Plymouth Marjon University Repository
Not a member yet
930 research outputs found
Sort by
“I must do this!”: A latent profile analysis approach to understanding the role of irrational beliefs and motivation regulation in mental and physical health
Get PDFIn the research concerning rational emotive behaviour therapy (REBT) in sport and exercise, irrational beliefs are proposed as a risk factor for health. Concurrent to this, researchers have also indicated that autonomous and controlled motivation, as proposed in organismic integration theory could, together with irrational beliefs, determine individual health. However, research is yet to align irrational beliefs and motivation, and explore how this alignment relates to mental health. The present two study paper identifies individual subgroups, drawn from data concerning irrational beliefs, motivation, and health (psychological distress, and physical health), in a sample of exercisers (study 1) and student athletes (study 2). We examined the latent profile structure of irrational beliefs and motivation, and how these latent profiles relate to psychological distress (studies 1 and 2), and physical health (study 2). Results indicate a two class profile whereby class 1 is characterised by high irrational beliefs, low self-determined motivation, and poor health outcomes. Class 2 is characterised by low irrational beliefs, high self-determined motivation, and better health outcomes. The findings are discussed in relation to the theoretical implications for REBT and organismic integration theory, and the practical implications for key stakeholders in the health of exercise participants and athletes
End of life companionship: equipping volunteers with basic skills to offer support in the community
No full textBackground The value of volunteer end-of-life companions has been recognised in hospitals and compassionate neighbourhood schemes (Hall & Meiton, 2019. BMJ Support Palliat Care. 9:229; Wilson, Justice, Thomas, et al., 2005. Health Serv Manage Res.18:244). Experience of people spending their last days in isolation during the COVID-19 pandemic intensified the call that no one should be left to die alone unless it is their wish (Ramos, Hashimoto & Henry, 2020. Int J Care Caring. 4:595). The End of Life Companionship project is a funded collaboration between the Centre for the Art of Dying Well at St Mary’s University, Twickenham and the St Vincent de Paul Society, England and Wales (SVP) to equip SVP Members with basic companioning skills to support people nearing the end of life and their families.
Aim To provide End of Life Companionship training to 500 SVP Members during 2021-2022; to give them increased confidence to support dying beneficiaries, friends, and family members; to raise awareness of opportunities to volunteer as a companion in hospitals, hospices and community settings.
Method A three-hour online training course introduces the context of death and dying in the UK, spiritual values underpinning companionship, self-care and settings for companionship. Data from pre- and post-course surveys are analysed using a qualitative content analysis approach (Lindgren, Lundman, Graneheim, 2020. Int J Nurs Stud. 108: 103632) to gain understanding of changes in participants’ perception of how it is to be with someone who is nearing the end of their life. In phase two of the evaluation, beneficiary experience of companionship will be explored using Transformative Evaluation (Cooper, 2014. The Learn Org. 21:146).
Results In the year to April 2022, 176 participants completed the course. Initial analysis of the first 90 surveys shows that 64 participants identified changes in themselves including feeling of reassurance, reduced fear of death and better understanding of the qualities needed to be a companion. 19 participants, who mostly had previous experience of end-of-life accompaniment, described no change in perception but they reported heightened awareness and/or that the course has broadened their knowledge
The effectiveness of self-advocacy videos to inform enablers about the support needs of students with vision impairment
Get PDFThe aim of this project was to understand how enablers (e.g. teaching assistants, paraprofessionals, support workers, etc.) access and use information about students with vision impairment (VI) to support them in specialist education. The one-page profile is used widely as a tool for learner-centred planning and information, and is generally seen to be effective and accessible. However more recent studies have demonstrated that video is an extremely effective medium for training and support in a range of settings. We investigated whether student self-advocacy video clips would be an effective and accessible medium for presenting information about students’ support needs.
This study took the form of a pre- and post-questionnaire. The aim of the pre-questionnaire was to gauge current levels of enabler confidence and assess the effectiveness of existing methods of accessing learner information. 15 enablers were given this questionnaire to complete. Six students (aged 11-17) with VI and additional complex support needs were then each supported to develop a short video in which they expressed their support needs in an education setting. The enablers were asked to watch the video clips, and complete the post-questionnaire to assess the impact these videos had on their confidence and understanding. 12 out of the 15 enablers returned the second questionnaire.
