Targeting Mr Average: Participation, gender equity and school sport partnerships

The School Sport Partnership Programme (SSPP) is one strand of the national strategy for physical education and school sport in England, the physical education and school sport Club Links Strategy (PESSCL). The SSPP aims to make links between school physical education (PE) and out of school sports participation, and has a particular remit to raise the participation levels of several identified under-represented groups, of which girls and young women are one. National evaluations of the SSPP show that it is beginning to have positive impacts on young people's activity levels by increasing the range and provision of extra curricular activities (Office for Standards in Education (OFSTED), 2003, 2004, 2005; Loughborough Partnership, 2005, 2006). This paper contributes to the developing picture of the phased implementation of the programme by providing qualitative insights into the work of one school sport partnership with a particular focus on gender equity. The paper explores the ways in which gender equity issues have been explicitly addressed within the 'official texts' of the SSPP; how these have shifted over time and how teachers are responding to and making sense of these in their daily practice. Using participation observation, interview and questionnaire data, the paper explores how the coordinators are addressing the challenge of increasing the participation of girls and young women. The paper draws on Walby's (2000) conceptualisation of different kinds of feminist praxis to highlight the limitations of the coordinators' work. Two key themes from the data and their implications are addressed: the dominance of competitive sport practices and the PE professionals' views of targeting as a strategy for increasing the participation of under-represented groups. The paper concludes that coordinators work within an equality or difference discourse with little evidence of the transformative praxis needed for the programme to be truly inclusive. © 2008 Taylor & Francis

The challenges of intersectionality: Researching difference in physical education

Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002, 33) has recently argued that ‘difference is one of the most significant, yet unresolved, issues for feminist and social thinking at the beginning of the twentieth century’. This paper reviews some of the key imperatives of working with ‘intersectional theory’ and explores the extent to these debates are informing research around difference in education and Physical Education (PE). The first part of the paper highlights some key issues in theorising and researching intersectionality before moving on to consider how difference has been addressed within PE. The paper then considers three ongoing challenges of intersectionality – bodies and embodiment, politics and practice and empirical research. The paper argues for a continued focus on the specific context of PE within education for its contribution to these questions

Burying the 'refuse revolution': the rise of controlled tipping in Britain 1920-1960

The definitive, peer-reviewed and edited version of this article is published in Environment and Planning A, 42, 5, 1033-1048, 2010, 10.1068/a42120.This paper investigates the emergence of ‘controlled tipping’ as the dominant method of municipal waste disposal in Britain between 1920 and 1960. The triumph of controlled tipping, despite the availability of alternative disposal technologies, needs to be understood in the context of the contested meanings of ‘waste’ and ‘wasteland’, which helped to determine attitudes and approaches to disposal. Following the conclusion of the First World War there was an urgent requirement for a cheap means of disposing of increasing amounts of urban municipal waste. The obvious choice was tipping. Before the war, however, refuse tipping had been rejected as insanitary by the emerging waste disposal profession. Public cleansing professionals therefore had to recuperate tipping as a medically and environmentally benign mode of disposal that was reconcilable with the needs of sanitary science and landscape preservation. Controlled tipping, with its combined claims to scientific progress and the revalorization of refuse, enabled dumping to be successfully re-produced as the dominant mode of municipal refuse disposal in Britain. However, tipping faced further challenges after 1945 from changing popular understandings of the value of ‘derelict’ landscapes and from the politics of amenity. The ‘refuse revolution’ was a work in progress

Phenotypic analysis of hemochromatosis subtypes reveals variations in severity of iron overload and clinical disease

The clinical progression of HFE-related hereditary hemochromatosis (HH) and its phenotypic variability has been well studied. Less is known about the natural history of non-HFE HH caused by mutations in the , or genes. The purpose of this study was to compare the phenotypic and clinical presentations of hepcidin-deficient forms of HH. A literature review of all published cases of genetically confirmed HJV, HAMP and TFR2 HH was performed. Phenotypic and clinical data from a total of 156 subjects with non-HFE HH was extracted from 53 publications and compared with data from 984 subjects with -p.C282Y homozygous HH from the QIMR Berghofer Hemochromatosis Database. Analyses confirmed that non-HFE forms of HH have an earlier age of onset and a more severe clinical course than HFE HH. HJV and HAMP HH are phenotypically and clinically very similar and have the most severe presentation, with cardiomyopathy and hypogonadism being particularly prevalent findings. TFR2 HH is more intermediate in its age of onset and severity. All clinical outcomes analyzed were more prevalent in the juvenile forms of HH, with the exception of arthritis and arthropathy which were more commonly seen in HFE HH. This is the first comprehensive analysis comparing the different phenotypic and clinical aspects of the genetic forms of HH and the results will be valuable for the differential diagnosis and management of these conditions. Importantly, our analyses indicate that factors other than iron overload may be contributing to joint pathology in subjects with HFE HH

