The Sport and Exercise Scientist Issue 27, Spring 2011 - BASES

The University of Essex Presents:BASES Conference 20116-8 SeptemberFatigue: An Interdisciplinary ApproachFatigue limits the performance of athletes at all levels and is a debilitating symptomin a variety of clinical conditions. BASES Conference 2011 will put fatigue underthe microscope with a series of keynote lectures from physiology, nutrition,biomechanics and psychology experts. Planned symposia and workshops willexplore not only aspects of fatigue, but also topics such as transcranial magneticstimulation, ‘green exercise’, paralympic sport and exercise for health.Confirmed Keynote Presenters:Prof Scott Powers (University of Florida)Peripheral fatigue and the role of free radicalsProf Roger Enoka (University of Colorado)Biomechanical and neuromuscular basis of fatigueProf John Raglin (University of Indiana)The psychometric assessment of fatigueRegistration Fees – Until 1 July (After 1 July):ABSTRACT SUBMISSION ANDCONFERENCE REGISTRATION NOW OPEN.www.bases.org.uk/BASES-Annual-Conference3 day* 1 dayBASES Professional/Affiliate/Overseas/Grad Member £350 (£390) £130 (£150)BASES Student Member £175 (£200) £80 (£90)Non Member £430(£470) £150 (£180)*3 day package includes en suite accommodation and conference dinner at theColchester United Weston Homes Community Stadium.Web: www.bases.org.uk/BASES-Annual-ConferenceContact us - Email: bases@essex.ac.uk Tel: 01206 873326

Life storiesSurviving a rocket attackParalympic hopeful Jon-Allan Butterworth tells his remarkable story of the human spirit and the power of sport.Rocket alleyIt’s the morning of 4 August, 2007. For 24 year old Jon-AllanButterworth, a weapons technician with the Royal Air Force, there isnothing unusual about the start of the day. As far as he is concerned,everything appears perfectly normal. To anyone else however it is afar from normal day, unless of course you are accustomed to wakingup each day on Basra Air Station in Iraq.Jon gets into the same transport vehicle that will take him to thesame area on the base with the same fellow technicians he alwaysworks with. Nobody is saying much as they travel the same routeto work, but then again it’s 6.30 in the morning and the vehicles areapproaching a road notorious for rocket attacks, still within the base.Rocket sirens begin to sound but this is still nothing unusual. Theydon’t call it “Rocket Alley” for nothing. Jon climbs out of the vehicle,clambers down an embankment to its lowest point and lies flat onthe dusty ground. Within seconds Jon can hear the eerie whistling ofincoming rockets as they screech overhead and explode 150 metresfrom his position in the dirt. Just when he thinks the attack is over,another whistling sound. But this one is different.The rocket pierces the ground 5 metres from where Jon is lying.Suddenly things are not so normal, even for Jon. He braces himselffor the blast, not realising that the rocket is literally directly underthe hard earth beneath him. In a split second Jon is lost in a thick,choking dust cloud but he feels no pain so he’s just thankful notto be hurt. He gets up to dust himself off but something isn’t right.A shard of shrapnel has ripped through the inside of Jon’s left arm,tearing out the flesh above the elbow and turning the dusty groundto red.Jon is disorientated and confused when he wakes to find himselfin the military base hospital. It takes a few moments for him torealise where he is and that his left arm has been amputated abovethe elbow. Five days later, having been stabilised he is flown back tothe UK where he would spend 10 days at the Selly Oaks hospital inBirmingham before moving to the Defence Medical RehabilitationCentre at Headley Court. For Jon, life was over despite still beingalive. He couldn’t help but think about those things we all take forgranted and that he would no longer be able to do.“Lost soul”The value of sport as a rehabilitation tool for severely injuredservice personnel was first realised following the Second World Warby Prof Sir Ludwig Guttman, a German doctor working at StokeMandeville Hospital in Aylesbury, Buckinghamshire. Understandingthe power of sport for ‘healing’ both body and mind, Guttmanstarted to organise sporting events for his patients. What began as arehabilitation exercise for wounded soldiers would eventually evolveinto one of the World’s largest multi-sport events – the ParalympicGames. It would also begin to touch the life of an unsuspecting RAFweapons technician who, like so many before him suffered lifethreateninginjury serving their Nation.Much like the early morning of 4 August 2007, there is nothingpeculiar about Jon’s sporting history, although you could describehim as being highly active. At school, he was the typical sporty kidwho played everything on offer including rugby, football and cricket.“Above average” but not exceptional is how Jon describes himself.Perhaps he is being modest but upon joining the RAF, he also tookup Thai boxing and fencing as well as regular visits to the gym. ForJon, losing an arm was not only going to be a significant challengefor daily activities but also for his active lifestyle. He remembers thefrustration and helplessness of not being able to do what he used to.To make matters worse, he would later be moved to an RAF “deskjob” and all the fun and excitement of his previous lifestyle cameto a shuddering halt. In his own words, he was a “lost soul” stuckbehind a desk.An opportunityJon’s introduction to Paralympic sport came at the end of 2007during his residential period at the Defence Medical RehabilitationCentre at Headley Court in Surrey. By this point Jon’s physicalinjuries were beginning to heal and he was already racking up thehours in the gym with the specialist rehabilitation staff. However themonotony of the same daily routine began to irritate Jon, so whenhe was given the opportunity to attend a Paralympic talent day beingheld by the British Paralympic Association, he jumped at the chance.It was here that I first met Jon and I clearly remember him - notbecause of his missing limb (this was perfectly normal given thenature of my role), but because of his efforts on the exercise bikeunder the scrutiny of British Cycling staff. I can recall their eyeslighting up as Jon cranked up the power. Having not seen much talentthat day, there was suddenly a buzz of excitement. For Jon however,the news that he might possess the raw physical ability to become apotential Paralympic athlete was far from inspiring. But why shouldit have been? The physical scars may have healed but Jon was stillbattling his “demons” and undergoing the difficult transition periodfrom traumatic injury to returning to an active life. Paralympic sport,which he still knew nothing about, was simply not a priority for him.It would be some time before he was ready.In March 2008, the Ministry of Defence established a programmeknown as “Battle Back”. Despite Guttman’s efforts, the use of sportin the rehabilitation of wounded service personnel seemed tohave been forgotten, but modern British Forces were once moreengaged in combat with inevitable consequences. The primary aimof Battle Back was therefore to improve and formalise the use of‘adventurous training’ and sport in the aftercare of wounded servicepersonnel in order to aid their return to an active life.Battling backFortunately for Jon, the establishment of the Battle Back programmemeant that he would once again be invited to a talent assessmentevent with British Cycling at the start of 2009. By this time Jon had8 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

“For Jon, life was over despitestill being alive. He couldn’t helpbut think about those things weall take for granted and that hewould no longer be able to do.”adjusted to life with a disability, been inspired bythe 17 gold medals won by British cyclists at the2008 Paralympic Games and completed a 350mile charity bike ride in France. This time he wasready, producing a peak power of over 1,700 Wattswhich resulted in an invite to join the BritishParacycling Talent Team. Paralympic sport suddenlymeant something to Jon and with the supportand backing of Battle Back, he also made the bolddecision to relocate to Manchester and becomea full-time athlete. Initially this was a shock to thesystem, even for someone accustomed to life withthe RAF. It was also a frustrating time for Jon andhis coaches because his raw power on a static bikespoke for itself but reproducing this where it reallymatters on the track was a whole new challenge,particularly without an arm to provide stability andnot to mention the challenge of negotiating tightbends at high speed. A broken collar bone doesn’texactly boost one’s confidence either!Twelve months and another broken collarbone later, things are beginning to click for Jon. Athis first senior international event in May 2010, Joncame away with two silvers. In September 2010at the British National Tack Championships, Jonwon two National titles, obliterating the WorldRecord for the flying 200m time trial (11.105s)Above: Jon in action at the UCIDisability Cycling Grand Prix ofWales 2010Copyright Kelkelwords: Nik DiaperNik Diaper works for the English Institute ofSport as a Talent Identification Scientist. He is aBASES accredited sport and exercise scientist.The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.ukin the process. Unfortunately for Jon the flying200m is not a Paralympic event, but it is surelyonly a matter of time before he finds the seventenths of a second he needs for the 1Km timetrial World Record, which is a Paralympic event.Unsurprisingly, Jon’s ultimate target is the London2012 Paralympic Games and though he is nostranger to challenge, he is fully aware that hisgreatest challenge is perhaps yet to come. Beingpart of a squad that is littered with multiple World,Olympic and Paralympic champions as well astraining alongside the likes of Sir Chris Hoy andVictoria Pendleton probably won’t do his chancesany harm either! And at the time of writing, Jon hasjust graduated from the British Cycling Talent Teamto the Paralympic Academy Programme.Jon’s life changed on the morning of 4 August2007, but perhaps not in the way you, Jon or Iwould initially have thought. Yes, he would giveanything to have slept through his alarm thatmorning, but he can look back now and realise thatin an extraordinarily bizarre way, he has been giventhe opportunity to once more serve his Country.Some might call it fate but perhaps we shouldwait until 2012 to use that word. Either way, theremarkable power of the human spirit and thesheer magic of sport are plain for all to see.9

