When given a list of options for her final placement, BounceOT CIC Stirling was a clear choice for Rachel. As an MSc Occupational Therapy student from the University of Brighton, she has a deep passion for supporting families and children with additional needs through creative, client-centred approaches. While Rachel already had some experience using trampolines therapeutically, Bounce OT offered a fantastic opportunity to deepen her understanding of how trampoline-based activities can support sensory regulation.
One of the key advantages of the placement was its remote delivery, which allowed Rachel to work in a comfortable and flexible environment. During this time, she led online consultations with parents and carers, gathering meaningful insights into the child, their caregivers, and the wider family context.
Rachel applied a variety of occupational therapy approaches, including CO-OP, OPC, and sensory assessments:
Cognitive Orientation to daily Occupational Performance (CO-OP) is a client-centred model that actively involves children in identifying, analysing, and adapting to their own performance challenges. It is driven by evidence-based principles which empower children to navigate daily activities with greater independence, confidence, and proficiency.
Occupational Performance Coaching (OPC) is a goal-oriented approach that empowers parents and carers to reflect on both their own and their child’s performance in meaningful daily routines. By recognising the parent/carer as the true expert of their experiences, OPC supports the discovery of personalised strategies that promote daily functioning and enhance overall family wellbeing
Sensory assessments, such as the Sensory Profile 2 (SP-2) and Adolescent/Adult Sensory Profile (AASP), were used to gain a deeper understanding of each individual's sensory preferences and challenges. The SP-2 was typically completed on behalf of the child by primary carers or school staff, while the AASP was often self-completed by adolescents or adults. These tools provided valuable insights that guided the development of targeted strategies to support daily functioning, boost confidence, and promote independence.
While these approaches could all be delivered effectively online, an in-person component was also valuable in supporting Rachel’s learning and enhancing her client-centred practice. Callum kindly invited Rachel to visit the Bounce OT facilities and participate in trampoline-based therapeutic play sessions.
These sessions went far beyond playful bouncing. They incorporated deep pressure and functional movement to support sensory regulation and daily functioning. Each session was child-led, emphasising the child’s strengths, interests, and sensory needs. Many parents reported these sessions had lasting benefits beyond the therapy room.
“The therapeutic play leaders used different materials to provide proprioceptive input and tailored their energy and approach to suit each child’s unique needs and preferences. It was incredible to witness the transformation in each child’s energy and focus—from restless or dysregulated at the start, to calm, centred, and engaged by the end of the session.” -Rachel
Overall, this placement was an incredibly rewarding and enriching experience. It deepened Rachel’s understanding of sensory integration and family-centred care, while also highlighting the powerful role of play-based movement in supporting sensory regulation.
The combination of remote and in-person opportunities created a well-rounded learning experience, equipping her with the skills to deliver creative, evidence-based interventions in the future. Rachel is sincerely grateful to Callum and the entire Bounce OT team for this invaluable opportunity and looks forward to maintaining her connection with the service.
