Hope, Sarah: OK.
Hope, Sarah: Good afternoon, everybody.
Hope, Sarah: So hopefully the the microphone and things working.
Hope, Sarah: Thanks to the colleagues at the back there,
Hope, Sarah: just checking that the teams is live as well.
Hope, Sarah: We're good to go.
Hope, Sarah: Excellent. So my name is Gavin Perkins.
Hope, Sarah: I'm delighted to be the Dean of Warwick Medical School and even more delighted to
Hope, Sarah: be here today to celebrate Lucy Hammond's inaugural lecture,
Hope, Sarah: a somewhat belated inaugural lecture due to COVID and other pesky things coming in
Hope, Sarah: the way. Given that Lucy became a professor back
Hope, Sarah: in 20.
Hope, Sarah: 22 but nevertheless, it's fantastic to have.
Hope, Sarah: The opportunity today to celebrate and to learn about that journey.
Hope, Sarah: Family and friends. It really is a pleasure to welcome you
Hope, Sarah: here to Warwick Medical School.
Hope, Sarah: I think Anna Noble Lecture really provides an opportunity not only for the
Hope, Sarah: academic colleagues in the audience to learn about a person's journey,
Hope, Sarah: but also for family and friends to understand.
Hope, Sarah: You know what is it that you know?
Hope, Sarah: Mum, wife, sister, brother goes off and does in their
Hope, Sarah: workplace and really.
Hope, Sarah: The admiration that I think we should all have for the achievements of reaching the
Hope, Sarah: rank of professor.
Hope, Sarah: And local lecturer is a key milestone in an academics career.
Hope, Sarah: Signific promotion to professor. It's an important title because it's not
Hope, Sarah: something that is bestowed lightly upon an individual.
Hope, Sarah: It is the highest award that a university can give to recognise academic excellence.
Hope, Sarah: There's a meticulous selection process that reflects our profound respect and
Hope, Sarah: admiration to mark somebody as such an acceptable colleague to award them the
Hope, Sarah: title of professor.
Hope, Sarah: This honour acknowledges their remarkable achievements in the invaluable impact
Hope, Sarah: that they've made on their field and the broader landscape of higher education.
Hope, Sarah: It also, I'm afraid, sets high expectations for their future
Hope, Sarah: contributions as holding the title professor implies a responsibility to
Hope, Sarah: uphold and champion the principles of collegiality, academic freedom,
Hope, Sarah: and the laurentless pursuit of knowledge and practice for the betterment of
Hope, Sarah: society.
Hope, Sarah: Our vision at Warwick Medical School is to transform health through innovative
Hope, Sarah: education and research excellence as Pro Dean for education, Lucy leads by example,
Hope, Sarah: exemplifying all the fantastic qualities of our teaching focused academic staff,
Hope, Sarah: Champlain excellence in education and enabling our students to achieve their
Hope, Sarah: full potential.
Hope, Sarah: Her work is underpinned by disciplined, specific expertise in sports medicine,
Hope, Sarah: alongside her pedagogical research focus.
Hope, Sarah: Activities Lucy's excellence is an education, of course,
Hope, Sarah: has already been recognised through the award of a principal fellow of the Higher
Hope, Sarah: Education Academy.
Hope, Sarah: An award that's limited to the UK's leaders in higher education,
Hope, Sarah: which recognises a sustained record.
Hope, Sarah: A strategic leadership of high quality learning which transforms practice and
Hope, Sarah: learner outcomes. I'm really looking forward to your
Hope, Sarah: presentation, Lucy. The beautiful game, reflections on elite.
Hope, Sarah: Sport enquiry and education, which I understand will bring together
Hope, Sarah: your journey from further education as a college lecturer to Pro Dean education at
Hope, Sarah: Warwick Medical School and considering what sport can teach us both the good and
Hope, Sarah: the bad. Lucy, thank you.
Hope, Sarah: Hey, that's can you hear me lovely.
Hope, Sarah: Thank you, Gavin. For those kind words.
Hope, Sarah: And I just also want to say thank you to the organizers for today and thank you to
Hope, Sarah: you all for being here with me.
Hope, Sarah: So I'm going to give some snippets of things that I've been doing over the
Hope, Sarah: years in this talk today and I'm going to focus around my main passion and work,
Hope, Sarah: which is of course, education.
Hope, Sarah: Having developed my teaching focused career, I'm going to tell you a bit about.
Hope, Sarah: Inquiry, which is where I've made my main teaching
Hope, Sarah: impacts and I'm going to talk about Elite Sport.
Hope, Sarah: I'm going to use this as a lens to look at some of the things that I've learnt
Hope, Sarah: along the way.
Hope, Sarah: And I decided to call my talk the beautiful game.
Hope, Sarah: And I wonder, does anybody know who perhaps popularized
Hope, Sarah: that phrase? The beautiful game?
Hope, Sarah: No.
Hope, Sarah: OK.
Hope, Sarah: So it was Pele.
Hope, Sarah: Who called his so his autobiography was beautiful game and it sort of was a bit
Hope, Sarah: of a philosophy that emerged out of Brazilian football around the aesthetic,
Hope, Sarah: but also the the sort of philosophy of team play and and so on.
Hope, Sarah: So I thought it was a nice title to work with today and some of my work has been
Hope, Sarah: in professional football, so it it seemed.
Hope, Sarah: Quite fitting.
Hope, Sarah: So I'm going to be talking about Elite Sport,
Hope, Sarah: but I think it's important that we first address the elephant in the room and that
Hope, Sarah: is that I am not an elite athlete.
Hope, Sarah: You may have guessed.
Hope, Sarah: And nor have I ever been.
Hope, Sarah: But if I can make the clicker work.
Hope, Sarah: There we go. Thank you.
Hope, Sarah: I was a club swimmer, an OK club swimmer.
Hope, Sarah: And I swam at Midlands and national level and represented Northamptonshire for
Hope, Sarah: several years, including a year as county captain.
