The role of self-determined motivation in the understanding of exercise-related behaviours, cognitions and physical self-evaluations

Grounded in self-determination theory (Deci & Ryan, 1985), the purpose of the present study was to examine whether amotivation, self-determined and controlling types of motivation could predict a range of exercise-related behaviours, cognitions and physical self-evaluations. Exercisers (n = 375) from ten health clubs in the North of England completed questionnaires measuring exercise motivation, exercise stages of change, number of relapses from exercise, future intention to exercise, barriers self-efficacy, physical self-worth and social physique anxiety. Controlling for age and sex, multiple and logistic regression analyses supported our hypotheses by showing self-determined motivation (i.e. intrinsic motivation and identified regulation) to predict more adaptive behavioural, cognitive and physical self-evaluation patterns than external regulation and amotivation. Introjected regulation was related to both adaptive and maladaptive outcomes. Furthermore, a multivariate analysis of variance revealed that exercisers in the maintenance stage of change displayed significantly more self-determined motivation to exercise than those in the preparation and action stages. The results illustrate the importance of promoting self-determined motivation in exercisers to improve the quality of their experiences, as well as to foster their exercise behaviour. Future research should examine the mechanisms that promote self-determined motivation in exercise.     

Self-perceived peer harassment in a community sample of Norwegian school children

OBJECTIVE: The experience of being harassed is associated with various forms of maladjustment. This study examined the prevalence of three domains of harassment, and their associations with emotional and behavioral problems. METHOD: A total of 4130 young people in 6th through 10th grade in 66 primary and secondary schools in Norway completed questionnaires on self-perceived harassment and emotional and behavioral problems. RESULTS: The structural psychometric properties of the scales of harassment showed an acceptable fit to the data. Boys reported more harassment on all items and domains than girls across grades. Strong associations between self-perceived harassment and psychiatric impact and behavioral and emotional problems, especially peer problems and conduct disorder, were revealed. DISCUSSION: The study adds to the understanding of the concept of harassment and its correlations with emotional and behavioral problems. The study underscores the importance of conducting routine screening in school as an important basis for the subsequent improvement in children's relationships.     

Physical requirements in Olympic sailing

Abstract

Physical fitness and muscular strength are important performance parameters in Olympic sailing although their relative importance changes between classes. The Olympic format consists of eight yacht types combined into 10 so-called events with total 15 sailors (male and female) in a complete national Olympic delegation. The yachts have different requirements with respect to handling, and moreover, each sailor plays a specific role when sailing. Therefore physical demands remain heterogeneous for Olympic sailors. Previous studies have mainly examined sailors where ‘hiking’ (the task of leaning over the side of the yacht to increase righting moment) is the primary requirement. Other than the ability to sustain prolonged quasi-isometric contractions, hiking seems to require significant maximal muscle strength especially in knee extensors, hip flexors and abdominal and lower back muscles. Another group of studies has investigated boardsailing and provided evidence to show that windsurfing requires very high aerobic and anaerobic capacity. Although data exist on other types of sailors, the information is limited, and moreover the profile of the Olympic events has changed markedly over the last few years to involve more agile, fast and spectacular yachts. The change of events in Olympic sailing has likely added to physical requirements; however, data on sailors in the modern-type yachts are scarce. The present paper describes the recent developments in Olympic sailing with respect to yacht types, and reviews the existing knowledge on physical requirements in modern Olympic sailing. Finally, recommendations for future research in sailing are given.     

Impact evaluation of quality assurance in higher education: methodology and causal designs

In this paper, the theoretical perspectives and general methodological elements of impact evaluation of quality assurance in higher education institutions are discussed, which should be a cornerstone of quality development in higher education and contribute to improving the knowledge about the effectiveness (or ineffectiveness) of quality assurance. The suggested core methodology consists in comparative and longitudinal studies carried out simultaneously to the quality assurance interventions and relying on surveys and mixed methods. The methodology is applicable to any particular quality assurance procedure and any achievement area of higher education institutions. To round off the methodology presentation, an overview of causal designs, in particular causal social mechanisms, for impact analyses of quality assurance in higher education institutions and its challenges and limits is outlined and some characteristics of survey questionnaire construction are given.     

Assessing the organisational impact of external quality assurance: hypothesising key dimensions and mechanisms

The aim of the article is to provide a framework in which the organisational impact of external quality assurance (EQA) can be assessed. Based on existing studies of the impact of EQA in universities and colleges it is suggested that greater systematisation of how impact is measured is needed for a better understanding of how EQA can be used as a policy instrument. The article identifies key dimensions with respect to the categorisation of organisational impact of EQA. It discussing the possible links between different types and forms of EQA and their relation to organisational change and development. It also provides some reflections on elements of hypothetical mechanisms for organisational impact of EQA.     

Gendered education in a gendered world: looking beyond cosmetic solutions to the gender gap in science

Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education to explore the underlying gendered assumptions of a research project aiming to contribute to improving recruitment, retention and gender equity patterns in STEM educations and careers. Much research has been carried out to understand this gender gap phenomenon as well as to suggest measures to reduce its occurrence. A significant portion of this research has focused on detecting the typical “female” and “male” interest in science and has consequently suggested that adjustments be made to science education to cater for these interests. This article argues that adjusting science subjects to match perceived typical girls’ and boys’ interests risks being ineffective, as it contributes to the imposition of stereotyped gender identity formation thereby also imposing the gender differences that these adjustments were intended to overcome. This article also argues that different ways of addressing gender issues in science education themselves reflects different notions of gender and science. Thus in order to reduce gender inequities in science these implicit notions of gender and science have to be made explicit. The article begins with an overview of the current situation regarding gender equity in some so- called gender equal countries. We then present three perspectives from feminist critiques of science on how gender can be seen to impact on science and science education. Thereafter we analyze recommendations from a contemporary research project to explore which of these perspectives is most prevalent.     

Towards more efficient student course evaluations for use at management level

In order to obtain an accreditation, the university management must implement a quality assurance system and be able to document that quality policy and procedures are followed and acted upon as appropriate. One element in this system is monitoring students’ satisfaction. In this paper, we describe a method of acquiring the necessary information to enable school managers to efficiently summarize a substantial amount of information to detect issues of concern. The collection of information is performed in a systematic and consistent manner. It allows rapid feedback to students and staff, and is an integrated component of the quality assurance system. As successive evaluations are completed, school performance can be monitored, facilitating the development of strategies for continuous quality improvement. Finally, the context in which the evaluation is implemented as well as benefits and drawbacks are discussed.     

The ghosts of higher education reform: on the organisational processes surrounding policy borrowing

The Bologna Process is one of the most extensive examples of policy borrowing processes. Based on qualitative data, this article argues in favour of studying part of this process as ‘global smallness’, centring on the organisational effects of the implementation of a globalised curriculum. Through Derrida's notion on hauntology, Fenwick and Edward's analysis of multiple reals, and Barad's understanding of entanglement and time, this article explores how the implementation processes evoke simultaneously existing worlds of practices propelled by the agency of the past troubling present higher education reform. Finally, this article addresses how ongoing reforms tend to increase the stretch between ‘what is performed on the outside’ and ‘what is practiced on the inside’.