On the Operationalisation of Conceptions of Learning in Higher Education and Their Association with Students’ Knowledge and Experiences of Their Learning

Conceptions of learning, as well as other associated aspects of prior knowledge, are theoretically important factors in influencing the manner in which the content and context of learning are engaged. The present study reports on: (a) the operationalisation of some of these factors aimed at isolating sources of explanatory variation that can be used for modelling purposes; and (b) a conservative exploration of the discriminatory power of, and exhibited patterns of association between, such sources of variation as have been isolated. Based on a conservative analytical approach, the results of the present study do not support a single clearly defined empirical model of conceptions of learning and associated constructs. Instead, there is consistent evidence that underlying empirical structures appear to be sensitive to the response context and other factors.     

‘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.     

Football supporters' perceptions of their role in the home advantage

Football fans' views on their role in the home advantage were obtained by placing links to an internet questionnaire on supporters' websites. Altogether, 461 fans from clubs which had been promoted, relegated or unchanged in the past season of the English football leagues rated crowd support as significantly more influential than familiarity, travel, territoriality and referee bias in contributing to the home advantage. Fans felt responsible for inspiring their team to victory, took credit for distracting opponents, and believed that they could influence officials into making decisions in their team's favour. However, they did not accept personal blame for poor results. No effects for gender, age or the team's outcome in the promotion/relegation battle emerged, though season ticket holders were more extreme in their feelings of responsibility overall. Furthermore, it was suggested that mechanisms such as the perception of being superior to rivals can encourage fans to retain their allegiance to their teams, even when outcomes are disappointing. Indeed, affiliation may become so incorporated into self-identity that supporters may not have the option of abandoning their team, but instead perceive a reciprocal relationship in which both they and the team are expected to do their best to achieve success.