Bad sports : the risks associated with not 'fitting in'

This paper is about peer rejection and bullying in schools and the tragic consequences that it can have. The focus of the paper is in the ways schools interact with groups of young males and, more importantly, those who are left out of these groupings. My concern is that schools currently give too little attention to informing and/or shaping the peer group practices of young people. I argue that the current educational theory and practice focus too heavily on individuals and their potential to act independently and overlook the all-important socialization that takes place within and between groups. Drawing on two case-studies of young males who experience peer rejection, I seek to raise concerns about the contemporary socializing practices of young males and the burgeoning need for schools to play a role in bringing about change. Given the continued prominence of sport as a trajectory for defining the dominant masculinity, I believe that it is critical that physical educators engage with the discussions and debates that surround this topic.

Promoting comprehensive sun protection policies and practices in outdoor sports: a qualitative study of perceived priorities and practicalities

Sun protection policies, environments, practices, and attitudes in sporting club contexts might be significant determinants of sun exposure among adult sporting participants. Face-to-face interviews, using standardised, open-ended questions were conducted with 20 club officials from four sports: soccer, hockey, tennis and surf lifesaving. Thematic content analysis identified a number of salient themes. Formal sun protection policies were well-implemented in surf lifesaving, but less so in soccer, hockey and tennis clubs, which often had informal sun protection practices in place. Officials perceived sun protection to be important, which was related to perceived exposure levels, the type of sport, length of time played and the season. Consistent logistical and practical considerations emerged, including limited resources, availability of shade, and lack of control over sporting facilities, uniform regulations and games scheduling. Sun protection efforts often focused on children more than adult players. Reciprocal responsibility was an important theme, where it was perceived that responsibility for sun protection should be equally shared between the club and the member. In this study it was found that reciprocal responsibility, duty of care and sport-specific practical requirements might significantly influence the success of policy, environmental and education initiatives for sun protection in sporting settings.

The perceptions of expert coaches about effective leadership in sport

Research on effective leadership in sport has identified a number of characteristics and situations that impact on coaching effectiveness. These include coach effect on athlete satisfaction and performance, self-esteem and trait anxiety. This research has focused on athletes' perceptions of or preferences for specific leadership behaviors and actual coach behaviors identified by observing coaches. Few studies have recognized the views of the expert coach as a potentially valuable source of information regarding effective leadership and the coaching process. The present study investigated expert coaches' perception and interpretation of the leadership process. Twenty successful coaches working with Australian junior elite sport participants were purposefully sampled to cover a diversity of sports (team and individual) and provide a gender balance across sports. Through in-depth interviews, based on Grounded Theory, the study examined three aspects of coaching, which provided the basis of the interview guide. These were coaching history and influences, effective coaching behaviors, and coach training and accreditation. Eight major themes emerged: (a) influence of history on coaching behaviors, (b) knowledge of the sport, (c) pedagogy skills, (d) coaches' personal qualities, (e) coach-athlete relationships, (f) coaches' evaluation of the athlete, (g) coach and athlete outcomes, and (h) enjoyment of the coaching process. The results highlight the important role coaches play in future coach development, the impact of coach self-efficacy attributed to athlete self-efficacy, and how coach-related outcomes drive the coaching process. These results have noteworthy implications for coach education programs.

Physical education, sport and hyper-masculinity in schools

Among widening social anxieties about practices and performances of contemporary masculinity are questions about the place of hyper-masculine (contact) sports, such as games of football. Foremost are concerns about some of the values and attitudes that appear to circulate within such contexts. With their historical leaning towards character attributes aligned to hardness, solidarity and stoicism, there is growing pressure on coaches and teachers to manage and mediate the participation of young males in this arena. Against this backdrop, this paper explores some of the tensions that emerge in schools when the codes and mores frequently associated with a hyper-masculine sporting identity are seen to flourish. Foremost here is the emergence of cultures of entitlement, abuse and exclusion. Following the illumination of such cultures across three research narratives, this paper discusses the sorts of reforms that are needed to promote more educative and responsible engagement with hyper-masculine sports in, and beyond, schools.

