Psychometric evaluation of the exercise identity scale among Greek adults and cross-cultural validity

The present study reported on translating the Exercise Identity Scale (EIS: Anderson & Cychosz, 1994) into Greek and examining its psychometric properties and cross-cultural validity based on U.S. individuals' EIS responses. Using four samples comprising 33, 103, and 647 Greek individuals, including exercisers and nonexercisers, and a similar sample comprising 800 U.S. individuals, the concurrent validity, factor structure, internal reliability, test-retest reliability, external validity, gender invariance, and cross-cultural validity of the EIS responses were examined using confirmatory factor analytical procedures. The results supported the concurrent validity, an adequate unidimensional factor structure for the translated EIS and the internal reliability and test-retest reliability over a 6-week interval. Further, cross-gender configural, partial metric, partial strong factorial, and partial strict factorial invariance and cross-cultural configural and partial metric invariance supported the cross-cultural equivalence of the EIS versions. Moreover, the external validity of the translated EIS responses was also supported. Overall, the findings supported the validity of the exercise identity construct outside North American boundaries and the EIS items' equivalence, providing initial evidence for its cross-cultural applicability.     

The Basic Psychological Needs in Exercise Scale: Measurement Invariance Over Gender

This study examined the extent of measurement invariance of the Basic Psychological Needs in Exercise Scale responses (BPNES; Vlachopoulos & Michailidou, 2006) across male (n = 716) and female (n = 1,147) exercise participants. BPNES responses from exercise participants attending private fitness centers (n = 1,012) and community exercise programs (n = 851) were used. The 3-factor BPNES confirmatory factor analysis model, discriminant validity, and scale reliability were supported for both male and female participants separately. The multisample models supported the configural invariance, partial metric invariance, partial measurement error invariance, and partial scalar invariance of the BPNES responses across gender. Both male and female participants attached the same meaning to the constructs assessed by the BPNES items. The BPNES score invariance properties support tests of the needs universality hypothesis offered by self-determination theory across gender in exercise and meaningful comparison of the autonomy, competence, and relatedness construct latent means across gender.     

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Exercising with Passion: Initial Validation of the Passion Scale in Exercise

Adequate response to mail health surveys by minority populations has proved problematic. The impact of mail survey design features utilized to promote Orthodox Jews' responses (N = 138; 82 eligible synagogue member households) to a mailed questionnaire used to measure walking behavior are described and assessed. An examination of response characteristics by wave as an estimate of nonresponse bias and calculations of response speed and cost-effectiveness were conducted. Response rates of 54.8% and 52.9% for eligible households and individuals, respectively, were accumulated by using 9 of 14 recommended mail survey techniques for this particular population (e.g., culturally appropriate salutation and closing, religious iconography, Talmudic aphorisms, and incentives linked to Hebraic numerology and the synagogue's building fund). Nonrespondents most frequently cited business, forgetfulness, or lack of topic salience as reasons for not responding. No differences on sociodemographic items and 9 of 11 continuous variables were observed by response wave; response speed was slowest in response to later mailing waves; and cost-effectiveness was maximal during postcard follow-up (E statistic = 3.74). Nonresponse bias may not be problematic with a > 50% response rate in this particular population. Front-loading incentives may prompt quicker response and improve cost-effectiveness. Specific design considerations for future consideration and testing are provided.     

Teaching culture-specific counseling using microtraining technology

Counseling theory tends to be White, Western and male in origin and orientation. Culture-specific counseling is proposed as an alternative to cross-cultural and multicultural approaches. In the culture-specific approach, we start with the culture and its peoples and search out natural helping styles. Rather than transforming Western theory to fit a new culture, the effort is to focus on the specifics and needs of that culture. This preliminary study applies anthropological constructs and the methods of microtraining seeking to discover a more culturally sensitive approach to conceptualization of counseling theory, training in counseling skills and knowledge, and in the use of evaluative research techniques. This paper presents the concepts of culture-specific counseling with a case example from the African-Igbo culture.     

Perceptions of the Future of Cataloging: Is the Sky Really Falling?

