Proxy-produced ethnographic work: what are the problems,issues, and dilemmas arising from proxy-ethnography?

This article addresses the implications of researcher-student cooperation in the production of empirical material. For the student to replace the experienced researcher and work under the researcher’s supervision, we call such work proxy-produced ethnographic work. Although there are clear advantages, the specific relations and positions arising from such a set-up between the teacher/researcher and the proxy ethnographer/student are found to have implications for the ethnographies produced. This article’s main focus is to show how these relations and positions have shifted the focus of the ethnographic work and in some way have distorted the ethnographies in certain ways. It is shown how the participating researchers have distinctive, incorporated dispositions with which they pre-consciously participate in an implicit and subtle relation that can make it easy to overlook the distortions during the research process. These ethnographic distortions are generated within a framework drawn primarily on the work of sociologist Pierre Bourdieu.     

Positive environments in youth football

Derived from Basic Psychological Needs Theory (BPNT) is the notion that the social environment may promote athletes’ basic psychological needs, which are considered important for positive development and optimal motivational functioning. The present study investigated the predictive value of perceived justice and coach feedback on basic needs satisfaction in the context of youth football. Participants were Norwegian youth football players (N?=?532) participating in a national tournament. During the initial stage of the tournament, players completed the Coaching Feedback Questionnaire, Perceived Justice in Sport Questionnaire and Basic Psychological Needs in Exercise Scale under supervision. Regression analysis showed that perceived justice and positive/instructive coaching feedback positively predicted players’ needs satisfaction, while negative feedback and non-reinforcement/ignoring mistakes were not significant predictors of needs satisfaction. Together, perceptions of justice and coach feedback explained 24% of the variance in athletes’ needs satisfaction. The findings thereby indicate that athletes’ perceptions of fairness and coach feedback are important in understanding youth athletes’ needs satisfaction.     

An example of the use of dynamic mathematics software to create problem-solving environments that serve multiple purposes

Problem-solving is regarded as a major component of mathematical performance, and well-designed problem-solving-based learning environments have the potential to assist students in developing a meaningful understanding of mathematical concepts and procedures. In this respect, given its various features, dynamic mathematics software has been regarded by mathematics educators as a promising tool for designing such environments. This study presents an example of the use of technology to create a dynamic learning environment through a discussion of the pedagogical value of a problem selected for an activity, followed by the implementation sequence of the problem-solving activity in the classroom. The students’ experiences during the implementation of the activity are also discussed; and finally, an additional version of the problem is recommended for use in the classroom.     

What motivates students? A study on the effects of teacher leadership and students’ self-efficacy

Students’ educational motivation is significant for performance and achieving learning, but little is known about what fuels such motivation. Educational motivation is regarded as the drive and inner state that energise educational activities, facilitate learning and channel behaviour towards achieving educational goals. Educational motivation paves the way for students to learn and acquire the knowledge that is essential for successful study outcomes. This article aims to explore what determines students’ educational motivation. Building on the self-determination theory, we modelled the influence of teachers’ leadership and students’ self-efficacy on students’ educational motivation. We used survey data from a sample of upper secondary school students in Sweden; we received a total of 993 answers, equal to a response rate of 74%. The results show that students’ self-efficacy and teacher leadership are of extreme importance for students’ educational motivation, and that highly efficacious students lose most educational motivation when the teacher’s leadership is poor. The results thus support the importance of teachers’ leadership for encouraging student learning.     

Sexual and reproductive health and rights (SRHR) education with homeless people in Sweden

This paper describes the implementation of an educational intervention to enhance sexual health among homeless people by including sexual and reproductive health and rights (SRHR) as a part of social work provision with this group. Adult service users in different forms of temporary accommodation were provided with the opportunity to participate in three group sessions. Seventeen sessions, six with women and eleven with men, took place at six different housing facilities in Gothenburg. The intervention implementation process (which involved preparation, creation, realisation and evaluation) is described, and factors of importance are identified. Service users appreciated the opportunity to receive information and discuss sexual health, rights and norms. The success of the work may be related to the fact that the project was anchored both in social services and among service users, constantly adjusted, and delivered using a respectful approach. Social work organisations and professionals have an important role to play in acknowledging and promoting service users’ sexual health and rights, especially among disadvantaged and socially excluded groups including homeless people.     

