Olympism as education: Analysing the learning experiences of elite athletes

Olympic athletes are potentially the most visible exponents of Olympic values. How athletes learn values, however, has not captured the attention of those responsible for Olympic documentation or pedagogues. This paper examines how aspects of Olympism became relevant for three former Olympians during their athletic careers. Interview material suggested that: (1) inconsistencies within official expressions of Olympism mirror tensions in athletic experiences; (2) some claims concerning sport made in the Olympic Charter are simplistic and translate poorly to Olympic experiences that are multidimensional and complex; and (3) universal ethical principles have limited influence on how athletes conduct themselves. The results imply that pedagogues working with elite athletes should make discursive discontinuities in sport explicit, reflect on traditional views of sport education while acknowledging implicit learning, and approach questions of ethics from a specific and practice-oriented standpoint rather than a universal and principle-based one

Athlete learning in Olympic sport

High-performance sport impacts athletes beyond the physical. Coaches and coaching practice are particularly influential in shaping this learning and development. This article examines the learning identified through an inductive content analysis of eight former Olympic athletes’ career narratives. Three phases of learning could be identified across the cohort: ‘Growing into high-performance sport’, ‘Making sense of high-performance sport’, and ‘(Re)shaping high-performance sport’. A cultural perspective of learning, in particular the metaphor of ‘becoming’, is employed to interpret the Olympians’ learning experiences. The findings of this research indicate that athlete learning is bound by particular high-performance sporting contexts and career phases, yet impacted by the athletes’ individual backgrounds and dispositions. Further, data indicate that athletes’ personal development reflexively intertwines with athletic performance and performance enhancement. Implications for coaches are to: (1) involve athletes in co-constructing their sporting cultures and training contexts; and (2) provide possibilities and support for athletes to develop personally

Education for Sustainable Development: teaching deliberation and ethical decision-making in university coach education

Despite increased recognition that a higher education sports coaching qualification plays an important role in shaping coaches’ ethical decision-making, few scholars have considered what ethics to teach and how best to deliver such curriculum. Examples of actual ethics courses are particularly amiss. This article furthers scholarship on ethics education by introducing Education for Sustainable Development (ESD), a pedagogical perspective and approach that is employed to teach quality of mind competences considered necessary to make ethical decisions. To demonstrate how ESD can be translated into ethics curriculum, we present the university course “IIG206 Sustainable Sports Coaching”, which the authors delivered to coaching students, and outline how the course offered students’ opportunities to develop quality of mind competences, including “thinking on their feet”, complexity thinking, working interdisciplinarily, creativity, and “thinking outside the box”. Practical recommendations for scholars keen to create and deliver ethics education in coaching education conclude the article

Glitching trans* athletes: possibilities for research and practice in sports coaching

The international discussion about policies regulating the inclusion of transgender athletes in elite sports is ongoing. In this paper, we introduce the metaphor “glitch” to provide a novel way to embrace the possibilities of trans athletes in sport. To do this, we feature three Swedish cases of transgender athletes to consider: (1) What do “trans” and “trans athlete” mean from a glitch perspective? (2) What does this metaphor help us critique regarding sport’s dual gender categorisation? and (3) How can glitch be a source to generate new ways to understand trans athletes? In thinking with glitch, we demonstrate that the “problem” of current trans discussions are not the bodies that transcend certain (gender) categories, but rather the dualistic categories themselves. Glitching athletes, trans or otherwise, help us turn what is taken for granted upside down, and in so doing, can help coaches, coach educators, and coaching researchers explore the possibilities of trans athletes in relation to their everyday sporting practices

‘One door closes, a next door opens up somewhere’: The learning of one Olympic synchronised swimmer

Although training in sport is necessary to reach Olympic status, a conditioned body is not the only outcome. Athletes also learn how to be Olympians. This learning involves taking on certain ways of acting, thinking and valuing. Such learning has implications beyond competition, as athletes eventually retire from elite sport and devote their time to other activities. This paper examines processes of learning and transition using the case of Amelia, a former Olympic synchronised swimmer. Through two in-depth interviews, empirical material was generated which focused on the learning that took place during this athlete’s career and after, during her transition to paid employment. A cultural view of learning was used as the theoretical frame to understand the athlete’s experiences. Our reading suggests that the athlete learned in various ways to be productive. Some of these ways of being were useful after retirement; others were less compatible. In fact, Amelia used a two-year period after retirement to reconstruct herself. Key to her eventual successful transition was to distance herself from the sport and to critically reflect upon her sporting experiences. We thus recommend that those involved with high-performance athletes foster a more balanced perspective that acknowledges and promotes ways of being beyond athletic involvement

Intestinal Epithelial Stem/Progenitor Cells Are Controlled by Mucosal Afferent Nerves