SpotlightLeft: Ben working in South AfricaCourtesy Julie BennettIn the spotlight: Ben HollissAs the London 2012 Olympic and Paralympic Games loom, andapplied sport science takes its place in the spotlight, we profile thecareers of people who work with Great Britain athletes. In this issueBen Holliss talks about his career as an applied exercise physiologistat the English Institute of Sport.Can you describe your career path?I completed a BSc Exercise & Sport Sciences atthe University of Exeter before studying an MScExercise Physiology at Loughborough University.An internship for a year with LoughboroughUniversity Sport Science Services followed. Mynext move was to combine working part-timeas a physiology technician at the EIS and a PhDin Altitude Training/Endurance Performance(sponsored by Sporting Edge UK Ltd - www.sportingedgeuk.co.uk). In 2010 I started full-timewith British Swimming at the EIS.What does your present job entail day-to-day?Every day is different, but a ‘standard’ working daywould involve getting up by 06:00, and arriving atthe pool by 06:45, often measuring a swimmer’sbody composition, followed by monitoringthe swimming session using a range of videoanalyses techniques and/or physiological tools.After the session, around 10:00, I often meetwith the coaches and/or other members of theperformance team. I then either go to the EISSportcity Lab or work from home during thelunch hours, until 15:30, when I arrive back at thepool for the afternoon session, until around 18:45.I often conduct physiological tests during the dayon swimmers at the EIS lab, or fulfil some of myother roles there. In addition, we’re often abroadat camps and competitions, which results in allstaff mucking in with a range of jobs in addition totheir own specific responsibilities.What one thing do you do in your job thatwould surprise people as being part ofyour remit?Video analysis during training and racing – this isnormally the role of a performance analyst, butin my position I cover both roles. This involvesunderwater and above water filming, as well asbreaking down and quantifying race data intoworkable sections, then feeding back to theswimmers and coaches.What is the most challenging thing aboutyour job?Not falling asleep on poolside and getting wet!“I’m learning thatthe old adage of“the more you putin, the more youget out” is nevertruer than in thisjob – when theentire team workstogether for thesame goal, and itworks, it feelspretty damn good!”Compiled by: Dr Emma RossSenior Lecturer in Sport and ExercisePhysiology, University of Brighton.What key skills are of most use to you in yourjob?The ability to communicate scientific reasoning andanalyses to a wide range of audiences, including (butnot limited to) fellow scientists, coaches, swimmers,parents and decision-making managers.What do you enjoy most about your job?When a swimmer is swimming really well, and looksto be on the road to great success, the feeling toknow that I have played a part, however big or small,in that preparation is satisfying beyond words. I’mlearning that the old adage of “the more you put in,the more you get out” is never truer than in this job– when the entire team works together for the samegoal, and it works, it feels pretty damn good!When you are looking to employ someone,of all the thousands of people with sportsand exercise science degree, what makes anindividual stand out from the crowd?In my personal experience, what is required is a)a solid education of theoretical science and handson technical lab skills, b) a range of on-going workexperience, and crucially, c) a willingness to adapt andlearn new skills and ways of working.Have you encountered any significantobstacles in your career?As with many people looking to work in this industrywill find, there aren’t all that many opportunities - itmay take some time to land your ideal job, but it willbe worth the wait! Writing a PhD while workingfull-time is tough going, especially when working witha demanding sport, but thankfully the University ofExeter and my supervisors, Prof Andy Jones and DrCharlie Pedlar, are very supportive!What advice would you give to the ‘class of2011’ sports scientists?Enjoy your time at University! Decide upon a ‘utopia’career, then settle for the closest you can get inorder to work your way up, don’t ever limit yourselfto your current skill sets, and most of all, howevertough it gets, enjoy it – the only reason any of usentered the field of sport and exercise science isbecause we enjoy sport and exercise – so don’tforget that!10 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

Postgraduate Opportunities at the University of LincolnMSc Sport ScienceMSc by Research/MPhil/PhDin Sports & Exercise Science■ State-of-the-art sport sciencefacilities in a newly-expandedHuman Performance Centre■ A taught MSc with a focus onapplied work and communityengagement■ BASES Accredited staff■ Flexible programmes‘A young, vibrant university at the heart of an historic city’‘Fastest riser in The Times Good University Guide’For more info: www.lincoln.ac.ukor contact Emma Jubbs on: 01522 886286Faculty of Health, Life & Social SciencesBrayford Pool, Lincoln, LN6 7TSEmail: ejubbs@lincoln.ac.ukMSc Applied& InterdisciplinarySports ScienceFull-time: 1 year, also part-time mode.This innovative MSc integrates each of the sports sciencedisciplines; physiology, psychology, biomechanics andnutrition, to tackle such issues as effective trainingstrategies and methods for optimising sports performance.Taught by internationally recognised sport and exercisescientists, the units of study are grounded in ourresearch and consultancy strengths. You will acquireexcellent practical skills in our brand new gait analysisand human performance laboratories, to provide sportsscience support in a variety of settings from healthand fitness, to athletes, sports clubs and teams.You can contact the Course Director, Mark Allenon 020 7815 7547 or mark.allen@lsbu.ac.ukWe’re taking applications for this Septemberso, for full information and how to apply visitwww.lsbu.ac.uk/sports or call 020 7815 6100Leeds Metropolitan University hasa distinguished history in the worldof sport, from the Sport Sciences,to Sport Business and PhysicalEducation teacher training courses.If your interest lies in the field of SportScience then we have a range of coursesfor you.Our courses include:MSc Sport & Exercise ScienceMSc Sport & Exercise BiomechanicsMSc Sport & Exercise NutritionMSc Sport & Exercise PhysiologyMSc Sport & Exercise PsychologyThink it’stoo lateto changeyour career?Think againAll the masters courses benefit from speciallyequipped labs and teaching staff nationallyrecognised in their field of study.If you want more information about any of ourcourses please contact Course Enquiries on 0113812 3113 or visit www.leedsmet.ac.uk/postgradPostgraduate Open Evening7 June 2011, 5pm-7pmThe Rose Bowl, Portland Gate, LeedsTo find out more visitwww.leedsmet.ac.uk/postgrad

Applied practiceRight: Applied sports science supportshould complement the coaching processCourtesy SWPixBASES experts give their top tips for upand coming sport science practitionersWith the lure of London 2012 and other high profile sports events, there are more and more graduatestraining for, and seeking careers in applied sport science support. Whilst many undergraduate andpostgraduate courses develop sound technical knowledge and scientific skills, are these enough to get youthe job you want and enable you to make the difference to the athlete or team you work with? Below is aseries of top tips from applied sport science experts across the UK for the up and coming practitioner.Be an expert in your field, but play on theirs! Your field is whatdefines you as a practitioner. The role of the sport scientist is tobring technical expertise to enhance performance, and whilst youwill probably never understand the sport as well as the coach does,you certainly need to bring knowledge and understanding in yourown area that is of value to them. Their field is where you need towork. Practitioners need to come out of the lab, or indeed the ivorytowers, speak the coaches’ language and immerse themselves in theculture and challenges of the sport. Coaches and athletes need to seethat you are as passionate about their performance as they are.Dr Ken van Someren FBASESGet some experience! Any type of experience you can get yourhands on will stand you in good stead. Whether this is doing somevoluntary work with your local football team or with a recognisedorganisation it is going to be impossible to get a job without it. Youneed to be proactive and be prepared to do anything, includingholding the stop watch or jotting down some heart rate values.There are some organisations that offer internships or workexperience opportunities but these are few and far between.You need to find out who offers these sorts of opportunities andapproach them to find out when these opportunities are advertisedand what the appointment process is. This will ensure that you don’tmiss out on applying. Speculative approaches can sometimes workbut make sure you do your homework first. Don’t send a one linee-mail to an organisation’s general e-mail account. Find out thename of the lead person, some background about the organisationand the opportunities that they may have, and finally, sell yourself byproviding some basic information on your background.Matt CosgroveSometimes the best advice is that which you have heard manytimes before. In that spirit my advice is to commit to continuousprofessional development. The commitment required to heed thisover a career should not be underestimated. It requires selfreflectionand effort over long periods but in my view offers thebest odds of career success. Continuous professional developmentis not just about attending courses and reading journal articles,it is the internal drive to maximise every facet of yourself asa practitioner. The great comfort of continuous professionaldevelopment is that you don’t have to be an expert practitionerfrom day one; only that you develop an objective opinion of yourselfas a practitioner and act on the development potential it reveals.I believe that once you commit to cultivating your developmentpotential almost each day offers some opportunity to progress.Mike BourneWhen asked to provide physiological support, my primary objectiveis to discover where I can make the greatest performance impactwith an athlete and coach. More often than not this will be in theenvironment in which they normally train or compete. Therefore, Iwould encourage practitioners to regularly attend training sessionswhere the response to a specific load can be monitored. By doingthis we can facilitate the coaching process real-time through theprovision of relevant information. For example, heart rate andblood lactate responses may support modification of the trainingset or session. This regular interaction can rapidly enhance sportsspecificknowledge and also help to fast track the developmentof professional relationships between the service provider andathlete(s) and coach. This will have much greater impact than simplyconducting standard laboratory and field physiological assessments,which should be used mainly to profile and benchmark.Declan GambleApplied sports science support should complement the coachingprocess. Some practitioners think that they know all the rightanswers. Over time I have recognised the importance that a multi/interdisciplinary approach is often needed to find better ways ofenhancing competition performance. This means working as a team,talking to each other, listening and the sharing of best practice. Inthe field of disability sport this process is still often driven throughevidence-based practice to gain the respect and trust of theperformer and their coaches – as ‘change’ is often hard to accept.Dr Vicky TolfreyI think that there is an assumption amongst many of us enteringthe world of scientific support that, having spent a number of yearsacquiring a wealth of knowledge regarding our own discipline,we must impress on athletes and coaches just how clever andskilled we are. The fact is, more often than not the most successfulinterventions are the most simplistic ones. The important thing isto ensure that any intervention is appropriate and relevant for theathlete you are dealing with. It is then important to get buy-in fromathletes and coaches, and in my experience this buy-in is moreeasily achieved when they have a full understanding of what you aretrying to achieve and why.Chris BarnesEngage the coach and establish clear roles. When choosing tocommence work with a new athlete-client or team, a key issuefor me is establishing the degree to which I feel that the coachand coaching staff are going to be receptive of my services -not simply in relation to the athlete, but in terms of their own12 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

