Developing physical activity interventions for children with a visual impairment:lessons from the First Steps initiative

Children with a visual impairment are less active than their sighted peers. Yet they are born with the potential to match their sighted peers’ motor skill competency and levels of physical fitness. Environmental barriers are one of the main causes of inequities. This paper provides insight on these issues, drawing upon a physical activity intervention called ‘First Steps’, a British Blind Sport initiative that aimed to get more children with a visual impairment more active.Physical activity packs were delivered to 53 children aged 5-15 years old with a visual impairment. Of these participants, 62% had additional impairments or medical conditions. A mixed-methods approach was used to gather participants’ experiences of physical activity prior to receiving this pack and canvas opinion on how the pack changed their activity levels. The findings revealed inequitable experiences of physical activity. The First Steps pack made considerable progress in developing children’s physical activity levels. Participants’ motor skills, social interactions and confidence improved. Organisations working with this population might look to adopt a similar concept. Recommendations for those wishing to do so are provided.<br/

How the perceived effectiveness of a female coach is Influenced by their apparent masculinity/femininity

The aim of this study was to investigate how the apparent masculinity/femininity of a coach influenced others’ perceptions of their ability to successfully interact with their athletes. Seventy-three participants (44 males, 29 females, Mage=23.8 SD= ± 8.41) watched four videos depicting a coach working with a group of athletes. Each video was the same but featured the four combinations of masculinised/feminised coach and male/female athletes. Participants rated the coach on perceived relationship quality, empathy, and competency. There was a main effect in relationship quality (closeness) and three of four subscales of coaching competency, with the masculinised coach rated higher than the feminised coach. There was also a non-significant trend for the feminised coach to score higher in relationship quality and competency when working with male athletes compared to female athletes, and the masculinised coach to score higher with females. For affective empathy, there was a main effect for athlete sex, with both coaches rated higher working with male athletes. There was also a non-significant trend for both coaches’ cognitive empathy to be rated higher when working with male athletes. The perception of the masculinity/femininity of a coach influences how others understand their interactions even when the behaviours of that coach are similar across situations. Coaches need to be aware that gender-based stereotypes may influence how others perceive their competency. This could potentially affect coach effectiveness and career progression

The influence of gender on perceptions of coaches’ relationships with their athletes:a novel video-based methodology

The aim of this study was to investigate the influence of coach and athlete gender on perceptions of a coach through the use of a novel video-based method. Forty-one participants (16 males, 25 females, Mage=32.76 SD= ± 11.57) watched four videos depicting a coach and an athlete having a conversation about the athlete’s de-selection from a squad. Each video featuring different gender combinations of the coach and athlete. Participants rated the coach on perceived relationship quality and perceived empathy. Analysis showed a main effect for coach gender with female coaches being rated higher than male coaches for relationship quality and empathy, and a main effect for athlete gender with all coaches perceived as displaying a greater level of affective empathy when paired with a female athlete. Coaches need to be aware that their actions may be interpreted differently based on their gender and that of the athletes they are working with. This could potentially impact on coach effectiveness and the outcomes of their behaviours

Feeding back to feed forward:formative assessment as a platform for effective learning

Students construct meaning through relevant learning activities (Biggs, 2003) which are largely determined by the type, amount, and timing of feedback (Carless, 2006). The aim of the present study was to develop a greater awareness and understanding of formative assessment and feedback practices and their relationship with learning. During 2011 five focus group discussions were undertaken with students and academic staff involved with a range of modules and degree pathways at a UK University. Three of the focus groups were with undergraduate students (one at each level of study), and one was with taught postgraduate students. Discussions focussed on integration of formative assessment and feedback into modules, as well as an exploration of the effectiveness of feedback on future learning. The findings revealed that in order to emphasise continuous learning – feeding back to feed forward (Rushton, 2005) – and to encourage self-regulated learning (Nicol &amp; Macfarlane-Dick, 2006), students need to have opportunities to make mistakes and to learn from them prior to summative assessment (through formative assessment and feedback). There was also firm evidence of different approaches to learning, emphasising in particular the transitional importance of the first year of study as the foundation upon which future achievement is built

Researching a segmented market:reflections on telephone interviewing

Purpose The purpose of this paper was to review the effectiveness of telephone interviewing for capturing data and to consider in particular the challenges faced by telephone interviewers when capturing information about market segments. Design/methodology/approach The platform for this methodological critique was a market segment analysis commissioned by Sport Wales which involved a series of 85 telephone interviews completed during 2010. Two focus groups involving the six interviewers involved in the study were convened to reflect on the researchers’ experiences and the implications for business and management research. Findings There are three principal sets of findings. First, although telephone interviewing is generally a cost-effective data collection method, it is important to consider both the actual costs (i.e. time spent planning and conducting interviews) as well as the opportunity costs (i.e. missed appointments, “chasing participants”). Second, researchers need to be sensitised to and sensitive to the demographic characteristics of telephone interviewees (insofar as these are knowable) because responses are influenced by them. Third, the anonymity of telephone interviews may be more conducive for discussing sensitive issues than face-to-face interactions. Originality/value The present study adds to this modest body of literature on the implementation of telephone interviewing as a research technique of business and management. It provides valuable methodological background detail about the intricate, personal experiences of researchers undertaking this method “at a distance” and without visual cues, and makes explicit the challenges of telephone interviewing for the purposes of data capture

