How do new runners maintain their running, and what leads to others stopping? A qualitative, longitudinal study

Many people who start running do not maintain their behaviour change. We used qualitative, longitudinal methods to explore and interpret the experiences of new runners and answer the question, “What experiences explain how new runners maintain their running or explain why they stop?” We interviewed 20 new runners (all White British, 14 women, 6 men) about their experiences; we interviewed 10 until they stopped running and 10 until they maintained running for 6–12 months (65 interviews in total). We also conducted nine participant observations at a running club, invited external reflections at a running club, and analysed six sets of participant diaries. Four themes were constructed using a reflexive thematic analysis: (1) Identifying a meaningful “why”; (2) “Life gets in the way” of running; (3) Learning that I can run; and (4) Opportunities are unequal and experiences contrast. The runners’ reasons for running helped us to interpret changes in their experiences through time. Meaningful reasons helped runners to learn that they can run, prioritise running, and prevent life getting in the way. These reasons tended to be reasons to run, as opposed to reasons to be physically active, and they related to their identity, values, special memories, relationships, enjoyment of running, or a personal goal. Nevertheless, social inequalities like gendered experiences, wealth, and health differences meant that opportunities and experiences of running differed, creating more barriers for some runners. When runners faced substantial barriers, having a meaningful reason was helpful but it was sometimes insufficient for maintenance. The analysis illustrates how people’s reasons for exercise influence their experiences through time, the dynamic nature of people’s exercise barriers and facilitators, and the unequal nature of opportunities and experiences

A COM-B and Theoretical Domains Framework Mapping of the Barriers and Facilitators to Effective Communication and Help-Seeking Among People With, or Seeking a Diagnosis Of, Endometriosis

Endometriosis is a chronic condition in which tissue resembling the endometrium grows outside the womb, causing severe chronic pain. People with endometriosis report difficulty in help-seeking and communicating with healthcare professionals, contributing to diagnosis delays and ineffective management. The present study aimed to identify barriers and facilitators to effective communication using the Theoretical Domains Framework (TDF) and COM-B model to inform behavior change intervention development. This study was a qualitative semi-structured interview and open-ended survey design. Thematic Analysis was utilized to identify barriers and facilitators to effective communication which were mapped to the TDF and COM-B model. Four women aged 25 to 44 with a formal diagnosis of endometriosis participated in interviews. Thirty-three participants, aged 20–48 years, participated in the online survey, 21 of whom had a diagnosis of endometriosis (12 were currently seeking diagnosis). Five COM-B domains were identified: reflective motivation, social and physical opportunity, physical and psychological capability. Ten TDF domains were reflected in concerns surrounding dismissal, disempowerment, social norms, beliefs about consequences, cognitive resources, reinforcement, and environmental context and resources, among others. This is the first study to identify barriers and facilitators of effective communication and help-seeking in light of established behavioral change theory and frameworks for comprehensive intervention design. This provides a comprehensive explanation of challenges in help-seeking for endometriosis and represents the first step in the development of complex interventions to improve help- seeking and communication for people with endometriosis. Interventions targeting salient barriers will have greater potential to change behavior and improve outcome

Exploring a pedagogy of place in Iceland: Students understanding of a sense of place and emerging meanings

This paper explores the educational opportunities of a pedagogy of place based on an action research project, investigating a course at the University of Iceland in the field of leisure studies. The aim was to identify what gave students an understanding of a sense of place and to find out what meanings emerged for them. Following the fieldwork course, qualitative data was collected from participants using photo-elicitation, a focus group, and a documentary analysis of student writing. The findings highlighted the need of acknowledging the location’s cultural, social, historical, and political past. Additionally, effectively translating the language used in this educational approach was found to be essential. An experiential pedagogy was valued by students when exploring and developing their sense of place. However, educators need to be aware that it takes extended, immersive experiences in nature to create opportunities for authentic, aesthetic, embodied experiences to generate deep conversations and dialogue between tutors and students. The study suggests that greater emphasis is needed on the place-responsive process, involving more opportunities for refection, empowering students to actively apply place-responsive activities themselves, and raising, and addressing, global issues such as the climate crisis, and environmental and social justice. This action research study provided the authors continued opportunities to develop their pedagogy of place

Breaking boundaries: a model of student-led knowledge exchange for higher education

Knowledge exchange (KE) is increasingly important in higher education internationally, yet relatively little attention has been paid to it as a pedagogic opportunity for students. This paper draws on 26 interviews with stakeholders within and outside HE to develop a model of studentled knowledge exchange as a guide for learning through KE. The model includes the following elements: Preconditions, Prior Knowledge, Planning and Place, Pedagogic Context and Product, and offers an analysis of different forms of KE which occur between individuals in a learning triad consisting of student, facilitator and external participant. The research foregrounds a social view of learning where valid knowledge comes from diverse participants in the exchange, including students themselves. Students act as a catalyst for multi-directional KE – a finding which challenges the implied hierarchies evident in much of the literature on this topic. The model is offered as a starting point for developing a pedagogy of KE in higher education