The questionnaire results demonstrated that current methods for accessing learner information were not wholly effective. Enablers found video to be a desirable and accessible format for presenting learner information. Participants found the medium of video to significantly aid retention and recollection of student information. From the findings it emerged that one-page profiles remained the preferred single method of accessing student information. However, overall, we found that enablers favoured a multi-method approach to presenting and accessing learner information that was dependent on time and context
The need for eccentric speed: A narrative review of the effects of accelerated eccentric actions during resistance-based training
Get PDFEccentric training, as a method to enhance athletic performance, is a topic of increasing interest to both practitioners and researchers. However, there is limited data regarding the effects of performing eccentric actions of an exercise at increased velocities. This narrative review aimed to provide greater clarity for eccentric methods and classification with regard to temporal phases of exercises. To achieve the object of the review, key terms were searched using PubMed, SPORTDiscus and Google Scholar databases between March and April 2021 within the years of 1950-2021.Search terms included: (‘fast eccentric’), (‘fast velocity eccentric’), (‘dynamic eccentric’), (‘accentuated eccentric loading’), (‘isokinetic eccentric’), analysing both the acute and chronic effects of accelerated eccentric training on human participants. Of the 26 studies which met inclusion criteria, it was identified that completing eccentric tempos of 4s tempos. Durations of >4s tempo increase time under tension (TUT); whilst reduced tempos allow for greater volume to be completed. Greater TUT leads to larger accumulation of blood lactate, growth hormone and testosterone, when volume is matched to that of the reduced tempos. Overall, evidence supports <2s duration eccentric actions to improve subsequent concentric performance. There is no clear difference between using eccentric tempos of 2–6s if the aim is to increase hypertrophic response and strength. Future research should analyse performing eccentric actions at greater velocities or reduced time durations to determine more factors such as strength response. Tempo studies should aim to complete the same TUT for protocols to determine measures for hypertrophic response
On the outside looking in: Trans identity experiences in and through UK sport participation
No full textUsing interpretative phenomenological analysis, this study utilised semi-structured interviews with five trans participants in sport to explore their lived experiences of ‘inclusive’ sport participation. The potential role for sport psychologists in promoting and supporting trans sports participants’ overall sense of perceived inclusion and belonging was also considered. Analysis revealed three core themes: the experience of personal acceptance of identity and social inclusion, the ‘internal’ battle between identity and expression, and the changing role that sport played during gender affirmation as a facilitative and or debilitative coping resource. The findings indicate areas in which sport psychologists can better support and enhance the gender affirmation experience of trans participants in sport by improving feelings of inclusiveness (social support), a sense of acceptance and promoting overall mental wellbeing. This research is particularly useful for practitioners, coaches and other athletes for understanding the supportive role sport can play throughout the gender affirmation process
Decolonising the curriculum: a survey of current practice in a modern UK University
Get PDFDecolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy, and regulatory bodies, which together are invoking HEIs to act. This paper reports on research undertaken within a UK HEI, which benchmarked the extent to which programmes followed characteristics of (de)colonised curricula. A survey, based on existing open access resources, was completed by 99 staff and 290 students across four schools. Findings suggest differences in how curricula are perceived by staff and students, and between white and minority ethnic student groups. Given growing global interest in decolonisation and associated social justice themes, this research has important applications for other HEIs
No protective benefits of low dose acute L-glutamine supplementation on small intestinal permeability, epithelial injury and bacterial translocation biomarkers in response to subclinical exertional-heat stress: A randomised cross-over trial
No full textINTRODUCTION: Exertional-heat stress disrupts gastrointestinal permeability, and through subsequent bacterial translocation, can result in potentially fatal exertional-heat stroke. Glutamine supplementation is a potential countermeasure, although previously validated doses are not universally well-tolerated.
