic analysis guidelines (Braun and Clarke, 2006, Qualitative Research in Psychology, 3, 77-101). Results were captured within two dimensions, the initiation and outcomes representing 6 and 2 themes respectively. Within these dimensions emerging themes of the group structure and hierarchy, shared experiences, coercion, initiation challenges, health risk behaviours through alcohol consumption, and feelings of being a team member mapped to the four areas of the sport ethic model in contrast to the work of Waldron and Kowalski (2009). These findings suggest that there are both similarities and differences in initiation activity engagement of UK student athletes compared to the United States. Furthermore, the highlighted differences in over conformity to the sport ethic model suggest that intervention development to deter participation in initiation activities should be context and culturally specific.
    • “For the love of the game”: The hidden mental health consequences of sport teams’ initiations

      Lafferty, Moira E.; Wakefield, Caroline; Ryan, David; University of Chester, Liverpool Hope (British Psychological Society, 2017)
      Abstract: Objectives: Initiations events, often referred to as welcome activities, are commonplace traditions in many sports teams. The short and long-term impact on the mental health of initiates, initiators and bystanders has been a focus of recent research attention. The present study aimed to explore the initiation experiences of UK student athletes and the subsequent effect on well-being. Design: Cross-sectional qualitative design using retrospective interviews. Methods: Sixteen sport team members were recruited through purposive sampling. Semi-structured interviews were conducted exploring participant experiences of welcome activities in their university sport teams. Results were transcribed verbatim and analysed using thematic analysis. Results: Six themes emerged from the data. These were: rite of passage; challenges; rules; reputation; persuasion and hierarchy. These themes were mapped onto the non-relational maltreatment conceptual framework that includes physical, social and emotional elements of bullying. In contrast to U.S. based studies, the results indicated that social bullying was the most prevalent, followed by emotional, and finally physical bullying. Conclusions: The study highlighted the occurrence of physical, social and emotional bullying during the initiation activities of sports’ teams. Furthermore, reference was made to the natural time progression in university sport that perpetuates the cycle of bullying and establishes the initiates as future initiators. For initiates who successfully negotiate the events, the effects of the bullying are minimised. However, for some this bullying can have serious mental health impacts both in the short and long term, whilst the challenges and risk behaviours may threaten the broader well-being of all involved.
    • In the face of adversity: Resiliency in winter sport athletes

      Brown, Hollie; Lafferty, Moira E.; Triggs, Carmel; University of Chester (Elsevier, 2015-02-07)
      Objectives.- To explore winter sports athletes' experiences of adversity within their sporting careers. Methods.- Data were collected from semi structured interviews with seven British elite winter sports athletes (mean age =23.1 years, SD =2.4), representing a range of winter sport disciplines. Results.- Twelve general dimensions emerged, serving to support the pioneering conceptual model of sport resilience, and emphasizing the role previous experiences of adversity have on the acquisition of resilient qualities. Conclusions.- The findings from this study have the potential to inform applied sport psychology practice. Specifically regarding the development of a ‘resiliency package’, which could aim to protect athletes from maladaptive and/or dysfunctional responses to adversity, and encourage adaptive and resilient reintegration.
    • “It’s not just part of my life, it is my life”: The paradoxical identities of a community judo coach

      Ryrie, Angus; Lafferty, Moira E.; Liverpool John Moores, University of Chester (Manchester Metropolitan University Press., 2019-12-31)
      The aim of this chapter is to explore coaching identities and present a case study that captures the everyday realities and multifaceted roles a community judo coach undertakes. In doing so, it provides a platform to explore and discuss the identities exhibited; evaluate practice within contextually different settings to present a realistic appraisal of coaching in the “field.”
    • Many Roads Can Lead to Rome – Supervisors perspectives on successful supervision and the challenges.

      Lafferty, Moira E.; Hemmings, Brian; Katz, Jonathan; Cunliffe, Matthew; Eubank, Martin; University of Chester, University of Greenwich, Liverpool John Moores University (British Psychological Society, 2019-09-30)
      The article focuses directly on the stories of supervision and supervision in practice at the micro level by drawing on the views and experiences of three supervisors, two (Brian and Jonathan) with numerous years supervisory experience and one newly qualified supervisor (Matt). Brian and Jon, supervise their QSEP candidates through a combined group and individual supervisory programme in contrast, Matt adopts an individual approach with all his supervisees. In the remainder of this article, these three supervisors present their thoughts and personal experiences on three core areas, developing the supervisory relationship, challenges to supervision and the concept of continued development as a supervisor.
    • A personal journey of a long and winding road to Professorial status: An alternative pathway and the challenges, trials and tribulations.

      Lafferty, Moira E.; University of Chester (Springer: Palgrave, 2019-11-01)
      For many years, the awarding of a professorial title was seen as a realistic objective and target for those with a substantive international portfolio of research publications and grant income success. With the changing landscape in Higher Education and a drive within the UK for Universities to show much more social responsibility and engagement we are beginning to see much needed change. In this chapter, I reflect on my personal journey to professorship and how my numerous experiences and diverse portfolio of activity finally came together to have personal and professional meaning. In telling my story, I am to raise awareness of the numerous challenges I encountered as a female, from my early years entering higher education through to my professorial application and beyond. I also reflect on my thoughts and feelings and provide ideas about what we can do to help more women thrive and succeed within academia.
    • The views of the few or the voices of many: Methods of exploring leadership roles through alternative approaches within Higher Education.

      Lafferty, Moira E.; University of Chester
      In the following chapter I begin by discussing the changing landscape in higher education and argue why “leadership” is an important part of every academic’s journey. I discuss why we need to challenge traditional views of leadership and critically how we need to explore individuals’ views and reflections on their own leadership journeys. Furthermore, I will critically reflect on how we need to adopt different research methods to allow leadership journeys to emerge with a focus on the use of Q-methodology and why such approaches allow not only the emergence of understanding but can serve a dual purpose and contribute not only to a global understanding but also an individual’s personal development.
    • ‘We do it for the team’ - Student athletes’ initiation practices and their impact on group cohesion.

      Lafferty, Moira E.; Wakefield, Caroline; Brown, Hollie; University of Chester, Liverpool Hope University, Napier University (Taylor & Francis, 2016-01-05)
      Hazing, or inappropriate initiation activities, are a well-documented occurrence within university sport team societies. This study examined the occurrence of initiation activities in relation to team cohesion. 154 participants completed the Group Environment Questionnaire and the Team Cohesion Questionnaire in relation to initiation activities at their institution. Results revealed that athletes were more aware of appropriate than inappropriate initiation activities, with males being aware of a higher occurrence of inappropriate activities than females. Results were also analysed by sport type, revealing that interactive team sport players recorded higher hazing scores than co-acting players. With regard to cohesion, no significant relationship was found between hazing and cohesion suggesting the notion that initiations enhance cohesion in sport is untrue.
    • The Working with Parents in Sport Model (WWPS-model): A practical guide for practitioners working with parents of elite young performers

      Lafferty, Moira E.; Triggs, Carmel; University of Chester (Taylor & Francis, 2014-07-15)
      In this paper we introduce the Working with Parents in Sport Model (WWPS-Model), which highlights key areas applied practitioners can use to inform their practice with regard to the development and implementation of support programmes for parents/guardians of elite junior athletes. The stage approach and nature of the model, which is accompanied by practical checklists, are all intended to serve as a valuable resource to both the experienced professional and the neophyte practitioner about to engage on the applied practice journey within an elite junior sporting environment.