Background: The maintenance of the intestinal epithelium is of great importance for the survival of the organism. A possible nervous control of epithelial cell renewal was studied in rats and mice. Methods: Mucosal afferent nerves were stimulated by exposing the intestinal mucosa to capsaicin (1.6 mM), which stimulates intestinal external axons. Epithelial cell renewal was investigated in the jejunum by measuring intestinal thymidine kinase (TK) activity, intestinal H-3-thymidine incorporation into DNA, and the number of crypt cells labeled with BrdU. The influence of the external gut innervation was minimized by severing the periarterial nerves. Principal Findings: Luminal capsaicin increased all the studied variables, an effect nervously mediated to judge from inhibitory effects on TK activity or H-3-thymidine incorporation into DNA by exposing the mucosa to lidocaine (a local anesthetic) or by giving four different neurotransmitter receptor antagonists i.v. (muscarinic, nicotinic, neurokinin1 (NK1) or calcitonin gene related peptide (CGRP) receptors). After degeneration of the intestinal external nerves capsaicin did not increase TK activity, suggesting the involvement of an axon reflex. Intra-arterial infusion of Substance P (SP) or CGRP increased intestinal TK activity, a response abolished by muscarinic receptor blockade. Immunohistochemistry suggested presence of M3 and M5 muscarinic receptors on the intestinal stem/progenitor cells. We propose that the stem/progenitor cells are controlled by cholinergic nerves, which, in turn, are influenced by mucosal afferent neuron(s) releasing acetylcholine and/or SP and/or CGRP. In mice lacking the capsaicin receptor, thymidine incorporation into DNA and number of crypt cells labeled with BrdU was lower than in wild type animals suggesting that nerves are important also in the absence of luminal capsaicin, a conclusion also supported by the observation that atropine lowered thymidine incorporation into DNA by 60% in control rat segments. Conclusion: Enteric nerves are of importance in maintaining the intestinal epithelial barrier.Original Publication:Ove Lundgren, Mats Jodal, Madeleine Jansson, Anders T Ryberg and Lennart Svensson, Intestinal Epithelial Stem/Progenitor Cells Are Controlled by Mucosal Afferent Nerves, 2011, PLOS ONE, (6), 2, 16295.http://dx.doi.org/10.1371/journal.pone.0016295Copyright: Public Library of Science (PLoS)http://www.plos.org

Compressed representation of a partially defined integer function over multiple arguments

In OLAP (OnLine Analitical Processing) data are analysed in an n-dimensional cube. The cube may be represented as a partially defined function over n arguments. Considering that often the function is not defined everywhere, we ask: is there a known way of representing the function or the points in which it is defined, in a more compact manner than the trivial one

Search for the standard model Higgs boson in the H to ZZ to 2l 2nu channel in pp collisions at sqrt(s) = 7 TeV

A search for the standard model Higgs boson in the H to ZZ to 2l 2nu decay channel, where l = e or mu, in pp collisions at a center-of-mass energy of 7 TeV is presented. The data were collected at the LHC, with the CMS detector, and correspond to an integrated luminosity of 4.6 inverse femtobarns. No significant excess is observed above the background expectation, and upper limits are set on the Higgs boson production cross section. The presence of the standard model Higgs boson with a mass in the 270-440 GeV range is excluded at 95% confidence level.Comment: Submitted to JHE

Azimuthal anisotropy of charged particles at high transverse momenta in PbPb collisions at sqrt(s[NN]) = 2.76 TeV

The azimuthal anisotropy of charged particles in PbPb collisions at nucleon-nucleon center-of-mass energy of 2.76 TeV is measured with the CMS detector at the LHC over an extended transverse momentum (pt) range up to approximately 60 GeV. The data cover both the low-pt region associated with hydrodynamic flow phenomena and the high-pt region where the anisotropies may reflect the path-length dependence of parton energy loss in the created medium. The anisotropy parameter (v2) of the particles is extracted by correlating charged tracks with respect to the event-plane reconstructed by using the energy deposited in forward-angle calorimeters. For the six bins of collision centrality studied, spanning the range of 0-60% most-central events, the observed v2 values are found to first increase with pt, reaching a maximum around pt = 3 GeV, and then to gradually decrease to almost zero, with the decline persisting up to at least pt = 40 GeV over the full centrality range measured.Comment: Replaced with published version. Added journal reference and DO

Constraints on the χ_(c1) versus χ_(c2) polarizations in proton-proton collisions at √s = 8 TeV

The polarizations of promptly produced χ_(c1) and χ_(c2) mesons are studied using data collected by the CMS experiment at the LHC, in proton-proton collisions at √s=8  TeV. The χ_c states are reconstructed via their radiative decays χ_c → J/ψγ, with the photons being measured through conversions to e⁺e⁻, which allows the two states to be well resolved. The polarizations are measured in the helicity frame, through the analysis of the χ_(c2) to χ_(c1) yield ratio as a function of the polar or azimuthal angle of the positive muon emitted in the J/ψ → μ⁺μ⁻ decay, in three bins of J/ψ transverse momentum. While no differences are seen between the two states in terms of azimuthal decay angle distributions, they are observed to have significantly different polar anisotropies. The measurement favors a scenario where at least one of the two states is strongly polarized along the helicity quantization axis, in agreement with nonrelativistic quantum chromodynamics predictions. This is the first measurement of significantly polarized quarkonia produced at high transverse momentum