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Categories in Discourse about Church of England Primary Education
Get PDFUrban areas in the United Kingdom with multi-religious populations can be served by Church of England schools and they can attract families from a variety of different religious backgrounds. Using focus group discussions and interviews with parents, school governors, and teachers, this article focuses on how participants understand the relationships between Christian belief and practice, and their own cultural and religious beliefs and practices. The findings show how emergent ways of talking about the interaction between different cultural practices, and between Christianity and Islam, produce reasoning wherein people understand their place in diverse communities through analogy
Feasibility of an intervention for increasing moderate-to-vigorous intensity physical activity (MVPA) in primary school physical education: a study protocol
Get PDFBackground: Most primary school Physical Education (PE) has
relatively little health-enhancing moderate-to-vigorous physical
activity (MVPA). - A promising theory and evidence-based intervention,
the ‘SHARP Principles’ model, has been effective in making PE lessons
more active in one area of England. This protocol paper explains the
rationale for use of the SHARP intervention, and the methods used to
examine the feasibility and acceptability of a version of SHARP
translated for use in Scotland (SHARP Scotland).
Methods: The feasibility of SHARP Scotland will be evaluated by key
areas of focus for feasibility studies: Acceptability, Implementation,
Integration, Limited Efficacy Testing. A combination of process
measures, including observations, session delivery records,
accelerometry-data collection, questionnaires, and semi-structured
qualitative focus groups with teachers and pupils will be used. The
feasibility and suitability of the SHARP Scotland intervention for a
future Randomised Control Trial (RCT) will be assessed. The study will
involve children from 8-11 years old (Primary 4 to 6) in two schools,
one large urban school, and one smaller school; four classes will be
randomly assigned to the intervention group (will be taught by class
teachers with SHARP approach training), and four classes randomly
assigned to the usual-care (standard curriculum) control group
(taught by class teachers without SHARP training). Within the 8-week
intervention, MVPA in the intervention group will be targeted by
encouraging class teachers to deliver their PE classes in more active
ways, following SHARP Principles. A maximum of 64 PE lessons
Open Peer Review
Approval Status
1
version 2
(revision)
17 Oct 2022
version 1
02 Mar 2022 view
Freya MacMillan , Western Sydney
University, Campbelltown, Australia
1.
Any reports and responses or comments on the
article can be found at the end of the article.
Page 1 of 13
F1000Research 2022, 11:258 Last updated: 17 OCT 2022
Corresponding author: Lan Sum WONG ([email protected])
Author roles: WONG LS: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Project Administration,
Resources, Software, Supervision, Validation, Writing – Original Draft Preparation, Writing – Review & Editing; Muirhead F:
Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Resources, Supervision, Validation, Writing – Review &
Editing; Powell E: Conceptualization, Methodology, Resources, Supervision, Validation, Writing – Review & Editing; Woodfield LA:
Conceptualization, Resources, Supervision, Validation, Writing – Review & Editing; Stewart C: Conceptualization, Investigation,
Methodology, Project Administration, Software, Writing – Review & Editing; Reilly JJ: Conceptualization, Data Curation, Methodology,
Resources, Supervision, Validation, Writing – Review & Editing
Competing interests: No competing interests were disclosed.
Grant information: The author(s) declared that no grants were involved in supporting this work.
Copyright: © 2022 WONG LS et al. This is an open access article distributed under the terms of the Creative Commons Attribution
License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
How to cite this article: WONG LS, Muirhead F, Powell E et al. Feasibility of an intervention for increasing moderate-to-vigorous
intensity physical activity (MVPA) in primary school physical education: a study protocol [version 2; peer review: 1 approved]
F1000Research 2022, 11:258 https://doi.org/10.12688/f1000research.109096.2
First published: 02 Mar 2022, 11:258 https://doi.org/10.12688/f1000research.109096.1
delivered in a SHARP way will be conducted to assess the effectiveness
of the intervention.
