Tagged / sports coaching

Ways of Seeing Sport Coaching Violence – a unique interactive installation

On Monday 4th November 2019, as part of the ESRC festival of social science, Dr Emma Kavanagh and Dr Adi Adams (Faculty of Management) alongside final year sport student Terri Harvey, curated and hosted an arts based installation to showcase their research on inter-personal violence in sport. The event adopted an innovative, immersive, sensory art-based method not traditionally utilised in sport coach education (but widely used in other ‘caring’ professions) to bring their research knowledge to life and allow coaches and other practitioners to engage with data in a dynamic manner. This was achieved through re-presenting research data collected by the BU academics in audio and visual forms.

Abuse, intimidation and violence in sport and coaching remains a significant global problem. In 2017 the British Government published the Duty of Care in Sport Review, sharing the findings of a critical inquiry into the culture and climate of elite sport in the United Kingdom. High performance sport came under significant scrutiny linked to a number of high profile accounts in the media that raised serious questions concerning the safety of elite sporting spaces and the threats they can pose to athlete welfare. Allegations of bullying, racial, sexual and gender abuse alongside other forms of discrimination have been made across Olympic and Paralympic sports. This ESRC event provided an opportunity to engage practitioners in debates surrounding the safety of sporting spaces as a way of promoting the duty of care in practice.

The event brought to life qualitative social science research data, currently available to academics through peer-reviewed journal articles through the production of an immersive arts-based installation. The data was used to enable those who attended to see/hear/feel and confront the contemporary issue of inter-personal violence in the world of sport coaching, from the perspective of ‘others’. The event aimed to bring sport coaches (and other practitioners) together around a shared concern/problem in the sport industry, with the aim of inspiring awareness, understanding, empathy, care and practical solutions to reducing interpersonal-violence. An arts and media-based approach is often adopted in the education of other ‘caring’ professions engaged in complex, difficult, ‘social’ and emotional work (e.g. nurses, medical practitioners, social workers, palliative care workers), yet has gained limited application in the sporting profession.

 

The event attracted significant attention from external practitioners, students and local organisations. Participants moved around and shared the immersive space with others, experiencing the ‘felt difficulty’ (Trevelyan et al., 2014) of ‘what it feels like’ to experience violence and intimidation as a participant in sport. It is anticipated that experiencing this ‘felt difficulty’, provoked by engaging with material that is ‘perplexing’ or ‘disorientating’ has the potential to provide a platform for coaches to reflect authentically on and transform their own practice. The impact of attending the installation is currently the topic of Terri’s dissertation and the team are excited to understand more about how participants experienced the event.

The event would not have been a success without the support of the ESRC team and, in particular, Adam Morris who helped drive the installation forward. In addition, thanks goes to the sport students who volunteered on the evening and actively engaged in the project through ‘becoming voices’. All of these people shared one passion; making sport a safer space for all those who participate in it.

Fusion Investment Fund: Neuroscience has found that emotions are a primary factor in learning to change behaviour: A project to apply and study these findings in many areas of practice (for example, public health, sports science, youth work, neurological rehabilitation, special education, and potentially many others).

Fusion, Fusion Investment Fund

 

We were very fortunate to receive Fusion funding for our collaboration between colleagues and students in Health and Social Sciences, Sports Science, and a variety of external practice partners. Essentially the funding will enable us to obtain psychophysiological recording equipment to be used to measure emotional responses in a wide variety of learning and training settings. Below is a screenshot of a typical recording from this kind of equipment.

 

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Huge progress has been made over the last couple of decades in our understanding of emotion and feelings. A compelling conclusion from this enormous body of work is the primacy of emotion in how we operate in the world. Darwin knew this, as did Freud, but many still cling to the notion of the achievements of homo sapiens (“wise man”!) as founded on cognition and rational thinking. For them, feelings are a vestigial remnant of our evolutionary past, not dissimilar to the appendix – no longer having any purpose, and also potentially a threat to our well being.

Affective neuroscience completely opposes this so-called rational approach: emotions and feelings guided our survival in our evolutionary past, but the big news is that they still do! Accumulations of theory and research from fields such as affective neuroscience, positive psychology, and health psychology support this simple but crucial switch in emphasis. Some everyday practice reveals the primacy of emotion, for example emotionally skilled doctors tend to bring about better health outcomes for their patients, children are taught to pay attention to their ‘uh oh’ signs (involuntary emotional responses of sweaty palms and heart beating faster) to keep them safe. So emotions are not the redundant and fickle “appendix” of our behavioural systems, but in fact are their driving force.

Despite an array of pragmatic findings about the way emotions and feelings work, this largely ‘pure’ body of neuroscience has not been directly applied to any particular field of practice. This project aims to correct that omission. The applications of affective science to how we learn and change our behaviour are potentially enormous, as the physiological emotional measures offer a straightforward ‘window’ into the person’s emotional responses.

The Fusion funding enables us to build on one of the applications, through running a study developing a previous pilot. This will be based on a form of training using natural horsemanship that has been demonstrated to be very successful in behaviour change for young offenders and young people who do not engage with school. This is an example of what it looks like (thanks to TheHorseCourse for the picture):

 

TheHorseCourse picture

 

The equipment, and experience gained through carrying out the initial study, will also allow for projects with other practice partners to go ahead, for example, work with people with acquired brain injuries, and children with profound learning disabilities. If any of this interests you, please get in touch with Sid Carter or Emma Kavanagh, and we’d be glad to tell you more.