“An inseparable aspect of citizenship”: marking a centenary in “universal and lifelong” adult education

Contradictory forces are operating in society. One model of the learning society sees it as futuristic, more democratic engaging citizens in the process but at the same time the structures of local government that enable democratic participation have been weakened in the United Kingdom. Drawing on work from his doctoral thesis, the author traces some of that decline.     

Development of the Physical Educators’ Judgments about Inclusion Instrument for Japanese Physical Education Majors and an Analysis of their Judgments

The purpose of this study was to assess the validity and reliability of the Physical Educators’ Judgments about Inclusion (PEJI) survey for analysing the judgments of Japanese (361 male, 170 female) physical education teacher education majors. A secondary purpose was to examine group differences in judgments as a function of gender and past experiences. Data were collected and psychometrical properties of the PEJI were assessed using a maximum-likelihood extraction method. Confirmatory factor analysis resulted in salient loadings for all items on three hypothesised dimensions, resulting in 47% explained variance for measuring judgments about: Inclusion versus Exclusion, Acceptance of Students with Disabilities, and Perceived Training Needs. Supported by the three interpretable factors that emerged, construct validity evidence is presented. Although most of the physical education teacher education majors sampled had yet to teach students with disabilities, they had formed preliminary judgments about doing so.     

Athlete burnout in elite sport: A self-determination perspective

Abstract

The practice of exercise has shown to be beneficial to quality of life of individuals with HIV/AIDS. Thus, the present study analysed the effects of a combined exercise training in persons living with HIV/AIDS. Ten participants participated in the present study. The following variables were analysed: viral load and cell counts for TCD4+/TCD8; maximal oxygen consumption (VO_2max); total mass, absolute fat mass, relative fat mass, absolute lean mass, relative lean mass and body mass index; fasting glycaemia, fasting insulinaemia, homeostatic model assessment (HOMA) index (insulin resistance – homeostatic model assessment (IR-HOMA)); total cholesterol, triglycerides, high-density lipoprotein (HDL), very low-density lipoprotein (VLDL), low-density lipoprotein (LDL); superoxide dismutase, catalase, glutathione peroxidase activities; thiobarbituric acid reactive substances. The combined exercise training consisted of resistance exercises plus aerobic training (60 min · session^?1, three times per week, during 20 weeks). The number of TCD4+ cells, absolute lean mass and relative lean mass, muscle strength for the 45° leg press, seated row and triceps extension, HDL-c levels as well as VO_2max increased post-training. The activity of superoxide dismutase, catalase, glutathione peroxidase enzymes and thiobarbituric acid reactive substances levels were diminished post-training. Finally, it can be concluded that combined exercise training is able to change positively several variables related to health of individuals with HIV/AIDS, mainly the immune system as well as antioxidant mechanisms re-establishment.     

Effekte eines Tanz- und eines Gesundheitssporttrainings auf die graue Hirnsubstanz gesunder Senioren

Due to the demographic change and an aging society more research is nowadays dedicated to geriatric problems and questions. Aging is associated with a loss of grey matter volume in the brain and often leads to neurodegenerative diseases. Physical and cognitive activities have been shown to improve brain plasticity whereby the combination of both seems to be most effective. We hypothesized that dancing could be an ideal intervention because it combines exercise, cognitive, coordination and emotional features. In this study 26 healthy senior citizens (63–80 years old) were randomized into a dancing group (n = 14) or a physical exercise group (n = 12). After 18 months the dancing group showed increased grey matter volumes, especially in the frontal and temporal regions including the gyrus parahippocampalis and the precentral gyrus. The physical exercise group showed grey matter volume increases only in subcortical regions. Our results suggest that dancing is more effective in inducing neuroplasticity in regions normally affected by aging than classical repetitive fitness training. We assume this to be related to the multimodal nature of dancing, which combines exercise, cognitive and coordination features. These findings demonstrate for the first time in a longitudinal study the positive effects of dancing programs for the prevention of volume loss of grey matter and neurodegenerative diseases in the elderly.     

One Small Step,a Giant Leap: D-PETE Within Minority Serving Institutions

ABSTRACT

Many articles over the years have bemoaned the lack of diversity in doctorate-granting Physical Education Teacher Education (D-PETE) programs without attainable solutions towards significant increases in student and faculty diversity. The purpose of this article is to emphasize the potential significance of implementing D-PETE programs at Minority Serving Institutions (MSIs). To that end, we discuss the impact MSIs have on the success of students of color and the impact MSI D-PETE programs would have on the diversification of PETE faculty and student bodies. In this article, we suggest ways to reframe the diversity narrative and offer solutions that are not currently utilized. The implementation of D-PETE programs at MSIs can enhance the broader PETE ecosystem, diversifying it like never before.     

Adapted Physical Education Teachers’ Concerns in Teaching Students with Disabilities in an Urban Public School District

The purpose of this study was to determine whether or not adapted physical education (APE) teachers had job‐related concerns associated with teaching students with disabilities in an urban public school district. The participants were six experienced, itinerant APE teachers, who taught in urban public schools in a midwestern state in the United States. The research method was a collective case study situated in concerns theory. Data were collected from teacher interviews, on‐site observations, and stimulated recall sessions. Case analyses and cross‐case analyses were conducted using constant comparative procedures. Findings indicate that the teachers had job‐related concerns explainable within the tenets of concerns theory. They also had concerns not situated within concerns theory that were unique to their itinerant status.