Examining the perceived value of professional judgement and decision-making in mountain leaders in the UK: a mixed-methods investigation

This paper utilised a two-part mixed-methodology to examine the value placed on judgement and decision-making by a sample of qualified mountain leaders in the UK. Qualified leaders (N = 331) completed a web-based survey and a smaller sample (N = 8) were then interviewed. Survey data showed that mountain leaders place greater value on their judgements and decision-making when compared to the technical skills of mountain navigation and rope work; however, the process for developing these judgement skills was unclear. Interview data identified that judgement skills appear transferrable from other domains experienced by the leaders (e.g. emergency services, military) but are then recontextualised and modified for effective use within mountain leadership. The leaders facilitated this via a nested reflective process that combines in-action, on-action and on-action/in-context aspects that rely on metacognition. This combination of reflection and metacognition allows for rapid development of judgement making skills in-context. Implications for mountain leadership training are discussed.     

Ethics and paediatric exercise science: Issues and making a submission to a local ethics and research committee

Research with children presents issues beyond those normally encountered in adult exercise science research. This paper explores the specific ethical issues that are encountered when conducting paediatric research in the exercise sciences. We identify the historical, moral and philosophical underpinnings of ethical conduct. The issue of consent and children's ability to provide informed consent is discussed, as is the nature of therapeutic and non-therapeutic research. Finally, we examine the information that is required by a local ethics and research committee and provide guidance material to help in the formulation of an application to such a committee.     

Parameterising expertise in coaching: Past,present and future

Abstract

Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches.     

Relationships between talent development environments and mental toughness: The role of basic psychological need satisfaction

ABSTRACT

Although the talent development environment and mental toughness are critical for athletes to realise their athletic potential, there is a dearth of literature on whether the talent development environment can enhance mental toughness among those athletes who are identified with athletic potential (i.e., talented athletes). Drawing on self-determination theory (Deci & Ryan, 2000), this research examined the relationships between the talent development environment, basic psychological needs satisfaction and mental toughness. Talented athletes (n = 261) completed a survey measuring key features of the talent development environment, needs satisfaction and mental toughness. The results of structural equation modelling indicated that three environmental factors (i.e., long-term development focus, holistic quality preparation and communication) were positive predictors of needs satisfaction, which then positively predicted mental toughness. The talent development environment may be considered for promoting talented athletes’ mental toughness.     

Interactions among Dietary Pattern,Physical Activity and Skinfold Thickness

Abstract

This study was designed to assess the effects of a specifically designed perceptual-motor training program on the level of perceptual-motor development, self-concept, and academic ability of kindergarten children. Subjects for the study were 40 kindergarten children randomly assigned to 1 of 2 groups. Each group received the same kindergarten program with one exception, the experimental group was exposed to a specifically designed perceptual-motor program 30 min daily for 5 mo, while the control group received a free play period for 30 min daily. Results of the study indicated that the data tended to support the specificity of training concept. The variables showing the greatest change were the perceptual-motor tests which measured changes on specific aspects of the training program. There appeared to be some immediate transfer to academic abilities but this was not pronounced enough to suggest that perceptual-motor training was of real benefit in developing academic abilities for normal kindergarten children. In addition the follow-up test indicated no long term effects on academic performance.     

Youth Leaders' Perceptions of Commitment to a Responsibility-Based Physical Activity Program

This study extended Schilling's (2001) study by investigating program commitment among a larger (N = 12), older (M = 16.7 years), and more experienced (M = 5.96 years) sample of participants in the Project Effort Youth Leader Corps. Individual interviews elicited a greater number and specificity of themes. Program-related barriers included logistics, structure, and relationships, and personal-related barriers included perceived alternatives, personal characteristics, and “real-life” responsibilities. Similar to Schilling's (2001) earlier study, antecedents grouped under program environment, program structure, relationships, and personal characteristics. Participants also described outcomes in terms of behavior and emotional involvement but reported more themes related to leadership. Results are discussed in terms of consistencies and changes over time and implications for program development, expansion, and evaluation.     