Hope, Sarah: And so there I am, back several years ago.
Hope, Sarah: With my good friend and rival Nicola, and we were always sort of switching
Hope, Sarah: between 1st and 2nd.
Hope, Sarah: Between the two of us, and of course, as everyone who participates in any kind
Hope, Sarah: of sport will know, it's very normal to pick up some injuries
Hope, Sarah: along the way.
Hope, Sarah: So I guess that was my first sort of insight into sports injury and I've
Hope, Sarah: always loved watching sports.
Hope, Sarah: I'm a big spectator of sports and as I was going through school,
Hope, Sarah: I really loved biology and the human body and and how that all works.
Hope, Sarah: So it was a sort of natural.
Hope, Sarah: Choice for me to bring these things together.
Hope, Sarah: And think about, you know, potentially going into this area as a
Hope, Sarah: career.
Hope, Sarah: So I don't think it's going to advance.
Hope, Sarah: Essentially, I do only.
Hope, Sarah: Thank you.
Hope, Sarah: So I studied sport rehab at the University of Salford and this is
Hope, Sarah: graduating class of 2003.
Hope, Sarah: So we learnt about the assessment, treatment, rehabilitation of neuro,
Hope, Sarah: skeletal injury and all of this was within that sort of performance sport
Hope, Sarah: context.
Hope, Sarah: And that's me.
Hope, Sarah: 3rd row back on the left and another one of my colleagues on the back.
Hope, Sarah: Row Brendan Skinner.
Hope, Sarah: Is there and Brendan and I have gone on to publish together.
Hope, Sarah: In in recent years.
Hope, Sarah: So did my first degree learn all about working in this environment and decided
Hope, Sarah: on graduation that it was probably the academic side of it that I was most
Hope, Sarah: interested in?
Hope, Sarah: But I did do some work in practice.
Hope, Sarah: Don't know if we can.
Hope, Sarah: Advance.
Hope, Sarah: Can I do it on there now?
Hope, Sarah: That won't work.
Hope, Sarah: OK, I'll do that one.
Hope, Sarah: And so did some work in clinical rehab settings,
Hope, Sarah: private practice and then also some event work.
Hope, Sarah: So including women's performance cycling, so just a few pictures from that,
Hope, Sarah: you know, some of the various settings where you
Hope, Sarah: end up working up curbside. And one of those is in a crypt which was
Hope, Sarah: very interesting.
Hope, Sarah: Setting to be doing that sort of work.
Hope, Sarah: So this was this was great fun.
Hope, Sarah: I continued doing some of this work up until about 2017,
Hope, Sarah: but don't do any work in practice now.
Hope, Sarah: But as I mentioned, it was the academic aspects that I was
Hope, Sarah: most interested in and was keen to get involved in some research so.
Hope, Sarah: I was very lucky, unfortunate to be supported by Professor
Hope, Sarah: Bill Ribbons, who's an orthopaedic surgeon and
Hope, Sarah: professor of sports medicine.
Hope, Sarah: In Northampton, who gave me the opportunity to get
Hope, Sarah: involved in some sports medicine research.
Hope, Sarah: And we decided to have a look at the injuries that were taking place in the
Hope, Sarah: professional team sports in Northampton. So in football, cricket and rugby union.
Hope, Sarah: So that started me off on a journey of exploring injury surveillance in
Hope, Sarah: professional team sports.
Hope, Sarah: So injury surveillance is the process of sort of measuring and monitoring all of
Hope, Sarah: the injuries that are taking place.
Hope, Sarah: And we utilise those data in order to help us to develop preventative
Hope, Sarah: strategies.
Hope, Sarah: So the model that you can see up on the screen here sets out a series of steps
Hope, Sarah: and injury surveillance is the first step of that.
Hope, Sarah: So establishing what injuries are taking place and then we want to understand a
Hope, Sarah: bit about how and why those injuries occur. And once we understand that,
Hope, Sarah: we can then.
Hope, Sarah: Develop preventative strategies.
Hope, Sarah: And see if they have efficacy.
Hope, Sarah: We can then see if they are acceptable in that environment and if it shows,
Hope, Sarah: if they're shown to be effective, then that ongoing process of injury
Hope, Sarah: surveillance, we should see a reduction in the number
Hope, Sarah: of those injuries that are taking place.
Hope, Sarah: So the work that I was doing was really situated at step one and sort of reaching
Hope, Sarah: into Step 2.
Hope, Sarah: And we we were sort of utilizing the accepted methods from the field, so using.
Hope, Sarah: Definitions of injury that, for example, involved time loss.
Hope, Sarah: So how do we know if an injuries happened?
Hope, Sarah: Well, people can't compete in the match.
Hope, Sarah: Or they can't undertake their training. So we were capturing the data in the way
Hope, Sarah: that everybody was doing it.
Hope, Sarah: But what I found along the way was that that actually was missing an awful lot of
Hope, Sarah: stuff, because actually.
Hope, Sarah: In Elite Sport or any kind of performance sport, really people don't stop.
Hope, Sarah: So, so we we realized that we needed to.
Hope, Sarah: Look a bit further and we wanted to explore this idea of the sort of is there
Hope, Sarah: an iceberg phenomenon here?
Hope, Sarah: What is under the surface?
Hope, Sarah: What are we not capturing?
Hope, Sarah: Because actually, if we're going to use those data to
Hope, Sarah: formulate our preventative strategies, it's pretty important that that data is
Hope, Sarah: representing what's actually happening.
Hope, Sarah: So then sort of did some further studies where we we took a very different
Hope, Sarah: approach.
Hope, Sarah: So we didn't take the traditional approach to surveillance.
Hope, Sarah: But focused in on professional football so that we could explore one sport in a
Hope, Sarah: bit more detail and football has also provided us with many rich examples of
Hope, Sarah: perhaps how not to do things over the years and.
