Over five carefully curated sessions, led by industry experts, we will cover the latest trends, best practices and innovative strategies related to the application of exercise physiology and personal training strategies across age, sport and clinical conditions.
The aim of this workshop is to introduce and consolidate the principles of ethical good conduct for sport and exercise scientists. In doing so, through a variety of interactive learning experiences, it draws upon aspects of professional ethics as experienced by sport and exercise science practitioners. It also situates the BASES Code of Conduct in a set of applied (hypothetical) contexts. Underpinned implicitly by theoretical frameworks, it is intended for those sport and exercise scientists seeking accreditation through BASES.
Learning outcomes of the workshop:
• Understand the basis for ethical good conduct amongst sport and exercise professionals
• Recognise and apply the BASES Code of Conduct to inform good practice
• Appreciate some of the ethical sensitivities in professional practice around such themes as voluntary informed consent, risk and harm, confidentiality and anonymity, guilty knowledge and ‘whistle-blowing’
The prevalence of inadequate sleep has increased dramatically in recent decades, and this has significant implications for both health and performance. This webinar will discuss the recent research regarding the impact of sleep loss in the development of chronic diseases such as type 2 diabetes, cardiovascular disease, and dementia. In addition, the influence of sleep loss on cognitive and physical performance will be discussed, along with the implications of this for exercise performance and athletes. The intersection between the health benefits of sleep and exercise will also be explored, including how exercise can impact sleep quality. Finally, an overview of practical strategies for improving sleep habits will be reviewed.
This is part of a two-part series.
Exercise Management of Whiplash Associated Disorders Webinar – Part 1 – Tuesday, 28 May 2024
Exercise Management of Whiplash Associated Disorders Webinar – Part 2 – Tuesday, 18 June 2024
Part one of this two-part series will cover important theoretical concepts to help understand the heterogeneity of presentations in people who have sustained a whiplash injury. It will cover mechanisms and pathophysiology, anatomical considerations, biopsychosocial consequences of the injury and how to identify and monitor when certain features might be present in your patient.
Part two of this two-part series will discuss implications for exercise prescription and management of whiplash associated disorders.
Over five carefully curated sessions, led by industry experts, we will cover the latest trends, best practices and innovative strategies related to the application of exercise physiology and personal training strategies across age, sport and clinical conditions.
Over five carefully curated sessions, led by industry experts, we will cover the latest trends, best practices and innovative strategies related to the application of exercise physiology and personal training strategies across age, sport and clinical conditions.
Strong emotions focus and lock attention – keeping people trapped in problem behaviours. Therapeutic change cannot happen until the emotional arousal is reduced. This is why all health and welfare professionals need to know how to induce the relaxation response in their clients. Guided imagery and visualisation not only reduce emotional arousal quickly but can be used to reframe life circumstances through metaphor and to rehearse in the imagination any required changed behaviours and/or feelings, which dramatically increases the likelihood of those changes taking place in ‘real life’.
If you want to be able to help people effectively, this is a key course to attend – guided imagery is an essential skill required for removing phobias, curing PTSD, lifting depression and overcoming addictions or self-harm, and is also useful for raising self-confidence and increasing motivation. When you become confident in using these skills, you can begin to bring patients out of the emotionally-driven trance states of a wide range of conditions such as anxiety disorders, addiction, anger, stress overload, trauma, depression, chronic pain and much more.
That is why guided imagery is one of the most powerful psychotherapeutic tools available to us – and one you need in your ‘toolkit’.
This webinar will provide participants with an overview of the accreditation process for those wishing to apply in the pedagogy category. It will also be useful for those wishing to convert from a different category through the reaccreditation process. Examples of activities and evidence that can be used to meet the competencies for the pedagogy category will be shared. There will be time for participants to reflect and ask questions about how they might fulfil the requirements of an application.
Learning Outcomes of the Webinar:
By the end of the webinar it is anticipated participants will be able to:
Describe the accreditation process for BASES accreditation in the category of pedagogy
Recognise appropriate sources of evidence in relation to the accreditation competencies
Identify examples from their own practice that could be used in an application
This webinar will delve into the impact of the menstrual cycle on female athletic performance, a topic that has gained increasing attention in the past decade among exercise professionals and in elite sporting settings. We will review existing research to gain a comprehensive understanding of how the menstrual cycle affects exercise performance and what we do and don’t know from current literature. The discussion will also focus on debunking common myths surrounding menstruation, providing exercise professionals with valuable insights to better support athletes and individuals in managing their training and performance throughout the menstrual cycle. Lastly, we will consider potential flags to look out for when considering working with female athletes.
We know a lot about how kids use their time during the school term, both at school and at home, but very little about how they use their time on holidays, when it is harder to access and assess them. The few studies that have been done suggest that on holidays kids are less active, spend more time in front of screens, and more time sedentary. Diet quality also declines, and caloric intake increases.
As a result, weight increases and fitness declines faster during holidays than during the school terms. In one US study, the entire annual increase in children’s weight occurred over the summer holidays. Some studies suggest that the declines are worse for kids from disadvantaged families, increasing the gap between the rich and the poor.
These effects may be due to the lack of structure that kids experience during the holidays. At school, there are (ideally) programmed activity periods, healthy tuckshop food, and minimal screen time. During the holidays, sporting competitions often stop, there is open access to food in the home, and kids often have unsupervised screen time. The structured day hypothesis may explain relative declines during the holiday period.
Studies have also shown that in general kids who engage in programmed activity during the summer break — holiday camps, activity days, sports — do better than kids who do not. There is a strong holiday camp culture in Europe and North America, but not in Australia. We should also look at empowering parents to keep kids active during the endless summers, and perhaps even at shortening the summer holiday period.
