Adaptive expertise – a characteristic of expertise in outdoor instructors?

ABSTRACT

Background: Over the past 10 years, research has started to investigate the pedagogic practices of instructors and coaches working in adventure sports settings. Outdoor instructors face particular challenges regarding the impact the dynamic environment has on the coaching process and their students. This challenging combination of factors obliges the instructor to be agile in response. We propose that this adaptive expertise is characteristic of these factors and that adaptability may be a beneficial focus of outdoor instructor training and education.

Purpose: The major aim was to identify if adaptive expertise is an attribute of outdoor instructors? And if so, what are its characteristics in this context?

Research design and data collection: We applied a mixed methodology to a sample of outdoor instructors (n?=?64). The instructors were asked to complete a quantitative adaptive expertise inventory. We then interviewed a selected sub-sample (n?=?12).

Participants and setting: Quantitative data was collected from outdoor instructors working in the UK (n?=?64). The sample consisted of instructors qualified to work independently with groups in adventurous settings in a range of activities. Qualitative data was collected from a smaller sample (n?=?12) via a series of thematically analysed semi-structured interviews.

Findings: Results suggest that the participating outdoor instructors have high levels of adaptive expertise. A characteristic of that adaptive capacity is a combination of skills revolving around reflection, metacognition, and situational awareness. There were differences, however, between less and more experienced outdoor instructors in their adaptive capacity, with less experienced instructors being adaptive to a lesser extent.

Conclusions: The implication is that further research is worthwhile to examine the development of instructors’ adaptive capacity. The training and education of outdoor instructors requires pedagogic approaches that facilitate and engender adaptability, flexibility and agility in neophyte instructors.     

“Tightening the Knots” of the International Drugs Trade in Brazil

Much academic analysis of media representations of drugs-related violence in Brazil has focused on their role in perpetuating violence and societal divisions. There is less research on how the country’s traditional news media can shape information in order to foster dialogue between people and potentially resolve conflict. This article aims to address this gap by exploring the possibilities and challenges for printed news media to acquire “mediated” social capital. The concept is understood here as a specific resource of power that has the potential to connect people from diverse social, cultural and economic backgrounds. In order to do so, we analyse how a popular Rio newspaper has used its symbolic power to produce social capital with an investigative series about Brazil’s involvement in the international drugs trade. It is argued here that the series paints a complex picture of its causes and consequences and is an important step towards a deliberative process about possible solutions to drugs-related violence in Rio and beyond.     

A new approach to assessing the technological complexity of different categories of R&D (with examples from Singapore)

This paper attempts to develop a set of generic questions the answers to which allow any given R&D activity to be correctly classified in one or another conventional R&D box—basic, applied, development, etc. Such systematic pigeon-holing allows latecomer countries to gauge the distance of their R&D activity from the world frontier, and how policies may be designed to overcome the hurdle that divides applied research and developmental research.     

Children's expectations for television entertainment vs. television news events

Young children's limited ability to recognize and defend against commercial messages has led to numerous concerns about advertising that targets child‐viewers. Industry self‐regulation of child‐oriented advertising content is one response to those concerns. With the demise of the National Association of Broadcasters Code in 1982, guidelines maintained by the Children's Advertising Review Unit (CARU) of the National Council of Better Business Bureaus comprise the only industry‐wide self‐regulation. This study evaluates the extent of compliance with the CARU standards across a sample of over 10,000 ads directed to children. The results indicate a high overall rate of adherence to the guidelines. Two problem areas emerged which accounted for most of the violations observed: ads that featured premium offers, and ads for recorded telephone message services. The findings are discussed in terms of their implications for the child audience.     

Civic education in Lesotho: implications for teaching of democratic citizenship

This paper investigates the extent to which civic education is achieving its goals of teaching democracy and producing responsible democratic citizenship in Lesotho. This is done by analysing the conceptions of civic education, democracy, public participation, human rights, freedoms and responsibilities that appear in Lesotho’s documents that are used to teach people about democracy through formal, non-formal and informal education. I therefore argue that in the current Lesotho’s political history, these conceptions do not provide enough conditions for the cultivation of active democratic citizenship. Instead the materials dwell too much on teaching citizens about the systems and structures of government, preoccupied with inconsistent definitions and characteristics of democracy and with informing citizens of the importance of knowing how to vote and abide by the laws of the country; without showing how democracy should operate in a democratic country. The findings reveal that civic education for adults in Lesotho is offered informally, through the civil society organisations and politicians that are largely based in urban parts of Lesotho. This suggest that civic education should be tailored for the rural and urban citizens in a context of democratic transition in a country that still embraces strong traditional ties to communitarian living.