Preparing to not to be a footballer : higher education and professional sport

In the commercialised and professionalised world of elite sport, issues associated with career pathways and post sporting career options have a particular resonance. In various football codes, an unexpected knock, twist, bend or break can profoundly impact a player's career. In this high risk and high consequence environment, a number of sports entertainment industries have instituted player development and education programmes to educate and prepare elite level performers for life after football. Drawing on Foucault's later work on governmentality and the care of the self, this paper will discuss findings from a research project funded by the Australian Football League (AFL). The paper presents data that suggests that, elite performers are so focused on establishing and prolonging a career as an elite performer, that other aspects of identity are seen as something to be complied with as a consequence of industry expectations. An industry emphasis on higher education raises issues for the sports industries that promote player enrolment in higher education and for the higher education institutions that must manage this lack of engagement.

An integrated approach to coaching athletes

This paper discusses an integrated approach to coaching athletes, which focuses on adapting coaching methods to individual learning style, and developing a tactical awareness of how to play the game alongside technique. An Integrated Coaching Model is proposed that links the cyclical model of experiential learning (Kolb, 1984), the 4MAT System (McCarthy, 1980), and TGfU (Bunker & Thorpe, 1982). Alternative approaches to teaching sport and physical education have been proposed; in particular, discussion in the coaching and physical education literature has debated the merits of tactical versus technical approaches, as opposite ends of a continuum. More recently, a number of authors have indicated that this argument is limited, as learning is complex and varied and should not be reduced to a linear model.

Key aspects of successful coaching are that the players have the ability to make successful decisions on the field and to increase a player’s self-awareness of both technical and tactical game aspects. This discussion of an integrated approach involves playing games, emphasises active involvement, considers player’s learning styles, and encourages democratic decision-making.

Action research in cooperative education projects : developing lifelong capabilities for improving practice

There are natural synergies between action research as a method of inquiry and the practice of cooperative education. In the search to integrate theory and practice, action research is underpinned by a philosophy of experiential learning. Similarly, cooperative education is underpinned by the belief that in order to learn, there also needs to be action. The work of cooperative education students is also founded on data-based reflection is highly context based and usually collaborative; important characteristics of action research (Cardno, 2003). These similarities between action research and cooperative education provide a starting point in conceptualizing the adoption of action research for sport cooperative education projects. How can action research be integrated within cooperative education projects? This paper will discuss the theoretical basis of action research and illustrate through the use of case studies why and how action research has been utilized in cooperative education projects in sport and recreation. Sport students undertake a range of activities in the cooperative education setting. Some complete basic day to day tasks in recreation centers and with sports teams and others act as volunteers in major events. While these types of roles can fulfill desired outcomes for cooperative education program (for student, industry organization and institution), the adoption of action research can add a further dimension because it aims to create change within the setting under investigation. Through the use of cooperative education projects, students are in a unique position to frame a problem, integrate theory, determine action, and implement and evaluate that action. This paper explores how action research is used in cooperative education projects to help develop capabilities for improving practice.

The influence of Sport Education on student motivation in physical education

Background: Physical educators are faced with trying to provide motivating and enjoyable experiences in physical education. Sport Education is an instructional model that aims to provide positive motivational sport experiences by simulating the features of authentic sport. Research support for Sport Education is positive, however, the effects on student motivation and the motivational climate are not well understood.

Purpose: To investigate the influence of the Sport Education model on student motivation (intrinsic/extrinsic motivation, goal orientations, and perceived motivational climate) in secondary physical education.

Setting: Six classes were selected according to teacher and class availability in the sports of soccer, hockey, and football codes in a co-educational government school.

Participants: Participants were 115 (male = 97, female = 18) Year-8 students (aged 13-14 years), in a Sport Education condition (n = 41) and a Traditional condition (n = 74).

Measures: At pre- and post-test, all participants completed three questionnaires: the Intrinsic Motivation Inventory, the Task and Ego Orientation in Sport Questionnaire, and the Perceived Motivational Climate in Sport Questionnaire.

Intervention: Participants completed either a Sport Education condition or a Traditional condition for one double period (100 minutes) one day per week for 10 weeks (Sport Education condition) or for five weeks (Traditional condition). The Sport Education condition incorporated six distinctive features: seasons, affiliation, formal competition, record keeping, festivity, and a culminating event. The Traditional condition used whole-group instruction led by the teacher.

Research design: The study used a non-equivalent control group design with pre- and post-test procedures. The independent variable was teaching condition and the dependent variable was student motivation (assessed by intrinsic motivation, goal orientations, and motivational climate). The groups were already established and selected for convenience purposes.

