Pedagogy of the rural: implications of size on conceptualisations of rural

This paper proposes a concept of Pedagogy of the Rural that draws together current rural education theory and practice to illustrate the complexities of rural space and place often overlooked in teacher education more broadly. We firstly examine notions of size, and then we explore how this impacts on the ways in which teachers in rural locations are positioned in terms of their identity. Finally, we provide a way forward for valuing rural contexts for what they bring to teacher identities beyond traditional deficit positionings dominant in current discourses on rural education.

The green waves of environmental sustainability in sport

 The purpose of this paper is to provide a conceptual framework surrounding the typology of environmental sustainability efforts made within the sport industry. We draw from multiple theoretical frameworks (i.e. institutional theory and diffusion of innovation) to understand the increased similarities of environmental sustainability efforts through organizational learning as environmental sustainability efforts become more purposeful and sophisticated across the sport industry. The paper uses examples from various sport organizations and leagues to classify the efforts of sport organizations into waves of sport environmental sustainability efforts and important implications arising from them.

Segmenting initial fans of a new team: a taxonomy of sport early adopters

ABSTRACT
Marketers are interested in the first buyers of new products, given their important role in driving wider community adoption. This is especially the case for new entertainment products, like new or relocated sports teams who must quickly build fan connections and loyalty, given the importance of crowds and social networks in adding value to the entertainment experience. Fans choose to connect with sports teams for numerous reasons; however, fan development in the context of a new team has rarely been examined. This paper examines the diversity and similarity among inaugural fans of an expansion team. A large sample (n= 1724) was classified into five segments revealing how each varies in their brand associations, satisfaction, identification and involvement. By analysing key dimensions (relationship identifiers) that characterise how consumers connect with a new team, the authors provide new insights about the nature of consumers in the context of a new sports team. Furthermore, the five segments were found to be distinct cohorts, with sufficient variation between them to warrant variant marketing approaches to achieve the outcome of committed, long-term fans.

Classification of team sport activities using a single wearable tracking device

Wearable tracking devices incorporating accelerometers and gyroscopes are increasingly being used for activity analysis in sports. However, minimal research exists relating to their ability to classify common activities. The purpose of this study was to determine whether data obtained from a single wearable tracking device can be used to classify team sport-related activities. Seventy-six non-elite sporting participants were tested during a simulated team sport circuit (involving stationary, walking, jogging, running, changing direction, counter-movement jumping, jumping for distance and tackling activities) in a laboratory setting. A MinimaxX S4 wearable tracking device was worn below the neck, in-line and dorsal to the first to fifth thoracic vertebrae of the spine, with tri-axial accelerometer and gyroscope data collected at 100Hz. Multiple time domain, frequency domain and custom features were extracted from each sensor using 0.5, 1.0, and 1.5s movement capture durations. Features were further screened using a combination of ANOVA and Lasso methods. Relevant features were used to classify the eight activities performed using the Random Forest (RF), Support Vector Machine (SVM) and Logistic Model Tree (LMT) algorithms. The LMT (79-92% classification accuracy) outperformed RF (32-43%) and SVM algorithms (27-40%), obtaining strongest performance using the full model (accelerometer and gyroscope inputs). Processing time can be reduced through feature selection methods (range 1.5-30.2%), however a trade-off exists between classification accuracy and processing time. Movement capture duration also had little impact on classification accuracy or processing time. In sporting scenarios where wearable tracking devices are employed, it is both possible and feasible to accurately classify team sport-related activities.