Discussion: The outcome of this study will be an assessment of
whether applying the SHARP intervention is feasible in Scottish
schools. Identification of any modifications to the intervention or
evaluation which are required will provide insight for a fully powered
effectiveness trial in the future, if appropriate
Attitudes towards staff mentoring by senior leaders of a College of Education in Ghana
Get PDFTen interviews of senior leaders gave a clear picture about what they considered mentoring should be in a College of Education in Ghana – a coaching model of directive instruction and a hierarchical transfer of skills and knowledge. While mentoring was viewed as a central part of a training teacher’s course, funds, attitudes and workload did not allow for in-house mentoring of staff. These findings are discussed with observations of how gender and reli-gious cultural expectation affected the responses of the senior leaders and how the management structure at the college may be inhibiting it from implementing a system of mentoring. This paper was written as a collaboration between educational lecturers in Ghana and the UK and brings a global perspective on the situation. It concludes with recommendations to managers of educational institutions to implement a mentoring structure and widen the definition of what it means to be a mentor
The ongoing effects of the COVID-19 pandemic on perceived physical activity, physical function and mood of older adults in the U.K: A follow-up study (March 2020–June 2021)
Get PDFCoronavirus (COVID-19) and its variants, continue to spread globally more than two years after the discovery of
the wild-type virus in Wuhan, China. Following the onset of COVID-19, fluctuating restrictions have likely
impacted the daily lives of older adults living in the United Kingdom (UK). Subsequently, the longer term effects
of COVID-19 on physical activity levels, perceived physical function and mood of older adults are unclear.
Therefore, the present study aimed to follow a group of older adult's living in the UK for one year, to monitor
physical activity levels, perceived physical function and mood. A longitudinal, mixed-methods, observational
study was conducted using self-administered, online surveys at 3-month intervals between March 2020 and June
2021. A total of 100 participants (46 males [age: 76 ± 5 years] and 54 females [age:74 ± 4 years]) completed all
surveys. Bayesian analysis allowed calculation of direct probabilities whilst incorporating our prior knowledge.
Throughout this period, older adults maintained or increased their pre-lockdown physical activity levels despite
a decrease in intensity of effort of physical activity tasks, whilst sitting time increased at two of the follow-up
time-points. Furthermore, perceived physical function decreased (ps = 91.78%;>1.21 AU) and mood undu�lated in a pattern that reflected the tightening and easing of restrictions. Despite total physical activity being
maintained, perceived physical function decreased by a small but clinically meaningful margin
Old wine in new bottles: Utilising audio feedback for summative assessment
Get PDFThis paper introduces and outlines the concept of audio feedback, set against models
of good feedback practice. Various initiatives and projects regarding the use of audio
feedback are briefly discussed, as well as related findings and issues. In particular,
both the relational and pastoral potential of audio feedback are discussed, with a focus
on how its utilisation may improve academic practice – with the inclusion of
anonymised comments from students. Various ways of providing audio feedback to
students are explored, including the recommendation of guidelines and procedures. A
suggested structure to recordings is also included
The dose-response relationship between training load measures and changes in force-time components during a countermovement jump in male academy soccer players
Get PDFPurpose: To manage physical performance in soccer, practitioners monitor the training load (TL) and the resulting fatigue. A method frequently used to assess performance is the countermovement jump (CMJ). However, the efficacy of CMJ to detect fatigue from soccer matches and training remains uncertain, as does the relationship between TL and change in CMJ performance. The aims of the present study are two-fold. One is to observe the changes of CMJ force-time components and jump height (JH). The second is to examine dose-response relationships between TL measures and CMJ over a 6-wk pre-season. Methods: Twelve professional male youth soccer players (17±1 year, 71.2±5.6 kg, 178±5.8 cm) were recruited. Daily changes in CMJ were assessed against baseline scores established before pre-season training, along with internal and external TL measures. A series of Bayesian random intercept models were fitted to determine probability of change above/below 0 and greater than the coefficient of variation (CV) established at baseline. Jumps were categorised into match-day minus (MD-) categories where the higher number indicated more time from a competitive match. Results: JH was lowest on MD-3 (28cm) and highest on MD-4 (34.6cm), with the probability of change from baseline CV highly uncertain (41% and 61% respectively). Changes to force-time components were more likely on MD-3 (21%-99%), which provided less uncertainty than JH. Bayes R2, ranged from 0.22-0.57 between TL measures and all CMJ parameters. Conclusion: Force-time components were more likely to change than JH. Practitioners should also be cautious when manipulating TL measures to influence CMJ performance
Using the Theory of Family Boundary Ambiguity and Ambiguous Loss to Understand the Experiences of Foster Carers’ Own Children
Get PDFIn England, nearly three-quarters of looked after children are cared for in foster families. Despite this, relatively little is known about the experiences of foster carers’ children in families who foster. This study used narrative interviews to explore the experiences of twelve adults now aged 18 to 54 who had been brought up in such families. Their families had fostered for much or all of their childhood and growing up in a fostering family had had a considerable impact on them. Most participants viewed some of the fostered children as siblings and continued to do so into adulthood. The analysis used the theory of family boundary ambiguity and ambiguous loss to gain a deeper understanding of participants’ experiences. The findings suggest that there is a need for much greater awareness of the issues that foster carers’ own children face. They also suggest that a change in how foster placements are supported needs to include a greater focus on the children of foster carers
Reflections on Co-production, Lived Experience and the Shared Learning Environment within the Development and Early Delivery of a Recovery College.
