Prevention of violence against women/girls so as to build safe-spaces for women in educational universities in Viet Nam

The objectives of this research were to address these gaps and to support gender-sensitive teaching and awareness in teacher training within universities that can change Higher Education (HE) environments and change teaching and educational activities in schools. The project had four key aims to address:1. Conducting a detailed needs assessment and analysis of current teacher-training programmes to identify how gender sensitive they are, such as if the programme raises awareness of women’s rights and if the textbooks or curriculum promote non-traditional gender roles.2. Evaluate the environment and current situation of gender inequality and GBV in schools by engaging with officials, lecturers, staff and female students at five pedagogical universities from all three regions of Viet Nam (North, Central and South).3. Develop and implement training materials on gender-related issues and gender equality (prevention and response to GBV) for students and lecturers at pedagogical universities in Viet Nam.4. Make recommendations to the Ministry of Education and Training (MOET), as well as HEIs more widely, on the implementation of mainstreaming curricula on gender, gender equality and prevention of violence against women/girls (at all levels of education, but especially for pedagogical university students).To address these aims, and to improve the environment within universities in Viet Nam, establishing a safe-space for students, lecturers and staff’s physicality and mentality, the partners from the UK and Viet Nam had run in-person and online training workshops; and had a roundtable policy table with representatives of MOET. This research paper provides the findings from these training workshops and evaluation of the training workshops

The relationship between muscle oxygen saturation kinetics and maximal blood lactate accumulation rate across varying sprint cycle durations

This study evaluated the relationship between muscle oxygen saturation (SmO 2) and the maximal blood lactate accumulation rate (vLa max) during three test durations (10, 15 and 30 s) to validate the optimal test duration of vLa max protocol. Thirteen developmental trained males (age: 27 ± 6 years and peak power: 1133 ± 185W and 14.88 ± 1.61 W·kg -1) performed three maximal cycle tests (10, 15 and 30 s). Performance metrics were measured throughout; peak power, mean power, and cadence. vLa max was determined using blood lactate concentrations following each test. SmO 2 of the vastus lateralis was measured using a MOXY device via near-infrared spectroscopy, throughout all experimental conditions. The shortest test (10 s) produced a significantly (p = 0.005; p &lt; 0.001) higher vLa max (0.83 ± 0.15 mmol·L -1·s -1) than 15 s (0.67 ± 0.13 mmol·L -1·s -1) and 30 s (0.43 ± 0.06 mmol·L -1·s -1). Three relationships between SmO 2 kinetics and vLa max were observed: (1) a very strong inverse relationship (r = -0.994, p &lt; 0.001) between SmO 2 desaturation and vLa max time dependent kinetics, (2) a significant inverse relationship (r = -0.648, p &lt; 0.001) between SmO 2 time spent at the nadir and vLa max and (3) a moderate relationship (r = 0.508, p = 0.11) and similar time to attain the SmO 2 nadir (8.47 ± 1.50s) and vLa max (8.92 ± 0.77s). These results validate the 10-s test duration for determination of vLa max verified with mathematical modelling predicting peak vLa max occurs at ∼9 s. SmO 2 desaturation closely reflects the vLa max kinetics, with the time points of the SmO 2 nadir and peak vLa max closely corresponding. </p

Applying Positive Psychology in Sport: A Trainee’s Case Study

Positive psychology is an approach to psychology that focuses on the utilization of strengths, positive emotions, well-being, and personal growth to help individuals thrive, flourish, and achieve optimal functioning. The following case study highlights how positive psychology theories and techniques, specifically strengths-development and gratitude interventions, were implemented into a sport psychology intervention by a trainee sport and exercise psychologist. It is hoped that other practitioners may find the case study a useful insight into how they may be able to incorporate positive psychology into their practice

Multi-Level Leadership and Collective Well-Being During Crisis in Higher Education

Organizational governance and strategic, tactical and operational level leadership play a vital role in handling crises. Multi-level leadership is also crucial for the smooth recovery from crisis and for establishing collective well-being. In the premise of social exchange, and social learning theories, this study explores the multi-level leadership attributes during the crisis in the context of higher education and its influence on the collective well-being. This has been approached qualitatively by interviewing higher education faculty, executives, and administrative staff in Egypt, Estonia, India, and United Kingdom. The purposeful sampling technique included seven participants, where they have been taken as individual cases to explore the study objectives. The interview questions revolve around crisis leadership and well-being aspects that cover the interviewee themselves, their team and departments. The interview transcripts were coded by following the content analysis procedure. After three steps to thematic analysis, the final themes emerged and were further utilised. The present study contributes firstly, by exploring multi-level leadership attributes and its influence on the collective well-being of students, faculty, executives, and administrative staff. Secondly, the study has derived a framework from the findings that shows the multi-level leadership attributes that act as enablers and a list of a matrix which could ensure collective well-being during the crisis in the context of higher education

