A Job Task Analysis of the Physical Demands of Manually Preparing a 4-Person Battle Trench as a Military Defensive Position

Aim: Conduct a Job Task Analysis (JTA) to quantify the physical demands of preparing a defensive position by British Army Ground Close Combat (GCC) roles. Method: Subjective data to describe the demands of preparing a defensive position were gathered from focus groups (n=90) and questionnaires (n=1495). Eight GCC personnel were observed preparing a defensive position which involved digging, lifting, and carrying materials. The oxygen cost of digging was measured using staged reconstructions at slow (12 shovels∙min-1, n=16) and fast (22 shovels∙min-1, n=13) rates. Results: The JTA identified digging trenches, filling sandbags, and shovelling debris as principal tasks of preparing a defensive position. Oxygen cost during the fast-digging rate (27.45 ± 4.93 ml∙kg-1∙min-1) was 26% greater than the slower rate (21.75 ± 2.83 ml∙kg-1∙min-1; p<0.001, d=-1.461). Conclusion: Digging a defensive position was identified by military experts as a critical job-task, with variability in metabolic cost dependent on work rate. Data may inform selection, training, and technology interventions to improve task performance

Physical and mental recovery for female footballers: considerations and approaches for better practice

Increased physiological demands in elite women’s football coupled with growing demands on and off the field of play have inevitably placed more pressure on players. Recovery therefore plays a critical role in sustaining health and maintaining high performance for training and readiness to compete. Recovery strategies start with the fundamental need for adequate sleep quality and duration, and nutrition. When these are in place, recovery could be further augmented with additional recovery techniques. Where there is a priority to maximise an adaptative response, there is an argument to withhold additional recovery strategies to maximise the adaptation stimulus. Conversely, when rapid recovery is desired for an imminent match, or in a tournament setting, the application of recovery strategies must be prioritised. This article discusses the approaches that should be considered to support physical and mental recovery and regeneration strategies in the context of women’s football. Whilst most recovery research is based on studies of male athletes, there is also work that exclusively focusses on female individuals; this article highlights the potential applicability of this collective work and specific considerations for female football players and offers practical recommendations. Although far from complete, there is emerging evidence of an interplay between cyclical variations of reproductive hormones, associated menstrual cycle/hormonal contraception symptoms and recovery/adaptation. Whilst there is an expected individual variability in menstrual cycle and symptoms, these additional female-specific considerations might contribute to the total stress and recovery needs of the individual athlete. Exploring the role of recovery strategies in support of training and competition for female football players represents an exciting area for future research

"Social class, employability and mobilisation of capital in Physical Education-related undergraduate programmes"

Expanding Higher Education has increased the focus of undergraduate degrees towards preparing graduates for employment. Much research acknowledges classed inequalities in employability-related learning, yet studies tend to explore these in graduate employability rather than via students’ experiences of mobilising professional knowledge within their degree. Here, we use a Bourdieusian framework to explore how class impacts students’ cultivation and mobilising of professional knowledge. Drawing on interviews from a two-year study with seventeen English undergraduate Physical Education students, the relationship between class and professional knowledge is explored in four ways: (1) connecting experience to academic content, (2) developing relationships with staff, (3) accessing complimentary employment and voluntary opportunities, and (4) utilising university societies to ‘play the game’. We suggest these impact a student’s capacity to navigate employability-related opportunities at university and influence value judgements made by staff. Consequently, we call for a greater embedding of professional knowledge for all students

Understanding Albanian Culture of Migration: The role of the family in precarious journeys and human trafficking

This article explores families’ roles in precarious journeys and human trafficking from Albania. It demonstrates that familial pressure is a primary driver of migration for many Albanians and sets the family at the centre of the Albanian culture of migration rather than as one of many other factors that can lead to precarious migration and trafficking. The decision to migrate is rarely an individual one; rather, it is often a collective decision where parents, siblings, and extended family members play a crucial role. This is particularly evident in cases where migration is seen as a means to escape poverty or improve social standing, with family members reinforcing the belief that success abroad is the only viable option. The article concludes with recommendations to enhance cultural competence among practitioners and integrate family-oriented considerations in migration policies and interventions, particularly in the UK

Barriers to equitable COVID-19 booster uptake among adults aged 50 and older in the UK: psychological factors and misinformation influencing vaccine hesitancy

Background The booster dose was developed to enhance protection againstemerging strains of SARS-CoV-2. However, disparities in booster dose uptake persist,particularly among ethnic minority groups and socioeconomically disadvantagedpopulations, exacerbating existing health inequalities. Addressing these inequities iscritical to ensuring equitable vaccine access and achieving global health security. TheTRUST study aimed to bridge this gap by improving the effectiveness of future boosterdose campaigns targeting specific audiences.Methods Individuals aged 50 and above who had declined the booster dose andresided in London (n = 15) and the West Midlands (n = 15) were invited to participatein online qualitative interviews. These interviews delved into participants’ attitudestowards COVID-19 vaccine booster doses and their encounters with misinformationrelated to COVID-19. Zoom recordings were transcribed using Otter.ai andsubsequently imported into NVivo V.12 for thematic analysis.Results Analysis revealed four primary themes: ‘Vaccine production andadministration’, ‘Health misinformation and beliefs’, ‘Personal circumstances and socialinfluences’, and ‘Policy and logistical factors’. Key factors influencing vaccine hesitancyincluded mistrust in vaccine manufacturing, lack of culturally tailored communication,and logistical barriers to access. The role of social determinants emerged, as significantcontributors to disparities in booster dose uptake.Conclusion Future booster dose campaigns must integrate equity-driven approachesto overcome vaccine hesitancy and increase uptake among underrepresentedpopulations. By prioritizing transparent communication about vaccine manufacturingand regulatory processes, these campaigns can build trust in the vaccine’s safety andefficacy. Addressing misinformation with culturally sensitive messages tailored todiverse communities will help dispel misconceptions. Additionally, leveraging variouscommunication channels will ensure that the messages reach and resonate with allaudience segments. Establishing robust monitoring and adaptation mechanismswill enable timely responses to public sentiment and emerging concerns, ultimately ensuring that vaccine distribution strategies contribute to health equity rather thanperpetuate disparities