Hope, Sarah: We looked at, we did the traditional model,
Hope, Sarah: but we also then looked for every match in the teams that were in the cohort at
Hope, Sarah: the start of the match, who was already injured.
Hope, Sarah: So in those starting squads.
Hope, Sarah: So we we looked at who was injured and what did they have.
Hope, Sarah: Who got injured during the match and who, you know,
Hope, Sarah: did they continue to play or did they get removed from play?
Hope, Sarah: And also who was who had surgery in the offseason?
Hope, Sarah: Because I'd observed this phenomenon of people managing their injuries throughout
Hope, Sarah: the season and then when you've got that little window of opportunity at the end,
Hope, Sarah: that would be when the surgery would take place.
Hope, Sarah: So I had three professional football teams in my Cohort Championship League
Hope, Sarah: One and League 2.
Hope, Sarah: Teams and we found various things that sort of met with what we were expecting
Hope, Sarah: around us, missing important injuries through our
Hope, Sarah: traditional surveillance models.
Hope, Sarah: So overall, we found you can see on the graph here
Hope, Sarah: there was a that appeared in my cohorts at least to be a sort of effect of
Hope, Sarah: playing level here.
Hope, Sarah: So it was much more prominent in the lower leagues compared to those fire
Hope, Sarah: leagues.
Hope, Sarah: And in fact, for the League Two team that were in the
Hope, Sarah: cohort, only 15% of the games that took place
Hope, Sarah: that season had a fully fit match team at the start.
Hope, Sarah: About half of the injuries we picked up this way were acute traumatic half were
Hope, Sarah: overuse, identified a number of those injuries
Hope, Sarah: that were then managed at the end of the season.
Hope, Sarah: Things like inguinal repair and tendinopathies.
Hope, Sarah: So managed all the way through through taping, strapping,
Hope, Sarah: injecting all sorts of things.
Hope, Sarah: To kind of get them through to the end of the season.
Hope, Sarah: So overall, there was at least one injured player in
Hope, Sarah: 48% of all the games that I surveyed, and I followed up with qualitative
Hope, Sarah: interviews with some of those players who we identified as as playing while they
Hope, Sarah: were injured. And there were lots of reasons that were.
Hope, Sarah: Sort of influencing antecedent factors for that,
Hope, Sarah: and they broadly fell into sort of three groups.
Hope, Sarah: So there were personal factors. So the age of the player for example.
Hope, Sarah: Younger players at the start of their career.
Hope, Sarah: Older players trying to extend their career hang on for as long as possible.
Hope, Sarah: Things like when contracts were up for renewal had a really big impact on when
Hope, Sarah: surgeries were scheduled.
Hope, Sarah: Also something like.
Hope, Sarah: Suspensions in the squad also reduced the numbers of players that were available
Hope, Sarah: and I think this was the problem for.
Hope, Sarah: For the League Two team, they had already a small, you know,
Hope, Sarah: they didn't have that resource, that depth that the championship side had,
Hope, Sarah: but they had a couple of injuries and a couple of suspensions and then all of a
Hope, Sarah: sudden they've got very few players to draw from.
Hope, Sarah: So overall.
Hope, Sarah: This was essentially a critical appraisal of the methods for surveillance that we
Hope, Sarah: use and, and we developed these these new
Hope, Sarah: approaches and identified this sort of 15% of of injuries.
Hope, Sarah: That are not captured through through the through the usual methods and some of
Hope, Sarah: that the findings have gone on to be used by International Olympic Committee
Hope, Sarah: consensus groups for how they now recommend methods to take place and and
Hope, Sarah: interestingly, that's in aquatic sports and athletics,
Hope, Sarah: so it's sort.
Hope, Sarah: Into these different environments.
Hope, Sarah: So I was doing a bit of practice.
Hope, Sarah: This was my pH. D work and I did this part time over a
Hope, Sarah: number of years with my two boys during that so it was busy, busy times.
Hope, Sarah: But I fancied this idea of the academic career.
Hope, Sarah: So I thought probably better get some teaching experience so.
Hope, Sarah: I got a job. As Gavin mentioned, working in further education,
Hope, Sarah: so part time lecturer and I was teaching B.Tech sport science.
Hope, Sarah: So I taught a bit of a level.
Hope, Sarah: And I then moved Northampton College, moved to then Moulton College, which.
Hope, Sarah: Is sort of positioned itself as the further education equivalent of
Hope, Sarah: Loughborough University.
Hope, Sarah: So how did performance sport programmes, but for sort of 16 to 19 year olds?
Hope, Sarah: It's lovely to see David here from from Molton.
Hope, Sarah: Thank you, David for coming.
Hope, Sarah: And so again, I thought B. Tech programmes there,
Hope, Sarah: but importantly for me this they had a BSE in sports therapy which was validated
Hope, Sarah: for University of Northampton and we developed an MSC.
Hope, Sarah: While I was there as well, so I got my sort of 80 experience where
Hope, Sarah: while I was there as well and I have to say that Effie was brilliant.
Hope, Sarah: I really learnt to teach in Fe.
Hope, Sarah: Really, really. Learn to teach 16 year old sports
Hope, Sarah: students are really great fun. It's hard work.
Hope, Sarah: It's really hard work and Fe lecturers if you're full time and I was only ever.
Hope, Sarah: Point 5.6, but you're full time.
Hope, Sarah: You're teaching loads around 20 to 25 hours a week.
Hope, Sarah: So it's seriously hard work.
Hope, Sarah: And I think it develops in people a work ethic and a resilience.
Hope, Sarah: And it's amazing when I see some of my former colleagues from those environments,
Hope, Sarah: all of the things that they've gone on to do, I think it really does, you know,
Hope, Sarah: potholes, people very, very, very well.
Hope, Sarah: It's tough. It's really tough.
Hope, Sarah: And after I finished my PhD, I then moved into higher education.
Hope, Sarah: So I took a post at the University of Bedfordshire.
Hope, Sarah: And I was working with this wonderful team. This of all the pictures I had,
Hope, Sarah: this was the ones where they looked the most normal.
