Decision making and risk management in adventure sports coaching

Adventure sport coaches practice in environments that are dynamic and high in risk, both perceived and actual. The inherent risks associated with these activities, individuals’ responses and the optimal exploitation of both combine to make the processes of risk management more complex and hazardous than the traditional sports where risk management is focused almost exclusively on minimization. Pivotal to this process is the adventure sports coaches’ ability to make effective judgments regarding levels of risk, potential benefits and possible consequences. The exact nature of this decision making process should form the basis of coaching practice and coach education in this complex and dynamic field. This positional paper examines decision making by the adventure sports coach in these complex, challenging environments and seeks to stimulate debate whilst offering a basis for future research into this topic

On reminder effects, drop-outs and dominance: evidence from an online experiment on charitable giving

We present the results of an experiment that (a) shows the usefulness of screening out drop-outs and (b) tests whether different methods of payment and reminder intervals affect charitable giving. Following a lab session, participants could make online donations to charity for a total duration of three months. Our procedure justifying the exclusion of drop-outs consists in requiring participants to collect payments in person flexibly and as known in advance and as highlighted to them later. Our interpretation is that participants who failed to collect their positive payments under these circumstances are likely not to satisfy dominance. If we restrict the sample to subjects who did not drop out, but not otherwise, reminders significantly increase the overall amount of charitable giving. We also find that weekly reminders are no more effective than monthly reminders in increasing charitable giving, and that, in our three months duration experiment, standing orders do not increase giving relative to one-off donations

Agency, stewardship and the universal-family firm : a qualitative historical analysis

This paper introduces the idea of a non-kinship-based Universal-family firm, an organizational form we developed based on interpreting historical writings in their socio-economic context. We analyzed Luke’s gospel with an eye toward drawing implications for the stewardship-agency debate in the contemporary family business literature. Our paper makes contributions at two important levels. In addition to introducing and developing theory about the Universal-family firms, we also contribute to the methodological toolkit of family business scholars by providing a template for using historical documents to challenge, enhance and develop theory

The kinetics of lactate production and removal during whole-body exercise

<p>Abstract</p> <p>Background</p> <p>Based on a literature review, the current study aimed to construct mathematical models of lactate production and removal in both muscles and blood during steady state and at varying intensities during whole-body exercise. In order to experimentally test the models in dynamic situations, a cross-country skier performed laboratory tests while treadmill roller skiing, from where work rate, aerobic power and blood lactate concentration were measured. A two-compartment simulation model for blood lactate production and removal was constructed.</p> <p>Results</p> <p>The simulated and experimental data differed less than 0.5 mmol/L both during steady state and varying sub-maximal intensities. However, the simulation model for lactate removal after high exercise intensities seems to require further examination.</p> <p>Conclusions</p> <p>Overall, the simulation models of lactate production and removal provide useful insight into the parameters that affect blood lactate response, and specifically how blood lactate concentration during practical training and testing in dynamical situations should be interpreted.</p

Sticky stories from the classroom: from reflection to diffraction in early childhood teacher education

This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and, in doing so, ideas about professionalism in early childhood education are opened out. By identifying the limitations of reflection, the authors go on to explore what working with diffraction might offer to reach alternative understandings. By placing a focus on seemingly unremarkable and routine events in the life of an early childhood teacher education classroom, the authors offer other, potentially more generative ways to think about student teachers and their further professional practice in kindergartens