‘A broken system’? Service user definitions of avoidable social and psychological harm in mental health social care and recommendations for its minimization in England

Mental health social care (MHSC) is an under-researched area, with little investigation of avoidable social and psychological harm. Understanding this type of harm from service user perspectives is critical for identifying effective strategies for harm minimization. This survivor-controlled research aimed to generate a service user-defined model of avoidable social and psychological harm in community-based MHSC in England, and gather recommendations for its minimization. We first conducted an evidence synthesis to generate an initial model. To refined and finalize the model and explore recommendations, we held two focus groups and carried out a survey with MHSC service users. The final model includes seven sources of avoidable social and psychological harm: barriers or burdens caused by systems/bureaucracy; stigma and discrimination; fragmented services; disruption to or lack of appropriate support; oppressive, controlling, or defensive organizational cultures and systems; serious misconduct or sexual abuse by staff; and neglectful, defensive, or controlling frontline practice. Nine recommendations for harm minimization are made, including: practice improvements; recruitment, education and training; monitoring and regulation; complaints processes; and independent advocacy. Further research is needed to investigate the scale of these harms, who is at particular risk, and the implementation of service user-generated harm minimization recommendations

The impact of Christian environmental education: the case of Catholic schools in England

What is the impact of Christian environmental education (CEE) on the ecological attitudes of young people? Broadly speaking, there are two opposing narratives about the effectiveness of CEE. While the sceptics accuse Christianity of having a detrimental effect on ecological awareness, the apologists emphasise aspects of Christian teaching capable of positively contributing to environmental education. To test the assumptions of both camps, this study draws on qualitative data from focus groups with students (n=44) in eight Catholic schools in the North of England. Our findings broadly support the apologetic narrative: CEE in Catholic schools effectively fosters stewardship beliefs, and the concomitant sense of self-efficacy and motivational climate worry. Importantly, our data suggests that young people’s self-understanding as stewards of creation is underwritten by a sense that responsibility for the planet is divided and distributed unequally across various individual, collective, and institutional actors. As we demonstrate, such an understanding aligns with Pope Francis’s message of “differentiated responsibilities” proposed in the ecological encyclical Laudato Si’

Neurodivergence: Evidence based considerations for Nutritional Therapy and Personalised Lifestyle Support.

Neurodivergent individuals (including autistic individuals and those with ADHD) can sometimes present with gastrointestinal symptoms, nutritional deficiencies and selective eating. Dietary and lifestyle factors may play a role in supporting these individuals. Additionally, various macro and micronutrients, including essential fatty acids, key minerals such as iron, magnesium, and zinc, and vitamins including A, D, and B-complex may be deficient in certain individuals. Emerging evidence suggests that supplementation, alongside dietary and lifestyle strategies, may support symptom management and wellbeing. Optimising gut health and microbiome balance, alongside personalised lifestyle strategies, may further enhance support. This narrative review summarises current evidence on the role of nutrition in supporting neurodivergent individuals, with the aim of guiding evidence-based therapeutic decision-making in clinical practice

Exploration into how cricket batters make sense of situations to enhance anticipation

Expert performance in time-constrained tasks like cricket batting depends on integrating multiple information sources to anticipate ball trajectories effectively (Müller et al., 2020). While previous research has examined how skilled batters perceive and update information across individual actions (e.g., Connor et al., 2020; Runswick et al., 2018), less is known about how information is managed over extended sequences of play. The concept of sense-making offers a useful framework for understanding this process, highlighting the dynamic interaction between data and mental models to anticipate outcomes (Klein et al., 2006). This study explored how experienced batters acquire and update information sources throughout a match to make sense of the situation. Semi-structured interviews were conducted with ten semi-professional cricketers (7 male, 3 female), examining how they acquire information, what shapes their expectations, and how these are updated. Thematic analysis, grounded in sense-making theory, identified three overarching themes: constructing an initial understanding of the game situation, monitoring its evolution, and revising it as new information emerges. Participants reported building a stable sense of the situation from contextual cues, updating it with dynamic information, and monitoring key sources like field positioning and bowling patterns. They revised their understanding by interpreting changes as positive or negative momentum shifts, influencing tactical risk-taking and strategic adjustments. Findings show how sense-making enables expert batters to adapt and make effective decisions in time-pressured environments

Motivation to lead in primary school headship – a multi-career-stage study

It is increasingly difficult to retain and recruit primary school headteachers in England, as well as internationally. There is an urgent need to understand how to attract primary teachers to headship, and develop a pipeline of qualified headteacher candidates. This study explored motivation to ascend to school headship amongst primary teachers, and current and former heads, drawing upon motivation to lead (MTL) constructs. Qualitative interviews were conducted with early career teachers (n = 7), experienced teachers (n = 8), current headteachers (n = 10), and retired headteachers (n = 8). The study found that having autonomy and the ability to make an impact across a whole school community were motivating factors for headship at all career stages, whereas stereotypes of headteachers and the fear of exposure and failure in the role were demotivating. A sense of duty was a motivator for the current and retired heads. Re-balancing the personal rewards and challenges of headship is necessary to motivate more teachers to become headteachers