Hope, Sarah: So it was again, great fun kind of couple of years there
Hope, Sarah: and we're we're all very happy to see that picture of Dan with his antlers on
Hope, Sarah: again.
Hope, Sarah: So this really gave me the opportunity to learn so much more about HE and how he
Hope, Sarah: works.
Hope, Sarah: It was a widening access university.
Hope, Sarah: So really important work supporting students who you know don't come from
Hope, Sarah: families that have been to university before.
Hope, Sarah: So lots of first generation students and and it was it was a really fantastic
Hope, Sarah: couple of years working there before I came to medical school in 2016 to work in
Hope, Sarah: the PGT team.
Hope, Sarah: So it was in the PGT team for a couple of years.
Hope, Sarah: Took up WMS first role as director of Undergraduate Studies and Deputy Pro Dean
Hope, Sarah: for education in 2019.
Hope, Sarah: And then one year ago, actually almost to the day,
Hope, Sarah: it was this week, last year I became protein for education.
Hope, Sarah: So bit of a whistle stop tour of what got me to here. And as you've heard,
Hope, Sarah: I really chose my passion of teaching and education of where I wanted to go with my
Hope, Sarah: career and and forge that teaching focused career.
Hope, Sarah: And that was really quite an explicit move.
Hope, Sarah: When I when I came.
Hope, Sarah: Here to Warwick because I came on what was known at that point as a teaching
Hope, Sarah: only contract.
Hope, Sarah: Of course, this is a research intensive institution.
Hope, Sarah: So I really love this picture, which is taken from a blog written by
Hope, Sarah: some people from Monash University, and it's about the struggle for identity
Hope, Sarah: that some teaching focused academics have.
Hope, Sarah: And I am often in my role now.
Hope, Sarah: Ask for career advice by people who are looking to establish their teaching.
Hope, Sarah: Focused career.
Hope, Sarah: So I'm going to spend a bit of time now just talking about some of the sort of
Hope, Sarah: lessons and reflections that I have from elite sport and that background and think
Hope, Sarah: about what this means for me in the education context.
Hope, Sarah: So the first thing that I want to talk about is marginal gains.
Hope, Sarah: I don't know if you've heard of this approach,
Hope, Sarah: but this really came from that elite cycling environment so I thought it was a
Hope, Sarah: nice place to start.
Hope, Sarah: Having done some work in cycling before, but Dave Brailsford,
Hope, Sarah: who was the head of Team Sky and of British Cycling kind of really pushed
Hope, Sarah: forward this approach, which was looking for the 1%.
Hope, Sarah: So if we can get 1% improvement in lots and lots of different areas collectively,
Hope, Sarah: this adds up to something quite meaningful performance improvement,
Hope, Sarah: so can add up to a significant gain.
Hope, Sarah: And this.
Hope, Sarah: Approach is often taken a lot in in in the sports environment,
Hope, Sarah: and I wonder if and around 10 years ago there was lots of things in the news
Hope, Sarah: about athletes getting into freezing cold chambers to improve their recovery.
Hope, Sarah: How can I get the pictures to come up so the Welsh Rugby Union team were quite
Hope, Sarah: famously doing this and the idea was if you try to?
Hope, Sarah: If you can accelerate that process of recovery.
Hope, Sarah: Then you can get back training more quickly and again you can can can sort of
Hope, Sarah: develop further be be ready sooner for for the next game.
Hope, Sarah: So, like many things in sports medicine, sometimes the practice is a little bit
Hope, Sarah: ahead of the evidence, and so hence the headline here after the
Hope, Sarah: Cochran Review was was published.
Hope, Sarah: On on whole body cryotherapy. But I was doing the really interesting
Hope, Sarah: position at Molton College.
Hope, Sarah: Being this sort of performance sport environment that we had a whole body
Hope, Sarah: cryotherapy chamber and that was part of the commercial facilities.
Hope, Sarah: So if you're not familiar with it, the top left picture you see,
Hope, Sarah: the gentlemen are going into going through a door and they're going into a
Hope, Sarah: chamber which is liquid nitrogen called air -60° in there for 30 seconds.
Hope, Sarah: There's an internal door through to the next chamber.
Hope, Sarah: So this, that's the warm up.
Hope, Sarah: So the next Chamber -110° for two minutes, and then you come out the other side and
Hope, Sarah: we can see one of my colleagues there saw coming out of the other side.
Hope, Sarah: So I was really lucky with my colleagues at Malton.
Hope, Sarah: We got to do some research using these facilities.
Hope, Sarah: So Solcuttle and I undertook a number of different studies and when we looked at
Hope, Sarah: the evidence and we looked at what people were doing.
Hope, Sarah: What we.
Hope, Sarah: Sort of.
Hope, Sarah: We it raised a bit of a question for us that we had these.
Hope, Sarah: You know, if you picture a rugby team, you've got all sorts of shapes and sizes
Hope, Sarah: of of people within that within that group of 15 players and everyone was kind
Hope, Sarah: of going in for the same amount of time and it's sort of quite arbitrary,
Hope, Sarah: arbitrary amount and because.
Hope, Sarah: It's this is an air exposure.
Hope, Sarah: We we thought, well, hold on. Are people getting essentially the same?
Hope, Sarah: Exposures, you know they're getting the same amount
Hope, Sarah: of time, but are they getting the same exposures,
Hope, Sarah: their body surface area is probably quite different. Those sorts of things,
Hope, Sarah: different shapes and sizes.
Hope, Sarah: So we investigated this across a number of studies and we were looking at skin
Hope, Sarah: temperature, core temperature.
Hope, Sarah: We looked at ventilatory responses and and we found, as we predicted,
Hope, Sarah: that the sort of morphology of people had quite an impact on.
Hope, Sarah: Their degrees of cooling.
Hope, Sarah: And that was particularly noticeable with sort of sex based differences and really
Hope, Sarah: around degrees of body fat and degrees of of lean mass.