Impact of sport context and support on the use of a self-report measure for athlete monitoring

Athlete self-report measures (ASRM) are a popular method of athlete monitoring in high-performance sports. With increasing recognition and accessibility, ASRM may potentially be utilized by athletes from diverse sport contexts. The purpose of the present study was to improve understanding of ASRM implementation across different sport contexts by observing uptake and compliance of a newly implemented ASRM over 16 weeks, and investigating the perceived roles and factors influencing implementation. Athletes (n=131) completed an electronic survey at baseline and week 16 on their perceptions and experiences with ASRM implementation respectively. Despite initial interest, only 70 athletes attempted to use the ASRM. Of these athletes, team sport athletes who were supported by their coach or sports program to use the ASRM were most compliant (p < 0.001) with a mean compliance of 84 ± 21 %. Compliance for self-directed individual and team sport athletes was 28 ± 40 % and 8 ± 18 % respectively. Self-directed athletes were motivated to monitor themselves, and rated desired content and minimal burden as key factors for initial and ongoing compliance. Supported athletes were primarily motivated to comply for the benefit of their coach or sports program rather than themselves, however rated data output as a key factor for their continued use. Factors of the measure outweighed those of the social environment regardless of sport context, however the influence of social environmental factors should not be discounted. The findings of the present study demonstrate the impact of sport context on the implementation of an ASRM and the need to tailor implementation strategies accordingly. Key pointsAthletes perceive ASRM and the factors influencing implementation differently. Therefore, to encourage compliance, it is important to tailor implementation strategies to the athlete and their sport context to increase appeal and minimize unappealing factors.Athletes using an ASRM on their own accord typically favor a measure which meets their needs and interests, with minimal burden.Athletes using an ASRM under the direction and support of their coach or sports program typically favor feedback and a positive social environment.

The natural resource-based view of the firm (NRBV): constraints and opportunities for a green team in professional sport

Burgeoning expectations of the sport industry’s role in managing the environmental impact on its community are increasing. While previous research has focused on factors contributing to environmental involvement, little is known about the organization’s approach in dealing with these responsibilities. An exploratory case evaluation of a Major League Baseball team in evaluating the constraints, demands and opportunities of managing environment issues is undertaken. Specifically, the Natural-Resource-Based View of the firm (NRBV) is used to frame the assessment of the team’s capabilities and strategies with consideration of internal and external dynamics. Qualitative methods were which resulted in the identified key themes and implications

Cross-curriculum design: enacting inclusive pedagogy and curriculum

The chapter is a practise led example of how the inclusive pedagogical approach in action (IPAA) framework lives as evidence of inclusive pedagogy. In particular it draws on understandings of cross-curriculum design as an approach that supports teaching practises for all children. Some readers may be familiar with the language of curriculum differentiation. Commonalties may be seen in the approaches that advocate for curriculum differentiation and cross-curriculum design, however not a lot is gained by adding another language game or rule of curriculum talk which asserts the power of difference by applying the language of differentiation as the focus for inclusive pedagogical action. As the IPAA framework stresses, teachers must believe that they are qualified and capable of teaching all children. Teachers who are engaged in the IPAA in action continually develop creative new ways of working and their professional stance is one where they are willing to work with others (including all of their students) to continually enhance their professional learning through practise orientations. Hence, in this chapter, both the theoretical underpinnings of effective teaching associated with the cross-curriculum design are assumed to have a potential link to any one of the other curricular areas specified in this book. Cross-curriculum design inherently foregrounds inclusive pedagogical possibilities and a concern for knowing more about curriculum theorising and reimaging classroom practice for all students, that is engaging in generative and productive pedagogical work.

Pedagogy of the rural: teaching and learning for rural futures?

Pedagogy of the Rural illustrates the complexities of rural space and considers some of the underlying assumptions, ‘truths’ and ‘realities’ about rural education and teaching in a complicated and dynamic policy context. Pedagogy of the Rural offers an alternative to current teacher education practice – it is responsive to policy demands as well as local conditions and traditions, and has a futures orientation, in that it provides a way forward for valuing rural contexts for what they bring to teacher identities beyond traditional deficit positionings dominant in current discourses on rural. The authors examine notions of size and how this impacts on the ways in which beginning teachers in rural locations are positioned in terms of identity at a macro, meso and micro level. They also examine what it means to ‘be rural’ and use Pedagogy of the Rural to conceptualise rural understandings as a pedagogy that is not a pedagogy ‘for’ or ‘about’ but rather ‘of’ the rural. Complexities of the Pedagogy of the Rural are understood through Harré’s (2004) positioning theory, Baudrillard’s (1983) notion of simulation and simulacra and Lefebvre’s (2009) arguments around space and economic geographies. The interrelationship of place, space and identity unify teachers’ understandings of who they (or we) are, and are becoming, in a specific time and geographical location, raising questions about: subjectivity - who we are; power - what we can do; and desire- who we might become (Harré, Moghaddam, Cairnie, Rothbart, & Sabat, 2009), and the influence of personal and professional histories and what rural brings to our pedagogy within this.

