‘Why am I putting myself through this?’ Women football coaches’ experiences of the Football Association's coach education process

In recent years, there has been a significant increase in the provision of formal coach education. However, research has repeatedly demonstrated how coach education has had a limited impact on the learning and development of coach practitioners. To date however, these investigations have avoided female coach populations. Ten women football coaches who had recently completed various association football coach education courses participated in this study. Following the interpretive analysis of 10 semi-structured interviews the findings revealed high levels of gender discrimination and inappropriate cultural practice. The women's experiences are discussed in line with the Bourdieuian notions of social acceptance, symbolic language and power. The women coaches provided a number of recommendations for future coach education provision, which in turn, may help to improve the experiences for those women who participate in the coach education process.     

The effects of prior incremental cycle exercise on the physiological responses during incremental running to exhaustion: relevance for sprint triathlon performance

It is common for the physiological working capacity of a triathlete when cycling and running to be assessed on two separate days. The aim of this study was to establish whether an incremental running test to exhaustion has a negative effect after a 5 h recovery from an incremental cycling test. Eight moderately trained triathletes (age, 26.2 +/- 3.4 years; body mass, 67.3 +/- 9.1 kg; VO2max when cycling, 59 +/- 13 ml x kg x min(-1); mean +/- s) completed an incremental running test 5 h after an incremental cycling test (fatigue) as well as an incremental running test without previous activity (control). Maximum running speed, maximal oxygen uptake (VO2max) and the lactate threshold were determined for each incremental running test and correlated with the average speed during a 5 km run, which was performed immediately after a 20 km cycling time-trial, as in a sprint triathlon. There were no significant differences in maximum running speed, VO2max or the lactate threshold in either incremental running test (control or fatigue). Furthermore, good agreement was found for each physiological variable in both the control and fatigue tests. For the fatigue test, there were significant correlations between the average speed during a 5 km run and both VO2max expressed in absolute terms (r = 0.83) and the lactate threshold (r = 0.88). However, maximum running speed correlated most strongly with the average speed during a 5 km run (r = 0.96). The results of this study indicate that, under controlled conditions, an incremental running test can be performed successfully 5 h after an incremental cycling test to exhaustion. Also, the maximum running speed achieved during an incremental running test is the variable that correlates most strongly with the average running speed during a 5 km run after a 20 km cycling time-trial in well-trained triathletes.     

Education,Dialogue and Intervention: revisiting the Freirean project

In the past two decades Paulo Freire's philosophy of education has been the subject of much discussion by academics, school teachers and adult educators in a variety of formal and informal settings. While Freire initially gained recognition for his work with adult illiterates in Brazil and Chile, since the early 1970s his ideas have found increasing application in Britain, the USA, Canada, Australia and New Zealand. This article reconsiders the literacy methods through which Freire initially attracted international attention. Freire's approach to literacy education in Brazil is outlined and brief reference is made to the other major adult education programmes with which Freire has been involved since 1964. A number of serious criticisms of Freirean pedagogy are identified, all of which deal in some way with what might be termed the problem of ‘imposition’ in Freire's work. Critiques from Berger, Bowers and Walker suggest that the Freirean project entails the imposition of a particular world‐view and mode of social practice on adult illiterates. According to these critics, Freire assumes that he knows better than the oppressed the nature of, and the best solution to, their oppression. The author argues that the Freirean system is indeed non‐dialogical and impositional in certain respects, but concludes that Freire's literacy efforts were ultimately worthwhile.     

The relationship between motivational climate, perceived ability and sources of distress among elite athletes

Situational factors as well as individual differences are assumed to play an important role in perceptions of stress. One factor that may affect an elite athlete's perception of stress may be his or her perceived motivational climate. To examine the relative importance of dispositional and situational factors on the perceptions of distress (i.e. negative stress), we assessed goal orientations, perception of motivational climate and sources of distress among Norwegian participants at the 1994 Winter Olympic Games in Lillehammer. Perception of a performance climate was associated with cognitive sources of distress, the coach, and team aspects as a source of distress. Furthermore, a performance climate was a significant predictor of high total distress. The athletes with lower perceptions of ability perceived the coach to be more a source of distress than athletes with a high perception of ability. A perception of a mastery climate was negatively associated with the coach as a source of distress. These findings indicate that, to reduce the perception of distress, the coach should focus on creating a mastery climate for elite athletes.     

A Longitudinal Investigation of African American and Hispanic Adolescents' Educational and Occupational Expectations and Corresponding Attainment in Adulthood

Adolescents' expectations about school and work may be key antecedents of adult attainment and this relationship may vary by specific racial, ethnic, and gender groups. This article examines how educational and occupational expectations change in adolescence and how expectations predict corresponding attainment in adulthood. Participants included African American and Hispanic females and males. Educational and occupational expectations were reported at ages 14, 16, and 18, and educational and occupational attainment at ages 20 and 26. Results indicated distinct developmental trajectories per racial or ethnic and gender group. Educational expectations were more nuanced for African American and Hispanic females than for their male counterparts; occupational expectations were more varied for Hispanic females than for other groups. Educational expectations positively predicted educational attainment for all participants, whereas occupational attainment was predicted just by educational expectations and for Hispanic females and males only.