(Re)creating a healthy self in and through disability sport:autoethnographic chaos and quest stories from a sportswoman with cerebral palsy

Those with physical disabilities are at increased risk of poor physical, mental and social health. Despite widely reported physiological and psychosocial benefits of sport for disabled people’s health and wellbeing, participation remains low and is in decline. Subsequently, we answer calls for greater focus on individuals’ voices to understand the complexities of disabled people’s participation in sport. Through a narrative autoethnographic approach we critically show and examine the lived experiences of a young female sportswoman with a disability (Gemma), as she reflects on the role of sport in, through and beyond her childhood. Framed within Arthur Frank’s narratives of injury and illness, we highlight the sport-based posthumanist narrative(s) that enabled Gemma’s (re)construction of a healthy self. Ultimately, we offer narrative inquiry, including autoethnographic methods, as a framework for understanding the lived experiences of children and young people with physical disabilities and practical recommendations for expanding narrative resources

Sociological tools for improving women’s representation and experiences in strength and conditioning coaching

Women are underrepresented in strength and conditioning (S&amp;C) coaching, arguably more so than women in sport coaching. They account for approximately 6-16% of strength and conditioning coaches at all levels, thus negatively affecting the gendered experiences of women working in S&amp;C. Based on evidence from coaching research, this is likely because of longstanding patterns of structural bias and discrimination, which is inherent in sport, but it is important for future strength and conditioning coaches (SCCs), both men and women, that more equitable practices and opportunities are implemented. In this article, we present 3 sociological perspectives as tools for those working in S&amp;C, including individual coaches, educators, governing bodies, and organizations, to critically examine their gendered practices and environments. We hope that by doing sociology within their day-to-day practice, those working in S&amp;C can develop a better awareness of structural bias and forms of discrimination that affect women SCCs' experiences and then, where possible, make positive changes for women working in the field.</p

'It’s just a case of chipping away':a postfeminist analysis of female coaches’ gendered experiences in grassroots sport

A plethora of work has identified forms and sources of gender inequality in sport coaching. Quantitative studies with psychological framings dominate the literature. However, a smaller and more recent body of qualitative work has identified structural gender hierarchies as the root of inequalities, specifically the prevalence of hegemonic masculinity. Fewer studies have contextualised understandings of women’s experiences of this, particularly at grassroots levels and there is little acknowledgement of a notable shift in the visibility of women’s power and presence in society including sport. Thus, in this study [Gill, R. (2007). Gender and the media. Polity Press] postfeminist sensibility was used to examine seven female coaches’ experiences of various grassroots sports settings, specifically what might be novel in women’s contemporary coaching experiences, but also to acknowledge any persistent structural inequalities. Findings suggest that while female coaches are continually facing challenges borne out of dominant forms of masculinity which remain deeply rooted in sport cultures, they are actively contesting and navigating these by drawing upon performed masculinities. Consequently, new femininities have emerged, but these are fragile, often misinterpreted and can lead to women struggling to progress their coaching careers. Future work in this field should look to develop the use of postfeminist lenses in similar ways, to further identify new(er) femininities which have the potential to grow and develop women’s representation in coaching.</p

Contributing factors to the development of shared understanding within football teams

Shared understanding can be defined as two or more people thinking similarly in specific situations12 .3 Team members who share similar thoughts are positively related to an effective performance .4 Within team sports like football, shared understanding between team members facilitates a more coordinated performance .5 For example, shared understanding between team members is crucial to defending an opposition corner kick, with each team member requiring an understanding of all team roles and likely actions, rather than just their own. Williamson and Cox and Gershgoren et al. emphasize the importance of shared understanding that underpins a team’s ability to perform effectively together .6 This would give the team the best chance of defending the corner (e.g. performing effectively together) and not conceding a goal. Having shared understanding between team members is an important component of an effective team,7 however shared understanding between team members is not instantaneous .8 Due to its complex nature, there are several factors that contribute to the development of shared understanding between team members9 with some of these being considered previously in different team sports - such as tennis doubles,10 field hockey11 and basketball .12 The focus of this study is therefore to outline how the different contributing factors interact to develop shared understanding between team members within football