Learning Outcome report Rhys Williams (373073)

Learning Outcome
Level C

A reflection of the learning outcomes (1-12)

developed by Rhys Williams
Learning Outcome report Rhys Williams (373073)

Forward
This report gives insight into the development of the sports professional profile as a
student of sport soon to be graduating the sport studies bachelor’s degree. The
report highlights learning outcomes 1-12 which are laid out in the Groningen sports
profile. To reflect upon how each learning outcome has been developed the STARR
method for analysis has been used as a model for structuring each learning
outcome.

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Table of Contents
Learning outcome 1...........................................................................................................3
Learning outcome 2...........................................................................................................5
Learning Outcome 3...........................................................................................................6
Learning outcome 4...........................................................................................................8
Learning outcome 5...........................................................................................................9
Learning outcome 6.........................................................................................................10
Learning outcome 7.........................................................................................................12
Learning outcome 8.........................................................................................................13
Learning outcome 9.........................................................................................................14
Learning outcome 10.......................................................................................................15
Learning outcome 11.......................................................................................................16
Learning outcome 12.......................................................................................................17

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Learning outcome 1
Students analyse and diagnose complex practical issues relevant to a specific sport- related
professional context by applying information from various scientific and practical sources
(LO1).

As part of the final graduation year of the sport studies bachelor at the Hanze University of
Applied Science. I partook in a nine-month internship from September 2019 to May 2020 at
the Healthy Ageing Network Northern Netherlands (HANNN). Working within the
professional field I was provided with the opportunity to work on both practical organisation-
based tasks and projects, whilst also, developing a solution to a complex practical issue
within the organisation.

Tasked with developing a solution for a complex practical issue within HANNN. I used a
design research approach. The design research approach consists of four integral stages;
diagnosis, design, implementation and evaluation. I used this approach to ensure that the
final solution would be developed whilst ensuring value was maintained in a transparent and
structured way. The final solution was the development of a project organisation manual,
project organisation framework and supporting guidance workshop. The project organisation
manual aims to provide the organisation with a clear and structured system in the process of
project organisation. The manual and framework are to be used by each department and
their teams to ensure consistency is maintained across the organisation. In addition to
communication being open and that project information is disseminated. This would provide
clarity across departments, existing staff, new employees and/or interns and project
partners. Additionally, the intention of project organisation manual is to ensure value is
maintained for the target audience and the organisation whilst keeping the organisational
objectives at the heart of the process. The supporting guidance workshop was developed
with intention of sustainably implementing the manual and framework within the organisation
offering support and guidance on their use and relevance within the organisation.

The first stage of a design research approach is diagnosis. In order to initiate the diagnosis
phase of understanding the core issues within the organisation, an internal analysis using
the Mckinsey’s 7 S model as a framework to develop an insight into the organisations
design, highlighting key elements. This identified if the organisation is effectively aligned in
order to achieve its core objectives. This process was completed through several methods
which included desk research, observation and consultations with the organisation’s director,
programme managers and departmental staff. The results of this analysis highlighted that
the organisation was currently not adopting a supportive structure or systems within project
organisation which additionally effects the efficiency of other elements of the organisations
design including their skills, staff and style. Alongside using the scientific model from
Mckinsey for organisational analysis. A practical analysis was stimulated through
professional and practical experience of working within the organisation. Within my practical
tasks at HANNN I was responsible for the development of a new project for the organisation
called the Stadspark parkrun. As the lead project coordinator, I was given full responsibility
for the project without any organisational guidelines or criteria. This responsibility further
identified and confirmed that a potential issue within the organisation was found, this being
the lack of structure in project organisation.

To evaluate if the identified issue was relevant for the organisation, I conducted further
internal research to establish the current system of project organisation across all
departments. Emails were sent to each department to establish if any structure was
designed and followed in the organisation of projects. I additionally asked how they maintain
consistency? What methods for monitoring and evaluation do they use? Finally, what

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systems of communication are developed to share project knowledge and maintain reporting
lines?

The result of this was that each department worked on an ad-hoc basis with little
consistency. There was no opportunity to follow an organisational strategic framework or
policy. In addition, communication was not very open, with staff generally working on their
own projects without clear reporting lines. The conclusion of the process gave a clear
overview of the complex issue within the organisation. This led to the design of a realistic
research question which progressed the process into the design stage.

Upon reflection, I believe the approach I took in diagnosis and analysis of the complex
practical issue, was methodical by using scientific research, supported by practical sources
of analysis. I additionally maintained a relationship with the organisation to ensure that the
identified issue was relevant and justified for the product to continue onto the development
stage. Additionally, the formation of an appropriate research question could be formulated.
However, I found the process of understanding the organisations interest challenging.
Having arrived in an organisation which provided no clear structure and guidance,
concluding upon the diagnosis took longer than expected, which was additionally slowed
down by the lack of value seen towards interns. This meant that I needed to self-manage my
working process within the professional context, whilst ensuring that the end product would
be value driven.

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Learning outcome 2
Students design and develop solutions to complex practical issues reflecting a specific
professional context in the field of sports by conducting applied research, taking account of
the latest trends and opportunities (LO2).