Pedagogy and ePortfolios: purpose aligned to design (or the why and how)

While research surrounding ePortfolios abounds, few studies make explicit the pedagogical underpinnings of their use. Some suggest that the decision to use new technologies, like ePortfolios, is often made in ignorance of pedagogic evidence. Developed over the course of a two-year national study on the implementation of ePortfolios, this paper argues the importance of a considered approach to ePortfolio use; one that is premised on carefully linking the purpose and context to the type of portfolio. The paper explores the potential of ePortfolios as they align with four specific pillars of learning: learning to know, learning to do, learning to live together and learning to be. It discusses the pedagogic underpinnings – that is, the why – of ePortfolios including: skills and competencies; transformative potential; reflection; identity; active learning; employability; and assessment. The succeeding section provides recommendations for practical ePortfolio use – that is, the how – and an original framework linking ePortfolio purpose to design is proposed.

Metabolic power method underestimates energy expenditure in field sport movements using a GPS tracking system

The purpose of this study was to assess the validity of a GPS tracking system to estimate energy expenditure (EE) during exercise and field sport locomotor movements. Twenty-seven participants each completed one 90 minute exercise session on an outdoor synthetic futsal pitch. During the exercise session participants wore a 5 Hz GPS unit interpolated to 15 Hz (SPI HPU, GPSports Pty Ltd, Australia) and a portable gas analyser (Metamax® 3B, Cortex Pty Ltd, Germany) which acted as the criterion measure of EE. The exercise session was comprised of alternating five minute exercise bouts of randomised walking, jogging, running or a field sport circuit (x3) followed by 10 minutes of recovery. One-way ANOVA showed significant (p<0.01) and very large underestimations between GPS metabolic power derived EE and VO2 derived EE for all field sport circuits (% difference ≈ -44%). No differences in EE were observed for the jog (7.8%) and run (4.8%) while very large overestimations were found for the walk (43.0%). The GPS metabolic power EE over the entire 90 minute session was significantly lower (p<0.01) than the VO2 EE, resulting in a moderate underestimation overall (-19%). The results of this study suggest that a GPS tracking system using the metabolic power model of EE does not accurately estimate EE in field sport movements or over an exercise session consisting of mixed locomotor activities interspersed with recovery periods; however is able to provide a reasonably accurate estimation of EE during continuous jogging and running.

Facebook use and its relationship with sport anxiety

Social media (e.g., Facebook and Twitter) use has increased considerably since its inception; however, research examining the relationship between social media use and sport has not progressed as rapidly. The purpose of the current study was to explore the prevalence rates of Facebook use among athletes around and during sport competitions and to investigate the relationships between sport anxiety and Facebook use. Two hundred and ninety-eight athletes of varying levels completed measures for sport anxiety and Facebook use, which included descriptive information about Facebook use prior to, during and following competitions. Results indicated that 31.9% of athletes had used Facebook during a competition and 68.1% had accessed Facebook within 2 h prior to competition. Time spent on Facebook prior to competition was significantly (and positively) correlated with the concentration disruption component of sport anxiety. Furthermore, regression analyses revealed that having push notifications enabled on an athletes' phone predicted 4.4% of the variability in sport anxiety. The percentage of athletes who accessed Facebook within 2 h of, or during, a competition is somewhat alarming considering the importance of psychological preparation in sport, which may compromise optimal psychological readiness and may lead to increased sport anxiety.