METHODS: Ten males completed two 80-minute subclinical exertional-heat stress tests (EHST) following either glutamine (0.3 g·kg·FFM-1) or placebo supplementation. Small intestinal permeability was assessed using the lactulose/rhamnose dual-sugar absorption test and small intestinal epithelial injury using Intestinal Fatty-Acid Binding Protein (I-FABP). Bacterial translocation was assessed using total 16S bacterial DNA and Bacteroides/total 16S DNA ratio.
RESULTS: The glutamine bolus was well tolerated, with no participants reporting symptoms of gastrointestinal intolerance. Small intestinal permeability was not influenced by glutamine supplementation (p = 0.06), though a medium effect size favouring the placebo trial was observed (d = 0.73). Both small intestinal epithelial injury (p < 0.01) and Bacteroides/total 16S DNA (p = 0.04) increased following exertional-heat stress, but were uninfluenced by glutamine supplementation.
CONCLUSION: Acute low-dose oral glutamine supplementation does not protect gastrointestinal injury, permeability, or bacterial translocation in response to subclinical exertional-heat stress
Entrepreneurship education but not as we know it: Reflections on the relationship between Critical Pedagogy and Entrepreneurship Education
Get PDFThe meteoric rise of entrepreneurship education in higher education continues apace. This expansion has however only recently begun to elicit a more critical approach as to its nature and purpose. Using Critical Pedagogy, and specifically Freire’s work, we compare aspects of Critical Pedagogy to Entrepreneurship Education drawing attention to five commonalities. These com�monalities relate to an action-orientation, transformational potential, freedom orientation, identity development and the power-relationship between educator and student. Overall, the conceptual comparison challenges uncritical assumptions that entrepreneurship education serves only as a means to consolidate rather than question existing socio-economic structures. It supports notions of entrepreneurship education’s empowering and emancipatory potential. As one of only few studies to date that theorise the relationship between entrepreneurship education and critical pedagogy it presents a foundation upon which others may build in an expanded understanding of entrepreneurship education, its processes and place within existing educational scholarship. Practical implications are suggested
Decolonising the curriculum: A survey of current practice in a modern UK university
No full textDecolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy, and regulatory bodies, which together are invoking HEIs to act. This paper reports on research undertaken within a UK HEI, which benchmarked the extent to which programmes followed characteristics of (de)colonised curricula. A survey, based on existing open access resources, was completed by 99 staff and 290 students across four schools. Findings suggest differences in how curricula are perceived by staff and students, and between white and minority ethnic student groups. Given growing global interest in decolonisation and associated social justice themes, this research has important applications for other HEIs
Residents transitioning between hospital and care homes: protocol for codesigning a systems-level response to safety issues (SafeST study)
Get PDFIntroduction: The aim of this study is to develop a better understanding of incident reporting in relation to transitions in care between hospital and care home, and to codesign a systems- level response to safety issues for patients transitioning between hospital and care home.
Methods and analysis: Two workstreams (W) will run in parallel. W1 will aim to develop a taxonomy of incident reporting in care homes, underpinned by structured interviews (N=150) with care home representatives, scoping review of care home incident reporting systems, and a review of incident reporting policy related to care homes. The taxonomy will be developed using a standardised approach to taxonomy development. W2 will be structured in three phases (P). P1a will consist of ≤40 interviews with care home staff to develop a better understanding of their specific internal systems for reporting incidents, and P1b will include ≤30 interviews with others involved in transitions between hospital and care home. P1a and P1b will also examine the impact of the SARS- CoV- 2 pandemic on safe transitions. P2 will consist of a retrospective documentary analysis of care home data relating to resident transitions, with data size and sampling determined based on data sources identified in P1a. A validated data extraction form will be adapted before use. P3 will consist of four validation and codesign workshops to develop a service specification using National Health Service Improvement’s service specification framework, which will then be mapped against existing systems and recommendations produced. Framework analysis informed by the heuristic of systemic risk factors will be the primary mode of analysis, with content analysis used for analysing incident reports.
Ethics and dissemination: The study has received university ethical approval and Health Research Authority approval. Findings will be disseminated to commissioners, providers and regulators who will be able to use the codesigned service specification to improve integrated care