Correlates of Physical Activity Behavior in Rural Youth

Abstract

The purpose of this study was to identify correlates of physical activity behavior in a sample of rural, predominantly African American youth. Three hundred sixty-one fifth-grade students from two rural counties in South Carolina (69% African American, median age = 11 years) completed a questionnaire designed to measure beliefs and social influences regarding physical activity, physical activity self-efficacy, perceived physical activity habits of family members and friends, and access to exercise and fitness equipment at home. After school physical activity and television watching were assessed using the Previous Day Physical Activity Recall (PDPAR). Students were classified as physically active according to a moderate physical activity standard: two or more 30-min blocks at an intensity of 3 METs (metabolic equivalents) or greater, and a vigorous physical activity standard: one or more 30-min blocks at an intensity of 6 METs or greater. According to the moderate physical activity standard, 34.9% of students were classified as low-active. Multivariate analysis revealed age, gender, television watching, and exercise equipment at home to be significant correlates of low activity status. According to the vigorous physical activity standard, 32.1% of the students were classified as low-active. Multivariate analysis revealed age, gender, television watching, and self-efficacy with respect to seeking support for physical activity to be significant correlates of low activity status. In summary, gender and the amount of television watching were found to be the most important correlates of physical activity in rural, predominantly African American youth.     

White Paper: functionality and efficacy of wrist protectors in snowboarding—towards a harmonized international standard

The wrist is the most frequently injured body region among snowboarders. Studies have shown that the risk of sustaining a wrist injury can be reduced by wearing wrist protection. Currently, there are a wide variety of wrist protection products for snowboarding on the market that offer a range of protective features. However, there are no minimum performance standards for snowboarding wrist protectors worldwide. The International Society for Skiing Safety convened a task force to develop a White Paper to evaluate the importance and necessity of a minimum performance for all wrist protectors used in snowboarding. The White Paper outlines the need for a general framework for a harmonized international standard and reviews the existing evidence. Therefore, this White Paper may serve as a common base for future discussions. The broader goal of developing and implementing such a standard is to reduce the incidence and the severity of wrist injuries in snowboarding without increasing the risk of adverse events, such as upper arm or shoulder injury. The European standard for inline skating wrist protectors (EN 14120) can serve as a starting point for efforts related to a standard for snowboard wrist protectors, but certain modifications to the standard would be required. It is hypothesized that implementation of a snowboarding wrist protector standard would result in fewer and less severe wrist injuries in the sport and could translate into more riding days for healthy snowboarders and significant health-care costs savings.     

Research on Social Integration: What Are The Problems?

THIS LIMITED REVIEW of research on the social integration of children with disabilities in mainstreaming programs showed that there are several factors which may explain the apparent inconsistencies within the research literature. The diverse groups of individuals involved necessitate that attention be paid to pertinent variables and that care must be taken when findings are generalized to other groups of children with disabilities. An issue of particular concern was the simplistic measuring techniques employed in some research, particularly where studies relied on a single technique such as sociometry. There is limited evidence to support the increased use of multivariate statistical procedures as a means of producing more consistent findings. While most studies reviewed did not incorporate special treatments, that is other than integrated settings, invariably such treatments produced positive outcomes. Studies involving research designs which used the social acceptance of normal children as the basis for assessing social integration frequently resulted in negative findings.     

Wider access and progression among full-time students

By 2010 the UK government intends to widen access and provide experience of higher education to half of those aged up to 30. Unlike many institutions, University of Paisley (UP) has exceeded its individual target on access. It has done this by providing entry routes for students with ‘non-traditional’ qualifications. It is feared that low entry qualifications will adversely influence performance and progression statistics as wider access is pursued. Drawing on a student-attrition theory, performance and progression are investigated using data for students enrolling at UP for the first time in 2000. At UP non-traditional entry coincided with the enrolment of many students over 21. The relationships between age and performance and between age and progression are nonlinear and involve interactions with gender. Also, there are interactions between entry qualification and field of study. These relationships and interactions could complicate the important task of translating wider access into academic success.