This personal reflection explores my experience of working on the Red Bull university event campaign as part of a student team. I will use Gibbs’ reflective cycle to structure my reflection, (Gibbs, 1988). I will also refer to Tuckman’s model of group development to reflect on how our team worked together throughout the project (Tuckman, 1965).

During the campaign, my main contribution was connected to content production. The project required me to apply creative, technical and organisational skills in a live event environment. It also helped me understand that content production is not only about filming, but also about planning how the final material could communicate the atmosphere, energy and identity of the brand.

At the beginning, I felt excited but also confused about the tasks execution. I wanted to contribute meaningfully to the group, for example using the Insta360 camera and capturing mobile footage required quick decision making, especially because the event space was busy and there were many things happening at the same time. However, as the project developed, I became more confident in my role and began to see the value of experimenting with different angles, props, movement and branded elements.

Overall, I think my contribution was positive because I produced a range of visual materials that could be used for social media and portfolio evidence. I was able to capture both immersive 360° footage and more informal mobile clips suitable for TikTok. However, there were also challenges. One difficulty was knowing exactly what to prioritise during the event, as live content production requires quick reactions. Another challenge was ensuring that the footage looked natural while still including important brand elements. This showed me that professional content creation requires both creativity and strategic thinking.

Tuckman’s model helps me understand the group process more clearly. At the forming stage, we were still understanding each person’s strengths, responsibilities and working styles. During the storming stage, there were moments where coordination and decision making were more difficult, especially when tasks had to be organised quickly. Over time, the team moved into norming, where roles became clearer and communication improved. During the event itself, we reached the performing stage because we were able to work more independently while still contributing to the same campaign outcome (Tuckman, 1965).

I could not rely only on a fixed plan, I had to respond to the environment, adjust my filming choices and think about what would be useful for the final content. This developed my confidence, problem solving ability and understanding of how content production works in a real campaign context. The project helped me gain a deeper understanding of practical skills required to be good at my job. I learned that strong campaign work depends on preparation, communication and flexibility. Next time, I would create a more detailed shot list before the event, agree clearer filming priorities with the team and test all equipment earlier. I would also document my own contribution more consistently, including behind the scenes images and notes, so that my portfolio evidence is stronger. This action plan will help me approach future content production projects with more confidence and professionalism.