Following the diagnosis of the complex practical issue identified within the diagnosis stage of
the design research approach in the professional context. The second stage of development
could be initiated. The design stage is the point where potential solutions for the complex
practical issue were researched ideated and developed.

The task for this stage was to conduct applied research into the issue which would offer
insight into the relevant solutions. Similarly, to the diagnosis stage I additionally used
practical experience from organising the project named the Stadspark parkrun as an
opportunity to case study, pilot and apply research findings into a practical test environment.

With the formulation of a research question into the issue which was; How can the HANNN
develop projects/programmes which provide sustainable impact to its target audience? The
combination of literature and qualitative research was used to develop a prototyped solution.
With the aim of developing a designed solution, the research I conducted worked with two
perspectives. The first perspective was to conduct research to help to promote the
Stadspark parkrun projects efficiency and structure by gaining insight into the projects target
audience. The human centric research approach used structured interviews which were
conducted in the context of an additional HANNN project called the Gezonde Huiskamer.
The Gezonde Huiskamer is a project which involves a touring bus that goes to different
neighborhoods in the north of the Netherlands offering free health and lifestyle checks. This
platform provided a suitable opportunity to reach the Stadspark parkrun target demographic
and undertake quantitative research. A further opportunity for this research approach was
found in the Martini Zorg in Groningen. The Martini Zorg is a local organisation which
provides guidance and assistance to people within the community, allowing them
independence in living. During an event hosted by the organisation, several residents and
local community members participated in the survey.
The second perspective was literature research. The collection of qualitative data into the
specific theme and the important elements to consider when developing, implementing and
evaluating projects, whilst focusing on the way projects could maintain structure. The
qualitative data was collected through the use of three separate focus groups. . The focus
groups were labelled alphabetically as follows focus group A, B and C. Focus Group A was
drafted from various stakeholders within a project group from a district in the city of
Groningen. The project group included governmental policy makers, citizens, professionals,
university lecturers and students. Focus Group A answered the question : What important
factors needs to be considered when implementing community-based projects? Focus
Group B was drafted from parkrun volunteers and organisation officials. Focus Group B
established an understanding of the systems involved in community-based projects and the
engagement of various stakeholders, asking the question : What systems of communication
and reporting lines do you find effective, encouraging and engaging at all levels of the
structure? Focus Group C was drafted from key stakeholders within HANNN to establish an
understanding of how the organisation currently organises their projects, communication and
strategy asking the core question: How do you see the current structure within HANNN and
what would you like to see develop?

To reflect upon the process, I took a methodical approach in applying academic and
practical research into developing potential solutions for the complex practical issue
identified within HANNN. I used a human centred approach in empathizing with stakeholders
from within the field to broaden my perspective of the best ways to develop a final solution
with the use of various resources. In the future I would try to deepen and broaden my

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research to gain increased knowledge and perspective from a wider audience to ensure the
final product is of the greatest value.

Learning Outcome 3
Students coordinate sports and exercise programmes and projects in consultation with
relevant stakeholders and collaborate with other disciplines (LO3).

During the first year of the sport studies bachelor programme within the module
organisational advice. I was given the opportunity to take my first step into the sport’s
professional context as a student of sport. A short internship was conducted at the Bjoeks
climbing centre in Groningen. The purpose of the internship was to apply research and
practical experience with the aim to diagnose, provide solution and/or advice to a
professional issue in consultation with the organization and its relevant stakeholders.

The assignment was conducted using design thinking as core framework to reach the
intended outcome in a methodical and structured way. Design thinking involves five key
phases, including; empathize, define, ideate, prototype and test. Bjoeks is an organisation
which works with a Liassez-faire style of leadership and is highly open to change. However,
the organisation additionally works with a strong sense of shared values and any change
that is made must comply with their core values and organisational direction. For this
reason, over the course of the internship a close consultation was made between
organisation and student to ensure the intended solution and/or advice remained relevant,
whilst providing valuable impact.

The outcome of the internship resulted in the design development and implementation of a
product which would provide solution to an issue defined within the organisation. The
product was established in close consultation with the organisation’s director Gert van der
Veen. Additionally, I empathised with the organisations key stakeholders including
customers and employees. This exercise meant listening to the needs of the organisation
and its stakeholders and defining the core issues faced. Results from both internal and
external analysis including a SWOT analysis were used to conduct a confrontation matrix
with six members of the organisation which included employees and the director. The
purpose of the confrontation matrix was to present the defined issues and develop an
understanding of the organisation interests and relevance in providing solution.

One of the gaps identified in the organisations business model and was presented within the
confrontation meeting resulted in the design of the final product. The organisations director
had previously stated in an interview that the organisations has a routine set customer base.
However, the organisation additionally attracted new and beginner climbers by providing
climbing lessons. The organisation additionally stated that they struggled to retain repeat
business once the lessons had finished. One of the influencing factors for this was that
climbing requires two people to do the activity, this was a problem I had personally
experienced as a new international student to the area wanting to climb. I was an
experienced climber and didn’t need lessons or training. However, I didn’t have a climbing
partner, this prevented me from being able to be active within the centre.