Meet our expertsDr Ken van Someren FBASESis the Director of Sport Sciences at theEnglish Institute of Sport. He holds BASESHigh Performance Sport Accreditation.Matt Cosgroveis Sport Wales Institute Managerbased at the Sport Wales NationalCentre in Cardiff. He holdsBASES High Performance SportAccreditation.willingness to engage in educationand self-development. A lesson that Ilearned when working in professionalfootball is to clarify the role of thecoach and profile the degree to whichthe environment around the player wasopen to change and improvement. Aproductive, collaborative relationshipwith a coach (whilst retainingconfidential information as appropriate)is a critical ingredient for me and Iwould urge practitioners to spend timeon this aspect. Although challengesshould be taken, you should also havethe confidence and integrity to declineworking with an athlete or team if youdon’t feel you can make a difference dueto the environment.Dr Chris HarwoodExpand your knowledge! The best adviceI can give to up and coming practitionersis to keep learning everything thatcan have an impact on their career.Learning has to be in every area: Fromspecific scientific and technical aspectsto statistical techniques to computerskills. Every practitioner will have tomake decisions based on all sorts ofdata in the future, so it is important tobe prepared. I also suggest investing inknowledge. Books and CPD activitiesare invaluable and help in building andconsolidating knowledge. I still do alot of reading (not as much as I wouldlike to!) to make sure I always learnsomething new. Time spent studying isalways well spent! As Benjamin Franklinso eloquently put it: “The only thingmore expensive than education isignorance.”Dr Marco CardinaleThe ability to effectively apply technicalskills and also deliver evidence-basedsolutions within the high performancesport sector clearly depends uponstrong communication and personableinteraction skills. Prior to engaging inhigh performance interventions weoften spend significant time negotiatingand agreeing support opportunities andinterventions. Planning in the necessaryup front time to observe and more fullyunderstand coaches’ and athletes’ needscan be clearly supported by developingcommunication skills that helpsummarise and focus a more collectiveattention on impact opportunities.Following observational periods timespent preparing key questions canreally help deliver important messagesespecially during face-to-face meetings.Reaching agreement on interventionsand associated impact measures thatare closely coupled to periodised sportplanning and competition conditionsavoids confusion and helps focus theservice provision interface. Likewise,strong communication and interactionskills that are appropriately appliedduring the course of feedback provisionand within reflective coaching andmultidisciplinary discussions, help delivertechnical and evidence-based knowledge.To develop your own effectivecommunication and interaction skills myadvice is to seek on-going opportunitiesfor professional feedback anddevelopment. Look for opportunitiesthat can help build your skill sets inthese important areas such as, coursescovering communication skills andshadowing opportunities where youcan observe experienced colleagues inaction.Dr Malcolm FairweatherCompiled by: Dr Ken van Someren FBASESMichael Bourneis the England and Wales Cricket BoardNational Lead for Performance Analysisand has over 10 years of experiencein the industry in biomechanics,performance analysis and skillacquisition.Declan Gambleis a BASES accredited sport and exercisescientist and leads the PerformanceScience team at the Sports InstituteNorthern Ireland, delivering physiologicalservices to the Commonwealth and Olympicprogrammes.Dr Vicky Tolfreyis a BASES accredited sport andexercise scientist and has providedapplied sport science support toParalympic athletes since 1994.She attended the Atlanta and SydneyParalympic Games.Dr Chris Harwoodis a Reader in Applied Sport Psychology atLoughborough University. He holds BASESHigh Performance Sport Accreditationand serves as the lead sport psychologistfor the Lawn Tennis Association.Dr Marco Cardinaleis the Head of Sports Science andResearch of the British OlympicAssociation. He provides scientificsupport and innovation to Team GBpreparation strategies for theOlympic Games.Dr Malcolm Fairweatheris Head of Science and Innovation atsportscotland institute of sport. Heholds BASES High Performance SportAccreditation.Chris Barnesworks as an independent sportand exercise scientist providingphysiological support for Premiership andChampionship soccer teams, Rugby Leagueand a range of individual sportsmenincluding National Hunt Jockeys.The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk13

The Whyteanswer!As it is the year prior to the London 2012Olympic and Paralympic Games I have decidedto have a ‘word for the year’ (much like the useof animals in the Chinese calendar, but far lessimportant) – and that word is ‘LEGACY’. In 2006the London Organising Committee of the OlympicGames (LOCOG) delivered a breathtakingpresentation to the members of the InternationalOlympic Committee to win the right to host the2012 Olympic and Paralympic Games. Central tothe successful bid was the presence of a groupof school children, a unique approach to the bidprocess, supported by the key message: Legacy foryoung people.Nearly 5 years on from that historic day (oneof those moments where we can all rememberwhere we were when we heard the news) andwith only 18 months to the opening ceremonythere is little evidence of Olympic legacy of anykind, let alone for young people. With an epidemicof childhood obesity and related co-morbiditiescombined with an unimaginable lack of physicalactivity evident in young people, the London 2012Games was supposed to be our big opportunity, achance to make a real difference. Instead all we getis rhetoric from those that should be delivering ontheir promise with the current debate entrenchedin the question, “Whose responsibility is it todeliver legacy?” LOCOG tells us that it is thejob of the Government to deliver on legacy. Incontrast, the Government tell us it is LOCOG’srole. Whilst the ownership debate plays out in themedia the palpable lack of legacy is farcical. In fact,not only are we witnessing the murder of Olympiclegacy, the Government appear to be burying thebody before the Olympics have even been hosted.Am I missing something or are the Governmentcompletely ignorant to the impact of their currentarbitrary destruction of funding to Governmentdepartments particularly those involved withphysical activity promotion?Even the Queen understands: The Christmasday message highlighted the importance ofphysical activity and sport in the developmentof community and health and well-being foryoung people. In contrast, we are witness tothe destruction of physical activity promotionfor young people on a grand scale including, forexample, the removal of funding for the SchoolSports Partnership and free swimming. In addition,there are cuts unseen that impact on physicalactivity - for example the removal of fundingfor ‘Bikeability’ (formally Cycle England): Nomore cycling proficiency tests! We could end upwith a less active population of young childrendespite hosting the London 2012 Games. Insteadof scrapping the School Sports Partnership theGovernment should be increasing the funding forsport rather than focusing resources on mathsand English (with the current Ofsted modelschools are forced to concentrate resources inthese key target areas). They should be securingthe future health and productivity of the nationby highlighting physical activity. After all, the onlyreason obese, diseased, incapacitated children willneed English and maths is to complete their socialsecurity application and count the payments.The Government has to recognise theimportance of sport and physical activitypromotion for young people and reinstate thefunding to key programmes. Indeed, they shouldbe increasing funding to these programmes, whichwith a long-term view (something governments ona 5-year cycle are reticent to do) will reduce thefiscal burden on society. But let’s not blame it allon the Government, after all the Olympic Gameswill generate significant revenues. LOCOG needto recognise their social responsibility and begin tolook seriously at how they can promote a physicalactivity legacy for the entire country.On a positive note and as is fitting, the sportand exercise science community are trying toprovide some light in the legacy darkness. AsChair of the Scientific Committee for the 2012ICSEMIS Conference (formally termed the ‘Pre-Olympic Conference’) we are aiming to createthe ‘Knowledge Olympics’ that will live up to theconference theme of ‘Inspiring a Learning Legacy’.The decision of the BASES Board to host theirannual conference within ICSEMIS 2012 is a markof BASES commitment to legacy. In defining theinitial programme, however, there is one topic thathas raised the temperature greater than any otherwithin the organising committee: ‘LEGACY’. Thereason for such divergent views on what is clearlya highly emotive subject is unclear but one thingis certain: Hosting the Olympic and ParalympicGames is truly a ‘once in a lifetime’ event; it wouldbe a travesty to miss out on the opportunity ofcreating a lifetime legacy that delivers increasedphysical activity.Above: One of those momentswhere we can all remember wherewe were when we heard the newswords: Prof Greg Whyte FBASESProf Greg Whyte FBASES is Professor ofApplied Sport and Exercise Science at LiverpoolJohn Moores University. As an Olympian, formerChair of the BOA athletes commission andDirector of Research at the Olympic MedicalCentre, Greg has a close affinity with the idealsand responsibilities of the Olympic movement.Have Your Say:Share your comments and opinions on thistopic - www.bases.org.uk/ForumBases14 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

