Reflection of Assessments
Looking back, this course was genuinely excellent. Even while I was in the thick of it, I found myself appreciating the type of education I was receiving. It was well-organised, intellectually stimulating, and definitely challenging, but in the best way.
One of the standout aspects for me was the variety of assessments, many of which cleverly mirrored those used in the BPS Stage 2 qualification. Of course, there were essays, some people love them, others not so much. Personally, I appreciated that we often had the freedom to choose our own topics. That autonomy was both a gift and a challenge: on one hand, it allowed me to dive into areas I was genuinely passionate about. On the other, it sometimes left me feeling a bit unanchored, unsure of exactly what direction to take. In comparison, there’s something quite reassuring about being handed a straightforward brief like, “Write 2,000 words on this.” I tend to prefer that kind of structure, but each to their own.
Beyond essays, the course offered a refreshing mix of assessments: designing a poster suitable for an international conference, role-playing an initial athlete consultation, conducting case studies, delivering workshops, and even developing a self-help resource or tool. Credit to the university, these tasks were purposeful, clearly relevant to real-world practice, and unlike anything I’d encountered in previous academic settings. In fact, this practical, applied approach was one of the main reasons I chose the course.
While many of these methods were new to me, they felt meaningful and motivating because I could clearly see how they connected to my future as a sport psychologist. It was a welcome departure from the endless cycle of exams and theoretical essays that dominate earlier stages of education.
Reflection of Teaching
The quality of teaching was another highlight. Naturally, you’re drawn to certain lecturers more than others, that’s just human. But across the board, the content was delivered well, and the staff were approachable, responsive, and genuinely invested in our development. They were always open to questions, one-to-one meetings, and conversations about assignments.
My advice to anyone starting a course like this? Try to build a relationship with at least one lecturer you connect with. Not in a forced or overly familiar way, just make an effort to ask questions and engage in conversation. When you’re dealing with a heavy workload or feeling stuck, having someone you trust and feel comfortable approaching can make a real difference. Remember, they’ve been where you are, and they know where you’re trying to go. Their insight is valuable, use it.
Socially, I kept a low profile during the course. I’d recently completed a similar process at another university, so my mindset this time was more focused and practical. I didn’t feel the need to build a new social circle, not out of disinterest, but because I was intent on finishing the course and moving forward. I had one person I felt close to, and that was enough for me. Everyone’s approach will be different. Some thrive in a social environment; others, like me, prefer to put their energy into the work itself and make the most of spare time researching or applying for placements.
Overall…
Overall, my experience on this course was everything I hoped for. Back in school, I often complained that assessments measured memory, not ability. This course flipped that completely. I left feeling better prepared to enter the applied world and that, to me, is the ultimate marker of a good education.
So if you’re thinking about a course like this, choose carefully. Pick something that prepares you, challenges you, and helps you grow into the practitioner you want to be.
Do your research, stay focused, and soak it all in.
Written by Natasha Bains
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