CPD and Event opportunities
Professional Development Opportunities
BASES Workshop – Motivational Interviewing (MI) Basics
Wednesday, 24 April 2024 13:00 - 16:30 BST
Motivational Interviewing is a counselling method used by a broad range of helping professionals to support client change and growth. MI has a rich and growing evidence base in sport and exercise/clinical exercise and physical activity.
Helping us learn to let go of the exhausting process of trying to fix our clients’ problems, MI instead helps us skilfully guide them to explore what they have and need. Ultimately, MI teaches us how to be with our clients in a way that supports them as they talk themselves into meaningful and sustainable solutions.
This MI Basics workshop will introduce you to the key concepts and provide an opportunity to practice some key skills to take with you and use immediately.
BASES Workshop – Exploring Methods to Improve Exercise Fidelity for Cardiac Rehabilitation Programmes
Wednesday, 24 April 2024 09:30 - 13:30 BST
Wrexham University, Plas Coch Campus, Mold Road
This workshop aims to provide practitioners, students or anyone involved with the delivery or learning of exercise-based cardiac rehabilitation with ideas on how they can 1. Look to improve monitoring procedures used during exercise 2. Explore different ways to set up the exercise classes and 3. Evaluate current practice and what can be done to help programme teams who are not able to provide a full dose of exercise sessions.
It will explore: current exercise guidelines, problems around prescribing those exercise guidelines and solutions to help patients meet the desired exercise targets. This workshop will be interactive with those attending expected to participate in brainstorming and the sharing of ideas.
Guided imagery and visualisation for therapeutic change
13 May, 1 July, 23 Sept, 11 Nov
Leeds, London, Bristol, London
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’.
BASES Webinar – BASES Accreditation: Pedagogy
Tuesday, 7 May 2024 12:00 - 13:15 BST
Online
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
Menstrual Cycle Myths Webinar: Understanding the Influence of the Menstrual Cycle on Performance of Athletes
Tuesday, 21 May 2024 12:00pm - 1:30pm AEST
Online
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.
Presented by Hannah Dower, AES
Threats & Opportunities for Kids on School Holidays Webinar
Friday, 10 May 2024 12:30pm - 2:00pm AEST
Online
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.
