Attributes of champion female tennis players and challenges faced by aspirants

As part of a larger study on talent development in tennis1, 10 Australian top ranked Australian female professional tennis players responded to a questionnaire about the attributes of a champion recalling the major challenges faced in pursuing a tennis career and strategies adopted to address these challenges. To analyse the data, a series of three inductive content analyses were conducted. The results highlighted the importance of psychological attributes and skills in a player’s journey to become a champion. The study’s implications for coaches and sport psychologists are also highlighted.

Understanding, developing and maintaining mental toughness in tennis

Eighteen (10 female and 8 male) recently retired top world-ranked Australian professional tennis players responded to a questionnaire that was developed to address future directions by mental toughness researchers. A series of inductive content analyses was conducted to analyze the qualitative data obtained from participants’ responses. These analyses revealed that mental toughness is a most sought-after dynamic attribute that encompasses a range of abilities (e.g., focus, work ethic) to consistently perform well under pressure. Further, mental toughness is thought to be ‘taught’ and/or ‘acquired’ over many years and can be influenced by factors that include injury, changes in a player’s technique and match results. Examples of mentally tough players were cited and reasons given as to their selection as outstanding mentally tough competitors. Sport psychologists, coaches, parents and other mentors were identified as significant members of a support team to guide and equip players to be mentally tough competitors. This study’s value to the tennis community includes practical benefits from gaining a fuller understanding of what is arguably one of the most important psychological skills in achieving excellence and enjoyment in tennis, namely mental toughness.

The dynamic role of elite coach : player and coach perspectives

As part of a larger study on talent development, ten top ranked players and ten coaches (nominated by the player) responded to open-ended questionnaires. Players and coaches were asked them to recall their background in tennis, describe the role of the coach and any changes in this role, and offer suggestions to coaches for nurturing talent. A series of inductive content analyses was conduct to analyze the data. These analyses revealed significant, and changing, roles of the coach during a player’s development to professional status. Recommendations to coaches highlighted the importance of coach philosophy, communication, and planning. Implications for coach education programs are discussed.

Warming up and stretching for athletes : A meta-analysis of the research literature from 2000 to 2006 in light of current athletic practice

This review presents the methods used to investigate the effects of various stretching protocols on muscular force and performance, in light of current individual and elite athlete stretching practices in their warm-up routines. A meta-analysis of peer-reviewed articles between the years of 2000 and 2007 revealed the majority of studies support the notion that static stretching is detrimental to muscular force and performance. However, the meta-analysis also revealed that the protocols used do not necessarily match current practice with many elite athletes. This article proposes, based on the mismatch between research and practice, that further studies must address this issue in further exploring the role of stretching in pre-training and competition warm-up routines.

The influence of parents in identifying and developing Australian female tennis talent

This study investigated the role of parents in developing Australian female professional tennis players. Top WTA ranked Australian singles players (n=10) and their parents (n=10) responded to written questionnaires. Participants were asked to recall their tennis
background and describe the current role of parents and compare these to possible earlier roles. Further, participants were asked to make recommendations to parents who wanted to help a player develop her talent. A series of inductive content analyses was conducted to analyze the data. These analyses revealed a significant, and changing, role of parents in a development process extending over 10 years. Sacrifices were necessary in order to pursue a tennis career but positive benefits were generally reported by players and their parents. The importance of a caring and respectful home environment for aspiring players was highlighted.

Science students' perceptions of engaging pedagogy

During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher were monitored for the whole school year, employing participant observation, and interviews with focus groups of students, their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years and science education are considered.

Medication adherence self-report instruments : implications for practice and research

Background: After an acute cardiac event, adhering to recommendations for pharmacologic therapy is important in achieving optimal health outcomes. Considering the impressive evidence base for cardiovascular pharmacotherapy, strategies for promoting adherence are less well developed. Furthermore, accessing reliable, valid, and cost-effective mechanisms of monitoring adherence in the research and clinical settings is challenging. Aim: The aim of this article was to review published self-report measures assessing and monitoring medication adherence in cardiovascular disease and provide recommendations for research into medication adherence. Methods: The electronic databases CINAHL, Medline, and Science Direct were searched using the key search terms medication adherence and/or compliance, cardiovascular, self-report measures, and questionnaires. The World Wide Web was searched using the Google and Google Scholar search engines, and reference lists of retrieved documents were reviewed. The search strategy was verified by a health librarian. Instruments were included if they specifically addressed medication adherence as a discrete construct rather than a disease-specific or a generic health status measurement. Findings: Despite of the problems with medication adherence identified in the literature, only 7 instruments met the search criteria. There was limited use of instruments across studies and settings to enable comparison across populations and extensive psychometric evaluation. Conclusions: Medication adherence is a complex, multifaceted construct dependent on a range of physical, social, economic, and psychological considerations. In spite of the importance of adherence in ensuring optimal cardiovascular outcomes, conceptual underpinnings and methods of assessing medication adherence require further discussion and debate.