Data collection and analysis: Participants completed pre-test measures and then participated in their pre-established classes. Post-test measures were completed in the last class in each condition. A reliability analysis on measures was conducted using Cronach's alphas. A pre-test manipulation check was performed to check for any initial differences in motivation. To compare the difference in changes between conditions on motivation, a series of 2 times 2 repeated measures analyses of variance were conducted. A comparison of the relationship between motivation measures was conducted using Pearson's product moment correlation coefficients.

Findings: There was a significant difference between the conditions on changes in perceived competence, task orientation, and mastery climate, with the Traditional condition decreasing significantly from pre- to post-test compared with the Sport Education condition. There were no significant differences on interest/enjoyment, effort/importance, pressure/tension, ego orientation, or performance climate. A mastery climate was positively related to task orientation and intrinsic motivation and a performance climate was related to ego orientation.

Conclusions: The Sport Education condition was more successful in maintaining high levels of intrinsic motivation, task orientation, and mastery climate than the Traditional condition. That is, the Traditional condition was associated with a decrease in adaptive aspects of motivation for students, whereas the Sport Education condition maintained existing levels of motivation.

Education or regulation : managing behaviour change in the AFL

Amid the increasing commodification of sports, the off-field practices of elite performers are the source of considerable public scrutiny. Barely a week goes by when we do not hear about elite male sports stars behaving badly. Of course, when elite sportsman behave badly they not only tarnish their own reputations, they bring disrepute to their club and sport. To this end, there is a growing industry awareness of the need to manage and develop professional sporting identities via a variety of education and training processes.

This paper reports on research undertaken into the professional development activities of AFL footballers, and how they are organised, supported and practiced. Drawing on extensive interview data, the research reveals a number of tensions and contradictions between the aspirations of different players, their coaches and mentors, and a range of competing industry practices and processes. In the paper we explore the possibilities for modifying behaviours and attitudes via risk management practices that centre on the provision of compulsory educational seminars and workshops. Drawing on Foucault's later work on the care of the Self we focus on the ways in which new expectations of a professional footballing identity are being constructed and managed.

Effects of contextual interference on children learning forehand tennis groundstrokes

Previous research on contextual interference theory in controlled laboratory situations consistently illustrated that random practice was superior to blocked practice when learning motor skills. However, when considered in relation to physical education class settings the findings of the contextual interference experiments were not as uniform. Furthermore, the results of the contextual interference research were ambiguous when an open skill was used as the experimental task, with no definite trend evident. Random practice was found more effective for learning (del Rey, 1989) whereas French, Rink and Werner (1990) demonstrated blocked practice to be superior. In the present study, the influence of high and low contextual interference as practice schedules was investigated within an applied sports setting using an open sports skill as the experimental task. Two groups of boys and girls, 8-9 and 10-12 years of age, were taught a forehand tennis groundstroke using both their preferred and non-preferred hands over a ten week coaching and practice period. The findings showed that male subjects were significantly better at the experimental task than female subjects at the pre-test stage only. The result also demonstrated that the 10-12 year old subjects were significantly better than the 8-9 year olds at the task with the exception of the preferred hand at the post and retention test stage. The contextual interference effect was demonstrated in the retention phase on the preferred hand of the 10-12 year old subjects where the random practice group was significantly better than the blocked practice group in an applied sports setting. These findings were discussed in relation to the role of cognition in the learning of these motor skills and the influence of the subjects related background experiences.

Studentship and oppositional behaviour within physical education teacher education : a case study ; and, Between the rings and under the gym mat : a narrative