Within-session dose-response and between-session carry-over effects of eccentric contractions versus static stretches on range of motion and muscle-tendon mechanics

Purpose: Eccentric resistance training produces substantial increases in maximum joint range of motion (ROM), highlighting its potential as an alternative to static stretching. However, little is known about the short-term effects or associated mechanisms. Therefore, this study compared within-session responses and between-session carry-over effects of eccentric contractions and static stretching in 18 healthy human volunteers. Methods: Using a counterbalanced crossover design, participants completed four sessions across two conditions: Eccentric contractions (EC1, EC2) and static stretching (SS1, SS¬2), with 48-72 h between sessions. EC comprised 5 sets of 10×3-s isokinetic eccentric contractions while SS comprised 5 sets of 30-s static stretches (total time under tension = 150 s). Dorsiflexion ROM and passive plantarflexor torque were recorded before and after each set, and maximal isometric plantarflexor torque, active Achilles tendon stiffness, and passive gastrocnemius medialis stiffness were measured pre- and post-intervention. Results: Significant within-session increases in ROM (2.2-6.0°) and reductions in muscle-tendon unit (MTU) stiffness (2.7-7.3%) and muscle stiffness (8.4%) occurred after both EC1 and SS1. However, only EC1 improved stretch tolerance (30.7%) and decreased Achilles tendon stiffness (12.0%). Comparable between-session carry-over effects occurred after two sessions of stretches and contractions in pre-intervention ROM (5.9°, collapsed data), stretch tolerance (38.0%), and MTU stiffness (41.7%). Conclusion: Eccentric contractions produced more than twice the acute ROM increase and greater changes in stiffness and stretch tolerance than static stretching. The significant carry-over effects after two sessions indicate also indicate a more potent stimulus for increasing ROM, with important implications for clinical practice and exercise prescription

Latent Motivation Profiles and Doping in Sport and Exercise: An Integrative Approach Based on Achievement Goal and Self-Determination Theories

Utilizing adult sport (Study 1: N = 290; Mage = 25.0 years, SD = 10.9) and exercise (Study 2: N = 501; Mage = 23.9 years, SD = 7.2) samples—competing and training at a range of levels—we identified several motivational profiles, determining which profiles were most associated with doping-related attitudes, intentions, and behaviors. Across both studies, participants responded to multi-section questionnaires measuring goal orientations (task and ego), motivational regulations (controlled, autonomous, and amotivation), doping attitudes, doping likelihood (Study 1), doping self-regulatory efficacy, moral disengagement, and self-reported doping and supplement use (Study 2). Latent Profile Analysis (LPA) revealed five subgroups of motivational profiles in Study 1: Mixture Low, Task, Mixture Medium, Mixture High, and Autonomous Task. Consistent with our hypotheses, a distal outcome model of LPA revealed significant differences in doping attitudes and likelihood between profiles that suggested task goal orientation and autonomous regulation are generally linked with lower risk of doping, while ego goal orientation and controlled/amotivated regulation are linked with increased risk. In Study 2, we sought to replicate the profiles from Study 1 in a gym population and evaluate them across a wider range of doping outcomes. LPA identified four equivalent profiles to Study 1, with only the Mixture Low profile not emerging. In terms of risk for doping, distal outcome analysis supported a similar pattern of results to Study 1. Our person-centered approach advances understanding of motivational profiles in sport and exercise, and their connection to doping risk

Empowering nonspeaking autistic participants and neurotypical researchers in qualitative research through Ethical listening: a framework:Listening Beyond Words: Empowering Nonspeaking Autistic Individuals in Research

This article presents a framework for recording and interpreting non-verbal communication in multi-disciplinary research and practice with non-speaking autistic individuals. By focusing on non-verbal communication through ethical listening, the aim is to empower professionals to record authentic autistic voices. The framework recommends combining tools such as video recordings, behaviour checklists and autism-affirming theories as ethical listening enablers. Some theorists have proposed effective models to enhance autistic engagement in research, but there is a gap in tools for improving feedback practices among professionals working with non-speaking individuals. This article addresses that gap by offering a framework developed through case studies with non-speaking participants. It helps professionals systematically record and interpret non-verbal communication, detailing the process from initial engagement to data analysis. The framework can be applied in education, health, social care and multi-disciplinary contexts, encouraging readers to modify their practices and challenge ableist norms