Exercise, Service and Support: Client Experiences of Physical Activity Referral Schemes(PARS)

Physical activity referral schemes (PARS) represent one of the most prevalent interventions in the fight against chronic illness such as coronary heart disease and obesity. Despite this, issues surrounding low retention and adherence continue to hinder the potential effectiveness of such schemes on public health. This article reports on the second stage of a larger investigation into client experiences of PARS focusing specifically on findings from five client-based focus groups and interviews with five Scheme Organisers. The resulting analysis reveals three main factors impacting participant perceptions of the quality of service and support received: the organisation of PARS provision, client engagement with the PARS community and the nature and extent of client support networks. The article demonstrates that staff have a considerable role to play in engaging clients in the PARS system and that Scheme Organisers should give serious thought to ensuring that clients have valuable and sustainable networks of support. Furthermore, it is suggested that Scheme Organisers need to facilitate a system in which staff are genuinely engaged with the needs of clients and are able to provide individualised programmes of physical activity

Pedagogia do esporte e das lutas: em busca de aproximações

A pedagogia do esporte preocupa-se com o estudo sistemático dos processos de ensino e aprendizagem relacionados aos esportes. As lutas corporais também são práticas que devem estar envoltas em contextualizações pedagógicas. Dessa forma, este estudo pretendeu analisar a relação entre as concepções de pedagogia do esporte e o ensino das lutas corporais. Para isso, foi feita uma revisão de literatura com as seguintes temáticas: a abordagem pedagógica do esporte, a pedagogia do esporte e as lutas corporais e considerações acerca da prática pedagógica das lutas corporais. Elaborou-se também formas de pedagogizar as lutas corporais, levando em consideração alguns eixos norteadores: por que ensiná-las, o que ensinar das lutas corporais, como ensiná-las e como avaliá-las. As lutas corporais devem estar envoltas em abordagens pedagógicas focadas nas pessoas que se-movimentam, permitindo aos sujeitos refletir sobre suas ações, ressigniï¬�cando-as e atribuindo sentidos que contribuam para que eles atinjam a autonomia e a emancipação.La pedagogía del deporte se ocupa del estudio sistemático de la enseñanza y el aprendizaje relacionado con el deporte. Las luchas corporales son también prácticas que deben ser envueltas en la contextualización pedagógica. Así, este estudio pretende analizar la relación entre las concepciones de la pedagogía del deporte y la enseñanza de las luchas corporales. Para ello, se realizó una revisión de la literatura con los siguientes temas: el enfoque pedagógico para el deporte, la pedagogía del deporte y las luchas corporales y consideraciones acerca de la práctica pedagógica de las luchas corporales. Se desarrolló también formas de pedagogizar las luchas corporales, teniendo en cuenta algunos principios orientadores: por qué enseñar las luchas corporales, qué enseñar de las luchas corporales, como enseñar las luchas corporales y como evaluar la enseñanza de las luchas corporales. Las luchas corporales deben ser envueltas en enfoques pedagógicos centrados en las personas en movimiento, permitiendo a los sujetos a moverse a reflejar sus propias acciones y darles nuevos sentidos que les ayuden a lograr la autonomía y la emancipación.The sport pedagogy is concerned with the systematic study of the teaching and learning process related to sports. The body's ï¬�ghts are also practices that should be involved in pedagogical contextualization. Thus, this study sought to examine the relationship between the concepts of sport pedagogy and the teaching of body's ï¬�ghts. For this, we made a review of literature with the following topics: the pedagogical approach of sport, the sport pedagogy and the body ï¬�ghts and considerations about the pedagogical practice of body ï¬�ghts. We also establish ways to pedagogized the body ï¬�ghts, considering some guiding principles: why teaching the body ï¬�ghts, what to teach about them, how to teach them and how to evaluated the teaching of them. The body´s ï¬�ghts should be involved in pedagogical approaches focused on the person that is moving, allowing the subjects to reflect about their own actions, re-meaning those actions and giving directions that can help them to reach autonomy and emancipation