A new pedagogical model for adventure in the curriculum: part one – advocating for the model

Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement. However, little attention has been given to the specific contribution a pedagogical model for outdoor adventure education (OAE) has to make to pupils learning.

Purpose: This paper is presented in two parts. Part one is an advocacy paper and draws upon the broader discourse around models-based practice to make a case for the development of a pedagogical model for OAE. Drawing upon guidelines for models-based approaches to physical education, this paper considers the theoretical foundation, rationale, review of research findings and major theme that inform the development of a model of OAE.

Conclusions: The selected review of the research suggests that the major impact of OAE is upon the affective domain, particularly in relation to pupils developing a positive self-concept. Learning is also evident in the cognitive and physical domains, but this is secondary to learning in the affective domain. Drawing upon the analysis of the research literature, the major theme for the model is identified as ‘personal growth through adventure’ and ‘OAE’ is suggested as the name of the model. Part two of this paper builds upon these foundations to outline what a pedagogical model for OAE might look like in a secondary school in the UK.     

Why Jim Joyce Wasn’t Wrong: Baseball and the Euthyphro Dilemma

In 2010, pitcher Armando Galarraga was denied a perfect game when umpire Jim Joyce called Jason Donald safe at first with two outs in the bottom of the 9th. In the numerous media discussions that followed, Joyce’s ‘blown’ call was commonly referred to as ‘mistaken’, ‘wrong’, or otherwise erroneous. However, this use of language makes some not uncontroversial ontological assumptions. It claims that the fact that a runner is safe or out has nothing to do with the ruling of the umpire himself, but rather with some state of the universe that does not depend on the umpire for its existence (e.g. the runner’s reaching the base before the ball or not). In this paper, I recast the problem as a version of Plato’s Euthyphro Dilemma and argue that the view implied by the above assertions is actually misguided. Instead, I hope to show that an alternative view – what I call ‘restricted umpire voluntarism’ – is actually more in line with the spirit of the game of baseball and is not as counterintuitive as it may appear at first glance.     

Promoting women’s soccer through social media: how the US federation used Twitter for the 2011 World Cup

This study examines the coverage given to the US women’s national soccer team by its governing body, the US Soccer Federation (USSF), immediately before, during and immediately after the 2011 World Cup. Content analysis of two of the USSF’s Twitter accounts showed that although the differences in both quantity and quality of coverage between men’s and women’s soccer are not as great as those detected in traditional media between men’s and women’s athletics, a gender gap remains. Similar to traditional media, the USSF framed the women’s team as less important than the men’s, even though this study was purposefully conducted at a time when female soccer was supposed to be prominent because of the international schedule.     

Of magic and mania: reflections on the fan following of Brazilian football and Pelé in Calcutta

Why do Indians celebrate Brazilian football? Is it because Indians do not have local stars to root for? Why does it have to be Brazil? Why was a generation of football fans in Calcutta in awe of an exotic South American footballer called Pelé? This essay responds to these conundrums by analysing transnational football fandom from perspectives of cultural diffusion and image-making. It situates circulation of culture in a historical study of the impact of Brazilian football, with particular emphasis on Pelé, as borne out by fan culture in India. It examines if the similarities between India and Brazil in the global meridian of development had any bearing on football fandom. Next, it studies particularly how Pelé’s visit to Calcutta in 1977 was registered by the overlapping categories of fans, politicians and journalists. By doing so, it offers a model of understanding moral/cultural networks of transnational fandom in terms of hero/icon/legend worship.     

Exercise-induced muscle damage: What is it,what causes it and what are the nutritional solutions?

Abstract

Exercise-induced muscle damage (EIMD) is characterized by symptoms that present both immediately and for up to 14 days after the initial exercise bout. The main consequence of EIMD for the athlete is the loss of skeletal muscle function and soreness. As such, numerous nutrients and functional foods have been examined for their potential to ameliorate the effects of EIMD and accelerate recovery, which is the purpose of many nutritional strategies for the athlete. However, the trade-off between recovery and adaptation is rarely considered. For example, many nutritional interventions described in this review target oxidative stress and inflammation, both thought to contribute to EIMD but are also crucial for the recovery and adaptation process. This calls into question whether long term administration of supplements and functional foods used to target EIMD is indeed best practice. This rapidly growing area of sports nutrition will benefit from careful consideration of the potential hormetic effect of long term use of nutritional aids that ameliorate muscle damage. This review provides a concise overview of what EIMD is, its causes and consequences and critically evaluates potential nutritional strategies to ameliorate EIMD. We present a pragmatic practical summary that can be adopted by practitioners and direct future research, with the purpose of pushing the field to better consider the fine balance between recovery and adaptation and the potential that nutritional interventions have in modulating this balance.     