Three Standards of Athletic Superiority

The aim of this paper is to deepen our understanding of the inherent purpose of sports competitions. In ‘On Winning and Athletic Superiority’, Nicholas Dixon states that the central comparative purpose of an athletic contest is to determine which team or player is superior, or, synonymously, to provide an accurate measure of athletic superiority. Dixon identifies athletic skill as the standard of athletic superiority in competitive sport. However, I argue there are three separate standards of athletic superiority: the demonstration of athletic skill, the achievement of prelusory goal using lusory means, and achievement of superior formal result. This stance responds to Dixon’s argument that failed athletic contests are contests that have not fulfilled the central purpose of competitive sport, because they have been undermined by refereeing errors, cheating, gamesmanship or bad luck. I argue that a failed athletic contest occurs when any of the three standards of athletic superiority conflict.     

Close Strangers or Strange Friends? The London Olympics and Anglo-Norwegian Sports Relations in a Historical Perspective

This article studies similarities and disparities between the two nations England and Norway as they could be observed before and during the London 2012 Olympics, and discuss them in the historical perspective of geopolitical and sportive relations. The main perspective is how these relations have been seen and experienced from Norway. The article also studies whether the London Olympics of 2012 did present new forms of relationships between the two geographical neighbours. The article discusses the role of ball games, preferably team handball at the 2012 Games, as one example of where sporting interests differ. The article reflects upon these matters in a historical context. It builds upon traditional historical methods, document and media analysis. It also looks at the 2012 London Olympics against the background of the former London Games of 1908 and 1948, and the overall historical sports relations between England, ‘land of sport’ and a small country like Norway, who generally has been on the receiving end of these interchanges. Such asymmetric relationships invite to a critical use of perspectives like cultural imperialism and post-colonialism. The article discusses whether such perspectives can be fruitful also when one discusses matters between the so-called First World nations. As the title of the article indicates, Norway and England are both close, politically and culturally, while also being strangers to one another, e.g. in parts of the sports culture. The 2012 Olympics seemed to reinforce this impression.     

Elite golfers' kinematic sequence in full-swing and partial-swing shots

The aim of this study was to investigate whether kinematic proximal-to-distal sequencing (PDS) and speed-summation are common characteristics of both partial and full-swing shots in golf players of different skill levels and genders. A total of 45 golfers participated, 11 male tournament professionals, 21 male and 13 female elite amateurs. They performed partial shots with a wedge to targets at three submaximal distances, 40, 55 and 70 m, and full-swing shots with a 5 iron and a driver for maximal distance. Pelvis, upper torso and hand movements were recorded in 3D with an electromagnetic tracking system (Polhemus Liberty) at 240 Hz and the magnitude of the resultant angular velocity vector of each segment was computed. The results showed a significant proximal-to-distal temporal relationship and a concomitant successive increase in maximum (peak) segment angular speed in every shot condition for both genders and levels of expertise. A proximal-to-distal utilization of interaction torques is indicated. Using a common PDS movement strategy in partial and full-swing golf shots appears beneficial from mechanical and control points of view and could serve the purpose of providing both high speed and accuracy.     

The Journey of the Counselor and Therapist: Research Findings and Perspectives on Professional Development

This article summarizes a reformulation of the main findings and perspectives from a cross-sectional and longitudinal qualitative study of the development of 100 counselors and therapists. The results are presented as a phase model and as a formulation of 14 themes of counselor/therapist development. The following six phases are described: The phases of the lay helper, the beginning student, the advanced student, the novice professional, the experienced professional, and the senior professional. The themes describe central processes of counselor/therapist development. The themes are addressing different issues such as shifts in attentional focus and emotional functioning, the importance of continuous reflection for professional growth, and a life-long personal/profession integration process. Sources of influence for professional functioning and development are described. The results show consistently that interpersonal experiences in the personal life domain (early family life and adult personal life) and the professional life domain (interacting with clients, professional elders, and peers) are significant sources of influence for professional development.