Hope, Sarah: So this was, you know, kind of odd little segue into things in,
Hope, Sarah: in the sort of performance setting that that I did.
Hope, Sarah: But this practice was really around looking for those 1%.
Hope, Sarah: And I think the approach that we took was trying to ask something.
Hope, Sarah: It was a bit more fundamental.
Hope, Sarah: Actually, so are we really measuring what we or
Hope, Sarah: doing what we're intending to do here and a bit like with the injury surveillance
Hope, Sarah: work I did, it was that sort of critical foundation
Hope, Sarah: that I was interested in getting that bit right. And I think that underpins my Phil.
Hope, Sarah: In many ways.
Hope, Sarah: Which is to really focus on getting the basics right.
Hope, Sarah: So when I think about this idea of marginal gains or 1% in an education
Hope, Sarah: context.
Hope, Sarah: I can't really feel the fit very well because of the messy reality of, you know,
Hope, Sarah: the social environment of the classroom or, you know,
Hope, Sarah: whatever funding cuts are coming our way this week and and and so on.
Hope, Sarah: So this approach of getting the basics right has has really sort of underpinned
Hope, Sarah: the work that I've done and I think that background in post 92 universities and
Hope, Sarah: further education where.
Hope, Sarah: Things you know very, very teaching focused by design.
Hope, Sarah: Has probably really sort of developed that in me and when I think about some of
Hope, Sarah: the practice that I've seen in those environments around, you know,
Hope, Sarah: great assessment design, really great teaching,
Hope, Sarah: student support is really, really excellent.
Hope, Sarah: And I think there's an awful lot for institutions like Warwick to learn from
Hope, Sarah: places like that.
Hope, Sarah: I want to say something also about getting the basics right in terms in
Hope, Sarah: terms of sort of where I've made my main teaching contribution.
Hope, Sarah: And I mentioned my second E was inquiry.
Hope, Sarah: So you know, I'm thinking about sort of student
Hope, Sarah: research inquiry here and all the way through my career at each of those
Hope, Sarah: institutions that I've worked at, I've always led the dissertation or the
Hope, Sarah: project module, and it's been my absolute favorite thing
Hope, Sarah: to do.
Hope, Sarah: I love that sort of feeling of sort of holding the students hands at the start
Hope, Sarah: or like.
Hope, Sarah: On their like your kids on the bike where you're holding the Sabbat and running
Hope, Sarah: along with them, and then you sort of.
Hope, Sarah: Let them go and and see them cycling off so that research project bit always feels
Hope, Sarah: a bit like that to me. And it's been, yeah,
Hope, Sarah: it's been my joy to to lead on some of those things including six years here
Hope, Sarah: within PGT with a brilliant team of acad.
Hope, Sarah: And Portfolio 2 colleagues.
Hope, Sarah: So when I came here to medical school, I was really struck by the diversity of
Hope, Sarah: our student groups and what they were really sort of.
Hope, Sarah: Getting from this research component.
Hope, Sarah: And it felt like there was, you know, some some sort of different benefits for
Hope, Sarah: different people. But we were perhaps approaching it in one
Hope, Sarah: way.
Hope, Sarah: So I was.
Hope, Sarah: I really sort of, I suppose, noticed those students.
Hope, Sarah: We had some who they were here and they were doing that research.
Hope, Sarah: They wanted to go on to do a pH. D.
Hope, Sarah: So it was really that sort of almost first apprenticeship type training for
Hope, Sarah: that.
Hope, Sarah: That, but we also had lots of students who were
Hope, Sarah: not going to pursue an academic career.
Hope, Sarah: There are people working in practice doing really great work.
Hope, Sarah: Many of them in sort of NHS and GP settings and what they were here for was
Hope, Sarah: to advance their knowledge, to take back into practice,
Hope, Sarah: not to go on to be, you know, researchers and this really.
Hope, Sarah: Kind of crystallized for me around this idea around. You know.
Hope, Sarah: Potentially we've got some different groups of people,
Hope, Sarah: people who were developing to ultimately become professional researchers compared
Hope, Sarah: to people who we really want to develop, to be researching professionals.
Hope, Sarah: So I sort of wanted to get under the bonnet a bit of what we were doing with
Hope, Sarah: these students because we were, you know, doing kind of one and the same thing
Hope, Sarah: across.
Hope, Sarah: And and I noticed that some of the students.
Hope, Sarah: Who? You know, many of the students who were in the
Hope, Sarah: research and professionals group, if I can call them that, were, you know,
Hope, Sarah: doing things like service evaluation, audits,
Hope, Sarah: really important work to understand what's happening in their practice
Hope, Sarah: settings in order to make improvements there. But we were.
Hope, Sarah: Teaching them how to do randomised control trials and we were teaching them
Hope, Sarah: complicated regression statistics and those sorts of things,
Hope, Sarah: and it sort of didn't fit then with that paradigm of what those people were
Hope, Sarah: actually going to do.
Hope, Sarah: So in the spirit of wanting to kind of get the basics.
Hope, Sarah: That's right.
Hope, Sarah: I was like, we really need to teach them how to to do
Hope, Sarah: the things that that they're going to be able to do and it's really important.
Hope, Sarah: They know about all those other things as well because they they need to be those
Hope, Sarah: critical consumers of evidence in that.
Hope, Sarah: Research setting, but to be confident to do their projects,
Hope, Sarah: I think we needed to equip them a bit better and it was perhaps reassuring that
Hope, Sarah: colleagues at Monash were doing exactly the same as us.
Hope, Sarah: So we teamed up and came together on a project.
Hope, Sarah: Which was supported by the Monash Warwick Alliance that we call don't quit.
Hope, Sarah: So development of novelty novel tools for quality improvement.
Hope, Sarah: Training it was myself.
Hope, Sarah: Gups Chouhan, Simon Jenkins and rich clay.
Hope, Sarah: From Warwick and Meagan Wallace.