MSc in Applied Sport ScienceThe MSc in Applied Sport Science has been developedto meet the needs of sport practitioners and graduateswishing to study at an advanced level. The coursecombines theoretical study and work-based practice toconsider contemporary issues and professional practicewithin the discipline.The programme enables students to gain an in depthunderstanding of the theory underpinning the limits to,methods of assessing, and methods of enhancing humansporting performance, as well as practical experience inapplying their knowledge base. Throughout the coursestudents are encouraged to develop an inter-disciplinaryapproach that draws on a broad range of sources, and todevelop higher skills in critical analysis and research.A significant proportion of the programme is vocationallyfocused and student driven. Particularly, the ProfessionalPractice which enables the student to demonstrate theirprofessional competencies in Applied Sport Science throughcontinuing professional development activities, and theAdvanced Independent Study which provides opportunitiesfor students to negotiate a project that meets the intendedlearning outcomes of the module in their area of interest withinthe field of Applied Sport Science.ModulesThe programme includes 4 core taught modules of20 credits each:- Research Methods, Limits to HumanPerformance, Assessing Human Performance, andEnhancing Human Performance. Research methodsand Assessing Human Performance are delivered largelythrough two intensive one week study blocks, whereasLimits to Human Performance and Enhancing HumanPerformance are delivered via distance learning throughthe University’s Virtual Learning Environment.Students can then develop professional experiencethroughout the Professional Practice module (40 credits)The Advanced Independent Study enables students toundertake Masters level research in their chosen field (60credits)Why Worcester? Features & Benefits• Central location in the heart of England• Well qualified and motivated staff• Supportive and caring environment• High quality facilities for study and research in the area ofapplied sport science• Access to a full programme of NGB awards• Opportunities to join a wide range of student sports clubs• Good relationships with a wide range of high level andprofessional sport organisations• International Partners in Europe, Australia, USA, NewZealand, BrazilInternational ApplicantsThe University welcome applications from Internationalstudents. International Scholarships are available throughthe International Centre (further information available fromwww.worcester.ac.uk/international).Course Features and Benefits• Full or part-time options• Interdisciplinary approach to all topics• Opportunity to develop research expertise in an area ofpersonal interest• Development of practical and applied competencies• Continuing professional developmentFor further information:Contact Andy Renfree:T: +44 (0)1905 855376 E: a.renfree@worc.ac.ukTo apply:Contact registry admissions on:T: +44 (0)1905 855111 E: admissions@worc.ac.uk www.worcester.ac.uk

Student focusCollaborative sport andexercise science ‘in action’Highlights from the BASES Student Conference 2010 symposium onCollaborative sport and exercise science ‘in action’A ‘hot button issue,’ currently experiencingwidespread media coverage, is the unstable groundon which many UK graduates find themselves. Andwith an ever-increasing number of former sportand exercise science students in the workforce,to gain employment in a related capacity requireswell-developed skills and experience thatdistinguish the candidate from their counterparts;potential alone is no longer enough. Be it inapplied, research, or teaching roles, the sport andexercise sciences are inherently collaborative;hence, a documented ability to initiate and/or bean effective part of quality teamwork is one way toprovide evidence of employability.In organising the symposium Collaborative sportand exercise science ‘in action’ I sought to exemplifythe type of high-reward collaboration recentlyundertaken by BASES student members. Invitedcontributors included Kerry Clarke, University ofNorthampton, Dr Eleanor Quested, University ofBirmingham, Emily Oliver, Aberystwyth Universityand the Institute for the Psychology of ElitePerformance, Lauren Mawn, Créde Sheehy-Kellyand James Bell, Bangor University and the Institutefor the Psychology of Elite Performance. Theemphasis was on the practical lessons that theyimparted on their audience at the conference.Gain relevant experience in seeminglyirrelevant placesStudents seeking employment during term-timeand/or vacation periods might lean towardspositions that include teamwork. This can onlyenhance one’s appreciation of what is involved andengender flexibility when collaboration is requiredin sport and exercise science. In this regard,Kerry’s background in the public and privatesectors gave her a wealth of experience dealingwith people (individuals and collectives), which hassince facilitated her research investigating issuesassociated with activity referral schemes. While atthe time she may not have realised how it wouldbenefit her in the future, she can now effectivelyliaise with both large and small organisations. Inany activity you undertake, appraise the time spentin terms of skills you’ve gained, not what you couldhave been doing instead.Talk to people!Collaboration requires uncomplicatedcommunication – a skill that can be developedwith practice like any other. Unfortunately, theomnipresent Facebook and other such phenomenado not necessarily hone the art of effective face-tofaceinteraction. Therefore, students were urged toconverse with others for the sake of their personaldevelopment. Often, research ideas must be ‘sold’to non-academic audiences, requiring empathyand an ability to express complex concepts ina relevant manner. Data collection often meanscollaborating with athletes during performance– a precarious proposition. Eleanor had to buildcooperative relationships with her participants andgain their trust for this to work. And on the appliedside, James talked of the difficulty his colleagueshad in effectively communicating the principles oftheir mental toughness intervention to all thoseinvolved. These experiential accounts emphasise theneed for sport and exercise scientists to developtheir ‘soft skills’ before attempting to imposeon an athlete’s preparation and/or performance.Universities often offer workshops or shortcourses to this effect, but there is no substitute fortaking it into one’s own hands and socialising with across-section of individuals.Construct a network of potentialcollaboratorsKerry’s advice was to proactively build a networkof potential collaborators and maintain opencommunication channels at all times. It isn’tprudent to rule out opportunities simply by beinginaccessible; rather, “real needs” can be identifiedfrom offers that present themselves, and adevelopment and sharing of knowledge can ensue.Emily reported gaining “valuable career experiencein writing grant applications and supervisingstudent projects” by collaborating with staff fromher own institution. Similarly, through workingwith senior members of staff, student members ofthe Institute for Psychology of Elite Performancegained access to clients and contacts that mightotherwise have been unavailable; providingopportunities to learn from seasoned researchersand consultants during everyday projectmanagement. For the undergraduate, if yourdissertation is extraordinary, and you’ve made afavourable impression on your supervisor, theymay help you publish the research, thus forging anice link going forward. Additionally, Emily urgedus to seek collaborators at other institutions (betalkative at conferences!), as these relationshipscan lead to publications that supplement one’sresearch. Increasingly, one may need to take an“Every youngstudent willbe faced withsituations that theyhaven’t preparedthemselves for. It isfar more importantto take on thosesituations and learnfrom any mistakes,than it is to avoidbeing in a situationin the first place.”16 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

CommentBy Dr Joanne Thatcher,Aberystwyth UniversityThis session highlighted four key things. First,astute students wanting to use their degrees inpost graduation careers will exploit opportunitiesto attain more than ‘just’ a degree; they will seekto gain valuable experiences across a truly diverserange of contexts. It is also incumbent on highereducation institutions to facilitate opportunitiesfor professional and personal development inthe changing and challenging career and financiallandscape in which we find ourselves. Second, thestudents’ presentations reinforced the importanceof honing those generic and transferable skills thatmany students dread hearing about. The sectorstill has some way to go in helping students seethe relevance of these skills. Third, this sessionunderscored the range of contexts in whichour graduates can potentially forge a career. Thepresenters showed that thinking beyond moretraditional sport and exercise contexts mayopen up many doors. Finally, I was struck by thepresenters’ initiative and enthusiasm for applyingtheir skills and knowledge in the real world -sport and exercise scientists can potentially makea difference in society.interdisciplinary approach; for example, Eleanor’sPhD research involved combining the efforts ofa team of sport and exercise psychologists andbehavioural immunologists. So don’t be afraid tobranch out beyond your ‘home field’.Be mindful of your agenda - promotetransparencyWhen entering into collaboration one shouldadvocate transparency, in trying to avoidan inequitable relationship. A simple butcomprehensive contract, or memorandum ofcollaboration, would help maintain a balance. Onthe theme of equitability, Eleanor highlighted howthe success of her project depended on sharedenthusiasm, flexibility, and openness to eachothers’ ideas, not just complimentary expertise.As such, it is imperative that collaboratorsperceive their roles and responsibilities to beclearly defined; these should be delineated anddocumented prior to commencement, andmembers’ satisfaction regularly evaluated. Andin any collaboration, we must also be cognisantof our own agenda, and not allow it to biasour operating and ethical principles. Keeping areflective diary, and being able to call on a mentornot involved in the project, would be helpful in thisrespect. It is equally important to acknowledgethe limits of one’s expertise when negotiatingwith interested parties. This need not rule out apartnership; Créde admits, “The biggest lessonI’ve learned is the value of pursuing a good ideaeven when the idea is initially met with doubt orchallenges that appear to obstruct its realisation.”The preceding contentions allude to theoverarching emphasis of Kerry’s presentation: Theneed for researchers and practitioners to keeptheir direction, rationale, method and anticipatedAbove: Gaining experience ofmovement screeningCourtesy Mark Rosswords: Simon Mark PayneSimon Mark Payne is a sport psychologyPhD student at Aberystwyth University, withcollaborative experience in research, teachingand applied roles.AcknowledgementsNeil Gibson, Richard Metcalfe, Mhari Neishand Mark Ross at Heriot-Watt University,and Dr David Tod and Prof David Lavallee atAberystwyth University, and all contributors tothe session and this article.The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.ukbenefits in focus at all times. With numerous otherparties involved in a project, one must be mindfulof one’s own position in the proceedings beforeadequately appreciating the others’. Regular teammeetings chaired in a style encouraging honesty,frequently shared progress updates, and ad hocreference to the original partnership agreementwould help keep these factors in focus. However,we must avoid being enveloped by a project owingto our passion for the subject matter or a client’spresenting problem.Meta-benefits associated with collaborativeendeavoursLauren described a global benefit to be derivedfrom collaborative work such as hers with theGB Telemark ski team, “I learned the importanceof having and showing respect for the work ofthose you collaborate with be they students inyour charge, clients, fellow postgraduates, senioracademics.” James’ challenging experience withthe England youth cricket team led him to state,“Every young student will be faced with situationsthat they haven’t prepared themselves for. It isfar more important to take on those situationsand learn from any mistakes, than it is to avoidbeing in a situation in the first place. The bestlessons I’ve learned occurred when I was illequipped to deal with the situation.” Ultimately, bybeing involved in up-to-the-minute projects andinteracting positively with students, clients andstudy participants, we can foster an esteem-worthypublic image within the community outside of ourinstitutions, as well as the research community atlarge. All of these enlightening presentations forgedclear links between the collaborator and thepotential consequences of his or her actions.17

