School of Education, Leisure and Sport Studies

The management, use and reliance upon multi-agency partnerships in the field of public sector sports development became increasingly important following the election of the 'New' Labour government in 1997. In this study one example of a multi-agency partnership -County Sports Partnership (CSP)will be examined through a case study analysis of four CSPs in the East Midlands region of England. A review of the theoretical and conceptual literature around partnership working will inform an appraisal of the impact of CSP arrangements in this region. The theoretical framework of partnership dynamics is utilized to explore the reality of partnership working in sports development in conjunction with the findings of four in-depth interviews that were conducted with Chief Executive Officers and senior managers in each of the CSP regions. In particular, consideration will be given to the potential implications and issues of 'working in partnership' for public sector sports development officers and managers who negotiate the complex and challenging policy environment surrounding multi-agency working in sport. The key findings of the research include the extent to which there appears to be a misunderstanding of the CSP role amongst some CSP partner agencies; the fragility of partnership working; the importance of relationship management; and the complex shifting politics of sports development policy.

Ratings of perceived exertion (RPE) are used to prescribe exercise intensity. This study assessed whether the accurate production of exercise intensity is affected when the rater cannot see the RPE scale. After completing a graded exercise test, 15 active, male participants ( M age = 34, SD = 6.7 yr.; M mass = 73.9, SD = 14.8 kg, M height = 1.74, SD = 0.08 m) completed 3 × 4 min. cycling trials at four randomised RPE-based intensities (RPEs 11, 13, 15, and 17). Participants were allocated to a Full feedback group or a No feedback group (RPEs not in view). On the third trial, No feedback conditions were imposed on the Full feedback group. No statistically significant differences between groups' mean work rates were observed. Changing from Full feedback to No feedback conditions led to a significant overestimation between the trials for power output at RPE 11. Intra-class correlations were significant at RPEs 11, 13, and 17 between all trials for both conditions. Provided adequate...

This study aimed to design, implement and evaluate a protocol encompassing Think Aloud (TA) as a technique to facilitate reflection-in-action and delayed reflection-on-action to aid coach learning. Six British, male rugby league coaches, who reported little previous exposure to reflective practice, consented to participate. Participants were: (a) instructed on how to engage in TA; (b) observed in practice using TA; (c) provided with individual support on delayed reflective practice on their first coaching session and use of TA; (d) observed in practice using TA a second time; and (e) engaged in a social validation interview regarding their experiences of TA. Analysis of in-action verbalizations revealed a shift from descriptive verbalizations to a deeper level of reflection. Both immediate and post eight week social validation interviews revealed that coaches developed an increased awareness, enhanced communication, and pedagogical development. The participants also recommended that...

Research within Higher Education in the United Kingdom has reported conflicting findings when investigating the relationship between undergraduate entry routes and gender, with successful performances across the degree cycle. This paper adds to this body of knowledge and examines the relationship between entry routes and gender on student outcomes in a sport-related degree at an UK HE institution. Students' demographic data, entry qualifications and grade point averages (GPAs) across the 3 year degree programme were retrospectively analysed. In relation to entry routes the findings of this study revealed that no significant difference existed between entry level qualifications and all outcomes measures. Indicating that although entry routes into HE may differ this did not impact on student success for those who completed the programme. Further findings revealed significant differences (p < 0.05) between genders, in that females outperformed their male counterparts at levels 5, 6 dissertation and final GPA. Additionally, females were also more likely to achieve a first degree qualification. This study adds further weight to findings which have shown gender differences but in contrast adds to the complexity of predicting successful performances from entry qualifications.

In terms of achieving wider health and social outcomes, sport coaching promises much for young people with disabilities. Despite this promise, the experiences and practices of those coaches who enter the disability sport arena are underexplored. This is particularly so for coaches who operate in community participation rather than competitive elite environments. Accordingly, this paper uses an autoethnographic approach to explore the experiences of a basketball coach (Colum), who enters a youth club for disabled participants for the first time. Utilising observational data, reflective field notes, and interviews, five relativist vignettes are collaboratively constructed to represent Colum's (a pseudonym) experiences across 12 basketball sessions. The vignettes reveal that the disability and community context disrupted Colum's normative coaching behaviours. An emotional laborious journey is recounted that includes significant lessons, which may impact coaching practitioners, researchers and sport development officers. In addition, the post-sport context (Atkinson, 2010a) is introduced to differentiate the youth club context from Colum's normative sport context. Furthermore, the concepts of liminality and ludic, which are novel to extant coaching literature, are introduced to explain how and why Colum struggled to find structure within the context of a youth club for disabled participants.

This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis of the social construction of disability in high-performance sport coaching. Data were generated using a qualitative cross-case comparative methodology, comprising 18 months of ethnographic fieldwork in high-performance disability sport, and interviews with coaches and athletes from a cross-section of Paralympic sports. We discuss how in both cases ‘disability’ was assimilated into the ‘performance logic’ of the sporting field as a means of maximising symbolic capital. Furthermore, coaches were socialised into a prevailing legitimate culture in elite disability sport that was reflective of ableist, performance-focused and normative ideologies about disability. In this article we unpack the assumptions that underpin coaching in disability sport, and by extension use sport as a lens to problematise the construction of disability in specific social formations across coaching cultures. In so...

21 22 Background 23 The training of coaches is considered central to sustaining and improving the quality of sports 24 provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches' development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches.

Teaching and learning problem Students routinely use social media. How, then, can they develop the skills to enable themselves to use social platforms like as Pinterest to help them search more judiciously to create and curate useful resources?

Teaching and learning problem Students routinely use social media. How, then, can they develop the skills to enable themselves to use social platforms like as Pinterest to help them search more judiciously to create and curate useful resources?

This paper inhabits the increasingly popular space of autoethnographic study. The piece is designed to critique and contextualise the process and usefulness of autoethnography as a way of making meaning. The study centres on how one highly experienced teacher and newly appointed teacher educator is using narrative writing to unpick and locate their skillset in a period of swift change and marked transition. One of the reasons for this choice is the freedom that autoethnography allows. Autoethnography is frequently dismissed as vague and self-indulgent as a method of social research. This paper will propose that autoethnography is a rigorous and powerful research method. It deploys some innovative methods of data collection, analysis and dissemination. The paper's discussion of the literature will naturally help interrogate debates around where autoethnography sits in the intellectual landscape related to qualitative research. The study found that using grounded theory as a research methodology helped arrive at potentially illuminating theories and self-knowledge. These were limited, however, by the underlying risk of indulgence, subjective autobiographical writing and participant bias. The paper also has potential value as a way of helping early career teachers explore critical incidents.