Hope, Sarah: Tina Brock Kelly Anne Bowles and Bianca Levkovic from Monash.
Hope, Sarah: And we came together.
Hope, Sarah: We brainstormed.
Hope, Sarah: We workshopped, we storyboarded and then through Richards
Hope, Sarah: witherree we created a beautiful set of online learning resources that can be
Hope, Sarah: flexibly used for students who are undergraduate, postgraduate,
Hope, Sarah: pre registration, post registration in any international
Hope, Sarah: setting.
Hope, Sarah: And this is, you know, some work that I'm really really proud of.
Hope, Sarah: This resource is used at Warwick, Warwick.
Hope, Sarah: At Monash.
Hope, Sarah: At Monash Malaysia, it's used across medicine,
Hope, Sarah: pharmacy and allied health courses and we did some evaluation and it did show that
Hope, Sarah: there were significant increases in Qi knowledge and skills as a result of
Hope, Sarah: undertaking this learning and one of the things that I feel really proud of is.
Hope, Sarah: That these resources are now freely available to healthcare professionals in
Hope, Sarah: low and middle income countries.
Hope, Sarah: Through a partnership that and rich really championed this with the with the
Hope, Sarah: Dutch third sector organization called the Healthy Foundation to support people
Hope, Sarah: who would not otherwise have access to this sort of thing.
Hope, Sarah: So just a bit of a summary of some of the work that I've done in that sort of
Hope, Sarah: inquiry space.
Hope, Sarah: But I want to keep moving forwards and talk now about another.
Hope, Sarah: Lesson from sport and that is around early specialisation.
Hope, Sarah: How cute is that picture?
Hope, Sarah: Had a lot of fun Googling for.
Hope, Sarah: Children in masters caddy outfits.
Hope, Sarah: So, early specialisation, you heard a bit about that environment at
Hope, Sarah: Malton College, which was that sort of development of
Hope, Sarah: those youth athletes on that sort of specialised pathways.
Hope, Sarah: And you may also have heard of cuts. The myth of the 10,000 hours rule.
Hope, Sarah: Say this idea that it takes 10, 000 hours of practicing something to
Hope, Sarah: achieve mastery, and therefore if it takes 10,000 hours,
Hope, Sarah: it follows that you'd probably better start early.
Hope, Sarah: So actually the very much the practice in sport,
Hope, Sarah: but the evidence is that this can perhaps be detrimental to athlete development.
Hope, Sarah: So it can lead to development of injury through that sort of repetitive overuse
Hope, Sarah: overload.
Hope, Sarah: Of certain tissues can also lead to issues around burnout.
Hope, Sarah: So other models have emerged.
Hope, Sarah: So, for example, early diversification, so encouraging people to undertake their
Hope, Sarah: primary sport, but also to undertake other sports as
Hope, Sarah: well. So they're getting cross training type
Hope, Sarah: exposures or early engagement. So focusing within the primary sport but
Hope, Sarah: ensuring that all of the different facets of that.
Hope, Sarah: Are trained.
Hope, Sarah: To not be too focused too early.
Hope, Sarah: So how is this relevant to teaching focused career?
Hope, Sarah: So I think probably from what you've seen from my background,
Hope, Sarah: I really was not specialising early at all and I think that I have always really
Hope, Sarah: tried to develop breadth in what I've done and I think of this is like having
Hope, Sarah: lots of tools in the toolkit so.
Hope, Sarah: Over the time that I have, you know, over the various things I've done,
Hope, Sarah: I've always.
Hope, Sarah: Made myself available to get involved in all sorts of weird and wonderful things.
Hope, Sarah: Sometimes that are really relevant, and sometimes they feel perhaps a bit
Hope, Sarah: less relevant, but I've always learnt something
Hope, Sarah: important from all of them.
Hope, Sarah: And that's involved working across undergrad post grad in accredited courses,
Hope, Sarah: non accredited programmes.
Hope, Sarah: Partnership franchise, transnational arrangements,
Hope, Sarah: Cross departmental working.
Hope, Sarah: Lots of reviews.
Hope, Sarah: Of programs and external examining things within my discipline,
Hope, Sarah: but also outside of my discipline.
Hope, Sarah: So I had a quick look down my CV to see some of the some of the things that are
Hope, Sarah: not within sport and health and through the UCB Warwick Partnership for the last
Hope, Sarah: couple of years I've been supporting with that and one of the things in my group.
Hope, Sarah: Of courses that I helped.
Hope, Sarah: To liaise and and look after is culinary arts management.
Hope, Sarah: I have sat on review panel for international relations management and I
Hope, Sarah: have chaired review panels.
Hope, Sarah: So validation approval panels with partner organization within Oman for
Hope, Sarah: Islamic finance and computing for oil and gas, so.
Hope, Sarah: Not directly relevant to the work that I do, but always something to learn.
Hope, Sarah: So how other people do things?
Hope, Sarah: There's always things to take away. Signature pedagogies from other
Hope, Sarah: disciplines and so on. So, and I really reflect in my role now as
Hope, Sarah: Pro Dean for education, where I'm responsible for this broad
Hope, Sarah: portfolio within our school, but also the work that I do then linking
Hope, Sarah: into policy pract.
Hope, Sarah: Processes and things across the university that I draw on that sort of
Hope, Sarah: experience and things I learnt across that really on a day-to-day basis.
Hope, Sarah: So next one, coaching and mentoring in sport and I
Hope, Sarah: think the role of this is pretty obvious.
Hope, Sarah: It's it's evident how that is important in the sports environment and I if I
Hope, Sarah: think about this in in education, I think it is equally as important and I
Hope, Sarah: think some of the most enjoyable and rewarding work that I have done has been
Hope, Sarah: in this space supporting others.
Hope, Sarah: And I consider within this that this is obviously.
Hope, Sarah: The coaching and the mentoring and.
Hope, Sarah: And the sort of management of others, but also.
