Dr Frank Owusu-Sekyere

About

I completed my PhD at Brunel University in 2018 where I conducted a global investigation of child maltreatment in youth sport. During this time I also worked as one of the original researchers who oversaw the development of the International Safeguards for Children in Sport and it's accompanying implementation guide. This built upon over 10 years of experience working with young athletes at all levels of sport in various performance and pastoral centered roles. 

In my role as a Lecturer in Sport and Exercise Psychology I foster an active learning environment which bridges conceptual understanding of the psychological factors in sport and exercise, with practical understanding of the real-world implementation of this content. This provides a platform to help facilitate graduates who are resourceful and are able to effectively problem solve, while possessing the appropriate knowledge and skills to be successful in the chosen discipline.

Academic responsibilities

Lecturer in Sport and Exercise Psychology

Qualifications

  • PhD Sport and Exercise Sciences (Brunel University)
  • MSc Sport and Exercise Psychology (Brunel University)
  • GradDip Psychology (Middlesex University)
  • BSc (Hons) Sport and Exercise Sciences (Brunel University)

Teaching and learning

Research

Publications

  • Rhind, D. J. A. & Owusu-Sekyere, F. (2018). The International Safeguards for Children in Sport: Developing and Embedding a Safeguarding Culture. London, UK; Routledge.
  • Rhind, D., Kay, T., Hills, L., & Owusu-Sekyere, F. (2017). Building a system to safeguard children in sport: The 8 CHILDREN pillars. Journal of Sport and Social Issues, 41 (2), pp. 151-171 
  • Owusu-Sekyere, F., & Gervis, M. (2016). In the pursuit of mental toughness: Is creating mentally tough players a masquerade for emotional abuse. International Journal of Coaching Science, 10(1), pp. 3-23
  • Rhind, D., Brackenridge, C., Kay, T., & Owusu-Sekyere, F. (2016). Child development and SDP: The post-MDG agenda for policy, practice and research. In L. Hayhurst, T. Kay & M. Chawansky (Eds.), Beyond sport for development and peace: Transnational perspectives on theory policy and practice (pp. 72-86). Abingdon, Oxon: Routledge
  • Owusu-Sekyere, F., & Gervis, M. (2014). Is creating mentally tough players a masquerade for emotional abuse? In D. Rhind, & C. Brackenridge (Eds.), Researching and enhancing athlete welfare (pp. 44-48). Uxbridge, UK: Brunel University Press

Conference Presentations

  • Implementing the International Safeguards Project (Beyond Sport Global Summit, London, 2017)
  • Webinar to the International Child Protection Network of Canada (Presented online, 2016)
  • Towards an International Standard of Safeguarding Children in Sport: A Caribbean Case Study (Brunel University Internal Workshops for visiting students from Penn State University, 2015)
  • Towards an International Standard for Safeguarding Children in Sport (Redefining Normal Conference, Trinidad and Tobago, 2014)
  • The Implementation Guide and Case Studies of the International Safeguards Project (Beyond Sport Global Summit, South Africa, 2014)
  • The contribution of Sport for Development Programmes in the Caribbean to Health, Education, Social Inclusion, Gender and Disability (Redefining Normal Conference, Trinidad and Tobago, 2014)
  • Towards an International Standard of Safeguarding Children in Sport: Tales from the Caribbean (Brunel University Internal Workshop for Sport Sciences Department, 2014)
  • Creating Mentally Tough Players (Brunel International Research Network Symposium, 2013)

Research student supervision

Case studies

Swann, Nicola, Moir, Hannah [Collaborator], Owusu-Sekyere, Frank [Collaborator], Boddie, Tia [Collaborator] and Barber, Diana [Collaborator] (2020) Inclusivity in Pre-Assessment Support. Internal Kingston University Report, unpublished.

An attainment gap persists between our UK domiciled white students and students of Black, Asian and Minority Ethnic groups (BAME), despite the best efforts of the inclusive curriculum framework. It has previously been identified that use of academic language can be a contributing factor to lower attainment for BAME students (Open University Annual Report, 2013) and that they may be less likely to access support (Stuart et al., 2011). I set up a SADRAS project in collaboration with students and staff to investigate the use of pre-assessment support in Sport Science courses at Kingston University and explored students’ preferences, to determine whether differences were evident between BAME and white students. Results suggested differences in both use of academic support and preferences between student groups, with availability and location highlighted as constraints of use for BAME students. The results of this preliminary study were presented at the Advance HE Assessment and Feedback Symposium, leading to further dissemination at an invited seminar with the Open University STEM Pedagogy Group (eSTEeM). I am now extending the research with a second SADRAS project, extending the analysis to undergraduate students throughout the SEC Faculty.

This list was generated on Thu Jan 28 07:12:04 2021 GMT.

Publications

Jump to: Article
Number of items: 3.

Article

Owusu-Sekyere, Frank (2020) Assessing the effect of physical activity and exercise on nurses' well-being. Nursing Standard, 35(4), pp. 45-50. ISSN (print) 0029-6570

Rhind, Daniel J.A. and Owusu-Sekyere, Frank (2020) Evaluating the impacts of working towards the International Safeguards for Children in Sport. Sport Management Review, 23(1), pp. 104-116. ISSN (print) 1441-3523

Rhind, Daniel J. A., Kay, Tess, Hills, Laura and Owusu-Sekyere, Frank (2017) Building a system to safeguard children in sport : the eight CHILDREN pillars. Journal of Sport and Social Issues, 41(2), pp. 151-171. ISSN (print) 0193-7235

This list was generated on Thu Jan 28 06:43:23 2021 GMT.