Reflections on decolonisation and enhancing inclusion in undergraduate teaching of sport and exercise psychology.

Saved in:

Bibliographic Details
Title:	Reflections on decolonisation and enhancing inclusion in undergraduate teaching of sport and exercise psychology.
Authors:	Runswick, Oliver R., Hashmi, Salim, Waeerkar, Juhi, Twumasi, Ricardo
Source:	Sport & Exercise Psychology Review. Sep2022, Vol. 17 Issue 2, p46-55. 10p.
Subjects:	Sports psychology, Modularity (Psychology), Sports psychologists, Applied psychology, Decolonization
Abstract:	Sport and exercise psychologists work with a diverse range of client groups, but there is a need to promote cultural understanding in our training pathways and work toward the development of more diversity among the practitioners themselves. We need continually work on decolonising and enhancing inclusion in our undergraduate teaching and ensure that students can see that ours is a profession for anyone. This article includes reflections on this process, focusing on a third-year applied performance psychology module led by an academic aiming to learn more and make positive changes. The article outlines the steps taken, including understanding a new evidence base and seeking input from lived experience from a former athlete who now delivers teaching in psychology. Changes made to the module are discussed, including the addition of taught sessions on how on working with performers who may have faced discrimination based on race, gender, sexual orientation and impairments. The article finishes with reflections from a student who recently completed the module and has begun to pursue a career as a sport and exercise psychologist. The authors hope that this article will provide some simple and useful ideas for others to enhance diversity and inclusion in their own teaching. [ABSTRACT FROM AUTHOR]
	Copyright of Sport & Exercise Psychology Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	Sport and exercise psychologists work with a diverse range of client groups, but there is a need to promote cultural understanding in our training pathways and work toward the development of more diversity among the practitioners themselves. We need continually work on decolonising and enhancing inclusion in our undergraduate teaching and ensure that students can see that ours is a profession for anyone. This article includes reflections on this process, focusing on a third-year applied performance psychology module led by an academic aiming to learn more and make positive changes. The article outlines the steps taken, including understanding a new evidence base and seeking input from lived experience from a former athlete who now delivers teaching in psychology. Changes made to the module are discussed, including the addition of taught sessions on how on working with performers who may have faced discrimination based on race, gender, sexual orientation and impairments. The article finishes with reflections from a student who recently completed the module and has begun to pursue a career as a sport and exercise psychologist. The authors hope that this article will provide some simple and useful ideas for others to enhance diversity and inclusion in their own teaching. [ABSTRACT FROM AUTHOR]
ISSN:	17454980
DOI:	10.53841/bpssepr.2022.17.2.46