Poetic sensibilities, humanities, and wonder: Toward an e/affective sociology of sport

In the academy that we often call the “sociology of sport,” rarely do we allow for the existence of poets or even of poetic sensibilities. This may seem to be a strange comment, given that NASSS particularly, and the sociology of sport more generally, are seen as stemming from a proud and mostly-honored tradition of the “social sciences.” In this case, the emphasis is on “sciences”—as opposed to more humanities-oriented discussions of the social.2 I plan, initially, to provide a contextualization of how I see we have come to where we are at, so please bear with me through my rehistoricizing, or story-making, of the sociology of sport—for, in my worldview, it is all story-making

Sport, Communication and Media: An Academic Approach

This paper is meant to be a humble contribution to motivate portuguese universities to develop a new academic teaching and research field. Sport Journalism was an important content of my graduation in Sport Sciences (I had chosen it as my major field of study) and of my present PhD studies at the German Sports University Cologne. I will try to show the importance of „Sport, Communication and Media“ as a new academic teaching and research field in both Sport and Communication giving research and teaching examples. My ‘secret wish’ is to find a portuguese university where I could develop a long-term project in this new and important emerging field.

Teaching critical appraisal to Sport & Exercise Sciences and Biosciences students

Seminars were implemented to develop undergraduates’ critical appraisal skills and their effectiveness was evaluated. Participants were 140 undergraduate students consisting of 103 students from Sport and Exercise Sciences and 37 from Biosciences. Four seminars were employed to develop and reinforce critical thinking and provide an opportunity for practise and group work. Source material included research proposals and published journal articles. Two linked pieces of coursework assessed critical thinking skills. Teaching method effectiveness was examined using the students’ questionnaire responses and comparison of coursework grades across the module. Students reported finding the seminars useful and helpful, and their self-ratings of critical appraisal skills improved from pre- to post-seminar. However, this was not generally reflected in assessment grades across the group. Overall, there was a significant decline in grades from the first to the second piece of coursework. However, although Sport and Exercise Sciences students’ scored significantly lower on the second coursework, Biosciences students scored higher. It is possible that this type of teaching helps to boost performance in students who originally are new to such skills. Future studies would need to examine whether different methods or longer follow-up might also yield improvements in objective measurements of students’ critical appraisal ability

A co-created intervention with care home residents and university students following a service-learning methodology to reduce sedentary behaviour: the GET READY project protocol

Background: There is a growing demand for long-term care settings. Care-home residents are a vulnerable group with high levels of physical dependency and cognitive impairment. Long-term care facilities need to adapt and offer more effective and sustainable interventions to address older residents’ complex physical and mental health needs. Despite the increasing emphasis on patient and public involvement, marginalised groups such as care-home residents, can be overlooked when including people in the research process. The GET READY project aims to integrate servicelearning methodology into Physical Therapy and Sport Sciences University degrees by offering students individual service opportunities with residential care homes, in order to co-create the best suited intervention with researchers, older adults of both genders (end-users) in care homes, health professionals, caregivers, relatives and policy makers. Methods: Stage 1 will integrate a service-learning methodology within a Physical Therapy module in Glasgow and Sport Sciences module in Barcelona, design two workshops for care home residents and one workshop for staff members, relatives and policy makers and conduct a co-creation procedure. Stage 2 will assess the feasibility, safety and preliminary effects of the co-created intervention in a group of 60 care home residents, within a two-armed pragmatic randomized clinical trial. ClinicalTrials.gov Identifier: NCT03505385

Dual Induction of New Microbial Secondary Metabolites by Fungal Bacterial Co-cultivation

We thank the College of Physical Sciences, University of Aberdeen, for provision of infrastructure and facilities in the Marine Biodiscovery Centre. We acknowledge the receipt of funding from the European Union’s Seventh Programme for Research, Technological Development and Demonstration under Grant Agreement No. 312184 (PharmaSea). MR thanks School of Science and Sport, University of the West of Scotland for providing the open-access fees required for the publication.Peer reviewedPublisher PD

Theory of planned behavior and entrepreneurial intentions of sport sciences students: Implications for curriculum

Abstract This study tests Ajzen’s1 Theory of Planned Behavior in sport sciences with the purpose of determining which variables most influence students’ entrepreneurial intentions. Although this theory has been employed to explain entrepreneurial intentions within different contexts, the context of sport sciences has not been addressed. A sample of 379 sport sciences students were administered the Entrepreneurial Intentions Questionnaire and results were analyzed using structural equation modeling. Results indicate that both perceived attitudes and perceived behavior control have significant positive impacts on entrepreneurial intentions, while the impact of subjective norms is negative. Several suggestions to improve curriculum design and teaching in order to promote entrepreneurial intentions and behaviors are provided

Tracking the 2004-2008 Olympic cycle performance in long distance freestyle events

Swimming seems to be one of the most studied sport among Sport Sciences community. Researchers are constantly attempting to identify and understand the factors that can predict swimming performance with a higher accuracy (e.g., Silva et al., 2007)

Resource Guide in Exploring Ethics: A Practical Resource Guide for Tutors and Students

This resource guide will help staff and students who are studying social sciences in hospitality, tourism, entertainment, events, leisure. It outlines the ethical issues that they need to consider when conducting research for their dissertation or for industry-based projects. Social science is a general term used for the study of society, consumers, and employees, the manner in which those people behave and how it affects the world around us. Researching “people in our world” must be completed in a safe, fair and honest way. Whilst ethical policy for empirical research has been with us since the Nuremberg Code 1947, many universities have not yet developed resources in terms of practical ethical examples. This resource guide presents materials and examples for tutors of research methods, and also for undergraduate and masters students engaging in social science research. The Guide also contains background literature, power point presentations and practical examples. All social science research raises many ethical issues. Medical, sport and exercise research dealing with human enhancement, medicine, disease or gene therapy present ethical issues which will NOT be included in this resource guide. Sport and leisure research may include physical or drug-related elements which require students to conform to specific ethical procedures which can be found, in part, in the “Ethics and Sport” resource guide available via the HLST website

A ten-year literature review of Entrepreneurship Education in Higher Education: Entrepreneurship and Sport Sciences, a gap to fill?

The present research aims to analyze entrepreneurship education in higher education developments in the last 10 years in what concerns to educational product and process and to justify the importance of promoting entrepreneurship education in Sport Sciences undergraduate courses. Several trends and improvements emerge in this 10-year literature review reflecting the increasing expansion of the field. However some gaps still exists, such as main focus on business and engineering fields and lacking uniformity in the programs and methods proposed. Due to complementarities between Sports and Entrepreneurship a specific context was analyzed and it was shown that Entrepreneurship can occur in all areas and Sport Sciences students can benefit of this interaction. Our study contributes to theoretical development providing an overview of the current state of the field, highlighting main trends and gaps, opening avenues of research, such as the case of Sport Sciences and a new concept is proposed, of job-innovators