For Science and Self: Youth Interactions with Data in Community and Citizen Science

In youth-focused community and citizen (YCCS) youth in classrooms and community-based programs produce data that scientists, resource managers and community members will use. This “nested” data situates learners’ scientific activity within larger datasets, projects, and communities, with consequences for youth agency. To document opportunities for agentive learning with data in YCCS, we report on how youth interact with data across eight school and community-based project sites and how youth talk about their data and work. From analysis of 54 participant interviews, we found that youth perceived the data they produced as being used for: (1) broader scientific work, (2) their own learning, and (3) community endeavors. Nested uses of data were most meaningful when youth interacted with end users, were exposed to the larger datasets to which they contributed, or took action linked to data. Not all youth saw, believed, or valued that data would be used by others. Framing of task and purpose, nature of engagement with community users, data production protocols, and level of emphasis on youth-identified questions may contribute to youth perceptions and can foster or undermine conditions for learner agency. The results shed light on when and how conditions for expansive learning and agency get established.     

Differences between the sexes and age-related changes in orienteering speed

The aim of this study was to assess the effects of the age and sex of the competitor on orienteering speed during competitive events. The results of the fastest three male and fastest three female competitors in each 5-year age band (21-79 years), from four national orienteering events, were analysed. The data for age and orienteering speed were log-transformed and regression analyses were conducted to determine the relationships between age and sex and orienteering speed. For comparison, data for the fastest Great Britain finisher in the 10,000-m track and 10-km cross-country events for age groups 40-69 years at the World Masters Championships were also analysed. The results showed that, before the age of 40 years, there was no substantial slowing in orienteering speed for males (0.5-4.2% per decade) but a moderate decline (4.7-10.0% per decade) for females. After the age of 45 years, the orienteering speed of males and females slowed by 13 - 2% and 16 - 4% per decade (mean - s ), respectively, until around the age of 69, after which the deterioration was accentuated. The orienteering speed of the females was 81 - 4, 74 - 6 and 69 - 7% that of the males at ages 21, 45 and 65 years, respectively. The magnitudes of the age-related slowing of orienteering speed and of the difference in orienteering speed between males and females aged 45 years and over were greater than those reported for the other endurance running events. This may reflect the physical demands of running in orienteering terrain, tactical and cognitive aspects of the sport, or sociocultural aspects of the participating population.     

From evidence to policy: reflections on emerging themes in health-enhancing physical activity

Based on a detailed reading of the six preceding papers, in conjunction with a reflection on the socio-political forces shaping lifestyles in the UK at the turn of the millennium, we come to four interrelated conclusions. First, sport and exercise science needs to move beyond evidence-based practice to evidence-based policy. Second, sport and exercise science needs to make health-enhancing physical activity a political issue at both national and local level. Third, transport, not health policy, may be the key to promoting health-enhancing physical activity. And, fourth, young people deserve our special attention. In reaching these four interrelated conclusions, we attempt both to shape evidence based policy and future research agendas in exercise science. To achieve an international perspective, we also present a short case note from Australia.     

Reflections on the British Government and Higher Education

This article offers a small contribution towards writing the history of higher education in the United Kingdom in the 1980s. Its emphasis is on what the Government did in that period and the effects of this, and on how relations stood and developed between the Government and the higher education community. Three main topics are identified: resourcing, quality, structure. Across all these the general message is that a pragmatic approach was taken to the evolution and pursuit of policy.