A Path Worth Taking: The Development of Social Justice in Outdoor Experiential Education

This article examines the influences promoting social justice in the field of outdoor experiential education. The philosophical foundations of outdoor adventure including the work of John Dewey and Kurt Hahn are considered in light of social justice education. The historical evolution of social justice activism within the professional community is analyzed. Other influential trends including the development of outdoor programs sensitive to social justice concerns, the cross fertilization from other related fields, and the demographic and economic imperatives to transform the field are described. The methodological fit between outdoor experiential education and social justice education is the final influence presented. The article concludes that potentials for social justice education within the outdoor experiential education field create an imperative for inclusion.     

College Student Utilization of a Comprehensive Psychiatric Emergency Program

The authors sought to identify college students at risk for experiencing a mental health crisis that warranted a psychiatric evaluation at a hospital and/or a psychiatric hospitalization. A retrospective chart review of college students evaluated at a comprehensive psychiatric emergency program during a 1‐year period was conducted. Demographic variables, mental health treatment history, diagnosis, and hospital discharge plans were found to predict those students likely to be hospitalized and those likely to have positive discharge outcomes.     

Intentional Rules Violations—One More Time

A familiar move that philosophers of sport make in the debate on the doping-issue is to reject from the start the argument that doping comes down to cheating. The claim that doping is cheating is often rebutted with the argument that doping is only cheating when one accepts that the use of doping is unjustified in itself. In this paper I want to argue that putting aside the cheating-argument in this way comes, first, too easy, because essential complexities of what cheating is, are neglected. And, second, it comes too soon, because spelling the cheating argument out throws new light on the debate about matters of justifying the rules and criteria concerning doping. I will confine myself in this paper to the claim that it is in any case the institutional authorities that professional athletes cheat on. The relations with other parties that apparently can be claimed to be cheated upon also, such as other athletes in competition, are left out. The argument from cheating takes its starting point from a principle of fidelity, taken from Scanlon. By this principle the morally acceptable conduct of those taking part in a practice is grounded in the way reciprocal expectations are raised between parties to the practice. I apply this principle to the relation between athletes and institutional authorities in sport practices. This argument can take the cheating argument to a new level of seriousness, especially in the sense that the arguments treated here support a plea for democratization of the procedures and a larger role of the sportsmen and sportswomen themselves, or so I will defend.     

The Measurement of Postures

Abstract

Thirty-three college men doing the toe-touch test were used as subjects to ascertain the relative contribution of the back and hamstring muscles to hip joint flexibility. The subjects, performing six tests over a 5-week period, were photographed during each of their tests. Anthropometric measurements were taken prior to testing to determine if there was any relationship to flexibility. Making use of concentric circles and marking reference points on the subject prior to testing, it was possible to ascertain the curvature of the back, the angle of straight back flexibility, and the angle of bent back flexibility.

Results indicate that the extensibility of the hamstring muscles appeared to be one of the main contributing factors to hip joint flexion, and since the warm-up did not affect the flexibility of the back, one might conclude that the back made no increased contribution to hip joint flexion, as measured in this study. There was no significant relationship to the angle of bent back flexibility.     

Effects of small-sided game and change-of-direction training on reactive agility and change-of-direction speed

Abstract

The purpose of this study was to determine the effects of training change-of-direction speed and small-sided games on performance in the Planned-AFL agility test and reactive agility. Twenty-five elite-standard U-18 Australian Rules football players were randomly allocated either to a change-of-direction group or a small-sided games group. Players participated in one or two 15-min sessions per week with 11 sessions conducted over a 7-week period during the season. Tests conducted immediately before and after the training period included the Planned-AFL agility test and a video-based reactive agility test specific to Australian Rules football. The reactive agility test variables were total time, decision time and movement response time. The small-sided games group improved total time (P = 0.008, effect size = 0.93), which was entirely attributable to a very large reduction in decision time (P < 0.001, effect size = 2.32). Small-sided games produced a trivial change in movement response time as well as in the Planned-AFL agility test (P > 0.05). The change-of-direction training produced small to trivial changes in all of the test variables (P > 0.05, effect size = 0–0.2). The results suggest that small-sided games improve agility performance by enhancing the speed of decision-making rather than movement speed. The change-of-direction training was not effective for developing either change-of-direction speed as measured by the Planned-AFL test or reactive agility.     