The final product was developed, following the analysis of the results from the consultation.
The product named Bjoeks climbing partners is a free platform. This platform allows climbers
without partners to connect with each other to arrange to climb together. The platform is
accessible via the organisations website and is promoted within the centre in the form of
posters, leaflets and word of mouth from employees.
The platform has benefitted new and existing customers, by allowing quick and easy access
to the partnership database, this offers the opportunity to climb with a wide variety of

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people. Additionally, the organisation has benefitted by increased return business from
existing and new clients. The platform has also given employees a space to channel new
business and client enquiries and has created autonomy for individual customers.
Additionally, the platform has allowed the organisation to internally promote events and
dates to its established client base. Bjoeks climbing partners which was developed almost
three years ago has sustainably grown and provided lasting positive impact. The platform is
currently being used by 70 individuals and sees regular interaction which translates into
additional footfall within the centre.

Reflecting upon the process I believe my ability to empathise with the organisation using a
human centred approach, ensured that the final product was created with a personal
understanding of the needs of the organisation and its stakeholders. My personal experience
as a climber and an understanding of the industry additionally supported the promotion of
ideated developments. The organisation was extremely happy with the results that I
provided. I was rewarded with €460 euros worth of climbing membership. Over the course of
my bachelors I have taken the skills and experience that I learnt from the internship at
Bjoeks. I have been able to implement them further in future work within the professional
context. Although the internship was short if I was too complete it again, I would use a
design research approach which would use further in-depth academic literature and greater
qualitative/ quantitative research to support further development of the product. This was the
first time I had used a methodical structured framework which has helped me to further
implement research in my study and professional development.

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Learning outcome 4
Students supervise, coach and motivate individuals, groups and target groups on the basis
of evidence-informed interventions, helping them to execute sports and exercise concepts
(LO4).

The concept of the Stadspark parkrun, aims to promote inclusivity to all members of the target group.
The target group can be active as an event participant and/ or as a volunteer. Volunteering for the
Stadspark parkrun is coordinated into two inter-relating categories. These categories consist of event
day support who are directly involved in the implementation of the project (for example; marshalling,
timing of participants, recording of times/positions, photography, and event day setup). This set of
volunteers are given the opportunity to volunteer on a casual basis. The second category is group of
volunteers who are directly involved in the design and development of the project. This core
organisation team are an established group of volunteers who generally are more consistently
involved in the project and therefor have a greater understanding of the project’s logistics. The
volunteer categories have been described as inter-relatable, firstly, as we aim to provide an inclusive
environment where individuals can partake in more or less active positions as a volunteer. Secondly
the core organisation team provide mentorship to new volunteers but can also take an active role in
event day implementation support.

Over the course of the final graduation year, a core organisation volunteer team had been established.
This team of volunteers came from varying backgrounds and had varying levels of relationships with
the concept prior to joining the team. The initial volunteer organisation team originally consisted of 5
individuals who had shown interest in being involved in the development of parkrun in the
Netherlands and more specifically the in the north (Groningen). As the project evolved interest for
becoming part of the volunteer team grew. To help to motivate the team I introduced a weekly
running session which would replicate the developed event. Volunteers could meet at 9:00am on a
Saturday morning and either run, jog or walk the 5km route. This gave the opportunity for the
volunteers and prospective volunteers to become familiar with the team, the project, the event day
logistics. After completing the course, we regrouped at a local café which is also offered as an
element within the real events. This coffee moment allowed me to communicate and discuss elements
of the project, to provide adaptable training and guidance, to promote the community and ethos of
parkrun to the volunteers. This weekly meeting was something I led each week up until the inaugural
Stadspark parkrun event. The weekly meetings additionally offered a platform for the team to discuss
and evaluate the actions completed during the week and offered an open and inclusive environment
for the team to bond and communicate at face value.

I believe that my open, transparent and inclusive approach to leadership, not only, motivated the
volunteers and their continued enthusiasm for their involvement in the project, but also promoted the
Stadspark parkrun community atmosphere. This sense of community could be monitored through the
repeating return of the volunteers on a weekly basis, along with their promotion of the project and
volunteering within their own networks. The volunteer enthusiasm resulted in accelerated number of
volunteers joining as part of either the organisation and/ or event day volunteer team. Structuring the
meetings and trainings around an activity provided me with a unique and structured setting and
created resonance with the event location. In the future I would continue to hold these training
sessions with the inclusion of a coffee moment. However, sometimes I found it hard to ensure the
theme of the session was maintained. I would therefore try and encourage individuals in the team to
take on the responsibility of leading a session.

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Learning outcome 5
Students show initiative in implementing and positioning sports and exercise concepts within
the 'citizens, commerce and civil society' triangle (LO5).

In block 1.3 of the sports studies bachelor I had the opportunity to partake in the course
‘Innovative sports product’ (ISP). In ISP I was tasked with working within a pair to design and
test an innovative sports product or service which would provide value to the professional
field of sport and an ideated target audience.