Teacher-student relationships in higher education: reflections from an adventure sport context

Teacher-student relationships form an integral part of students’ learning process in higher education. Using an autobiographical research methodology and critical incident theory, we reflect upon significant episodes during adventure sport fieldwork. We use these to discuss why it is essential for educators to reflect upon this aspect of their practice to cultivate an equitable, inclusive, and empowering learning environment for students. We begin by proposing a definition of ‘care’ in the context of higher education and discuss how its application produces distinctive issues to consider in the teaching of outdoor adventure education (OAE). Using this as a foundation for our thinking, we proceed to address the issue of diversity. We argue that managing teacher-student relationships to create an environment which supports and values a diverse student population is crucial for a sector still trying to shake off the ideological remains of its racial capitalist origins. Finally, we consider the issue of power within teacher-student relationships. Specifically, we suggest that OAE is a field which lends itself well to challenging conventional role boundaries and hierarchies, provided that educators do so with appropriate care. In doing this, we reflect the contemporary issues evident in wider society and by engaging with students over issues of power, oppression, and inclusion, we seek to make an impact beyond our teaching in the academy

Exploring a pedagogy of place in Iceland: Students understanding of a sense of place and emerging meanings

This paper explores the educational opportunities of a pedagogy of place based on an action research project of a course at the University of Iceland in the field of leisure studies. The aim was to identify what gave students an understanding of a sense of place and to find out what meanings emerged for them. Following the taught fieldwork course, qualitative data was collected from participants using photo-elicitation, a focus group, and a documentary analysis of student’s writing. The findings demonstrated that the cultural, social, and political history of the location needs to be acknowledged as well as literally, translate the terminology and this educational approach for sport, recreation, leisure, and outdoor education. An experiential pedagogy proved to be valued by students to explore and develop their sense of place. However, educators need to be aware that it takes time and immersive experiences in nature to create opportunities for authentic, aesthetic, embodied experiences that are fundamental to this fieldwork as well to generate deep conversations and dialogue between tutors and students. The study suggests that greater emphasis is needed on the place-responsive process, involving more opportunities for reflection, empowering students to actively apply place-responsive activities themselves, and raising, and addressing, global issues such as the climate crisis, and environmental and social justice. This action research study provided the authors continued opportunities to develop their pedagogy of place

The Great Teacher Supply Crisis: Can the Early Career Framework Appease Early Career Teacher Recruitment and Retention Challenges in England?

In July 2022 the Initial Teacher Training (ITT) monthly statistics (Department for Education, 2022) demonstrated that the recruitment of trainee teachers did not reach the government target, with the total application numbers lower than 2019 and the actual number of applicants achieving course places for September was down by 15%. The National Foundation for Education Research (NFER) have very recently (November 2022) reported on the challenge for schools in England to recruit and retain enough teachers: National data on the teacher labour market suggests that the supply of new trainees is insufficient to meet future demand, which implies that schools are likely to face challenges recruiting teachers, perhaps leading to staff shortages. (Worth & Faulkner-Ellis, 2022a, p. 2) This challenge to attract graduates to teacher training affects the number of early career teachers (ECTs) entering the profession. As we entered a new phase of recruitment to teacher training in September 2022, the situation has become even worse, suggesting we are in the midst of a teacher supply crisis. Primary trainee teacher applications are currently 8% lower, and Secondary 23% lower, than in 2019. The size of the problem is clearly articulated by Jack Worth: It's very hard to overstate how dreadfully bad these ITT application numbers are. (Worth, 2022) The Teacher Recruitment and Retention Strategy (Department for Education, 2019a) was launched by the DfE in January 2019 and included an Early Career Framework (ECF) (Department for Education, 2019b), which became mandatory in primary and secondary maintained schools in England in September 2021. The government recognised the challenge in attracting and retaining teachers, particularly ECTs, and the issues being caused in school by poor teacher supply. The hope was that structured, statutory ECT professional development, with a clear framework and mentor support (the ECF), would improve both teacher recruitment and retention. Educationalists welcomed the ECF reform, as it offered sustained, funded, professional development at the beginning of a teacher’s career in England (Ovenden-Hope, 2022a). However, ECT attrition currently stands at 12.5% after one year of teaching and 23% by year three of teaching (Department for Education, 2022). The ECF therefore has a formidable, and potentially impossible, task in appeasing the great supply crisis schools in England are experiencing