Hope, Sarah: How we can encourage others to take up opportunities,
Hope, Sarah: how we can push opportunities in the direction of certain people.
Hope, Sarah: And I've been very lucky over my career to have had support from lots of people
Hope, Sarah: and lots of people send opportunities my way.
Hope, Sarah: So I try to also pass on that and be generous with my support for others.
Hope, Sarah: So lots and lots of people have supported me and I'm just going to pop up.
Hope, Sarah: Can't thank.
Hope, Sarah: Everybody, unfortunately, there's too, too many people that that have helped me
Hope, Sarah: along the way. But I do just want to recognise some of
Hope, Sarah: the the faces here on the board who over the years have acted perhaps as a coach
Hope, Sarah: or a mentor, might be formal, might be inform.
Hope, Sarah: People who have made an impact on me, people who I've learned really important
Hope, Sarah: things from.
Hope, Sarah: And people that have given me an opportunity.
Hope, Sarah: And really encouraged me and I do want to say a special thank you to Professor
Hope, Sarah: Lesley Roberts for really supporting me over the last four to five years and most
Hope, Sarah: especially in the last year since you handed over protein education to me.
Hope, Sarah: So thank you very much.
Hope, Sarah: And you know, we are in the month of March where?
Hope, Sarah: Which of course.
Hope, Sarah: Course, we've just celebrated International
Hope, Sarah: Women's Day and I'm really struck by the number of women up on that up on the
Hope, Sarah: board there. But also thanks to very importantly to
Hope, Sarah: those men that support women in their careers.
Hope, Sarah: So lastly, I want to just say something about the
Hope, Sarah: team behind the team.
Hope, Sarah: So another important construct in sport. So we've got the team,
Hope, Sarah: but there's a much bigger group of people around them.
Hope, Sarah: That are supporting you know what the what the team do and how they can become
Hope, Sarah: really excellent and you know we've touched on the medical team earlier in
Hope, Sarah: the talk, but we have strengthening auditing,
Hope, Sarah: coaches, psychology, sport, science, nutrition and of course this team is
Hope, Sarah: really, really import.
Hope, Sarah: And I think this team behind the team is really important in education as well.
Hope, Sarah: I've mentioned a couple of times during my talk today about our excellent
Hope, Sarah: professional sports.
Hope, Sarah: Services staff who are really, really important in in our education
Hope, Sarah: context, but I want to say something a little bit
Hope, Sarah: more about the role of things like we're here.
Hope, Sarah: So the Warwick International Higher Education Academy.
Hope, Sarah: So I was lucky to have her. We here fellowship for three years and
Hope, Sarah: this was a brilliant opportunity.
Hope, Sarah: And this was really an opportunity to sort of develop education scholarship.
Hope, Sarah: Network.
Hope, Sarah: Back with others across the institution.
Hope, Sarah: And it's, I think really very supportive for people
Hope, Sarah: in teaching focused careers and people who are not teaching focused but really
Hope, Sarah: want to make education an important part of of what they do.
Hope, Sarah: And.
Hope, Sarah: I was part of the teaching, recognition and reward learning circle,
Hope, Sarah: and here's my good colleague Liz Blagrove from psychology and Liz and I Co chaired
Hope, Sarah: the teaching, recognition and reward.
Hope, Sarah: Group for a year during COVID, which was interesting.
Hope, Sarah: We didn't meet properly until the end of it,
Hope, Sarah: where we finally got to go out for lunch.
Hope, Sarah: But.
Hope, Sarah: We we were working around how we keep that conversation going.
Hope, Sarah: In a research intensive organization about the visibility and the importance
Hope, Sarah: of people on teaching, you know who are on the teaching track
Hope, Sarah: and doing teaching focused careers.
Hope, Sarah: So we were able to.
Hope, Sarah: Enhance some of the support for people who were applying for promotion on the
Hope, Sarah: teaching focused pathway.
Hope, Sarah: We were involved in the conversations and influencing some of the changes around
Hope, Sarah: titles for senior teaching fellow over to assistant professor and we had we
Hope, Sarah: organised an event across university event which was everyday excellence in an
Hope, Sarah: extraordinary year and this was about celebrating the everyday.
Hope, Sarah: Excellence. All of the really good stuff that happens
Hope, Sarah: but is not necessarily very visible.
Hope, Sarah: But it's actually what makes.
Hope, Sarah: It's really what makes excellent education.
Hope, Sarah: So it was really great to be able to kind of be able to shine a bit of a light on
Hope, Sarah: that because it's often the.
Hope, Sarah: The sort of higher profile things that people are interested in hearing about.
Hope, Sarah: But if we don't get the basics right.
Hope, Sarah: And do that really well on a day-to-day basis,
Hope, Sarah: then you know that's what I think makes a really good education for our students.
Hope, Sarah: And I'm now involved in the professors in practice network.
Hope, Sarah: So this is a group of teaching focused professors,
Hope, Sarah: and we're really trying to sort of keep that work going forward.
Hope, Sarah: So once you reach teaching focused Professor,
Hope, Sarah: what does the ongoing career look like?
Hope, Sarah: Where are the opportunities and how can we?
Hope, Sarah: You know, really ensure that the expertise and
Hope, Sarah: experience that we bring.
Hope, Sarah: Is, you know has got that voice at Warwick?
Hope, Sarah: So it's great to have been a part of that and I would really encourage anybody who
Hope, Sarah: is, you know, here and involved in teaching to to get
Hope, Sarah: involved in, we're here.
Hope, Sarah: The other important group of people, I think in the team.
Hope, Sarah: Behind the team is that we all, regardless of what we do,
Hope, Sarah: I think need our own cheer squad.
Hope, Sarah: And I want to give my own personal thanks to the people on the front row here.
Hope, Sarah: My team behind the team.
Hope, Sarah: For all of the support patients and encouragement over the years.
Hope, Sarah: So I'm going to draw things to a close.
Hope, Sarah: But as I reflect on everything that I've talked about today.
