Reflections on decolonisation and enhancing inclusion in undergraduate teaching of sport and exercise psychology

Abstract

Sport and exercise psychologists work with a diverse range of client groups, but there is a need to promote cultural understanding in our training pathways and work toward the development of more diversity among the practitioners themselves. We need continually work on decolonising and enhancing inclusion in our undergraduate teaching and ensure that students can see that ours is a profession for anyone. This article includes reflections on this process, focusing on a third-year applied performance psychology module led by an academic aiming to learn more and make positive changes. The article outlines the steps taken, including understanding a new evidence base and seeking input from lived experience from a former athlete who now delivers teaching in psychology. Changes made to the module are discussed, including the addition of taught sessions on how on working with performers who may have faced discrimination based on race, gender, sexual orientation and impairments. The article finishes with reflections from a student who recently completed the module and has begun to pursue a career as a sport and exercise psychologist. The authors hope that this article will provide some simple and useful ideas for others to enhance diversity and inclusion in their own teaching.