I worked with Mieke van den Akker over the course of the entire process to ideate, design,
develop and test an innovative sports product namely the ‘sport spirit’. The Sport Spirit was
designed as a tangible aid to prevent against and/ or rehabilitate sports injuries. Additionally,
the product could be used by sport professionals and/ or trainers to develop physical
techniques. For example, a ski instructor could use the sport spirit to demonstrate to their
students correct body positioning with a visual guide. Sport spirit was in short, a pole with a
spirit level built inside. The ideation behind the product was that having level hands would
help align the rest of an individual’s body, ensuring all muscles were being equally used. In
skiing, individuals are generally taught at an early stage, how their body should be
positioned through non cognitive techniques. Keeping one’s hand level, facing down the ski
slope would in turn bring the rest of the body into alignment. From personal experience as a
ski instructor, I had used a technique to develop an individual’s positioning by using a ski
pole balanced on the student’s arms. The issue faced with this technique was that
individuals often thought the ski pole was level when in-fact it wasn’t. The Sport spirit
provided a solution to this, by offering a measurable visual aid for both participant and
instructor.

The personal, practical experience I had developed as a ski teacher ideated a practical issue
found within the professional skiing context. This then established the idea that this practical
issue could be translated across many other sports and exercise disciplines. A design
thinking approach was used which consists of five key stages including; empathize, define,
ideate, prototype and test. The initial phase began with conducting initial research into
issues faced in building correct posture and technique across multiple disciplines in sport.
Additionally, research into the correct techniques and positions across the sports and
exercises was developed, this highlighted similarities with each other in having an aligned
core. Relating to the ski positioning many sports and exercises use an alignment of the core
within their field. Many trainers use non cognitive methods similar to ski instructors to
develop the alignment. Our research highlighted that a gap in the market, highlighting the
fact that there were very few visual aids or reference guides for teaching and learning correct
positioning.

Having designed a product and created a prototype we then showcased the product within a
market fair to test the product and gain feedback on its use. This market would additionally
be an opportunity to test the product and presentation skills before presenting the product to
a panel of five judges, including sports entrepreneurs, sports policy makers and lecturers.
Taking the designed and developed product it was then the objective to present the product
to the panel of judges further explaining the products value to the market/ user, marketing
strategies, financial plan and plans for implementation.

Reflecting upon this experience I had the opportunity to develop a product which used
initiative and practical experience in providing solution to a practical issue. The product was
received very well by the panel of judges and one entrepreneur in particular saw value and
potential in the product. This person offered to help to guide us further in the products
implementation into the market. The course ISP developed a wide perspective of the factors
in designing and implementing an innovative product, including research into financial
planning. The experience not only promoted my positioning techniques as a professional but

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additionally highlighted areas of the professional field I am interested in perusing in the

future.

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Learning outcome 6
Students manage professionals and/or volunteers in sports and exercise organisations by
stimulating autonomy, mental well-being and development (LO6).

My role as Event Director at the Stadspark parkrun required me to take overall responsibility for the
sustainability and health of the project. A large proportion of this role was the management and
coordination of volunteers over the course of the entire process.
I worked with a wide range of volunteers over the course of the project initially starting with a team of
5 which developed into 25 by the implementation phase. The volunteer team was mixed in nationality,
age and self- efficacy to being physically active. All of the volunteers came with their own
motivations for joining the team for example; to meet new people, love of the concept, to give back to
their community and to help others benefit from the project.

In the development phases of the project I established a core team of volunteers who were enthusiastic
and dedicated to bringing the concept of parkrun to the north of the Netherlands. The aim of creating
this core team was twofold. Firstly, to provide support in the development phases of the project.
Secondly to create a trained team who would be capable of additionally supporting the projects
implementation and the mentorship of event day volunteers. With no prior experience required for
joining the core volunteer team. I developed defined role descriptions to stimulate structure and
communication amongst the team. I presented these role descriptions through an initial project
presentation. The presentation highlighted the key elements and phases which would need to be
addressed in the development and implementation of the project. Additionally, it gave an opportunity
to communicate the roles and discuss how they could most suitably be filled. After the initial
presentation meeting, I established a WhatsApp group, this encouraged regular communication of
project developments, This method of communication also allowed the team to communicate their
own ideas and promote a working alliance. The general constructs of the core volunteer team and the
team’s mutual interests were parkrun and/or running. Therefor I invited the team to meet at the
parkrun location to complete the course, which the team had designed together. We completed the
course at the pace of the slowest person and used it as moment to establish personal relationships with
one and other. This time together additionally offered motivation to the less physically active
members of the group. After the run we additionally recreated the coffee moment which is another
part of the parkrun community building concept. During the coffee we discussed each other’s ideas
and further bonded together. Having seen the successful nature of the mornings team activity, I
decided to promote the concept of a weekly training run/ meeting. I saw the potential of this, to
additionally provide a space for new volunteers to meet the team and have a tangible role within the
process.

The weekly meetings were not mandatory, however we had regular attendance by each of the
volunteers. This allowed each individual to be given the opportunity to share their ideas and take
ownership of the project. It proved to be an effective tool to stimulate the groups cohesion and was an
inclusive yet diverse environment which promoted productivity. The weekly meetings also gave the
opportunity for volunteers to bring new individuals into the team, through networking and marketing
our volunteer team grew. Each volunteer is now part of the WhatsApp group and have access to Slack
which is an online working space that allows the team to share files, discuss ideas and view the
project’s development and progress. In addition, I installed an agenda system where each week,
members of the team could promote contributions for the agenda through WhatsApp. These agenda
items would be addressed in the up and coming weeks meetings. The person who took on the role to
create the agenda switched on weekly basis.

