Dr Katie Dray
| Name | Dr Katie Dray |
|---|---|
| Job title | Senior Lecturer |
| Research institute | School of Psychology and Life Sciences |
Research outputs
Exploring the use of e-portfolios in higher education coaching programs
Dray, K. and Howells, K. 2019. Exploring the use of e-portfolios in higher education coaching programs. International Sport Coaching Journal. 6 (3), pp. 359-365. https://doi.org/https://doi.org/10.1123/iscj.2018-0082Adventures in coach learning: considering new approaches
Dray, K., Foad, A., Secker, M. and Weed, M. 2018. Adventures in coach learning: considering new approaches. Applied Coaching Research Journal. 1, pp. 8-13.Informal and non-formal learning in sport coach education
Dray, K., Weed, M., Fullick, S. and UK Sport 2016. Informal and non-formal learning in sport coach education. Canterbury The United Kingdom Sports Council.Moving from the playing field and into the dugout: Exploring the contributions of the 2013 DSEP conference to our understanding of the psychology and sport coaching relationship
Dray, K. 2014. Moving from the playing field and into the dugout: Exploring the contributions of the 2013 DSEP conference to our understanding of the psychology and sport coaching relationship. Sport and Exercise Psychology Review. 10 (2), pp. 8-16.The thrill of defeat and the agony of victory: towards an understanding and transformation of athletes’ emotional experience
Uphill, M. and Dray, K. 2013. The thrill of defeat and the agony of victory: towards an understanding and transformation of athletes’ emotional experience. Reflective Practice. 14 (5), pp. 660-671. https://doi.org/10.1080/14623943.2013.835720Reflecting on reflections: the role of ‘what might have been’
Dray, K. and Uphill, M. 2012. Reflecting on reflections: the role of ‘what might have been’. The Sport and Exercise Scientist. 33, pp. 9-10.Giving yourself a good beating: appraisal, attribution, rumination, and counterfactual thinking
Uphill, M. and Dray, K. 2009. Giving yourself a good beating: appraisal, attribution, rumination, and counterfactual thinking. Journal of Sports Science and Medicine. 8 (CSSI 3), pp. 5-12.A survey of athletes' counterfactual thinking: precursors, prevalence and consequences
Dray, K. and Uphill, M. 2009. A survey of athletes' counterfactual thinking: precursors, prevalence and consequences. Sport and Exercise Psychology Review. 5 (1), pp. 16-26.#Greatcoaching within sport
Howells, K., Gubby, L., Dray, K. and Mills, H. 2019. #Greatcoaching within sport. Expert Comments#BalanceforBetter within sport
Howells, K., Gubby, L., Dray, K. and Mills, H. 2019. #BalanceforBetter within sport. CCCU website Media Department.Developing a ‘students as partners’ approach in the student research journey
Dray, K. 2019. Developing a ‘students as partners’ approach in the student research journey.We need more female role models in sport to inspire the next generation
Howells, K., Gubby, L., Dray, K. and Mills, H. 2018. We need more female role models in sport to inspire the next generation. Canterbury Christ Church University.“I could have gone off much harder”. Post-race counterfactual thinking in indoor rowers.
Dray, K., Uphill, M., Mills, H. and Southam, M. 2015. “I could have gone off much harder”. Post-race counterfactual thinking in indoor rowers.Counterfactuals: Contexts and consequences
Dray, K. and Uphill, M. 2009. Counterfactuals: Contexts and consequences.The agony and ecstasy of what might have been
Dray, K. 2010. The agony and ecstasy of what might have been.Focus groups and young peoples' views of the Olympic and Paralympic Games
Mansfield, L., Chatziefstathiou, D., Curtis, H., Dray, K., Fiore, J. and Weed, M. 2009. Focus groups and young peoples' views of the Olympic and Paralympic Games.Flipping the rules! Partnering with students to promote engagement with the flipped classroom
Dray, K. 2024. Flipping the rules! Partnering with students to promote engagement with the flipped classroom.Building learning community through multi-cohort practical sessions: A case study from sport coaching
Dray, K. 2024. Building learning community through multi-cohort practical sessions: A case study from sport coaching.She Can Coach: Getting more girls into coaching
Dray, K. 2024. She Can Coach: Getting more girls into coaching .2505
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