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What a Feeling!
No full textExploring spaces and their emotional (EMO-Spaces) impact through a Froebilian len
A grounded theory of inspirational coach-leadership
Get PDFThe purpose of this study was to develop a grounded theory of the process of inspirational coach-leadership in sport. A Straussian grounded theory methodology was used. Semi-structured interviews and focus groups were conducted with athletes (n = 22) and coaches (n = 15). Data were analysed through a process of open and axial coding, and theoretical integration. Through the process of analysis, data were broken down into smaller units (concepts), relationships between concepts were identified, and a substantive grounded theory was developed. The grounded theory of inspirational coach-leadership was built around the core category of ‘athlete(s) inspired through changed awareness of their capabilities.’ The core category was underpinned by three categories: (a) Establishment of mutual trust and respect with athletes, whereby coaches need to establish trust with athletes in order to inspire athletes; (b) conditions under which inspiration has the potential to occur, which highlighted that athletes are inspired in situations where they are vulnerable or ignorant regarding their potential; and (c) coach acts to change athlete’s awareness of their capabilities, which denotes the specific behaviours coaches should display to inspire athletes in such conditions. The theory also highlights that a range of contextual factors relating to the coach, athletes, and performance-environment interact to impact upon the process. The theory predicts that consistency between coach behaviour and the conditions in which inspiration can occur will lead to athlete-inspiration, but only if the coach has established a foundation of trust and respect with the athlete
Navigating the spaces of children’s spiritual experiences: influences of tradition(s), multidisciplinarity and perceptions
Get PDFChildren across the world report similar spiritual experiences. Empirical studies suggest that most resonate with the children’s traditions; a finding which should, in theory, afford them a safe spiritual space. However, a number of factors can situate them in a less certain place. The paper uses the metaphors of trees imbued with different shades of light, from the vivid, shimmering and opaque to the invisible, to illustrate the types of spiritual spaces in which children find themselves. Their location is shaped in part by connection or disconnection with traditions, alongside wider cultural forces. Three navigation tools are used to show how children may move between these spaces: the spiritual experience and its relationship with traditions; the influences of multidisciplinary approaches; and children’s perceptions of their experiences. The paper concludes that these metaphors and tools may be a useful way to understand the spiritual spaces in which children find themselves
A Case Study of Factors Influencing Performance in the Practice Environment
Get PDFAthletes’ practice environment can influence their competitive performance. The influencing performance factors present in practice are understudied, and the aim of this study was to explore these factors. Using a case-study approach, the authors investigated a basketball practice environment to reveal influencing performance factors. Participants were 15 members of a U.K. Elite Academy Basketball League team based in a sixth-form college (equivalent to American high school age) that included 10 players, 2 coaches, 1 strength and conditioning coach, 1 academic teacher, and the head of sport (mean age 21.8 yr). A case-study approach was adopted to collect data from interviews, focus groups, and direct observations to provide a holistic assessment of the practice environment. Data were analyzed using inductive thematic analysis, which revealed 6 overarching themes: effort, status, individuality, preparation, team drive, and practice vision. Data analysis exposed several themes of influencing performance factors unreported in previous literature, suggesting that practice environments should be viewed as a stand-alone field of investigative enquiry. The results from this study provide a much-needed foray into the psychological influences of practice and give practitioners the opportunity to reflect on the results against their own practice environments
Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study
Get PDFPrevious research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the ‘Maths Challenge’) for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.</p
Health and Wellbeing Networks for Older People:A scoping review for future research
No full textThe context of escalating need for government funded social work and healthcare services encourages policymakers to develop new enterprises which relieve demand for statutory services. This article reports findings from ethnographic studies of such enterprises in Australia and the United Kingdom, comprising a purposive sample of site visits and semi-structured interviews. The countries were selected because of their rapid new development of wellbeing services. The findings demonstrate types of relational network which enable informal access to wellbeing services. These are classified by their features, including distinctive leadership hubs. Spiritual leaders and resources are shown to contribute significantly to these networks, which incorporate sports, arts and therapeutic practices. With social work and public health strategically aligned in many market based systems globally, research on alternative network development processes is now required for local authorities with community wellbeing responsibilities. Overlapping relationships between alternative networks offer the prospect of a more holistic approach to public health that reduces pressures on formal care services
School-based early intervention for anxiety and depression in older adolescents:A feasibility randomised controlled trial of a self-referral stress management workshop programme (“DISCOVER”)
Get PDFIntroductionSchools may provide a convenient intervention setting for young people with mental health problems generally, as well as for those who are unwilling or unable to access traditional clinic-based mental health services. However, few studies focus on older adolescents, or those from ethnic minority groups. This study aims to assess the feasibility of a brief school-based psychological intervention for self-referred adolescents aged 16–19 years.MethodsA two-arm cluster randomised controlled trial was conducted in 10 inner-city schools with block randomisation of schools. The intervention comprised a one-day CBT Stress management programme with telephone follow-up (DISCOVER) delivered by 3 psychology (2 clinical and 1 assistant) staff. The control was a waitlist condition. Primary outcomes were depression (Mood and Feelings Questionnaire; MFQ) and anxiety (Revised Child Anxiety and Depression Scale; RCADS-anxiety subscale). Data were analysed descriptively and quantitatively to assess feasibility.Results155 students were enrolled and 142 (91.6%) followed up after 3 months. Participants were predominantly female (81%) and the mean age was 17.3 years, with equal numbers enrolled from Year 12 and Year 13. Over half (55%) of students were from ethnic minority groups. Intraclass correlations were low. Variance estimates were calculated to estimate the sample size for a full RCT. Preliminary outcomes were encouraging, with reductions in depression (d = 0.27 CI-0.49 to −0.04, p = 0.021) and anxiety (d = 0.25, CI-0.46 to −0.04, p = 0.018) at follow-up.ConclusionsResults support the feasibility of a school-based, self-referral intervention with older adolescents in a definitive future full-scale trial (Trial no. ISRCTN88636606)