Effects of Altered Stride Lengths on Ratings of Perceived Exertion during Running

Abstract

The purpose of this study was to determine the effects of stride length variations on ratings of perceived exertion (RPEs) in experienced recreational runners. Twenty-eight male college students were randomly divided into equal-sized treatment and control groups. The treatment group performed five 15 min altered stride length runs, each separated by a minimum of 48 hr. The five trials involved running with a freely chosen stride length (FCSL) and a FCSL altered by +14%, +7%, ?14%, and ?7%. The control group was utilized to monitor changes in subjects' RPEs as a result of practice effects developed through repeated bouts of treadmill running. Results revealed that the treatment group's local and general RPEs for the over striding runs (+14%, +7%) were significantly greater (p < .01) than RPEs recorded during the FCSL run. Additionally, there was a marginally significant difference (p < .05) in local RPEs between the FCSL run and the extreme understriding run (?14%). Analysis of variance on the control group's RPE data suggests that neither local nor general RPEs changed significantly in repeated FCSL runs across the six-week testing period. The results of this study suggest that experienced recreational runners perceive differences in exertion accompanying changes in stride length.     

Engaging whiteness: How racial power gets reified in education

The central question addressed in this essay is how students engage in a class that focuses on the political and social power of whiteness. Specifically, it looks at how whiteness gets inscribed and reified in our education practices, even as we try to disrupt its normative influence. The essay is based upon an in-depth qualitative study of a graduate seminar dedicated to addressing diversity issues critically. We conclude that despite students' expressed intentions and efforts at disrupting whiteness, they draw upon a variety of discourses that actually serve to protect and secure whiteness's dominant position. Twelve different discourses that students cite are described, grouped into four broad appeals: to self, to progress, to authenticity, and to extremes. Understanding how students invoke these discourses as an implicit way of resisting critical engagements with whiteness can help us to problematize these practices as well as cultivate more productive and enabling interactions.     

Integrating different tracking systems in football: multiple camera semi-automatic system,local position measurement and GPS technologies

Abstract

During the past decade substantial development of computer-aided tracking technology has occurred. Therefore, we aimed to provide calibration equations to allow the interchangeability of different tracking technologies used in soccer. Eighty-two highly trained soccer players (U14–U17) were monitored during training and one match. Player activity was collected simultaneously with a semi-automatic multiple-camera (Prozone), local position measurement (LPM) technology (Inmotio) and two global positioning systems (GPSports and VX). Data were analysed with respect to three different field dimensions (small, <30 m² to full-pitch, match). Variables provided by the systems were compared, and calibration equations (linear regression models) between each system were calculated for each field dimension. Most metrics differed between the 4 systems with the magnitude of the differences dependant on both pitch size and the variable of interest. Trivial-to-small between-system differences in total distance were noted. However, high-intensity running distance (>14.4 km · h^?1) was slightly-to-moderately greater when tracked with Prozone, and accelerations, small-to-very largely greater with LPM. For most of the equations, the typical error of the estimate was of a moderate magnitude. Interchangeability of the different tracking systems is possible with the provided equations, but care is required given their moderate typical error of the estimate.     

Implementing Educational Policy: Some Considerations for Principals

Motivation is a key factor in promoting academic success, and intrinsic motivation is especially important for developing autonomous learners. Reluctant learners, in particular, benefit from intrinsic motivation that makes learning relevant to their lives. In this article, the author describes commonalities of reluctant learners and presents definitions and frameworks for understanding motivation. The author also suggests a variety of strategies and activities for turning reluctant learners into inspired learners.