Report of Captain A. B. Thomas, naval commandant on the Victorian Navy : from 1883 to 1886, together with regulations for permanent naval forces and naval brigade

Details the operations of the Victorian Navy for the period 1883 to 1886, including information on ships, training, stores, list of officers on the active and unattached list, list of ships including their armament, and the regulations under which the navy ran.

Cultural pedagogies in the museum: walking, listening and feeling

Pedagogy is often glossed as the ‘art and science of teaching’ but this focus typically ties it to the instructional practices of formalised schooling. Like the emerging work on ‘public pedagogies’, the notion of cultural pedagogies signals the importance of the pedagogic in realms other than institutionalised education, but goes beyond the notion of public pedagogies in two ways: it includes spaces which are not so public, and it includes an emphasis on material and non-human actors. This collection foregrounds this broader understanding of pedagogy by framing enquiry through a series of questions and across a range of settings. How, for example, are the processes of ‘teaching’ and ‘learning’ realised within and across the pedagogic processes specific to various social sites? What ensembles of people, things and practices are brought together in specific institutional and everyday settings to accomplish these processes? This collection brings together researchers whose work across the interdisciplinary nexus of cultural studies, sociology, media studies, education and museology offers significant insights into these ‘cultural pedagogies’ – the practices and relations through which cumulative changes in how we act, feel and think occur. Cultural Pedagogies and Human Conduct opens up debate across disciplines, theoretical perspectives and empirical foci to explore both what is pedagogical about culture and what is cultural about pedagogy.

Relationships between intuitive eating and health indicators : literature review

OBJECTIVE: To review the peer-reviewed literature on relationships between intuitive eating and health indicators and suggest areas of inquiry for future research. We define the fundamental principles of intuitive eating as: (i) eating when hungry; (ii) stopping eating when no longer hungry/full; and (iii) no restrictions on types of food eaten unless for medical reasons. DESIGN: We include articles cited by PubMed, PsycInfo and Science Direct published in peer-reviewed journals or theses that include 'intuitive eating' or related concepts in the title or abstract and that test relationships between intuitive eating and physical or mental health indicators. RESULTS: We found twenty-six articles that met our criteria: seventeen cross-sectional survey studies and nine clinical studies, eight of which were randomised controlled trials. The cross-sectional surveys indicate that intuitive eating is negatively associated with BMI, positively associated with various psychological health indicators, and possibly positively associated with improved dietary intake and/or eating behaviours, but not associated with higher levels of physical activity. From the clinical studies, we conclude that the implementation of intuitive eating results in weight maintenance but perhaps not weight loss, improved psychological health, possibly improved physical health indicators other than BMI (e.g. blood pressure; cholesterol levels) and dietary intake and/or eating behaviours, but probably not higher levels of physical activity. CONCLUSIONS: Research on intuitive eating has increased in recent years. Extant research demonstrates substantial and consistent associations between intuitive eating and both lower BMI and better psychological health. Additional research can add to the breadth and depth of these findings. The article concludes with several suggestions for future research.

Navigating scientific uncertainty in wildfire and flood risk mitigation: a qualitative review

Natural hazards are complex events whose mitigation has generated a diverse field of specialised natural science expertise that is drawn upon by a wide range of practitioners and decision-makers. In this paper, the authors bring natural science research, risk studies and science and technology studies together in aid of clarifying the role scientific uncertainties play in the mitigation of natural hazards and their associated risks. Given that uncertainty is a necessary part of scientific practise and method, those engaged in risk mitigation must manage these scientific uncertainties in their decision-making just as, equally, social science researchers, stakeholders and others hoping to understand risk mitigation must understand their character and influence. To this end, the authors present the results of an extensive literature review of scientific uncertainties as they emerge in relation to wildfire and flood risk mitigation in Australia. The results are both a survey of these major uncertainties and a novel categorisation within which a variety of expert and non-expert audiences might discuss and translate the scientific uncertainties that are encountered and managed in risk mitigation.

“Intrinsic time” and the minimal self: reflections on the methodological and metaphysical significance of temporal experience

This book investigates the complex, sometimes fraught relationship between phenomenology and the natural sciences. The contributors attempt to subvert and complicate the divide that has historically tended to characterize the relationship between the two fields. Phenomenology has traditionally been understood as methodologically distinct from scientific practice, and thus removed from any claim that philosophy is strictly continuous with science. There is some substance to this thinking, which has dominated consideration of the relationship between phenomenology and science throughout the twentieth century. However, there are also emerging trends within both phenomenology and empirical science that complicate this too stark opposition, and call for more systematic consideration of the inter-relation between the two fields. These essays explore such issues, either by directly examining meta-philosophical and methodological matters, or by looking at particular topics that seem to require the resources of each, including imagination, cognition, temporality, affect, imagery, language, and perception.