This thesis represents a part of a program of study that is reaching a closure. The broadest brush that could be applied to my work is that it concerns Physical Education Teacher Education (PETE), that it focuses on aspects of professional socialisation, and that it involves various case studies utilising naturalistic inquiry. Whilst it would be impossible and naive to believe that the reading of these texts will produce the meanings that I encourage, or have internalised, nevertheless the order of reading is at least something that I can argue for. Read in the order I suggest throughout the thesis I am hopeful that my subjectivities, and the learning and understandings I have reached may become clear. The purpose of this two part thesis is an exploration of the interplay or dialectic that exists between PETE students, academic staff and the subject matter within PETE. I have had to come to understand the limitations and advantages of insider research as the work has been completed at my University in the School of Human Movement and Sports Science where I have worked for twenty years. This thesis examines the extent to which studentship and oppositional behaviour underlies the dialectic that exists between the students and the various discourses within the program. I have written the study in two very different formats, one, a collection of stories about PETE and the other, an interpretative case study conducted during 1993 and 1994. Within the case study, studentship and oppositional behaviour were viewed as a measure of the extent to which students react and push against the forces of socialisation within their PETE program that is seen to represent dominant discourses, The following broad research questions were considered to enable the above analysis. 1. What is the nature of studentship and oppositional behaviour in a high status subject within PETE compared to a subject that is seen by students to be of little relevance and of low status? 2. How are studentship and oppositional behaviour related to students subjective warrants? 3. How are the studentship and oppositional behaviours exhibited by students related to the pedagogy and discourses reflected in the knowledge, beliefs and practices within the two sites. The starting point for this research was a study conducted as a totally separate research task (Swan, 1992) that investigated the hierarchies of subject knowledge within a PETE site and investigated the influence of such hierarchies upon student intention. A great deal of meta analysis exists about the manner in which a technocratic rationality pervades PETE but very little case study material of what this means to students and academic staff within such institutions is available. The stories in Between The Rings And Under The Gym Mat, which is the second part of this thesis, represent ‘the data’ differently from the case study, but they speak their own truth. At times the nature of the story is indistinguishable from the reality of the case study. Wexler (1992) undertook an ethnographic study about identity formation in three very different high schools, and published the findings in a book entitled Becoming Somebody. His introductory words about the nature of the social story he tells, are significant to this study and story. Social history is recounted by creative intervention that can only be made from culturally accessible materials. Ethnography is neither an objective realist, nor subjective imaginist account. Rather, it is an historical artefact that is mediated by elaborated distancing of culturally embedded and internally contradictory (but seemingly independent and coherent) concepts that take on a life of their own as theory. So, this is not ‘news from nowhere,’ but a theoretically structured story where both the story and its structure are part of my times. (p.6) The case study before you is organised with an analysis of studentship and oppositional behaviour detailed in chapter one. The following chapter conceptualises studentship and oppositional behaviour in relation to particular themes of professional socialisation, resistance to oppression and youth culture. Chapter three locates the case study to the major paradigmatic debates about the value and nature of the subject matter content within PETE, Chapter four outlines the case site, the research process and the research dilemma’s confronted in this study. The remaining three chapters are the case record as I can best understand it. In Between the Rings and under the Gym Mat (part B) the story most directly concerned with studentship and oppositional behaviour, is called Tale of Two Classes’. It takes on a very different reality to the case study (part A) and much can be said about the reality of lived experience which can be portrayed in narrative form as opposed to a clinical case study. Many of the other stories pose similar images that are contradictory and never quite complete. I have written a separate methodological section for the narrative stories. It is my intention that the case study and the series of stories should be viewed as essentially complementary, but also a discrete representation of a part of PETE. As part of the Ed D program I have undertaken four discrete research tasks as the starting point for this research I have referred to the first one (Hierarchies of Subject knowledge within PETE). I also undertook an action research project about ‘Teaching Poorly by Choice.’ A further piece of research was a somewhat reflective effort to draw together what this has all meant to me from a subjective and reflexive perspective. Such efforts are often seen as being self indulgent, as subjectivity in the form of lived experience sits uneasily in academia. A final paper involved an evaluation of Between the Rings and Under the Gym Mat from a pedagogical perspective by PETE professionals around the world. And that's the way things turned out.

Adolescent girls in physical education and sport : an analysis of influences on participation

