'Education, education, education' : legal, moral and clinical

This article brings together Professor Donald Nicolson's intellectual interest in professional legal ethics and his long-standing involvement with law clinics both as an advisor at the University of Cape Town and Director of the University of Bristol Law Clinic and the University of Strathclyde Law Clinic. In this article he looks at how legal education may help start this process of character development, arguing that the best means is through student involvement in voluntary law clinics. And here he builds upon his recent article which argues for voluntary, community service oriented law clinics over those which emphasise the education of students

Who Stays On? The Link between Psychosocial Patterns and Changes in Exercise and Sport Behaviour When Adolescents Make Transitions in Education

Background: The first aim of the present study was to identify psychosocial patterns among adolescents at lower secondary school. Employing the motivation and volition process model and a socioecological framework, self-concordance, action planning, social support, and club-related exercise and sport activities were included as indicators. The second aim was to examine how these patterns are associated with the maintenance of exercise and sport during students’ transition to upper secondary education. The last aim was to investigate whether the associations were moderated by individuals’ subjective evaluation of the transition. Methods: One-year longitudinal data of 392 adolescents were analysed. All variables were measured via online self-report. Results: Based on latent profile analysis, four patterns were found: “averages”, “club enthusiasts”, “club engaged planners”, and “less motivated and social uncommits”. Regression analyses showed that the club engaged planners were more likely to adopt and maintain exercise and sport than to drop out. Additionally, moderation analyses revealed that the averages were less likely to be aintainers/adopters when they evaluated the transition more negatively. Conclusion: People with relatively high action planning and a high number of club-related activities were less vulnerable to decreasing their activity time during the transition to upper secondary education. Furthermore, transitional stress bore no negative association with students’ exercise and sport behaviour