Linking research, teaching and learning within the discipline: evaluating student learning through real life research in sports development

The ways in which links between research and teaching are embedded within the curriculum and related to student learning are influenced by the discipline context (Griffiths, 2004; Healey, 2005a; Jenkins, 2000). The current paper evaluates how involving students as researchers impacted on their learning within a community sports development module. The paper shows how experience of "real life" evaluation can develop student research skills, develop their industry contacts, and prepare them to problem-solve as graduates in a complex and uncertain society (Barnett, 2000; Scott, 2002). Difficulties and obstacles to learning are also presented

Enhancing teaching and learning with technology through collaborative research with students

There is increasing awareness that technological developments should enhance student learning experience and compliment traditional teaching methodologies (McGugan and Peakcock, 2005). The recently published JISC inquiry into the implications of Web 2.0 technology for higher education (2009), highlighted how learners make effective use of Web 2.0 technology in social contexts. However, at present our knowledge of how university students and staff engage with and use technologies, including Web 2.0 technology, both through the Virtual Learning Environment (VLE) and outside of it is limited. This project aimed to explore how Sport Sciences students expect, use, and would like to see, technologies used to enhance their learning whilst at university. The project adopted a collaborative approach by involving students in development of the study, particularly in assisting with design of data collection tools, participant recruitment and interpretation of findings. The study involved interviewing twenty-one students about their familiarity and use of Web 2.0 technologies. These students also gave ideas for potential technological enhancements within the sport curriculum. This data then formed the basis of a staff and a student questionnaire used to ascertain broader views of technologies as well as the perceived potential of such technologies to enhance student learning. The findings from this wider survey of staff (n = 17) and students (n = 323) informed curricular innovations in teaching and learning that involved introduction of Frequently Asked Questions (FAQs) and discussion boards in the institutional VLE as well as use of Facebook for specific student learning activity. The presentation will include a demonstration of how FAQs and Facebook have been utilised and report on initial staff and student evaluation of how these particular approaches to using technology enhance student learning. Issues associated with the use of these technologies are discussed

Engaging sport students in assessment and formative feedback

Sport as a discipline in higher education is grappling with the challenge of providing authentic and relevant assessment that engages students in their learning. The centrality of assessment to the student experience is now well accepted within the research literature (Brown and Knight, 1994; Rust, 2002). In particular, formative assessment, or assessment that creates feedback to support future teaching and learning experiences, can be a powerful tool for enhancing learning (see Black and Wiliam, 1998). Given that feedback is most effective if it is considered or reflected upon, one of the key challenges is to actively engage sport students in formative assessment processes. This guide offers advice in designing and facilitating sport students’ involvement in assessment and enhancing their engagement with the feedback they receive. The aim is to support sport programme teams by taking a pragmatic approach, combining a clear academic rationale based on assessment for learning principles with case study examples of successful formative assessment exercises emphasising innovative approaches to giving feedback. The guide consists of three key sections focused on: 1) Providing staff in HLST with background knowledge of formative assessment and formative feedback and how it relates to their subject. 2) Providing case study examples of how to effectively engage sport students with assessment feedback so that it feeds-forward to aid learning. 3) Providing a resource of references and sources of support for tutors wishing to further their learning in this area

Collaboration between staff and students in the Scholarship of Teaching and Learning: The potential and the problems

Linda Allin - ORCID: 0000-0002-8101-6631 https://orcid.org/0000-0002-8101-6631Collaboration is identified as a key feature of pedagogic action research (see Norton, 2009), which is often a core part of Scholarship of Teaching and Learning (SoTL) methodology. Despite this, there appear to be few articles which explore experiences of collaborative partnerships within SoTL. This paper is a personal reflective essay which critically examines the extent to which ‘collaboration’ occurred in a SoTL project designed to explore staff and student use of technology (Allin, Turnock & Thompson, 2011). I critically reflect on the nature of student involvement throughout the project and question whether true collaboration between staff and students can ever be achieved due to the power relations that exist within the current higher education system (Mann, 2001). Developing effective collaborations between students and lecturers matters for SoTL practice, as such collaborations have the potential to transform teaching and learning in Higher Education, and develop further our understanding of learning (Werder & Otis, 2009).https://doi.org/10.20343/teachlearninqu.2.1.952pubpub

The Profile of Higher Education Sport Students in England: Implications for Successful Transition and Effective Teaching and Learning Practice

Limited studies have explored sport students experiences of transitioning into university, which is surprising considering the high annual numbers recruited to English Higher Education (HE) sport programmes. The primary study aim was to gain specific insight into the expectations, motivations, anticipated challenges and concerns of first year sport degree students who had recently enrolled at an English post 92 university. Three hundred and thirty-four participants completed a 23-question survey, with key findings outlining the profile of students. Most notably, this included a significant shift towards vocational entry qualifications, the dominance of expectations around employability and a general lack in confidence to successfully integrate, both socially and academically. Strategies and recommendations to inform future curriculum reform which best support the social and academic needs of modern day HE sports students are presented, as are limitations and avenues for future research