PsychologyEnhancing sportsperformance throughimageryThe PETTLEP model explained with practical recommendationsImagery is a key psychological skill, with animpressive array of published studies testifying toits efficacy in enhancing motor skill performance.Realising the need for a theory and research-basedmodel of imagery to help guide practitioners’ useof imagery, Holmes and Collins (2001) devised thePETTLEP model. This model is based on theoryand research findings from sport psychology,cognitive psychology and neuroscience, and aimsto provide practitioners with a set of practicalguidelines to aid their imagery use.P – Physical. This is arguably the most importantcomponent. Rather than conceptualising imageryas something entirely different from physicalpractice, here imagery is seen as a physical processwith measurable physiological outcomes. Foroptimal benefits, imagery should be as physicalan experience as possible. One way of achievingthis is to laden the imagery instructions with theperformer’s physiological responses. Research hasshown that response-laden imagery instructionsare more effective than ones lacking kinaestheticcues (Smith et al., 2001).Recommendation - The athlete should stand inthe correct stance, wearing the same clothes, andholding any implements that would be used duringperformance (e.g., golf club).E – Environment. This relates to the placewhere imagery is performed. This should beas similar as possible to the performanceenvironment. We have found imagery to bemost effective when it is performed in the actualcompetitive arena (Smith et al., 2007).Recommendation - The athlete shouldAbove: Dave guiding a cheerleader inher use of PETTLEP imageryCourtesy Andy MossThe PETTLEPmodelP PhysicalE EnvironmentT TaskT TimingL LearningE EmotionP Perspectivecomplete the imagery in the same environmentwhere the performance or task will take place.Where this is not possible, videos, photographs, ora similar environment can be used as a substitute.Be innovative, for example, in one study (Smith etal., 2008) golfers imaged their bunker shots whilststood in a tray of sand.T – Task. The content of the imagery should beappropriate to the skill level and the personalpreferences of the athlete. For example, given thatthe attentional focus of athletes in different sportsand at different performance levels may differ in anumber of ways, the content of the imagery needsto be specific to the performer. We have foundit very useful to quiz the athlete regarding his orher attentional focus during performance whenplanning the imagery intervention.Recommendation - The task being imagedshould be identical in nature to the task actuallybeing performed, and this should be altered as theskill level of the athlete changes.T – Timing. This refers to the speed at whichimagery is completed. Given that timing isoften crucial when performing sports skills, thesuggestion here is to have the athlete performthe imagery in ‘real time’ most of the time. Moreresearch is needed on the possible uses of slowmotion imagery as there are some interestingquestions that remain to be explored, such aswhether slow motion imagery could be useful incorrecting errors in form-based skills.Recommendation - The imagery should takethe same length of time to complete as physicallyperforming the task.18 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

BooksACSM’s Exercise is MedicineJonas, S. & Phillips, E. M. (2009)Wolters Kluwer/Lippincott, Williams andWilkins.Cost (Amazon): £35.63 (paperback)Jonas and Phillips, along with Jennifer Capell,contribute all but one from 15 chapters. It isaimed at building upon the 2008 US Departmentof Health and Human Services’ guidelines for theminimum exercise participation required for health maintenance.The target audience is American medical practitioners with little orno exercise prescription knowledge. It also serves as a referencebook for support staff, such as practice nurses, etc. The work dealswith the practicalities of prescribing exercise from health screeningand recommending that patients be more active through to dealingwith overtraining. In the authors’ words, clinicians can help by“Mentioning, Modelling, and Motivating.” Much of the content refersto strategies and issues in behaviour change and management.Topics such as getting patients started, exercise prescriptionprinciples, the use of sport and exercise in patients with underlyingcardio-respiratory disorders are dealt with moderately well, but attimes the coverage is relatively basic. The book does contain somestock answers for when patients ask, “Why exercise?” or “Whatare the benefits?” and some of the tables are useful as referencematerial. Overall however, the book seems like a cut-down versionof other previous texts. It may sell on the basis of its sponsors,ACSM and AMA.Reviewed by Dr Ron Butterly, Leeds Metropolitan UniversityRating 7/10Physical Activity and Health Promotion:Evidence-based Approaches to PracticeDugdill, L., Crone, D. & Murphy, R. (2009)(Editors)Wiley-Blackwell Publishing.Cost (Amazon): £28.49 (paperback)In reviewing this book, it is difficult toimprove on Tom Reilly’s foreword. The editorshave done a remarkable job in assemblingcontributors uniquely placed to present a comprehensive, evidencebasedoverview of the role physical activity plays in lifestyle andhealth. The book is structured into two parts - part one deals withconceptual foundations and part two with interventions. This issomewhat artificial as the emphasis throughout is on integratingtheory and practice. I could comment that there is no need foranother overview of the theoretical basis of behavioural change; it isdone well in other texts. However, this book is replete with critiqueand application. An important feature is the coverage of the socialpolicy angle, an often neglected part. Part two presents 12 topicscovering areas such as physical activity promotion in the youngand the role of physical activity in the treatment and maintenanceof mental health. It concludes with a speculative piece on physicalactivity promotion in the future. I have no hesitation in adding thisas core reading for my relevant students. It is written in an engagingand accessible style. It does exactly what it sets out to do, presentan integrated, multidisciplinary and evidence-based snapshot ofcurrent knowledge.Reviewed by Tony Westbury, Edinburgh Napier UniversityRating 9/10Statistics for Sports and ExerciseScience: A practical approachNewell, J., Aitchison, T. & Grant, S. (2010)Prentice Hall.Cost (Amazon): £29.44 (paperback)The book is a ‘marriage’ of sport scientist andstatistician with the aim of engaging the sportand exercise scientist, and student, in dataanalysis through relevant sport and exerciseexamples. There are numerous illustrative examples including graphicaland statistical package output. The illustrated examples set the sceneand almost provide a step-by-step guide from setting the researchquestion to data interpretation. The book incorporates the traditionalstatistical procedures often evident in sport and exercise journalarticles (e.g., ANOVA). However, the book goes significantly furtherand presents information and examples on modelling relationshipsthrough logistic regression, allometric scaling, measurement error,testing for agreement and suggesting methods by which sample sizescan be estimated. More importantly this is illustrated using sport andexercise data. It is a well-structured book with a pattern of illustrativeexamples in terms of background to the case study, the developmentof the hypothesis, data presentation in preparation for analysis, theoutput and a thorough interpretation clearly linked to the hypothesis.There are also additional exercises at the end of each chapter. Thebook will take some reading, even from a postgraduate perspective,however it is thorough in its coverage and a welcome and refreshinglook at specific sport and exercise data sets.Reviewed by Dr Lance Doggart, UCP Marjon, PlymouthRating 8/10Exercise Physiology (7th edition)McArdle, W.D., Katch, F.I. & Katch, V.L. (2010)Wolters Kluwer/Lippincott, Williamsand Wilkins.Cost (Amazon): £31.68 (Hardback)This edition builds on the high quality materialfrom the previous editions offering clearinformation in text, enhanced by high-techfull-colour artwork. The content has beenenriched with interviews with contemporary eminent scientists who,through their research, have expanded our knowledge of mechanismsresponsible for the responses and adaptations to physical activity. The32 chapters are organised in 7 sections. Each chapter starts with theobjectives and contains, apart from the theoretical concepts, panelsthat link theory to practice, research-focus items and open-endedstudent questions for reflection. The chapters are preceded by anintroductory section about the origins of exercise physiology andfollowed by a concluding section that reflects on the relatively recentefforts to incorporate molecular biology in exercise physiologyresearch - this section mentions the MSc in Molecular ExercisePhysiology offered by the University of Aberdeen as the first of itskind. There have been additions and updates in this edition. Someexamples are the enhanced discussion on hypertension or theinclusion of alternative, research-based methods for the estimation ofHRmax. What makes this resource useful for lecturers and studentsis the free access to online support material. I recommend thistextbook as a useful resource for sport and exercise physiology andnutrition lecturers and their undergraduate students.Reviewed by Costas Tsakirides, Leeds Metropolitan UniversityRating 9/10Send books for potential review to Dr David Tod, Department of Sport and Exercise Science,Aberystwyth University, Old College, King Street, Aberystwyth, Ceredigion, SY23 2AXWant to be a book reviewer? E-mail dvt@aber.ac.uk20 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