This study investigates the influences on participation in physical activity of thirty adolescent girls from a metropolitan secondary school in Victoria. It seeks to understand how they perceived, experienced and explained their involvement or non involvement in both competitive and non competitive physical activity during four years of their secondary schooling. Participants experienced physical education as both a single sex group in Years 7 and 9 and a coeducational group in Years 8 and 10. They were exposed to a predominantly competitive curriculum in Years 7 to 9 and a less structured, more social, recreational program in Year 10. These experiences enabled them to compare the differences between class structures and activity programs and identify the significant issues which impacted on their participation. Large Australian population studies have revealed that fewer girls participated in sport and regular physical activity than boys. An important consequence is that girls miss out on the health benefits associated with participating in physical activity. Other research has found adolescence is the time that girls drop out of competitive sport. However, an important issue is whether girls who drop out of competitive sport cease to be involved in any physical activity. There are some studies which have reported good participation rates by adolescent girls in non competitive, recreational forms of physical activity and the possibility exists that they may drop out of competitive and into non competitive physical activity. This study primarily utilises a qualitative approach in contrast to previous studies which have largely relied upon the use of surveys and questionnaires. Whilst quantitative research has provided useful information about the bigger picture, there are limitations caused by reliance on the researchers' own interpretations of the data. Additionally there is no opportunity for any clarification and explanation of findings and trends by the respondents themselves. The current study utilized qualitative individual and collective interviews in three stages. Questions were asked in the broad areas of coeducation and single sex classes, preferences for competitive or recreational activity and body image issues. Some quantitative information focusing on nature and extent of current activity patterns was also gathered in the first stage. Thirty Year 10 girls participated in individual first interviews. Nine selected girls then took part in the second (individual) and third (collective) interview stages. Results revealed three groups based on the nature of physical activity involvement: [1] competitive activity group, [2] social activity group and [3] transition group. The transition group represented those who were in the process of withdrawing from competitive sport to take up more non competitive, recreational activity. The most significant difference between groups was skill level. On the whole those entering adolescence with the highest skill levels, such as those in the competitive group, were the most confident and relished competing against others. The social group was low in skill and confidence and had predominantly negative experiences in physical education and sport because their deficiencies were plainly visible to all. Similarly, a lack of skill improvement relative to those of 'better performers' affected the interest and confidence levels of those in the transition group. Boys' domination in coeducational classes through verbal and physical intimidation of the less competent and confident girls and exclusion of very competent girls was a major issue. Social and transition group members demonstrated compliance with boys' power by hanging back and sitting out of competitive activities. Conversely, the competitive group resisted boy's attempts to dominate but had to work hard to demonstrate their athletic capabilities in order to do so. Body image issues such as the skimpy physical education and sport uniform along with body revealing activities such as swimming and gymnastics, heightened feelings of self-consciousness and embarrassment for most girls. When strategies were adopted by social and transition group members to avoid any body exposure or physical humiliation, participation levels were subsequently affected. However, where girls felt confident about their physical abilities and body image, they were able to ignore their unflattering uniforms and thus participation was unaffected. Specific teaching practices such as giving more attention to boys, for example by segregating the sexes in mixed classes to focus attention on boys, reinforced stereotypical notions of gender and contributed to the inequities for girls in physical education. The competitive group were frustrated with having to prove themselves as capable as boys in order to receive greater teacher attention. The transition group rejected teacher's attempts to coerce them into participating in the inter school sports program. The social group believed that teachers viewed and treated them less favourably than others because of their limited skills. Girls were not passive in the face of these obstacles. Rather than give up physical activity they disengaged from competitive sport and took up other forms of activity which they had the confidence to perform. These activity choices also reflected their expanding social interests such as spending time with male and female friends outside school and increased demands on their time by study and part time work commitments. This study not only highlighted the diversity and complexity of attitudes and behaviours of girls towards physical activity but also demonstrated that they display agency in making conscious, sensible decisions about their physical activity choices. Plain Language Summary of Thesis Adolescent girls in physical education and sport; An analysis of influences on participation by Julia Whitty Submitted for the degree of Master of Applied Science Deakin University Supervisor: Dr Judy Ann Jones This study investigates the influences on participation in physical activity of thirty adolescent girls from a metropolitan secondary school in Victoria in order to understand how girls' perceived, experienced and explained their involvement or non involvement in both competitive and non competitive physical activity. Qualitative individual and collective interviews were conducted. Questions focussed on attitudes about coeducation and single sex classes, preferences for competitive or recreational activity and feelings about body image. Some quantitative information about the nature and extent of current activity patterns was also gathered in the first stage. Thirty Year 10 girls participated in individual first interviews. Nine selected girls then took part in the second (individual) and third (collective) interview stages. Results revealed three clearly different groups based on the nature of physical activity involvement (1) Competitive, (2) Social and (3) Transition (those in the process of withdrawing from competitive sport to take up more non competitive, recreational activity). The major difference between groups was skill level. Those entering adolescence with the highest skill levels were more competent and confident in the coeducational and competitive sport setting. Other significant issues included boys' domination, body image and teaching behaviours and practices.

The impact of sports on team performance management

Purpose – The purpose of this editorial is to introduce the special issue on the relationship of performance management to sports teams.

Design/methodology/approach – The paper explains the importance of performance management to sports teams and justifies the need for the special issue.

Findings – The paper finds that there are a variety of different types of teams that operate in the sports context, including professional league teams, college teams, teams at the workplace, volunteer teams and coaching teams.

Originality/value – This editorial provides an overview of this special issue, which comprises eight original papers that are best practice examples of the latest developments in the research on teams in the sports context. Each of these articles is briefly discussed in terms of its contribution to the literature.