‘It’s alpha omega for succeeding and thriving’: parents,children and sporting cultivation in Norway

It has become increasingly apparent, internationally, that childhood is a crucial life-stage in the formation of predispositions towards sports participation and that parents are increasingly investing in the sporting capital of their children via a process of ‘concerted cultivation’. It is surprising, therefore, that parents’ involvement in the development of their children's sporting interests has received so little attention in Norway, given that sport is a significant pastime for Norwegians and participation has been steadily increasing – among youngsters, in particular – over the past several decades. Through a qualitative case study of a combined primary and secondary school in a small Norwegian city, this study sought to add to recent explorations of the role of parents in children's sporting involvement in Norway. As expected, it was evident that sport becomes taken for granted and internalised very early on in Norwegian children's lives. Less expected was the recognition that children's nascent sporting interests were often generated by sports clubs via early years schooling and, therefore, that parents played only one (albeit very important) part in the formation of their youngsters’ early sporting habits. Thus, parents, sports clubs and early years schooling appeared to form something akin to a ‘sporting trinity’ in youngsters’ nascent sporting careers. These findings may have implications for policy-makers looking towards Norway for a ‘recipe’ for sports participation.     

Correlates of health in adolescent elite athletes and adolescents: A cross-sectional study of 1016 adolescents

The primary aim of this cross-sectional study was to compare subjective correlates of health, such as nutrition, self-esteem, sleep and stress, between adolescent elite athletes (n?=?625) and a reference group of adolescents (n?=?391) not involved in elite sports. A secondary aim was to study predictors for self-perceived stress. A questionnaire was e-mailed to all participants containing valid questions about competence-based self-esteem, nutrition, self-perceived stress and sleep. Our results show that adolescent elite athletes reported significantly (p?p?相似文献   

Who teaches primary physical education? Change and transformation through the eyes of subject leaders

Primary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called adults other than teachers, who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this study sought answers to two main questions: ‘Who delivers primary PE nowadays?’ and ‘What are the consequences?’ The findings revealed that the most common model for the delivery of PE involved responsibility being shared between the generalist class teacher and either a sports coach or specialist PE teacher. The SLs recognised strengths and weaknesses in all of the three main approaches used. However, while they favoured the use of specialist teachers because of their subject knowledge and expertise, the more prosaic constraints of cost and flexibility meant that the use of coaches had become increasingly popular. Whether or not, the growth of coaches is de-professionalising the delivery of PE, it certainly appears to be exacerbating any existing tendency to turn primary PE into a pale imitation of the sport-biased curricular of secondary schools. Ironically, the apparent ‘threat’ to the status of PE in the primary curriculum (as well as the status of PE specialists) posed by the growth of coaches in curricular PE in primary schools may well be exaggerated by the Primary PE and Sport Premium which appears to have added momentum to a change of direction regarding staffing the subject—towards sports coaches and away from generalist classroom teachers and PE specialists. As the shift towards outsourcing PE to commercial sports coaches becomes increasingly commonplace, it seems appropriate to talk of transformation, rather than mere change, in the delivery of primary PE.     

How should we categorise self-reported data on subsequent injuries?*

Classifying subsequent injuries is of high importance in injury epidemiology since a previous injury has been reported to increase the risk of a new injury or increase the risk of a more severe injury. Multiple reports have shown that self-reported data provide an extensive view of an injury problem and add valuable information to the understanding of the athlete’s health. The purpose of this study was to display a method that can be used to facilitate classification of subsequent injuries and to discuss challenges faced when categorising subsequent injuries based on self-reported data. The suitability of a new model for Subsequent Injuries Adjusted for Self-reported data (SIAS model) was demonstrated with sport injury data from a cohort of 101 adolescent elite track & field athletes, followed over 52 weeks. A total number of 71 subsequent injuries were identified. Of all subsequent injuries, recurrent injuries represented 69.0% (n?=?49) and 31.0% (n?=?22) were classified as new injuries. The majority of subsequent injuries (n?=?60, 84.5%) occurred after athletes had recovered from a previous injury. Of all subsequent injuries, 15.5% (n?=?11) represented injuries where athletes had not fully recovered from a previous injury. Application of the SIAS model allows for classification of subsequent injuries based on self-reported data on the recovery level of the athletes, the injury onset and injury type. The developed SIAS model follows the consensus recommendations of injury definition, injury classification and is an attempt to increase the understanding of the complex relationship of subsequent injuries in self-reported data sets.     

Influence of cold-water immersion on limb blood flow after resistance exercise*

This study determined the influence of cold (8°C) and cool (22°C) water immersion on lower limb and cutaneous blood flow following resistance exercise. Twelve males completed 4 sets of 10-repetition maximum squat exercise and were then immersed, semi-reclined, into 8°C or 22°C water for 10-min, or rested in a seated position (control) in a randomized order on different days. Rectal and thigh skin temperature, muscle temperature, thigh and calf skin blood flow and superficial femoral artery blood flow were measured before and after immersion. Indices of vascular conductance were calculated (flux and blood flow/mean arterial pressure). The colder water reduced thigh skin temperature and deep muscle temperature to the greatest extent (P?<?.001). Reductions in rectal temperature were similar (0.2–0.4°C) in all three trials (P?=?.69). Femoral artery conductance was similar after immersion in both cooling conditions, with both conditions significantly lower (55%) than the control post-immersion (P?<?.01). Similarly, there was greater thigh and calf cutaneous vasoconstriction (40–50%) after immersion in both cooling conditions, relative to the control (P?<?.01), with no difference between cooling conditions. These findings suggest that cold and cool water similarly reduce femoral artery and cutaneous blood flow responses but not muscle temperature following resistance exercise.