The Fellows reading clubIn our series looking at publications that have most influenced the thoughts and workof BASES Fellows, Prof Alison McConnell FBASES shares with us her seminal classic andcontemporary publicationsJohnson, B. D., Babcock, M. A., Suman, O. E. & Dempsey, J. A. (1993).Exercise-induced diaphragmatic fatigue in healthy humans.Journal of Physiology, 460, 385-405.This was the first paper to demonstrate exercise-induced contractilefatigue of the diaphragm in healthy human beings. Using bilateral phrenicnerve stimulation, the authors showed substantial diaphragm fatiguefollowing maximal cycle ergometer exercise to the limit of tolerance.A lesser-reported observation was that the diaphragm contributionto breathing showed a plateau after 5-10 min of exercise, despite anincrease in minute ventilation and this plateau may have been part of aprotective mechanism to limit diaphragmatic fatigue.Harms, C. A., Babcock, M. A., McClaran, S. R., Pegelow, D. F.,Nickele, G. A., Nelson, W. B. et al. (1997).Respiratory muscle work compromises leg blood flow during maximalexercise. Journal of Applied Physiology, 82(5), 1573-1583.This very elegant paper was the first to demonstrate a direct functionallink between the magnitude of inspiratory muscle work and blood flowto the exercising limbs. The authors used a ventilator to reduce the workof breathing and showed that during maximal exercise, this unloading ofthe inspiratory muscles resulted in an increase in limb blood flow. Theopposite effect occurred when inspiratory muscle work was increasedusing a resistance. Thus, leg blood flow was inversely proportional toinspiratory muscle work. The paper made a link between the work ofbreathing and the capacity of the locomotor muscles to sustain work. Italso provided a ‘eureka’ moment for me in respect of understanding howinspiratory muscle training improves performance.Dempsey, J. A. (1986).J.B. Wolffe memorial lecture. Is the lung built for exercise? Medicine andScience in Sports and Exercise, 18(2), 143-155.This was the first paper to suggest that, under some conditions thehealthy pulmonary system may become a “limiting factor to oxygentransport and utilization and to CO 2transport and elimination.”In doing so, the paper challenged the orthodoxy that human lungsare ‘over-built’ relative to the rest of the oxygen transport system.Dempsey’s hypothesis recognised that the orthodoxy was contrary tothe evolutionary principles of symorphosis, i.e., evolution has driven allbiological systems to optimise and match their function within any givenintegrated system.Bailey, S. J., Romer, L. M., Kelly, J., Wilkerson, D. P., Dimenna, F. J.& Jones, A. M.Inspiratory muscle training enhances pulmonary O2 uptake kinetics andhigh-intensity exercise tolerance in humans. Journal of Applied Physiology.In press.These data came as a [pleasant] surprise even to me. They are challengingnot because they show that inspiratory muscle training improves exerciseperformance (there is now abundant evidence of this), but because theysuggest that inspiratory muscle training hastens “VO 2dynamics” duringsevere and maximal-intensity exercise. The most surprising aspect of theeffects upon VO 2kinetics is that they are measureable during exercisetasks lasting as little as 3 minutes (maximal exercise).Compiled by: Dr Emma RossGive your career awinning advantageAs a sports specialist, you know the importance of keeping yourknowledge on track and up to speed.The MRes (Sport)* at the University of Wolverhampton offers a largecomponent of student-led research and includes modules focused on theapplication of research to applied or work settings. The MRes is available in:• Sport and Exercise Science• Sports Studies• Sports Coaching• Physical Activity,Exercise and Health• Physical EducationWith an excellent reputation for teaching quality, supervision and research andthe opportunity to work with BASES accredited staff, the course will enhanceyour career prospects and prepare you for future study at Doctoral level.* subject to approval March 2011To find out more: tel: 01902 322898,email: sspal@wlv.ac.uk or visit: www.wlv.ac.uk/sspal

Case studySports science support fora GB age group triathleteAn insight into what a sport science support package actually entailed and some of the issues that arose.The need for sports science support?We were contacted by Claire at the end of 2009with the specific request of providing her withsports science support to get her back into sprinttriathlon racing following the birth of her son in2008. Claire had already identified a swim coach toassist her, so our task was to focus on her runningand cycling. The main constraint that she had wasthat her training time was limited to about 10 hoursper week due to the requirements of part-timework and childcare. The challenge was thereforehow to split her available training time across thethree disciplines required in sprint triathlon. Clairehad very ambitious goals for the coming season - tomedal at the European and World Sprint TriathlonAge Group Championships, to win the National AgeGroup Championships, and to go sub hour for a25-mile cycling time trial.What was done?At an initial meeting to discuss her requirementsClaire identified that she would like a flexibleapproach to her training, with a range of sessionsthat she could select from according to timeavailability and upcoming events. An informaldiscussion over a cup of coffee allowed for adetailed discussion of Claire’s goals and aspirations,strengths and weaknesses, perceived barriers, andgenerally what makes her tick! With reference toClaire’s season goals, we then began to identifykey races. We agreed a broad-brush strokesapproach rather than planning in minute detail. Thisnecessitated that Claire provide detailed feedbackon how the programme was progressing, thusallowing changes to be made to the programme.Following the meeting we conducted a needsanalysis. Sprint triathlon presents its own challenges,notably how to best plan training for three verydifferent sporting disciplines. To tackle this weidentified Claire’s strengths and weaknesses bylooking at performances from the previous season,particularly the previous year’s World SprintTriathlon Age Group Championships. We applieda triangulation method by tallying such data withClaire’s self-ratings (out of 10) of her strengths andweaknesses (Bike: 8.5; Run: 6). Claire also attendedthe Exercise Testing Laboratory at the University ofKent for a full physiological assessment. This focusedon the running discipline as the initial needs analysishad identified this as the area requiring greatestattention. The assessment included measurementof body composition, resting blood parameters,Box 1. The modified4-zone British Cyclingheart rate systemLevel 1 - training is as acontrolled, active recoveryexercise, performed betweenmore stressful workouts, orat times when higher levelsof training are undesirable formental or physical reasons.Level 2 - the training intensityat which the major biologicalmechanisms that determineperformance start to becometaxed. This level equates toa heartbeat range of 35 -45 bpm below measuredmaximum heart rate.Low Level 2 - training inthis zone will have a similartraining effect as normal Level2, but, during these longersessions, the body will beforced to increase its abilityto utilise fat as a fuel source.These rides would typically beperformed at around 45 bpmbelow maximum heart rateand be between 3 and 5 hoursin duration.Level 3 - the objective is toexercise for a sustained periodjust at your lactate threshold.Such a workout places avery high load on the body’sability to supply oxygen to theworking muscles. Level 3 isin the range of 15 to 25 bpmbelow maximum heart rate.Level 4 - interval training atnear-maximal load. At this levelthe cardiovascular system isrepeatedly pushed towardsthe point of exhaustion,increasing resistance to shorttermfatigue. Training is basedon repetitions of intervalsof hard efforts at or near tomaximum heart rate.running economy, lactate threshold and maximalaerobic capacity - all factors that have been shownto influence endurance performance (Joyner &Coyle, 2008).The test results identified running velocity atlactate threshold as the key area for development.We developed a training programme composedof one-week training blocks, each having anoverall training intensity weighting (anchoredon the modified 4-zone British Cycling heartrate system - see Box 1). This was an ideal startpoint for Claire as it allows sessions to be clearlydifferentiated, whilst not overcomplicating things,as can happen with 6- and 7-zone systems. A seriesof training sessions in each of the 4-zones weredeveloped from which Claire could select accordingto the overall aim for each week’s training andher available time. The programme allowed for 9sessions per week, 3 from each discipline. Sessionsearly in the training year had an emphasis on level2 base-training, with some sessions conducted atlevel 3. The purpose of these level-3 sessions was toprovide an initial stressor at intensities equivalentto lactate threshold. As the season progressedmore emphasis was placed upon level 3 and level4 training. By doing this we aimed to increase therunning speed equivalent to the lactate threshold,which equated to her desired racing intensity.Sessions were also limited to ~1 hour so that Clairetrained for a similar duration to that of a sprinttriathlon race. Throughout the pre-competitionphase we also programmed training to support andfurther develop Claire’s cycling performance. Thesesessions focused on training intensities around thelactate threshold. During the competition phaseof the season extra training sessions were addedthat focused on transitions between the bike/runsections of the triathlon. These ‘brick’ sessionsbecame the focus of training during the taper in theweek prior to competition. Training was recorded ina self-report diary, including duration and heart ratedata. Claire also reported back regularly followingall triathlon and bike time trial races.The sport scientists reflectWe were keen to work with Claire as she providedsome interesting challenges to us. The need tobalance her career and family life meant thattraining time was limited. Claire’s competitiveseason resulted in podium finishes at the National,European and World Sprint Triathlon Age GroupChampionships; and going under the hour for a22 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

