MINDED TO THOSE OF OTHERS, THUS PROVIDING THEIR STUDENTS WITH THE OPPORTUNITY TO MAKE INFORMED DECISIONS FOR THEMSELVES

not do as well as we like to think we would. And if we taught others to drive, we would probably pass on what driving examiners consider to be our less favourable driving habits. Of course nobody has ‘perfect’ sports massage posture

or technique, but this is what I must strive for – and strive for my students to achieve – while emphasising that each person will favour certain techniques and have their own individual style.

KNOWING WHAT LEVEL TO TEACH In some subject areas, such as neuromuscular techniques and muscle energy techniques, it can be difficult to work out how much detail to go into. To a certain degree the level is determined by the learning objectives and the course syllabus, but some subject areas have week-, month- or even year-long courses dedicated solely to them. It then becomes difficult to teach just the basics, as there are always some students who want to know more. However, by giving these students extra information, other students inevitably get left behind – especially if the subject is one that will not be examined. To get around this, I direct students towards areas of interest for continual professional development (CPD). Continuing professional development is not only a

requirement for professional insurance and memberships but also vital for the personal development of any aspiring sports therapist. Some students expect to do a single sports therapy course or degree and then to know everything there is to know about sports therapy. This is not possible, however. The health and fitness industry is always changing, and we must do our best to keep up to date with recent developments in our field, continuing to enhance our skills and techniques. Similarly, we must encourage our students to do the same.

CLINICAL PRACTICE

Clinical practice is essential before a student commences work. If you reflect on the first paying client you treated on your own, you may remember it as a scary experience – even if you had treated many real, but non-paying, clients before.

The more hours the student puts in, and the more

clients they treat before starting work, the better prepared they will be for their paying clients. Role-playing is useful, but there is no substitute for the real thing. Having a variety of clients is also important – the same student should not be treating the same clients every week. There are some advantages to treating the same clients – the student knows the client’s background and can progress their treatments and rehabilitation programmes accordingly – but it is more beneficial for each student to treat as many different bodies as possible.

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TEACHERS MUST HAVE OPINIONS, BUT THEY MUST ALSO BE OPEN-

I also know from my own experience that it is important for students to treat professional athletes and to enable students to work alongside medical professionals. One of my final-year placements at university was with Bolton Wanderers FC. I was fortunate enough to work with the club’s first team, shadowing their highly experienced physiotherapists, masseurs and sports therapists. In my two months at the club, I learnt an incredible amount – including that treating elite athletes differs greatly from treating non- athlete clients.

It is important for students to have treated as wide a range of patients as possible under supervision so that they will be better equipped when they qualify. In the north-west of England, where I live, the company I work for has developed a great relationship with some Super League clubs. This has provided invaluable hands-on experience for my students, and I would encourage all teachers to establish similar contacts.

PAID VERSUS VOLUNTARY WORK Students should be encouraged to do voluntary work and get as much experience as possible. Whether the student should continue to work on a voluntary basis after they have qualified is another matter and a personal decision that each of us has to make. I know that the voluntary work I did soon after graduating led on to clinical work and many other professional opportunities, but there comes a time when, as qualified professionals, we should demand at least some recompense for our services; some clubs and employers may offer to subsidise CPD courses, for example.

CONCLUSION If you have been considering following the teaching route, I would urge you to go for it. Although the idea can be quite daunting in the beginning, teaching sports therapy is unbelievably enjoyable, and it is rewarding to pass on to others what you already know. Every group of students brings new challenges, and every day and every lesson is different. I feel that teaching has made me a much better graduate sports rehabilitator. Teaching has made me analyse everything I do, and my teaching has contributed to the process of self-reflection. I expect high standards of my students so I must deliver them myself, 100% of the time, as indeed any clinician should. I would like to finish by acknowledging my colleagues

for all I have learnt from them. Each trainer has taught me something different. I would also like to thank my lecturers who taught me so much during my time at Salford University – not just about what I was learning, but about how to teach with passion, creativity and, above all, a relentless commitment to students.

THE AUTHOR

Amy Bell was awarded a BSc (Hons) in sports rehabilitation from the University of Salford in 2006. She went on to work for rugby and football clubs and in various sports injury clinics. She joined Premier Training International in 2007 after deciding

to follow the teaching route. She is close to completing her teacher training and is about to embark on a master’s degree in exercise and sports injury at Manchester Metropolitan University. Amy is a keen athlete, having played football and netball internationally for Northern Ireland up to the under 21 level.

sportEX dynamics 2008;18(Oct):24-26