An example of how the weekly meetings proved to be an effective method to provide a safe and
accessible environment, can be demonstrated through the story of a volunteer, who for the purpose of
this report shall be named Alisha. Alisha is an international volunteer, who studies in the city of
Groningen. Alisha made contact with project after seeing an advertisement in an expat Facebook
community. Having known parkrun from her home country she decided that she wanted to become a

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volunteer in Groningen. I had several email and phone correspondences with Alisha then invited her
to the weekly running session. In the phone meetings Alisha was relatively quiet and on occasions I
struggled to understand what she was thinking at the time. When Alisha arrived at the meetings, she
was still quiet, however, meeting her gave me the opportunity to develop a relationship with her,
allowing me to get an insight into other aspects of her life and her motivations for joining the project.
Although she wasn’t the most vocal or extroverted social person. We developed the role of event day
volunteer coordinator, which she has adopted. Alisha’s confidence has grown, she now easily speaks
to others on an both individual and team basis.

I managed a team of diverse individuals in a style that promoted an accessible and safe learning
environment. I believe the structure and systems put in place to encourage the group to interact
allowed each member of the team to be open in their communication and furthermore take ownership
of the project. This leadership and communication style stimulated a sense of empowerment in
volunteers, as they developed the early Stadspark parkrun community. Having developed a creative
working environment, I found it easier to build relationships amongst the team, maintain regular
contact and to monitor the teams progress in project development and training. However, this process
and style of management did require a lot of time and commitment. If I was implementing the project
within a shorter timescale, I would potentially find it harder to create such a well-connected team and
emphasis on team relationship building would be less prominent.

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Learning outcome 7
Students manage and organise operations and working processes within sports and
exercise organisations with the aim of achieving sustainable objectives (LO7).

The Stadspark parkrun held its inaugural event on February 29 , 2020. This start to the free weekly
timed events had a successful turnout, with 96 participants, 20 event day volunteers along with many
spectators. To achieve this project objective, I began the development phases of the project in
September 2019. Over the course of project, I worked with a diverse and motivated group of
volunteers who were crucial to the successful implementation of the event. Aforementioned in
November 2019 I began to hold weekly training meetings which usually took place on Saturday
morning at 9:00am. At the training meetings a core element was to ensure that all members of the
volunteer team were given the knowledge and skills to support the project at the weekly events. At the
weekly events, a minimum requirement of volunteers was 7. This was the basic number needed for
the event to take place safely and smoothly. As the event is volunteer based, I needed to ensure that a
large pool of volunteers was established to factor in volunteer absence. I initially started training with
a core group of volunteers who were consistently present in the development phases of the project.
This group would not only be involved in the development and planning tasks of the project but
would additionally be supporting the event day volunteers in their roles. I defined mentorship roles for
the core volunteer organisation team. These roles would then support me in the training of the event
day volunteers. The event day volunteers were given broad training across each of the volunteer roles.
This training was completed at either the event day location to create a realistic environment for
learning or within an indoor training session which provided a more cognitive approach to event day
logistics and responsibilities. For example, we held an outdoor training session where the volunteers
were given the opportunity to use the timing and barcode scanning equipment in a realistic setting
with other volunteers acting as live participants. Training all volunteers on the event day
responsibilities ensured that all members of the volunteer team were able to facilitate any role across
the project. In addition, it provided me with the opportunity to observe volunteers’ strengths which
could be nurtured for the inaugural event. The week prior to the inaugural event I held an additional
test event which included volunteers, participants and equipment. As I would, prior to the real event, I
worked with a volunteer coordinator to assign the most suitable role for each volunteer, whilst being
mindful of individual volunteer’s preferences. Having created the test rota, I proceeded to send each
volunteer their specific role for that week’s event and included a description of the role and its
responsibilities. I asked the group if they had any queries. On the test event the volunteer team met
early for a team briefing to ensure that everyone was confident within their role. At the end of the
briefing each volunteer was given a volunteer uniform and an information lanyard. The lanyard gives
further clear instructions of role description, emergency procedures, useful contact. A course map was
also provided. The test event was an opportunity for the team to experience volunteering in a realistic
setting, with all volunteer roles being conducted simultaneously. Additionally, I could see highlighted
areas for improvement and where it was a necessity to provide more clarity. I debriefed the volunteers
in a short reflection and feedback session and further allowed the opportunity to ask questions or
share ideas and advice.

The way in which I trained the volunteers provided a nurturing and supportive process allowing
volunteers to develop. By the inaugural event, each volunteer knew their roles and responsibilities
clearly, this proved to be very successful in the event day implementation. The volunteers worked in a
clear and structured manner, they knew where they had to be, what they had to do and who to report
to. On the test day I put too much responsibility on myself to prepare and setup the event equipment.
This meant that the test day started Ten minutes late. I therefor adapted my style of leadership and
tried to allocate volunteer support roles for the event day setup. The training test event highlighted
final logistical issues which needed to be addressed. I would ensure that for future projects, I would
plan to hold more pre-event test events, allowing me to resolve any of these elements at an earlier
opportunity.

