Why do young women drop out of sport and physical activity? A social ecological approach

This study explored significant individual, social, and environmental factors and how they interact to influence participation in physical activity for adolescent young women. These factors were explored at two transitional life stages: from primary to secondary school and from middle to upper years at secondary school. Ten focus groups with young women and 10 interviews with teachers were conducted and multiple, interrelated themes emerged. Our findings indicated that there are a number of strategies that could be undertaken to increase the participation of young women in physical activity. These include: (1) enhancing intrinsic motivation for sport and physical activity; (2) appealing to young women’s need for socialising through opportunities for informal physical activity; (3) educating parents about the benefits of sport and physical activity; (4) overcoming gender stereotypes about what is acceptable behaviour for young women; (5) improving physical education teachers’ understanding of gender issues and motivating less physically active students; (6) the provision of accessible sport and physical activity facilities, programs, and services in schools; and (7) prioritorisation of sport and physical activity in the school curriculum. These strategies are not ‘quick fixes’, but rather require a whole-ofcommunity approach and, in some cases, a reorientation of societal values.

Thinking about thinking : innovative pedagogy designed to foster thinking skills in junior primary classrooms

This article reports on the collaborative initiative of two primary school teachers who created and implemented innovative pedagogy in order to foster a culture of thinking in their classrooms. The paper outlines teaching strategies that were used with the intent of making students mindful of themselves as learners and thinkers. A 'Toolbox', inspired by 'Habits of Mind' and the Visible Thinking approach to teaching and learning, is described in narrative form by one of the teachers. The Toolbox aims to equip students with the thinking tools to make their thinking visible to themselves, their peers and their teachers.

Appearing pedagogy : from embodied learning and teaching to embodied pedagogy

In this paper images are used to support the conceptualisation and recognition of embodied pedagogy. Analysis of data gathered during an arts-based teaching project in pre-service teacher education revealed the presence of an embodied pedagogy and supports the further deployment of embodied teaching and learning in teacher education. Embodied pedagogy includes embodied teaching and embodied learning but is conceptualised through ‘pedagogy as relational’ – between teaching and learning and between teacher and learner. Through image this paper presents traces of embodied pedagogy from the classroom. These tracings of embodied pedagogy in classrooms defy baseline certainty and instead assert Benjamin’s thesis that knowledge can only ‘stand up’ through multiplicity, through all acts of knowing.

Who owns pedagogy? (Re)locating pedagogy and pedagogical content knowledge

This paper draws upon a study in Victoria, Australia which investigated pedagogical understandings and practices specific to three domains: Science, Thinking and ICT. Teachers working in these three domains and key stakeholders from the profession participated in focus group and individual interviews. This study explored the pedagogical knowledge particular to each of these three domains, and common pedagogical knowledges across the domains. Participants in each domain claimed the distinctive nature of their domain and therefore the distinctive nature of their pedagogical content knowledge (PCK). A final common thread was the identification of teacher strategies as a substantial part of pedagogy. The key issues arising from this study are the implications of ascribing pedagogy to particular disciplines and the future possibilities for a curriculum reform agenda within a regressive pedagogical climate.

Stadia and facilities

Football is big business - the biggest sport on the planet, it has seen a massive commercial boom over the last twenty years which has resulted in it being worth $12 billion per annum, globally. Managing Football is the first book to respond to the growing professionalisation of the sport and the need for a text which both students on sport management courses and practitioners in the field can use. Expertly edited by two well known specialists in football management, it draws together the work of a world-class contributor team to form a comprehensive diagnosis of the most important issues facing football managers across the world, providing the reader with: * Cutting edge analysis of all the important issues in the football industry and the management of football * A clear and structured presentation and examination of key issues in football internationally * A strong balance of academic and practitioner analysis and comment * A strong pedagogy and structure allowing the material to be navigated easily by the reader * Global coverage of the football markets including England, Spain, France, Italy, Germany, Australia, North America, United Arab Emirates, China, South Africa, Argentina, Netherlands, Mexico, South America, Russia. Managing Football is simply a must-read for anyone studying or working in football management and is set to be an important landmark in this rapidly moving and globally expansive field.

Evaluating sport club board performance : a customer perspective

When assessing board performance, customers are often overlooked as a stakeholder group. Yet, dissatisfied customers have successfully acted to have boards removed, and we have seen this scenario occur repeatedly among professional sport organizations governed by boards. The purpose of this research was to identify the factors affecting customer perceptions of sport club board performance, and guide organizations in the management of those perceptions. After extensive qualitative research, over 20,000 season ticket holders (STHs) from 14 different professional sport clubs were surveyed. The results suggest that a combination of overt performance measures (e.g., profits) and subjective, nonfinancial measures (e.g., feelings of inclusion) are used by customers to assess sport boards. Overall perceptions of the board directly influence customer satisfaction, and are strongly correlated with on-field performance and customer inclusion, suggesting boards are perceived to have a role to play in both areas. Perceptions of board performance are, therefore, worth managing in a holistic manner, balancing strong financial and club management with a particular emphasis on inclusive practices.

Understanding participation in sport and physical activity amongst children and adults : A systematic review of qualitative studies

Qualitative research may be able to provide an answer as to why adults and children do or do not participate in sport and physical activity. This paper systematically examines published and unpublished qualitative research studies of UK children's and adults' reasons for participation and non-participation in sport and physical activity. The review covers peer reviewed and gray literature from 1990 to 2004. Papers were entered into review if they: aimed to explore the participants' experiences of sport and physical activity and reasons for participation or non-participation in sport and physical activity, collected information on participants who lived in the United Kingdom and presented data collected using qualitative methods. From >1200 papers identified in the initial search, 24 papers met all inclusion criteria. The majority of these reported research with young people based in community settings. Weight management, social interaction and enjoyment were common reasons for participation in sport and physical activity. Concerns about maintaining a slim body shape motivated participation among young girls. Older people identified the importance of sport and physical activity in staving off the effects of aging and providing a social support network. Challenges to identity such as having to show others an unfit body, lacking confidence and competence in core skills or appearing overly masculine were barriers to participation.