Virtual worlds in Australian and New Zealand higher education: remembering the past, understanding the present and imagining the future

3D virtual reality, including the current generation of multi-user virtual worlds, has had a long history of use in education and training, and it experienced a surge of renewed interest with the advent of Second Life in 2003. What followed shortly after were several years marked by considerable hype around the use of virtual worlds for teaching, learning and research in higher education. For the moment, uptake of the technology seems to have plateaued, with academics either maintaining the status quo and continuing to use virtual worlds as they have previously done or choosing to opt out altogether. This paper presents a brief review of the use of virtual worlds in the Australian and New Zealand higher education sector in the past and reports on its use in the sector at the present time, based on input from members of the Australian and New Zealand Virtual Worlds Working Group. It then adopts a forward-looking perspective amid the current climate of uncertainty, musing on future directions and offering suggestions for potential new applications in light of recent technological developments and innovations in the area

‘We’ve got a few who don’t go to PE’: Learning support assistant and special educational needs coordinator views on inclusion in physical education in England

Britain’s 1981 Education Act stimulated a partial migration of pupils from special to mainstream schools. The onus has since been on teachers to meet the needs and capitalise on the capabilities of pupils with special educational needs and disabilities (SEND) in mainstream school settings. The research analysed learning support assistant (LSA) and special educational needs coordinator (SENCO) views on inclusion in physical education (PE). Individual interviews were conducted with 12 LSAs and 12 SENCOs working in mainstream schools in North-West England. Open, axial and selective coding was performed on interview transcripts to identify reoccurring themes. The research found that SENCOs and LSAs considered PE to be an inclusive subject, the conceptualisation of which was left to them. However, developing PE provision that met the needs and optimised the capabilities of pupils with autism spectrum disorders (ASD), and supporting pupils with SEND during team games and competitive sports, were identified as key challenges to inclusion in PE. This may be of concern to some educationalists given that these types of curriculum activities have recently been repositioned at the heart of PE in England. A key challenge for all those involved in educating pupils with SEND in PE, especially teachers and LSAs, is to plan and teach team games and competitive sports in ways that meet the needs of and stretch all pupils, in particular those with ASD

Mission impossible? Reflecting upon the relationship between physical education, youth sport and lifelong participation

This is an Accepted Manuscript of an article published by Taylor & Francis in Sport, Education and Society on 8 May 2012, available online: http://wwww.tandfonline.com/10.1080/13573322.2012.683781It is widely believed that school physical education (PE) is or, at the very least, can (even should) be a crucial vehicle for enhancing young people’s engagement with physically active recreation (typically but not exclusively in the form of sport) in their leisure and, in the longer run, over the life-course. Despite the prevalence of such beliefs there remains a dearth of evidence demonstrating a ‘PE effect’. Indeed, the precise nature of the relationship between PE, youth sport and lifelong participation is seldom explored other than in implicit, often speculative and discursive, ways that simply take-for-granted the positive effects of the former (PE) on the latter (youth and adult participation in sport and physically active recreation). Using largely European studies to frame the issue, this paper reflects upon the supposedly ‘causal’ relationship between PE, youth sport and lifelong participation and, in doing so, highlights the inherent problems associated with attempts to identify, characterise and establish a ‘PE effect’.This book was submitted to the RAE2014 for the University of Chester - Sport & Exercise Sciences

Comparative molecular biological analysis of membrane transport genes in organisms

Comparative analyses of membrane transport genes revealed many differences in the features of transport homeostasis in eight diverse organisms, ranging from bacteria to animals and plants. In bacteria, membrane-transport systems depend mainly on single genes encoding proteins involved in an ATP-dependent pump and secondary transport proteins that use H+ as a co-transport molecule. Animals are especially divergent in their channel genes, and plants have larger numbers of P-type ATPase and secondary active transporters than do other organisms. The secondary transporter genes have diverged evolutionarily in both animals and plants for different co-transporter molecules. Animals use Na+ ions for the formation of concentration gradients across plasma membranes, dependent on secondary active transporters and on membrane voltages that in turn are dependent on ion transport regulation systems. Plants use H+ ions pooled in vacuoles and the apoplast to transport various substances; these proton gradients are also dependent on secondary active transporters. We also compared the numbers of membrane transporter genes in Arabidopsis and rice. Although many transporter genes are similar in these plants, Arabidopsis has a more diverse array of genes for multi-efflux transport and for response to stress signals, and rice has more secondary transporter genes for carbohydrate and nutrient transport