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Learning outcome 8
Students plays a leading role in developing communities and networks that impact the
interfaces between sports' economic value, health value and social value (LO8).

In the academic year of 2019- 2020 I played a leading role in the development of a concept
called the Stadspark parkrun. The Stadspark parkrun aims to promote physical and mental
well-being through its free weekly timed events. The events held on Saturday mornings at
9:00am in the Stadspark, Groningen provides an opportunity for its participants to run, jog or
walk a 5km route. Additionally, the concept promotes an opportunity for people to be
involved through volunteering. Volunteering provides a platform and community for people to
help their community, meet others, learn new skills and an introduction to the first steps to
becoming physically active.

My role as the event director was key in the development of the parkrun community in the
Netherlands. The weekly event provided an opportunity for participants and volunteers to
connect in a safe, consistent and inclusive environment. The first development to the
community was through the creation of a core volunteer team. The core volunteer team were
connected to the event either through the mutual passion for running or the motivation to
help develop and implement the event. I sought this team through an initial call to action
using the parkrun global social media pages and local media outlets. Each of the volunteers
reached out to me either through email, telephone of social media to get involved. I held
initial introductory meetings and presentations and implemented a WhatsApp group to allow
new and existing volunteers to interact on an organisational and social level. I additionally
implemented a weekly volunteer training session which would help promote the parkrun
ethos and additionally teach the skills required to implementing the event on a weekly basis.
The volunteer community began with five members and is now a team of 25 interactive
members.

Alongside the physical activity aspect of the event such as improving or maintaining health of
the participants of the Stadspark parkrun community. The events also provide a social
element. Being a consistent weekly event, the aim was to provide a platform for participants
to meet each other connect and form bonds as an example during the first event, we
observed 2 people who did not know each other, from different demographics walk the
parkrun route together. They both enjoyed taking part together. The following week the pair
met at the start point and walked the route together again. Additionally, I established an after
run coffee session for partcipants and volunteers to meet at after the event had finished
which provided an added element of social value connected to the concept. This coffee
session was an activity already established with the initial set of volunteers through the
development stages of the concept and volunteer training. I had seen the benefits of socially
interacting with one and other which resulted in a motivated, supportive and engaging team
environment. The after-event coffee session saw partcipants and volunteers connecting
through the mutual intrest of parkrun and gave the opportunity for participants to become
interested in volunteering and the motivation of volunteers to partake as runners.

I believe through being the leading person in the development of the Stadspark parkrun I
have promoted sport, social and health value. The communities formed were created
organically which has led to the sustainable development of participants and volunteers for
future events. Additionally, I invited local athletics and running clubs and stores to come to
the weekly events to promote their organisations, products and events. For example,
decathlon in the future will bring a running shoe test facility to the next event which offers
partcipants the chance to test running shoes and guidance on the most appropriate for their
condition, physique and discipline of running. Another example is through Groningen Atletiek
who bring along a team of runners wearing their organisational logo with the aim of providing
participants a next step to entering the running world.

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Learning outcome 9
Students conduct evaluations and provide advice based on current developments and state-
of-the-art knowledge of the strategies and policies adopted by sports and exercise
organisations and programmes (LO9).

In the second year of the sports studies bachelor I acted as a sports policy consultant for
Gemeente (council) Groningen. As part of the block 2.2 in the module policy game. I was
tasked with the responsibility of working in a team of 6 to conduct research and provide
solution to a question posed by the city’s key sports policy makers.

The task was to offer recommendations to promoting a sports area which is located slightly
out of the city. The Kardinge sports park includes a selection of ten different sport and
leisure organisations but currently were underused and not meeting their maximum
occupancy. The council aimed to promote the area with consultation of its key stakeholders
to ensure their needs and requirements were not compromised.
Working within a consultancy team we initially conducted interviews with each organisation
to understand what they might envision to improve the area without changing the current
atmosphere. Additionally, a literature research was conducted to understand how other
similar challenges have been faced nationally and internationally. We then developed an
understanding of the city’s current and future sports policies (For example; Meer Jaren
Programme) and ideated solutions to how they could be incorporated into a final solution. As
a result team of consultants and I presented a recommended advice to Groningen’s council
sport policy makers which was the implementation of a free weekly running event called
parkrun which would promote the cities current and future sports policies and would promote
the area to people who would not of known about the sports park previously. The event
would connect and highlight the sports park by running around and through each of the
organisations and an after run coffee would make use of the sport sparks café facilities at a
time when they would be currently quiet.
The solution optimised and promoted the current and future policies/ strategies developed by
the city but additionally included research into other vital city policies and developments that
could provide positive examples and structure for the city to develop sport policy in the
future.

I was able to present the ideated solution to the sports policy makers who believed the use
of events in future promotion would be a brilliant way to connect the area to its customers.
The idea would also promote future footfall and activity, with the aim to reach the cities
sports and health objectives. Although I conducted several interviews and researches within
the Kardinge sports park. In the future I would try and expand my knowledge and research
by establishing quantitative data research into a survey of Groningen citizens opinion and
understanding of the sports park. I would formulate questions, for example; Have you heard
of Kardinge sports park? Do you currently use any of their facilities? If you don’t use them
why? This research could then further support and justify potential solutions, instead of using
the opinion of only the organisation.

