Redefining the performing arts archive

This paper investigates representations of performance and the role of the archive. Notions of record and archive are critically investigated, raising questions about applying traditional archival definitions to the performing arts. Defining the nature of performances is at the root of all difficulties regarding their representation. Performances are live events, so for many people the idea of recording them for posterity is inappropriate. The challenge of creating and curating representations of an ephemeral art form are explored and performance-specific concepts of record and archive are posited. An open model of archives, encouraging multiple representations and allowing for creative reuse and reinterpretation to keep the spirit of the performance alive, is envisaged as the future of the performing arts archive.     

Research and teacher education in the UK: Building capacity

The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. Tensions about the place of research in teacher education have persisted for many decades, but following changes to the core funding mechanisms in the UK, the maintenance of education research bases within many universities has become increasingly tenuous. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise. In developing this argument, the article also explore the relationships between national policy changes, institutional research cultures and individual habitus and agency in research capacity-building. The paper also describes a new initiative in England, the Teacher Education Research Network (TERN).     

Call to Action: Elevating Activism in Performance

ABSTRACT

Social change develops over time, but it begins with individual and collective actions by real people. In the current American atmosphere of resistance, activism, and art-ivism, what are the tools that artists can employ to motivate audience members to act? This article illuminates the call to action, an essential element of persuasive speaking and writing, and relates it to theatre performance tracking effective practices and encouraging further development of this approach. An effective call to action is clear and direct, has the audience act quickly, lowers barriers to action, focuses on benefits for the audience, and is customized for each person. In theatre performance, it is customary for theatre artists to pose problems—and through this article, I urge the artist to go a step further by engaging in direct and specific calls to action.     

Mindfulness mediates the relationship between mental toughness and pain catastrophizing in cyclists

The purpose of this study was to examine the direction and magnitude of the relationship between mental toughness and pain catastrophizing and to explore whether mindfulness mediated this relationship. The design of the study was cross-sectional using self-report data. We recruited 142 recreational cyclists (female?=?32) via online cycling forums. We asked participants to complete measures of mental toughness, dispositional mindfulness, and pain catastrophizing. Following the initial screening of data and the identification of non-normality and outliers, we calculated robust correlations and regressions to examine the size and direction of effects. Results revealed that mindfulness partially mediated a moderate negative relationship between mental toughness and pain catastrophizing. These results are consistent with prior theory regarding positive traits and their negative association with pain catastrophizing. Unique contributions included showing that mental toughness and mindfulness are positively associated and that mindfulness is negatively associated with pain catastrophizing in this sample of cyclists.     

The psychomotor vigilance test: a comparison of different test durations in elite athletes

The 10-min Psychomotor Vigilance Test (PVT-10) is regarded as the gold-standard for assessing vigilant attention following sleep loss; however, other studies have investigated whether shorter versions of the test elicit similar results to the PVT-10. The present study compared the PVT-10 with 3-min (PVT-3) and 5-min (PVT-5) versions of the test in elite female basketball players. Athletes performed all three tests in the morning and evening for seven consecutive days. Response speed (mean reciprocal reaction time; mean 1/RT), number of errors and number of lapses were determined for each test and time point. The PVT-3 elicited significantly faster response speeds than the other two tests (p < 0.01), while the PVT-5 and PVT-10 were not different. The PVT-10 resulted in more lapses than the PVT-5, followed by the PVT-3, with all tests being significantly different to each other (p < 0.01). In conclusion, while the PVT-5 and PVT-10 were generally similar for response speed, the PVT-3 did not produce results comparable with the PVT-10 for response speed, lapses or errors, and should therefore not be used interchangeably. Further research is required to determine whether the shorter tests are a suitable replacement for the PVT-10 in professional basketball players.     

Bigger,stronger, faster,fitter: the differences in physical qualities of school and academy rugby union players

Limited research has compared the physical qualities of adolescent rugby union (RU) players across differing playing standards. This study therefore compared the physical qualities of academy and school Under-18 RU players. One-hundred and eighty-four (professional regional academy, n = 55 school, n = 129) male RU players underwent a physical testing battery to quantify height, body mass, strength (bench press and pull-up), speed (10, 20 and 40 m), 10 m momentum (calculated; 10 m velocity * body mass) and a proxy measure of aerobic fitness (Yo-Yo Intermittent Recovery Test Level 1; IRTL1). The practical significance of differences between playing levels were assessed using magnitude-based inferences. Academy players were taller (very likely small), heavier (likely moderate) and stronger (bench press possibly large; pull-up plus body mass likely small) than school players. Academy players were faster than school players over 20 and 40 m (possibly and likely small), although differences in 10 m speed were not apparent (possibly trivial). Academy players displayed greater 10 m momentum (likely moderate) and greater IRTL1 performance (likely small) than school players. These findings suggest that body size, strength, running momentum, 40 m speed and aerobic fitness contribute to a higher playing standard in adolescent rugby union.     

Central child abuse registers: The British experience

Multi-disciplinary co-operation, including use of central registers, is now regarded as essential to the management of child abuse, both in the UK and USA. There are significant differences in register operation in the UK and USA, however. This paper describes two research studies of registers in the UK, discusses various issues of register operation and contrasts the UK and USA experience as reflected in research and literature.