Monitoring sediment transfer processes on the desert margin

LANDSAT Thematic Mapper and Multispectral Scanner data have been used to construct change detection images for three playas in south-central Tunisia. Change detection images have been used to analyze changes in surface reflectance and absorption between wet and dry season (intra-annual change) and between different years (inter-annual change). Change detection imagery has been used to examine geomorphological changes on the playas. Changes in geomorphological phenomena are interpreted from changes in soil and foliar moisture levels, differences in reflectances between different salt and sediments and the spatial expression of geomorphological features. Intra-annual change phenomena that can be detected from multidate imagery are changes in surface moisture, texture and chemical composition, vegetation cover and the extent of aeolian activity. Inter-annual change phenomena are divisible into those restricted to marginal playa facies (sedimentation from sheetwash and alluvial fans, erosion from surface runoff and cliff retreat) and these are found in central playa facies which are related to the internal redistribution of water, salt and sediment

Care-experienced youth and positive development: An exploratory study into the value and use of leisure-time activities

Numerous youth development outcomes are thought to ensue from participation in ‘positive’ activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; and (2) explore how care-experienced youth think leisure-time activities contributed to their positive development

‘I actually used to like PE, but not now’: Understanding care-experienced young people’s (dis)engagement with physical education

Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population. In contrast to the few studies that explore the broader physical culture experiences of care-experienced youth that prioritise the voices of adults, this paper combines data from two studies to give voice to the experiences of four care-experienced young men in England, alongside those of key adults, namely residential staff, foster carers and physical education teachers. Data were derived from participatory research methods with the young people and semi-structured interviews with the adults who work with/for them. Drawing upon Bourdieu, principally his notions of field, habitus and capital, the findings suggest that these care-experienced young people are at a pedagogic disadvantage, since they are not as well positioned to access opportunities for learning and participation or develop, maintain and extend those skills and dispositions that are recognised as valued capital in physical education. Moreover, the changing room, as a sub-field of the broader physical education space, where bodies are particularly on display, may present obstacles for care-experienced young people’s engagement due to their prior experiences of physical and/or sexual abuse. This study therefore calls for further research exploring care-experienced young people’s experiences of physical education, teachers’ understandings of care-experienced youth, and how their pedagogic practice might shape (dis)engagement with physical education

Exploring pre-service physical education teachers' trauma-related learning experiences in schools

This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with both teachers and pupils. These findings evidence the need to support pre-service PE teachers’ school-based learning, encouraging them to explore the broader context of the school, seek supportive relationships and co-develop strategies to create positive and safe learning environments

Co-producing strategies for enacting trauma-aware pedagogies with pre-service physical education teachers

Background: In Physical Education (PE), trauma may manifest in a range of different actions/behaviours (e.g. small fouls escalating into physical conflict, students refusing to be part of a team, and struggling to adhere to the rules of the game). Without knowledge of the effects of trauma, teachers often defer to punitive responses, which exacerbate rather than mediate the needs of trauma-affected youth. It is therefore critical that prospective physical educators can enact trauma-aware practices to better support their learning and development. Purpose: The aim of this novel paper was to reflect on the principles underpinning trauma-aware pedagogies and, from this, co-create tangible strategies that could be employed by future PE teachers to better support all students, but especially those who have experienced trauma. Methods: We worked with three distinct groups of pre-service PE teachers(n= 22) from a range of different institutions, delivering a total of 12 hours of online workshops (2 × 2-hour sessions per group). The workshops were designed to support pre-service PE teachers in becoming trauma-aware and were grounded in the principles of trauma-aware pedagogies, namely: (1) ensuring safety and wellbeing, (2) establishing routines and structures, (3) developing and sustaining positive relationships that foster a sense of belonging, (4) facilitating and responding to youth voice and, (5) promoting strengths and self-belief. Through a range of academic content, individual activities and group tasks, participants were invited to consider, in conversation with us (as the workshop leaders) and each other, how these principles could be enacted in practice during various ‘PE moments’(e.g. transitions into PE, getting changed, responding to incidents). Audio recordings of the workshops were transcribed, and along with copies of the online ‘chats’, were thematically analysed. Findings: The workshops led to the co-creation of a host of tangible strategies–things that could be done to enact trauma-aware pedagogies in PE. While the strategies are noted here in relation to specific principles, we are not suggesting that these are in any way rigid categorisations. Rather, strategies are associated with principles reflecting how these were framed by pre-service teachers during the workshops. Each of the individual strategies is subsequently explored in relation to the relevant principle. For instance, strategies associated with the principle of ‘establishing routines and structures’ included: (1) being predictable, (2) ensuring consistent transitions within and between PE lessons, and (3) forewarning of changes. Conclusions: This novel paper provides a range of strategies that could be used by both future and current teachers to enact trauma-aware pedagogies in PE. We argue that these strategies are reflective of ‘good pedagogy’ more broadly–and would benefit all students – but especially those who have been impacted by trauma. However, there remains a need to consider the context of the school, the students, and broader cultures when implementing these within practice