25-mile cycling time trial. These results suggestthat all was plain sailing! However, there werelow points during the year, particularly instanceswhere competition performance fell below Claire’sexpectations. In most cases, this was a naturalresult of the periodised training plan. Whentraining adherence is high, it is sometimes difficultfor athletes to accept that they cannot competeat peak levels at every event. Nevertheless, theoverload-compensation principles of trainingnecessitate that performance first drop beforerising to a new peak. To facilitate progression, someraces were planned as training sessions, with theresult that Claire competed tired. Therefore, oneof the key lessons from this process was the needto carefully manage athlete expectations as Claire’smorale was definitely affected by below par results.There was also an instance where lab test datadid not provide an accurate reflection of Claire’straining status (we believe Claire had not fullyrecovered from a cold). We had to ensure thatClaire kept faith in what we wanted to achieve,and maintained confidence in the fact that theresults would come at the appropriate time. Weapproached this problem by supplementing lab testresults with field data (e.g., 5km run races on astandardised course). This allowed us to gain insightinto the progression of Claire’s training programmeon an on-going basis.From a pragmatic perspective, the perfecttraining programme does not exist, due to themultitude of complex interacting factors that impacton an athlete’s physiological training progression.Therefore, all the sports scientist can do is developa programme based upon the most up-to-datescientific and experiential knowledge. Consequently,a continuous dialogue between the sports scientistand athlete is necessary. This allows the trainingprogramme to accurately reflect current trainingstatus and the changeable nature of other lifecommitments, thus maximising the opportunity fora successful outcome.We believe it is the softer skills that oftenmake the difference between success and failure.A didactic approach is sometimes necessary andappreciated, whilst at others an understandingdialogue must be developed. It is also importantthat the athlete enjoys the process. When tryingto balance the many and varied commitments ofmodern life, training and competition should notbecome a chore. Hard sessions on the turbo arefine, as long as they don’t become the norm!Above: Claire time triallingCourtesy Anthony Hitchings“From a pragmaticperspective, theperfect trainingprogramme doesnot exist, due tothe multitudeof complexinteracting factorsthat impacton an athlete’sphysiologicaltrainingprogression.”Note from the editorThe inclusion of this article, whichwas in progress before I becameeditor, was a conundrum as I am theathlete. After much deliberation andconsultation it has been includedbecause I believe case studies are aneffective vehicle for demonstratingwhat sport and exercise sciencesupport actually entails - this wassomething I was desperate for asan up and coming sport scientist.Also the focus of the article is onthe practitioners’ work rather thanme. We’re keen that this will bethe first in a series of case studiesacross all disciplines, so if you wish tocontribute then please get in touch.ReferenceJoyner, M.J. & Coyle, E.F. (2008).Endurance exercise performance: thephysiology of champions. Journal ofPhysiology, 586, 35-44.The athlete reflectsResponding to poor lab test results – Imust admit to a minor panic when the lab testresults showed no improvement. It’s impossiblefor doubt not to creep in, so lots of reassurancewas required! The shift to use field data tomonitor my progress was great for re-buildingconfidence.“Blood, sweat, tears and vomit” – This canbe a typical race day for me! Our relationshipworked as I felt that James and Simon wereliving the good and bad times with me and thatit wasn’t just about ticking a BASES supervisedexperience box.Regular and prompt communication –Athletes can be a bit obsessive - compulsiveso not responding in a timely fashion is a bigNo-No. Simple e-mails such as, “Hope you’reok. Just wondering how things were going?”was great for keeping the dialogue going. Thiscorrespondence ended up being my reflectivediary.Attention to detail – James’ approach was tomake lots of small ‘attention to detail’ changes,with the aim that collectively this would makethe difference, especially in sprint triathlonwhere medals are often separated by less thana minute.What will make the difference? Jamesbecame aware that my biggest weaknesseswere not getting my nutrition correct and/or not having a good enough strategy to findmy kit between the bike/run sections. His finalpre-Worlds e-mail was a polite reminder to getthese things right! On race day this promptedme to spend ages pre-race in a featurelesstransition area working out visual cues to findmy kit.Did their intervention work? I definitelythink they made a difference. Most importantto me was that I achieved my ambitious(unrealistic?) goals and saw significant raceperformance improvements. Re-testing whennot fully fit was unfortunate and in future Iwould rearrange the re-test date. I enjoyed thetraining programme, managed close to 100%adherence and ended the season injury-free.Claire Hitchings, GB age group triathletewords: Drs James Hopker and Simon JobsonDr James Hopker is a Physiology Lecturer and Director of Studies forSports Science in the Centre for Sports Studies at the University of Kent.Dr Simon Jobson is a Research Fellow in the Centre for SportsStudiesat the University of Kent and is a BASES accredited sport and exercisescientist.The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk23

Supervised experienced diaryThe supervised experience scheme…two heads are better than one!Nicola Gerrett and Louise Croft are full-time PhD students at Loughborough University. They started theBASES supervised experience scheme in April 2009 under the supervision of Dr Vicky Tolfrey. In a series ofdiary-style articles we plan to follow them and find out about some of their experiences.Why did we embark on supervisedexperience?Louise: I always wanted to work in the appliedsports setting and I was given a great opportunityto work with elite athletes for my PhD. I thoughtthe best way to become an accredited sport andexercise scientist would be to complete supervisedexperience through BASES.Nicola: I started my PhD in thermo-physiologyand realised the next 3 years were going to bepure research based. I hoped the supervisedexperience scheme would help me keep touchwith applied sports science.How difficult is the application process?Both: Our first mistake was thinking we couldcover everything in our first year! We setunrealistic targets, assuming competency in mostareas within the year.Louise: I wasn’t confident in lab testing so Iwanted to improve this within the first year. MyPhD involves a large amount of sub-maximal andVO 2peak testing so I gained this confidence quickly.I decided to improve my knowledge of strengthassessment to the same level and I volunteeredfor a strength-based project. However, taking partin two testing sessions and reading a few journalarticles does not make you competent in an area.My advice is set realistic goals. You may only makesmall gains in some areas, but that’s ok!Nicola: The difficulty with the application processwas thinking about areas that needed improving,what opportunities I’d have and whether theseopportunities would develop my weaknesses!As my PhD would take up a lot of my time, mystrategy was to maximise existing opportunities.How did we gain our contacts?Both: Providing scientific support to athletes iskey to the scheme, so we needed to establishstrong contacts. Our supervisor introduced us toan elite double amputee runner who was keen forscientific support.Louise: I approached a local wheelchair basketballteam who liked the idea of support in the formof fitness testing and heart rate monitoring. Thecoach and I planned some wheelchair basketballspecificfitness tests.Nicola: I wrote about 15 e-mails to various sportsclubs who competed at a good standard withinthe midlands. I explained what I was doing withBASES and how it may benefit them! Most didn’treply but a large hockey club did. They wanteda fitness coach to carry out various field basedtests. Our advice is to get out there and ask localsports teams if they would like fitness testing andRight: Louise and Nicola assessingan athlete on the treadmillCourtesy Sarah Davey“Our first mistakewas thinkingwe could covereverything in ourfirst year! Weset unrealistictargets, assumingcompetency inmost areas withinthe year.”feedback reports and explain why you want tohelp them. Ask your supervisor and colleagues ifthey have contacts. Also, if you are part of a sportsteam yourself, work with them!How has working together benefitted us?Nicola: Working alongside Louise and her linkswith the Peter Harrison Centre for DisabilitySport has allowed me to work with disabledathletes.Louise: I have been given a unique insight intothe new Environmental Ergonomics ResearchCentre at Loughborough University, learningabout the theory behind key thermo-physiologicalmeasurements.Both: We meet up once a month to chat aboutwhat we are doing and address our biggestconcern; is it enough?What are the key things we’ve learnt so far?• Establish contacts to allow you to widenyour applied sports science skills.• Don’t be over ambitious throughoutsupervised experience. Understand youcannot be experts in all areas.• Concentrate on specific areas to a high leveland other areas to a more general level.We are hoping to present at the BASES AnnualStudent Conference in April, so hopefully we’ll seeyou there!24 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

Interested in BASESsupervised experience?Kate Yule, the BASES Education Officer, answers key questionsWhat is Supervised Experience?The aim of Supervised Experience is to provide graduates withthe guidance, environment and opportunities that will facilitatethe development of the competencies expected for BASESAccreditation as a Sport and Exercise Scientist. For a youngpractitioner Supervised Experience is a key stepping stone to acareer as a Sport and Exercise Scientist.The new Supervised Experience scheme is much moreclosely aligned with Accreditation as candidates work towardsthe specific Accreditation Competencies through their periodof Supervised Experience, and therefore the process of applyingfor Accreditation is now a more simplified system for thosecompleting Supervised Experience.Candidates wishing to undertake Supervised Experiencemust have completed a sport and exercise science-relatedundergraduate degree and should be registered onto a relevantpostgraduate degree, if they have not already completed one.Candidates will be expected to have reached a certain levelof academic knowledge within the disciplines of physiology,psychology and analysis of movement (the equivalent of a BASESUndergraduate Endorsed degree). Any deficiencies in these areasmust be gained during Supervised Experience in order for thecandidate to be able to gain Accreditation as a BASES AccreditedSport and Exercise Scientist. This ensures that all candidates havean understanding of all the sport and exercise science areas,which will aid them in their future careers as they are able tounderstand the potential effects of areas outside of their ownspecialism on their clients and react accordingly. We believe this isa unique selling point for our Accredited members.How long is the Supervised Experience process?Supervisees may take between 2 and 6 years to completeSupervised Experience.What are the costs involved for Supervised Experience?Expected costs include:£200 – the registration fee onto Supervised Experience, thisincludes attendance at the Entry Workshop (Core Workshop1). The next Entry Workshops are taking place on 4 May inLeeds and 11 May in London. Bookings onto the workshop areincorporated with the Supervised Experience Registration Form.£190 – attendance at Reflective Practice (£75 for Core Workshop2), Ethics and Confidentiality (£75 for Core Workshop 3) andUnderstanding Your Client (£40 for Core Workshop 4). All datesfor core workshops are advertised through the BASES website atwww.bases.org.uk/Workshops£150 – attendance at two elective BASES workshops, which canbe any workshops from the BASES workshop programme.Supervisor fees – this cost will be arranged between thesupervisor and supervisee.Other costs may also be incurred in order to gain the experiencenecessary.How do I find a Supervisor?Supervisors must have been accredited with BASES for at least 3years and have attended a BASES training workshop to becomea Registered Supervisor. A list of Registered Supervisors isavailable on the BASES website at www.bases.org.uk/Supervised-ExperienceIf a supervisee wishes to work with someone who is notcurrently on the register and they have been accredited for 3years, the proposed supervisor will need to attend a workshopbefore the registration deadline.Where can I find more information on SupervisedExperience?The Supervised Experience Guidelines along with all othersupporting documentation and registration forms are available atwww.bases.org.uk/Supervised-ExperienceThe Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk25