‘A Potent and Pervasive Ideology’: Athleticism and the English Elementary School

This article demonstrates that the ideology of athleticism was an important feature of life in elementary schools throughout the country in the late Victorian and Edwardian era. It argues that the ideology which originated in the Victorian public school spread firstly to ‘Oxbridge’ and then to grammar schools before being adopted increasingly by elementary schools after the Cross Commission of 1888. It offers a detailed consideration of the arguments put forward in Colm Kerrigan's article ‘“Missing Men” and missing evidence’ (Soccer and Society 10, no. 6 [2009]: 897–902) and demonstrates using a variety of primary and secondary sources that athleticism was widespread in elementary schools. It draws on the views expressed by Professor G.T.P. Finn (‘Athleticism, football and schooling: “missing men”, misunderstanding evidence and own goals’. Soccer and Society 11, no. 3 [2010]: 897–902) that Kerrigan has a limited understanding of athleticism. It concludes that athleticism in the elementary school was an even more widespread ideology than previously thought and points to the need for further research in this area.     

A new pedagogical model for adventure in the curriculum: part two – outlining the model

Background: This paper is part two of a discussion about a new pedagogical model for adventure in the curriculum. It builds upon part one, the advocacy paper, which considered important theoretical foundations, historical influences and research outcomes of outdoor adventure education (OAE) in the UK.

Purpose: This paper outlines how a model for OAE might be implemented in practice in schools in the UK. Four non-negotiable features of a pedagogical model for OAE are identified as essential for pupils to gain maximum benefit from their outdoor adventure experiences. Consideration is also given to other essential features of models-based approaches to physical education that teachers need to consider to underpin the model's authenticity, including pupils’ readiness for learning, teacher expertise and knowledge, and assessment and future model validation.

Conclusions: Four non-negotiable features of a model for OAE are identified as being mainly outdoors, experiential learning, challenge by choice and managed risk. Key concerns arising from the implementation of these non-negotiable features are considered. These include encouraging pupils to take more responsibility for their own learning, developing closer links between school OAE and local opportunities, supporting teachers in making judgements about pupils managing their own risk, developing teachers’ expertise in reviewing and developing assessment tools that measure pupils’ affective learning.     

A ménage À trois: the eye,the hand and on-line processing

This review summarizes research conducted in our laboratories over the past 5 years aimed at determining the temporal and spatial relationships between eye and hand movements and the amount of central processing that must occur before performing a manual aiming movement, relative to the amount of processing that is done online. All of our research to date points to a two-component model of speed-accuracy control in manual aiming. Several studies have shown that eye and hand movements in manual aiming are inextricably linked both temporally and spatially. Typically, the eye arrives in the vicinity of the target first; this coincides with peak acceleration of the finger during the initial impulse phase of a movement. There is also significant temporal and spatial coupling of the finger, elbow and shoulder in aiming, and movements appear to evolve in a proximal-to-distal fashion. Movements are endpoint driven and variability is reduced with distal approximation to the target. This movement control strategy means that visual information is not only available for use in modifying responses, but there is sufficient time available for its use. In sequential complex aiming movements, the use of visual feedback and on-line processing become even more important. Practice does not diminish the need for on-line processing; rather, its use appears to ensure greater movement efficiency.     

A ménage à trois: the eye, the hand and on-line processing

This review summarizes research conducted in our laboratories over the past 5 years aimed at determining the temporal and spatial relationships between eye and hand movements and the amount of central processing that must occur before performing a manual aiming movement, relative to the amount of processing that is done online. All of our research to date points to a two-component model of speed-accuracy control in manual aiming. Several studies have shown that eye and hand movements in manual aiming are inextricably linked both temporally and spatially. Typically, the eye arrives in the vicinity of the target first; this coincides with peak acceleration of the finger during the initial impulse phase of a movement. There is also significant temporal and spatial coupling of the finger, elbow and shoulder in aiming, and movements appear to evolve in a proximal-to-distal fashion. Movements are endpoint driven and variability is reduced with distal approximation to the target. This movement control strategy means that visual information is not only available for use in modifying responses, but there is sufficient time available for its use. In sequential complex aiming movements, the use of visual feedback and on-line processing become even more important. Practice does not diminish the need for on-line processing; rather, its use appears to ensure greater movement efficiency.