Get PDFObjective: This study sought to explore and value the experiences of the service
users, staff, carers, and volunteers who were involved in the development and early
establishment of a recovery college in a large mental health Trust in the United
Kingdom. Research Design and Methods: This qualitative study used Interpretative
Phenomenological Analysis (IPA) to explore the experiences of 25 participants who
were involved in the design, development, and early delivery phases of the recovery
college. Data were collected using face-to-face semi-structured interviews. Results:
The findings discuss a number of key features relating to participants’ experiences of
the development of the recovery college, with the central themes of 1) co-production;
2) lived experience; and 3) the shared learning environment. Conclusions: Key
recommendations for those seeking to develop their own recovery college include: i)
co-production is essential, but there are both philosophical and practical
considerations; ii) lived experience is valuable, but it needs to be valued and supported
within both the recovery college and the host organization; and iii) the shared learning
environment and educational approach of the college is vital and needs equity of
opportunity between the service users, staff, carers, and volunteers involved
‘Scripted fantasies’: writing the twenty-first century
Get PDFIf fiction is seldom perceived to be a contemporary form oriented towards
global, ecological, or nonhuman concerns, it documents and dramatises
crises, particularly of identity, that demonstrate these contexts. The twentyfirst century novel both reflects and seeks to influence ethical, philosophical
and critical discussion while negotiating its status as a medium that gained a
strong cultural foothold because it addressed the establishment and
imposition of civilizational norms in human societies from the Enlightenment
through to the twentieth century. This essay considers how novels have
approached challenges to human and humanist centrality from a range of
forces in the last twenty years as multiple debates have taken a nonhuman turn
Differences in Performance Assessments Conducted Indoors and Outdoors in Professional Cyclists
Get PDFPurpose: The purpose of this study was to assess the relationship between typical performance tests amongst elite and professional cyclists when conducted indoors and outdoors. Methods: 14 male cyclists of either UCI Continental or UCI World Tour level (mean ± SD: age 20.9 ± 2.8 y, mass 68.13 ± 7.25 kg) were recruited to participate in 4 test sessions (2 test sessions indoors, 2 test sessions outdoors) within a 14-day period, consisting of maximum mean power (MMP) testing for durations of 60s, 180s, 300s and 840s. Results: Across all MMP test durations, the trimmed mean power was higher outdoors compared to indoor testing (p < 0.05). Critical Power (CP) was higher outdoors compared to indoors (+19 W, p = 0.005) whilst no difference was observed for the work capacity above CP (W’). Self-selected cadence was 6 rev∙min-1 higher indoors versus outdoors for test durations of 60s (p = 0.038) and 300s (p = 0.002). Conclusions: These findings suggest that maximal power testing in indoor and outdoor settings cannot be used interchangeably. Furthermore, there was substantial individual variation in the difference between indoor and outdoor MMPs, across all time durations, further highlighting the difficulty of translating results from indoor testing to outdoor, on an individual level in elite populations