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Learning outcome 10
Students apply the policy cycle in order to implement sports and exercise programmes and
ensure their quality and continual development (LO10).

During my time working as an intern at the Healthy Ageing Network Northern Netherlands
(HANNN). I had the opportunity to develop and implement a sport and exercise concept
new to the city of Groningen. The concept namely the Stadspark parkrun is a free weekly
timed event which provides its participants with the opportunity to run, jog or walk a 5km with
the aim of promoting physical and mental well-being. Over the course of the entire process I
was responsible for the concept’s overall implementation, success and continued
sustainability.
Parkrun is an existing concept which was developed in the United Kingdom by its founder
Paul Sinton-Hewitt in 2004. The concept is now established in 22 countries around the world
with over 1400 weekly events. Until 2020 there was no established parkrun event in the
Netherlands. Whilst I have been living in the Netherlands, I have been extremely motivated
to explore the possibilities of bringing parkrun to the country.
As parkrun has developed the organisation has also introduced its guiding framework and
policies for new and existing events, these policies must be followed to ensure the core
ethos of the concept is maintained without variance between countries.

As the Event director for the first parkrun in the north of the Netherlands I was tasked with
ensuring that this ethos was maintained in a country that had very little experience or
knowledge of the concept. This ethos needed to be promoted at all stages and levels of the
event. For example, promotion of the concept through press release, media coverage and
the parkrun website. Additionally, establishing an atmosphere amongst existing and new
volunteers based on parkrun’s ethos to ensure that a unified voice and understanding of the
concept was not only maintained but expanded with further internal and external promotion.
Brining the concept to the city of Groningen. HANNN was named as a supporting
organisation in parkruns Netherlands development. To ensure the concept would be of
value, an initial needs analysis was conducted within north of the Netherlands. The needs
analysis identified that a number of barriers were playing a part in preventing people from
being physically active for example; lack self-efficacy, financial restraints, no prior knowledge
or support. Additionally, the city of Groningen’s ‘MeerJaren Programma’ highlighted the
councils aims to promote its citizens to be more physical activity and to create strategies to
make physical activity more accessible.

With a clear understanding of value, the concept could contribute to the needs of cities
citizens and the promotion of the cities sport policies. I began the development process
towards the implementation of the concept. To be able to develop a new parkrun event and
to establish a new event in the city of Groningen I had to adhere to a number of specific
criteria. For example, to develop parkrun I must ensure that the event course was 5km
exactly, crossed no roads and permanent permission was given for the events to run into the
future. To ensure the criterion of both parties were maintained I created a close working
relationship with spokespersons from each side. For example, I maintained contact with the
council’s sport policy advisor who I had previously networked with from a sports policy
course in my second year of study. This network helped to ensure that city regulation was
followed, and that suitable permission was gained. For parkrun as an organisation, I
developed an event template which would highlight the key aspects of the event and how
their criteria would be met.

Having a clear policy objective, I was able to ensure the Stadspark parkrun remained within
the ethos, aims and objectives of the concept whilst maintaining within the cities policy remit.
The established event template has been provided to both parkrun Global and the city of
Groningen and will be archived for future reflection of the events organisation. I was able to

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address and combine two identified policies and strategies which were essential in the
events continued sustainability. Although I maintained in regular contact between parkrun
global and the city of Groningen. I would hold further reflective evaluation sessions with both
organisations and formal update presentations to show how the event could be further
evolved.

Learning outcome 11
Students develop the professional attitude and expertise expected of a sports professional
by reflecting on and closely following developments in the field, while acting as knowledge
workers (LO11).

Within the context of my final year internship as an intern at HANNN, I had the opportunity to
participate in a community of practice (COP) namely COP4Health. COP4Health is a
community project which has the vision and objective to share knowledge in a collective
learning environment and develop practical research-based methods for developing the
health of an area within a city using a community led approach. I joined the COP with the
intention of gaining practical experiences and knowledge of how communities can effectively
promote physical activity on a sustainable basis. Additionally, I aimed to develop skills and
gain a collective understanding in the process of developing a community-based project.
Additionally, I was able to gain an overview on the opinion of the parkrun concept coming to
the North of the Netherlands.

The COP led by Hanze University of Applied Science lecturer Harold Hofenk and included a
wide demographic of people including city planners, policy makers, residents, students and
professionals. The monthly two-hour meeting held in a sports facility in the projects intended
neighbourhood (Europapark) in the city of Groningen was an opportunity for the COP
participants to meet and discuss the project, any developments, future planning and centring
of the core vision and objectives of the project. Although I joined the COP quite late in the
project, I still had the opportunity to share knowledge and experience whilst learning from the
group. One opportunity was to promote the Stadspark parkrun and experience how a
community in Groningen would feel about the project. Additionally, I held a focus group with
the COP participants to identify what their opinion was to the question of; what important
factors needs to be considered when implementing community- based projects? The result
of this was to develop knowledge towards a project organisation manual to offer solution to a
complex practical issue within my internship organisation HANNN.
Alongside the COP, I worked within a community of learners (COL) developed with a group
of ten university peers and one supervisor. The COP4Health gave me an insight into how a
community of practice is developed and how it could be beneficial in the final COL product.