Cataloging procedures have evolved in many academic research libraries over the past 10 years. Some predicted trends—outsourcing, original cataloging by paraprofessionals, more digital material—have been borne out. Others, such as a decline in the amount of material to catalog or in the number of professional catalogers, have not. Changes have been mostly procedural and have not affected the catalog itself. Recently, however, the emergence of powerful Internet search engines has allowed researchers to bypass the catalog. This has led some to question the wisdom of continuing it and others to vigorously defend current practice. In 2005–2007 this debate became especially heated, but a consensus appears to be emerging that although the character of the professional cataloger's job will continue to evolve over the next 5 to 10 years there will not be a revolution. The cataloger's basic skills will still be needed and the fundamental nature of cataloging will remain much as we know it.     

Revitalizing the Physical Education Social-Justice Agenda in the Global Era: Where Do We Go From Here?

Critical theorists have called attention to the intensification of diversity that is now occurring inside and outside of school, while critically engaging with the detrimental effects of globalization on equity, diversity, and social justice. Globalization presents new challenges to education and to issues of social justice. In this article, we argue that there is a need for scholars in the field of physical education to re-think and re-frame the social-justice agenda to address current inequalities produced by globalization. To support this argument, we first reflect on the impact of global neoliberalism on physical education; second, we discuss the ways in which, as a result of global neoliberalism, public health discourses have an “othering” effect on ethnically diverse young people; third, we propose a theoretical shift from a focus on equality to a focus on difference; and finally, we conclude with considerations for future research and curricula in school physical education.     

‘Racialised’ pedagogic practices influencing young Muslims' physical culture

Background: There is growing concern surrounding the ‘racialised’ body and the way young people develop dispositions towards physical activity (PA) and sports, and more broadly to physical culture. This paper draws on Bourdieu's social theory in an effort to explore the ways in which the intersectionality of various fields (family, religion and school) and their dimensions (culture and social class) influence young Muslims' physical culture.

Purpose: More specifically the paper examines the ‘racialised’ pedagogic practices in various fields that influence young Muslims' dispositions to physical culture.

Method: The study reports on the voices of 40 participants identifying as young Muslims (12–15 years old; 20 girls and 20 boys) from one secondary school in the South of England, UK. A case study approach was used to explore participants’ understanding, meaning, structural conditions and personal agency with regard to physical culture and ‘racialised’ body pedagogies. Data include semi-structured paired interviews with participants. Data were analysed using thematic analysis. More specifically, thematic analysis based on the notion of ‘fields' informed deductive and inductive procedures.

Findings: Results suggested that religion had limited influence on the participants' agency when intersecting with schooling and social class with regard to embodiment of active physical culture. Economic capital, on the other hand, had a considerable influence on participants’ physical culture as it contributed to young people's access to PA opportunities, agency and body pedagogies. In addition, the study concludes that fields outside the school play a significant role in influencing and enabling young Muslims’ physical culture.

Conclusions: One of the most significant implications of this study is emphasising that young Muslims should not be viewed as a homogenous group as various fields intersect to influence their participation in physical education and their embodiment of physical culture. Identified fields and their markers make dispositions unique, dependent upon characteristics and their relative influence.     

美国民俗学/非物质文化遗产保护中的“本真性”问题

在美国,"本真性"这一概念是一个精致而复杂的建构,是民俗工作和文化自身中定义合法性的核心。假定"本真性"是民俗学理性研究数十载的成果以及学术推论,它也可被视作一些民俗学者及其拥护者发明和部署的一种策略,以便将物质素材、社区和与中产阶级的精致性、政治意识形态、商业实体和大众传播机制相关的实践活动进行恰当的定位。和直观的或"自然的"不同,本真性本身是人为制造的。尽管这一概念符合一些学者和活动家的需要,但是当被僵化地使用时,本真性也对功能性的概念提出质疑,即传统行为实际上如何为个人和社区服务。在美国语境中,什么是"本真性"明确和暗含的标识?美国的本真性概念是否太过狭隘和条框化?在面对21世纪的文化保护与实践问题时,在全世界对非物质文化遗产的标识有一种共识时,美国民俗学者是否能够或者是否应该找到办法调整本真性的理念?