Mid-life nuances and negotiations: Narrative maps and the social construction of mid-life in sport and physical activity

This paper adopts a narrative perspective on the study of mid-life experiences in sport. Different types of stories about sporting mid-life are identified and discussed. Drawing upon the concept of narrative mapping, the potential of these stories to serve as narrative maps for those approaching mid-life is considered. Data from an interview study with 26 participants aged between 35 and 55 years of age, from badminton, distance running, outdoor activities and health clubs is provided. Paradigmatic and structural analyses were conducted on the data in order to identify story types and predominant narrative themes. The findings revealed a master narrative for mid-life in sport, which is that 'age is a state of mind'. In addition two further narratives were apparent. One, 'life begins at forty' was a counter-narrative, which depicted mid-life as a time of rejuvenation and an opportunity to revisit the experiences of youth. The other was an antithesis narrative, which focused upon acceptance of the ageing process and the notion of 'growing old gracefully'. Sportsmen and women linked their own stories to these idealised narrative types, but via a process of narrative slippage, created their own personal narratives of sporting mid-life. Analysis of these personal narratives indicated that there are three different maps for an individual negotiating sporting mid-life

Conducting Evaluation Research with Exercise Referral Schemes as an Insider

The case study aims to highlight key methodological and ethical challenges faced whilst conducting mixed methods evaluation research as an insider with a senior position in an exercise referral organization. This case derives from a PhD study exploring the expectations and experiences of participants in an exercise referral scheme for people with non-communicable diseases in northeast England. This case focuses mainly on the qualitative element of the evaluation and gives insight into the value of longitudinal semi-structured interviews as a research tool and the use of a framework approach to analyse the data. It explores some the benefits and dilemmas involved in conducting insider research, and discusses how using a reflective diary can raise awareness of bias; help develop research skills and aid analysis

Does play pay? The production and conversion of physical capital by sports coaches and outdoor leaders in the UK

Anecdotal evidence suggests that a relationship exists between one’s involvement in sport and one’s opportunities to negotiate access to some sport leadership roles, yet this relationship remains under-explored in the literature. The current study attempts to resolve this omission by examining the experiences of women sports coaches and outdoor leaders. More specifically, the study draws on the ideas of Pierre Bourdieu and his concepts of physical, economic, social and symbolic capital, to examine how individuals’ sporting involvement has helped them negotiate access to sports leadership positions. In-depth interviews were carried out with 20 women coaches and 15 outdoor leaders. During the interviews, the women were asked to describe their early experiences of sport and to account for their initial, and continued, involvement in sport or the outdoors. Analysis of the data revealed that the women’s physical capital facilitated their access to a range of sports leadership roles. Further examination of the data indicated that the development and conversion of physical capital was dynamically intertwined with the development of other forms of capital and structured within patriarchal and capitalist social relations

New academics’ experiences of induction to teaching: an Activity Theory approach

In this article we present findings of a research project investigating the experiences of new academics in the process of becoming effective teachers, using an Activity Theory framework (Engestrom, 2001 ). The research was undertaken in a post-92 university that has shifted from teaching and professional development to prioritise a new emphasis on research. However, all academics have a dual responsibility for teaching and research. The project brought us together as education developers who were involved in the induction of academics into teaching across six departments. We shared a common aim in trying to understand the issues faced by new academics in their various disciplines and departments, in order to improve their induction experience and provide an enhanced CPD offer

The enactment of setting policy in secondary school physical education

© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. The micro-level enactment of educational policy has received little attention in the physical education [PE] literature, particularly as it relates to setting policy. This study employs enactment theory to provide original insights into the ways in which setting policy was enacted by PE teachers in three mixed-gender secondary schools in England. The work of Stephen Ball and colleagues is used to examine the distinct and combined influence of the situated, material, professional and external dimensions of context on setting policy and practices in PE in these three schools. Data were generated through in-depth, semi-structured interviews with 15 PE teachers who were responsible for delivering the Year 9 PE curriculum. Our findings highlight notable variation in the ways in which setting policy was translated and enacted in PE in these three schools and the multiple factors shaping decisions about groupings and, in turn, teaching and learning for students in different sets. This study also provides novel findings regarding the dynamic interplay between the external dimensions of context (i.e. neoliberal policy making and pressures and supports from the local education authority [LEA] and the school inspectorate) and the internal dimensions of context (i.e. school-based traditions, school demographics, and support and resourcing for PE) in policy enactment. Attention is drawn to equity issues inherent in, and arising from, the varied enactment of setting policy in PE. The paper concludes by arguing for greater scholarly engagement with policy enactment, grouping strategies and constructions of ability in PE