An analysis of the policy process for selected elements of the physical education, school sport and club links strategy in England

This study analyses the policy process for selected elements of the Physical Education, School Sport and Club Links (PESSCL) strategy in England. The background to the policy context provides a chronological account of the changing pOlitical ideologies and policy priorities of UK governments since the 1970s. Theoretical frameworks for policy analysis are examined and the selection of the multiple streams and advocacy coalition frameworks as two meso-Ievel theoretical tools for the analysis of the policy process is presented. The epistemological assumptions are underpinned by a 'critical realist' perspective. The empirical section of the study describes the use of case studies, semi-structured interviews and documentary analysis as the approaches selected for data collection. It is argued that by repositioning itself to deliver government policy objectives, physical education and school sport has a stronger and more visible role to play in government policy-making. It is acknowledged that divisions centred upon traditional education and sport discourses remain within the policy subsystem. Organisations such as AfPE and LEAs are increasingly positioned at the margins of the PESSCL strategy and policy-making for physical education and school sport. It is suggested that as the PESSCL strategy has embedded there is evidence of an emerging advocacy coalition for physical education and school sport led by the YST.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Professionalism, golf coaching and a master of science degree

A distinction can be made between 'professionalisation', which is concerned with occupational status and standing, and 'professionalism,' which refers to matters of quality and standards of practice (especially specialized knowledge, ethics and altruism). The purpose of this stimulus article is to present key features of contemporary medical professionalism as a basis for critically reflecting on discourse associated with Tiger Woods' current coach, Sean Foley. It is suggested that that provision of a Master of Science degree in golf teaching/coaching would facilitate the development of 'professionalism' in golf coaches

Spirit, mind and body: the archaeology of monastic healing

Archaeology and material culture are used in this chapter to consider how monastic experience responded to illness, ageing and disability. The approach taken is influenced by the material study of religion, which interrogates how bodies and things engage to construct the sensory experience of religion, and by practice-based approaches in archaeology, which examine the active role of space and material culture in shaping religious agency and embodiment. The archaeology of monastic healing focuses on the full spectrum of healing technologies, from managing the body in order to prevent illness, through to the treatment of the sick and preparation of the corpse for burial

Managing diversity and European policy: Towards a typology for sport pedagogy

This article adds to the growing body of knowledge in sport pedagogy and focuses specifically upon the intersection of gender and disability. Its purpose is twofold, to create a typology for examining good practice in sport pedagogy that is reflective and inclusive and raises awareness of the diverse needs of all participants in physical activity 'regardless' of gender and ability for all children. We acknowledge that access to physical activity, education and sport are complex and multifaceted, however, the main purpose of this paper is to raise awareness of 'diversity' by focusing specifically upon the role of gender and ability. Through an examination of gender and disability policies in official European Union (EU) policy documents and commercial examples of policy-in-practice we propose a typology for diversity and diversity management. A close look at EU level is instructive because national policies of the member countries vary a lot with respect to diversity issues but should be in accordance in the main areas. Such a reading enables the building of a typology of recommendations for how such policy can be rendered in sport pedagogy practice. We suggest six significant, but related principles that include (1) mainstreaming; (2) teaching and coaching sensitive to difference; (3) empowerment; (4) inclusion; (5) adaptation; and (6) inner differentiation. This holistic typology seeks to 'mainstream' issues of gender and disability policy by providing a set of principles that can be applied to a range of teaching and coaching settings. © 2013 European College of Sport Science

The professionalisation of rugby union

Rugby union was one of a number of versions of football to emerge from the mob games of pre-industrial England. It was adapted in the 19th Century into a pastime taken up by Gentlemen. During this period amateurism was the dominant hegemony, however conflict within the Rugby Football Union (RFU) over the concept of professionalism led to a schism with the working class clubs in the north of England forming their own professional version of the sport in 1895. Over the next one hundred years, the RFU utilised its power and authority to maintain amateurism as the central concept of rugby union. For much of this period amateurism was regarded as the superior approach to sports participation. It was, however, a definition of amateurism that was based on a 19th Century ideal. Changes took place in society, which changed the way sport was played. Sport became more serious and society began to demand only success from their teams. Rugby union was also influenced by the different cultures of the dominant playing powers of the Southern Hemisphere. As the 20`x' Century progressed, an emergent hegemony developed within sport, which emphasised qualities of performance that may be termed `professional'. In the last quarter of the 20th Century amateurism was a residual hegemony within sport and most major sports had become both commercially oriented and professional. In its desire to maintain and promote rugby, the RFU had become dependent on commercialism and had also permitted cups and leagues to become part of the sport. Finally, rather than lose total control of the sport the IRB agreed to allow professionalism. The five years since 1995 have seen a continued struggle for the control of the sport in England and have led some to fear for its survival at lower levels

The professionalisation of rugby union

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