Still an occupational hazard?:The relationship between homophobia, heteronormativity, student learning and performance, and an openly gay university lecturer

This study examined the complex relationship between homophobia, heteronormativity, and an openly gay lecturer in a British university setting. First, heterosexual undergraduate sports students’ levels of homophobia were recorded. Then, after taught sessions, participants were asked to estimate the frequency of homosexual-heterosexual examples and content used, as well as to complete tests to measure academic progress. This was followed by an end-of-course examination. Results indicated (a) no relationship between levels of homophobia and levels of heteronormativity; (b) that levels of heteronormativity and homophobia were unrelated to a student’s ability to learn from an openly gay lecturer or their examination performance; (c) the presence of an openly gay lecturer significantly reduced homophobia among undergraduate students. These findings offer support to gay educators by highlighting the minimal impact on student learning and performance from being open about their sexuality. Instead, these results suggest that being open about homosexuality could reduce homophobia among undergraduate students

Response to: ‘Don’t Let Kids Play Football’: A Killer Idea

In a recent BJSM editorial, it was stated that ‘shutting down youth sports programmes’ is not the answer to injury concerns in contact sport; suggesting there may be unintended consequences, such as increasing sedentary behaviour.1 With physical inactivity a leading cause of mortality, concerns about decreasing participation in physical activity are justified. This issue has even been discussed in a previous editorial in the BJSM.2 There is no evidence, however, to suggest that collision sports (specifically) are necessary to combat sedentary lifestyles of youth. There also continues to be a distinct misunderstanding of what has been called for in regards to the banning of tackling in school rugby, which will now be clarified

From Management to Prevention: the New Cure for Sports Concussion

A case for directing attention away from concussion management and towards the prevention of concussions in sport

The times are they a-changing? Evolving attitudes in Australian exercise science students’ attitudes towards sports concussion

The issue of concussion in sport continues to be discussed widely in the community as current and retired players reveal personal experiences, and concerns, about the long-term sequelae of their concussive injuries. This is the first study to examine evolving attitudes and beliefs towards concussion in sport by comparing data in an Australian exercise science student cohort between 2015 and 2020. Using a repeated cross-sectional design 1,013 participants (2020 cohort: n = 751; 21.6 ± 7.1 years; 2015 cohort: n = 312; 22.0 ± 5.2 years) responded to statements about concussion: personal attitudes; the media’s portrayal; elite athletes who continue to play concussed; if participants would continue to play on concussed; and on completing rehabilitation for concussion. Comparisons revealed statistically significant differences between cohorts across the majority of statements. Specifically, more progressive attitudes were found regarding the media presentation (glorification) of concussed athletes (decreased agreement of 14.7%, p < 0.001), admiration of concussed athletes who continued to play (decreased agreement of 10.5%, p < 0.001), and rehabilitation (increased agreement of 13%, p < 0.001). However, participants still presented attitudes of wishing to continue to train or play if they had a concussion for fear of letting team-mates down, or if the injury was not noticeable. While positive attitudes are evolving, more work is required, particularly as attitudes towards concussion still appear to be situation dependent

Ethics and injury risk in World Rugby and England Rugby tackle-height trial

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The Cosmic Dispersion Measure in the EAGLE Simulations

The dispersion measure (DM) of fast radio bursts (FRBs) provides a unique way to probe ionised baryons in the intergalactic medium (IGM). Cosmological models with different parameters lead to different DM-redshift ($\mathrm{DM}-z$) relations. Additionally, the over/under-dense regions in the IGM and the circumgalactic medium of intervening galaxies lead to scatter around the mean $\mathrm{DM}-z$ relations. We have used the Evolution and Assembly of GaLaxies and their Environments (EAGLE) simulations to measure the mean $\mathrm{DM}-z$ relation and the scatter around it using over one billion lines-of-sight between redshifts $0<z<3$. We investigated two techniques to estimate line-of-sight DM: `pixel scrambling' and `box transformations'. We find that using box transformations (a technique from the literature) causes strong correlations due to repeated replication of structure. Comparing a linear and non-linear model, we find that the non-linear model with cosmological parameters, provides a better fit to the $\mathrm{DM}-z$ relation. The differences between these models are the most significant at low redshifts ($z<0.5$). The scatter around the $\mathrm{DM}-z$ relation is highly asymmetric, especially at low redshift $\left(z<0.5\right)$, and becomes more Gaussian as redshift approaches $z\sim3$, the limit of this study. The increase in Gaussianity with redshift is indicative of the large scale structures that is better probed with longer lines-of-sight. The minimum simulation size suitable for investigations into the scatter around the $\mathrm{DM}-z$ relation is 100~comoving~Mpc. The $\mathrm{DM}-z$ relation measured in EAGLE is available with an easy-to-use python interface in the open-source FRB redshift estimation package FRUITBAT.Comment: Submitted to MNRAS. 14 pages, 15 figures, Comments Welcome. Data and model will be released upon being accepte

Decision-making in the physical education curriculum: an analysis of the student voice in English secondary state-schools

Debates surrounding youth participation in governance have permeated a range of fields in the last two decades. This commentary is predominately situated in education and civic participation domains, with sporting domains remaining largely under researched. Indeed, this research becomes sparser when considered in school physical education and sport. In this paper, we consider the position of the student within decision-making processes in the physical education curriculum in English secondary state-schools. The paper reports on survey data from 288 English secondary state-schools exploring students’ involvement in decision-making related to the PE curriculum. Findings show considerable numbers of the schools reported no contribution from students to the physical education curriculum (n=54), and processes that were in place were problematic. Drawing on the legal framework of The UN Convention on the Rights of the Child, we argue that the lack of student voice in the physical education curriculum presents a contemporary policy concern within the English education system that requires further investigation

Tackling in physical education rugby: an unnecessary risk?

Since 2016, we have been strong advocates for the removal of tackling from rugby (League and Union) played in school physical education in the United Kingdom [1]. This is because (a) tackling is the leading cause of injury in rugby, (b) rugby has a level of risk that is higher than non-contact sports, (c) there is no requirement or need for tackling as part of the school physical education curriculum, and (d) many children are compelled to participate in contact rugby [2]. In response to this call, the Chief Medical Officers and the Physical Activity Expert Group commented: ‘The Committee reject the call to ban tackling, as they do not feel rugby participation poses an unacceptable risk of harm’ [3]. Yet, the notion of risk (un) acceptability is a construct that needs further discussion, which we will start here [4]

Decision-making in the physical education curriculum: An analysis of the student voice in English secondary state-schools

Debates surrounding youth participation in governance have permeated a range of fields in the last two decades. This commentary is predominately situated in education and civic participation domains, with sporting domains remaining largely under researched. Indeed, this research becomes sparser when considered in school physical education and sport. In this paper, we consider the position of the student within decision-making processes in the physical education curriculum in English secondary state-schools. The paper reports on survey data from 288 English secondary state-schools exploring students’ involvement in decision-making related to the PE curriculum. Findings show considerable numbers of the schools reported no contribution from students to the physical education curriculum (n=54), and processes that were in place were problematic. Drawing on the legal framework of The UN Convention on the Rights of the Child, we argue that the lack of student voice in the physical education curriculum presents a contemporary policy concern within the English education system that requires further investigation