Hope, Sarah: I think I guess I want to say that academia can sometimes feel like a
Hope, Sarah: competition.
Hope, Sarah: But I think so.
Hope, Sarah: I think there's a lot to learn from sport.
Hope, Sarah: So for me, well, swimming is an individual sport,
Hope, Sarah: but for me the bit that I love the best was being on the relay team.
Hope, Sarah: And there's my my fantastic relay team and we're still good friends.
Hope, Sarah: Now we're twenty however many years later.
Hope, Sarah: Because this was where we got to really do stuff together and we started with
Hope, Sarah: Pele and we can finish with Pele, who also was very much recognising the
Hope, Sarah: importance and the value of the team in what he did.
Hope, Sarah: So I really believe and everything I hope that I've brought in out of my talk today.
Hope, Sarah: Is that learning, teaching and education is,
Hope, Sarah: for me at least, the very best of the team sports,
Hope, Sarah: so I'll finish there.
Hope, Sarah: Thank you very much.
Hope, Sarah: So thank you, Lucy.
Hope, Sarah: You know, with Ashley Conrad now.
Hope, Sarah: That was a fascinating insight into your journey.
Hope, Sarah: You know, I'm really appreciative of you, you know, sharing that with with us,
Hope, Sarah: we've got a few minutes for questions and I know we've got quite a few people
Hope, Sarah: online. And so I'll look over to the the team to
Hope, Sarah: let me know if any questions are coming through.
Hope, Sarah: There, but are there any questions from people
Hope, Sarah: here?
Hope, Sarah: We've got a microphone which will use the microphone so the people online can also.
Hope, Sarah: Hear.
Hope, Sarah: Thanks Lucy.
Hope, Sarah: Excellent, as expected.
Hope, Sarah: Did you go in the cold chamber? I did.
Hope, Sarah: Yeah, I did.
Hope, Sarah: How was it OK.
Hope, Sarah: So cold obviously, but have you ever been in an ice bath?
Hope, Sarah: No. OK.
Hope, Sarah: Way not as bad as an ice bath, I think because of obviously conductivity
Hope, Sarah: of air compared to conductivity of water.
Hope, Sarah: So ice bath, I don't know.
Hope, Sarah: David, would that be about 8° or?
Hope, Sarah: Yeah, 8-9 degrees or something.
Hope, Sarah: But that's like pain. Whereas the the Chamber was was
Hope, Sarah: definitely cold.
Hope, Sarah: I was ready to get out.
Hope, Sarah: But yeah, an interesting experience.
Hope, Sarah: Lesley.
Hope, Sarah: Based on your experience, would you be advising the Welsh rugby
Hope, Sarah: team to give up rugby?
Hope, Sarah: It's definitely an occupational hazard to to get injured. Absolutely, yeah.
Hope, Sarah: So while people are thinking of other questions, so you've described, you know,
Hope, Sarah: the the journey there. If you have the opportunity to step back
Hope, Sarah: at some point into the the journey and and look at any advice that you might
Hope, Sarah: have, you know what or advice that you'd give?
Hope, Sarah: To your former self and I guess you know through that.
Hope, Sarah: What other people you know might take forwards?
Hope, Sarah: Big question, Revan, OK.
Hope, Sarah: You can't say I wouldn't accept the Pro Dean education without the table.
Hope, Sarah: Thank you.
Hope, Sarah: OK.
Hope, Sarah: I mean, I think the advice that I would give
Hope, Sarah: myself and I think I've been given over the years and I know that many of the
Hope, Sarah: women in the room will recognise this, but really is about, I guess,
Hope, Sarah: that imposter syndrome and that thing of knowing that you.
Hope, Sarah: Probably do actually have all of the things that you need,
Hope, Sarah: and it's just about that confidence. I think to to bring that forward so.
Hope, Sarah: Yeah, I've been lucky to be supported by people
Hope, Sarah: that have.
Hope, Sarah: Try to.
Hope, Sarah: Kind of keep the imposter at Bay, and that would be my advice to others as
Hope, Sarah: well.
Hope, Sarah: Thank you.
Hope, Sarah: Have we got any questions online?
Hope, Sarah: No questions online.
Hope, Sarah: OK.
Hope, Sarah: Well, I'm sure people have questions and and
Hope, Sarah: and maybe they're not wanting to fame that loud.
Hope, Sarah: So rather than, you know, drawing that out here, we'll wrap up.
Hope, Sarah: Now we've got a very exciting.
Hope, Sarah: Glass.
Hope, Sarah: Gong thing to give you.
Hope, Sarah: I'm great.
Hope, Sarah: To recognize the fantastic. Thank you, Gavin.
Hope, Sarah: So we have had a question come in the excitement.
Hope, Sarah: Where do you see the development of medical education learning?
Hope, Sarah: OK.
Hope, Sarah: Hi, Gareth.
Hope, Sarah: Thank you for joining.
Hope, Sarah: So where do I see it going?
Hope, Sarah: I think.
Hope, Sarah: I think I touched on something earlier around practice often being ahead of the
Hope, Sarah: evidence.
Hope, Sarah: So I think that's really, really important in terms of what we
Hope, Sarah: really try to bring to the sort of sports medicine education and I think.
Hope, Sarah: Certainly I know, I know, I know.
Hope, Sarah: Gareth is from sports therapy backgrounds and I think in in this background.
Hope, Sarah: There are fewer people who are involved in the research side and I think so that,
Hope, Sarah: you know, bringing that forward.
Hope, Sarah: I'm. I've got no idea where things like AI and
Hope, Sarah: stuff will take us in in this field, and I think there's lots of lots of
Hope, Sarah: exciting things ahead, I'm sure, but I think I would focus around the
Hope, Sarah: evidence.
Hope, Sarah: Great. Thank you.
Hope, Sarah: So we'll wrap up the formal bit now, but if people want to come down and ask
Hope, Sarah: Lucy any questions you know, please feel free to do so.