Diary datesMarch 201118 BASES Workshop: FunctionalMovement Screening: An AppliedPerspective Coventry University25 BASES Workshop: AppliedPhysiological Support for GolfUniversity of Dundee27 Science and Football ConferenceUniversity of East London www.scienceandfootball.com27 BASES Workshop: The Psychologyof Refereeing (Officiating) SalfordSports VillageApril 20111 BASES Supervised Experienceand High Performance SportAccreditation submission deadlines– 1.00pm6-8 The Physiological Society Cellular &Integrative Neuroscience ThemedMeeting King’s College Londonwww.physoc.org/ci201112-13 BASES Student Conference 2011University of Chester www.chester.ac.uk/bases16-17 2 & 4 day Masterclasses in Golf &Sport Psychology www.golfmind.co.uk19 BASES Workshop: LabVIEWfor Biomechanics University ofChichesterMay 20116 BASES Undergraduate EndorsementScheme submission deadline –1.00pm17 BASES Workshop: Physical Activityin Children Coventry University24 BASES Heads of DepartmentForum Leeds MetropolitanUniversityJune 20111 BASES International ConferenceGrant submission deadline7 BASES Workshop: Single CaseResearch Methods in Sport andExercise Psychology StaffordshireUniversity9-11 North American Society for thePsychology of Sport and PhysicalActivity Annual ConferenceBurlington, Vermont, USA www.naspspa.org/about-the-conference15-18 2011 Annual Meeting of theInternational Society forBehavioural Nutrition and PhysicalJuly 2011Activity Melbourne, Australia www.isbnpa2011.org/1 BASES Accreditation and HighPerformance Sport Accreditationdeadlines – 1.00pm1 BASES High Performance SportAccreditation deadline3-7 International Society ofBiomechanics (ISB) 2011 BrusselsUniversiteit Brussels www.isb2011.org/5 BASES Masterclass: SportPsychology Delivery Inside USProfessional Sport and the EnglishPremier League: Beauty and theBeast! Liverpool John MooresUniversity6 16th Annual Congress of theEuropean College of Sport Science(ECSS):“New Horizons in SportsSciences” Liverpool John MooresUniversity www.ecss-congress.eu/2011/11-14 Physiology 2011: Main Meeting ofthe Physiological Society Universityof Oxford www.physiology2011.orgBASES Workshops -www.bases.org.uk/WorkshopsPoint to ponder - Prof Edward M Winter FBASESPersuasion still requiredThe recent Ashes success inAustralia, concerns about obesityexpressed elsewhere in this issueand release of the film Black Swanillustrate the breadth and depthof interest that characterise sportand exercise (or as an alternativefor the latter, physical activity).According to HESA returns for 2009/2010,11,050 students graduated in the UK with degrees insport or exercise science. This total comprises 860postgraduates and 10,190 undergraduates. To put thesedata into context, in the same year, 16,000 graduatedin medicine and dentistry, 46,000 in engineering andtechnology and 25,000 in historical and philosophicalstudies. Of course, not all who graduate in sport andexercise go on to work in that area. In much the sameway, not all who get degrees in Egyptian archaeologybecome archaeologists and not all history graduatesnecessarily become professional historians.According to my sport-econometrics colleagues,sport and physical activity represent an annual publicand private expenditure in the UK of approximately£20 billion. This compares with a public spend of about£110 billion on the NHS (approximately £55 billionfor private healthcare) and £80 billion public spendfor defence. Sport and physical activity is big business.“There are fewother professionsthat combineacademic challenge,practical value andpersonal fulfilmentcharacterised bysport and exercise.”Some 2% (550,000) of employees work in sport andphysical activity-related positions. However, in spite ofthese data and the profound technical, social, political,economic and philosophical impact of sport andphysical activity that has been recognised for millennia- exemplified by Hippocrates and Galen, there are stilldoubters who malign our work.Recently, I had a letter published in one of mylocal newspapers. This letter was a response to anarticle written by a feisty female columnist. The authormaligned “sports science” as unworthy of study andcharacteristic of universities that are not worth goingto. This in a city where each year, the university inwhich I work has 500 or so graduates in sport andexercise science. My initial reaction to the article wasa paraphrase of Dad’s Army Captain Mainwaring’sblandishment to Private Pike - stupid girl! However,I used more considered wording in my letter andoutlined the information I presented earlier in thiscolumn. I also indicated how sport and exercisescientists are involved in a spectrum of roles that hasprofessional sport at one end and those for whomthe challenge is survival at the other. I included: “Thereare few other professions that combine academicchallenge, practical value and personal fulfilmentcharacterised by sport and exercise.”You might like to use this information when youare confronted with doubters.26 The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk

Final word with ProfNanette Mutrie FBASESOne person who inspired meIn relation to BASES, Prof Andy Smith FBASES, MBEinspired me (see MBE for Prof Andy Smith on p4).When I first met him he was a young leader in thefield of sport and exercise science and during histenure as Chair created a change in BASES culturetowards professionalism. Without his inspiredleadership BASES, I believe, would not have flourished.One moment that changed the course of mycareerIn 1979 there were no doctoral programmesrelated to sport and exercise science in the UK butI really wanted to study the topic in more depth.My boss at the time (Prof Peter Radford) found away to get me extended sabbatical leave. I appliedfor a Fulbright scholarship and I was awarded thechance to study at Penn State University under thesupervision of Dorothy Harris. Gaining my PhD atthe end of that experience most certainly changedmy career towards developing the field of exercisescience in the UK. Through this experience I madecontact with a UK lecturer Stuart Biddle. He hadbeen at Penn State the year before me and Dorothyput us in touch. After that introduction Stuart andI have had 25 years of collaboration in the area ofphysical activity psychology. Together we helped BASSprogress to BASES!One great thing that sport and exercisescience has achievedHaving an accreditation system that sets thestandards for our profession has been a greatachievement for sport and exercise science. Makesure you are fully accredited and recognised for yourexpertise.One thing that I would change about sportand exercise scientistsI would encourage all sport and exercise scientiststo consider the health implications of involvementin sport and exercise to be as important (andperhaps even more important) than the performanceenhancing application of our knowledge. Performancemay have glamour but health has public importance.One proud momentIn 2009 I was asked to deliver the Dorothy HarrisMemorial Lecture at Penn State University (seemoment that changed my career section above).Dorothy left a sum of money in her will to providean annual lecture in the area of sport and exercisepsychology. Every famous sport and exercisepsychologist in the States has delivered the lectureand so I was very proud when they invited me to dothis lecture.“I would encourageall sport andexercise scientiststo consider thehealth implicationsof involvementin sport andexercise to be asimportant (andperhaps even moreimportant) thanthe performanceenhancingapplication ofour knowledge.Performance mayhave glamour buthealth has publicimportance.”words: Prof Nanette Mutrie FBASESProf Nanette Mutrie FBASES, CPsychol isProfessor of Exercise and Sport Psychology atthe University of Strathclyde, Scotland and shedirects the Scottish Physical Activity ResearchCollaboration (www.sparcoll.org.uk).Compiled by: Len Parker SimpsonSports Physiology Research Scholar, Universityof ExeterOne thing that I like to do on days offI like to play golf and walk my dogs (or carry Jock -see above - at the end of a long day). But I also like tokeep my eye on pedometer counts and dream up aresearch project that involves all of these activities.One bit of advice that really influenced meA third year medical student who was doing aresearch project with me (and was also a gooddistance runner) once said to me, “Nanette -everything in a balance.” She meant I needed to geta better work, life and sport balance – all things areequally important and I try to remember that. She(Catriona Cadell) now runs her own GP practicein Noosa, Australia and makes sure she has time fordaily cycle rides to the ocean for swimming with herkids!One quote that I really like“I could tell you running is a spiritual high, but itwould be a lie. The thrill is purely physical. I’m anendorphin addict. I love the idea of my body beinghow it should be - in shape and active, able to deliver.The more I train and see muscle definition, the moreI am inspired to push myself harder.” Ellie Goulding inTimes Magazine interview 16/10/10.I like this quote because it is from a pop star whoclearly finds activity an important part of her life –that seems rare for pop stars. Also my students cannever guess who said it – they often attribute it tosports stars by mistake.One regretOne regret that I have in relation to BASES isthat we have not yet had a woman as Chair of theAssociation.One person I would like to have dinner withIn relation to sport and exercise science that wouldhave to be my old boss Peter Radford and his wife.They are both great story tellers and live in Oxfordnow so I do not see them too often. Peter oncetold me the story of Captain Barclay over dinner.Captain Barclay is a character from the history oftraining and sporting achievements - he walked 1,000miles in 1,000 hours at Newmarket in 1809. Petersubsequently wrote a book about him and therehas been a television dramatisation of the event. Thejockey Richard Dunwoody has recently re-enacted1,000 miles in 1,000 hours – but with full sportsscience support.About to change your home address?Update your details in the Member Area at www.bases.org.uk,e-mail enquiries@bases.org.uk or call 01138126162The Sport and Exercise Scientist n Issue 27 n Spring 2011 n www.bases.org.uk27

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