To reflect upon the process, I believe I have had the opportunity to position myself as a
sports professional amongst a diverse group of individuals. I shared my experience in
developing a free community-based event which helped them to think of ways to connect
their community with the use of a weekly event. The COP additionally instilled that for a
human centred project to be of success it’s important to include a wide and diverse set of
people to ensure the end results aren’t biased. I would have liked to be more involved from
the initial phases of the project to gain a wider picture of the process and I would try and
offer my international perspective more and having more confidence in doing so.

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Learning outcome 12
Students explore their own sports professional identity and develop self-management skills,
intercultural skills, resilience, motivation, inquisitiveness and standards in relation to their
envisaged identity as a sports professional (LO12).

As a sports professional my identity has been part of an ever-evolving process. Prior to my

academic study at the Hanze University of Applied Sciences (UAS) I had 8 years of practical
experience working as an outdoor education instructor & ski coach. During this time, I gained
several qualifications to support my ability to train individuals and groups of different
demographics in a number of sporting disciplines. Further supporting my development, I
chose to complete a two-year outdoor education diploma. This diploma provided me with
skills, knowledge and experience. I also had the opportunity to enhance my professional
attitude, coaching techniques, management and leadership skills, whilst promoting the value
that sport can offer.

Furthermore, I envisioned continuing my professional development through the exploration

of opportunities that would widen my perspectives within the professional field of sport. In
addition, my motivation stemmed from a desire to explore and develop the opportunities that
would provide me the ability to design and implement my own sport projects that promote
the benefits and value of sport. I felt the Hanze university of Applied Sciences (UAS) sport
studies programme offered this opportunity. Additionally, I aimed to study within an
international setting. This would allow me to experience new cultures and broaden my
professional development. The sport studies bachelor has provided me with ample
opportunities to not only learn, but to practice and apply skills, knowledge and experience on
an individual and collective basis. I achieved this, through a broad selection of study
modules, additional courses and internships. The combined academic knowledge, literature
and skills along with applied practice, has supported my professional development within
the multiple fields of sport.

In the final year of my sport studies bachelor I completed an internship within the
professional field at the Healthy Ageing Network Northern Netherlands (HANNN). This nine-
month internship provided me with a practical professional competency test (PCT). The PCT
was an ultimate test of how I could perform within a professional context. Having an existing
two years’ worth of developed skills, knowledge and experience, I was tasked with defining a
complex practical issue within the organisation and applying theory, practice and research
to develop solutions that would provide value to the organisation and wider professional field
of sport.

I chose HANNN for my final internship organisation due to my motivation and interest into
sport, social and health value which is related to the healthy movement department of the
organisation. Although having the opportunity to return to the UK to complete the internship ,
I wanted to continue my final year internship within an international setting. HANNN has a
Dutch team and predominantly uses the Dutch Language to communicate. This posed a
language challenge of communicating amongst a team speaking mainly Dutch. One
ambition of mine was to improve my Dutch competency throughout the internship however I
didn’t want the ambition to override the core objectives of my internship. I made an
agreement with the employees that I would predominantly speak in English, but the office
would remain speaking Dutch and if anything was unclear, I would ask for clarity. Within
HANNN I worked towards my core project of using a research-based approach to develop
solutions to a complex practical issue within the organisation. Additionally, I worked on a
several organisational based tasks and the design, development and implementation of a
new project namely the Stadspark parkrun. The Stadspark parkrun was a project which I

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brought into the organisation and was a huge motivation of mine to develop. I believed the
concept would not only promote the organisations core objectives by promoting sports health
and social value. Across all of my projects and work within HANNN due to the organisations
culture I was given a lot of autonomy. This required me to adopt a style of self-management
across the internship whilst ensuring that I worked within the remit of the organisation. An
example of this was through the design, development and implementation of the Stadspark
parkrun. For this project I was not only responsible for my own management of time and
activities but additionally of volunteers and additional influencing stakeholders. This meant I
needed to develop a clear strategic plan. This plan highlighted the ideated steps within the
process. It stated how the steps would be achieved and communicated in a transparent way,
to ensure the project was a success and remained within the remit of HANNN objectives.
Another example was highlighted through the challenge of receiving input, guidance and
feedback from HANNN. The organisation, who had given autonomy towards my work
worked with a laissez-faires style of leadership. This style meant that I needed to persevere
and understand the organisations style and structure whilst being tenacious in achieving the
intended result.

By the end of the internship I had worked on a largely independent basis, managing and
developing projects which would provide value to the professional field of sport. I have
gained valuable skills and experience which has allowed me to initiate my first steps into the
professional field. I believe that in the future I will be able to further promote this set of skills,
experience and knowledge. Following three years of studying and internships, together with
my previous practical experience as a coach. My professional identity has additionally been
promoted by adopting on the role of Event Director for a community sports project within the
city of Groningen. I have developed myself from a sports coach to a T shaped professional
with a broad knowledge. I have made positive tracks towards my intended specialisation of
promoting the health and social value of sport. I continue to be highly motivated to pursue a
career in sport development.

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