5 research outputs found
Exploring the impact of a coach development programme through the perspectives of Saudi Arabian sport coaches
No full textBackground: National Governing Bodies (NGBs) and National Sporting Organisations (NSOs) invest significant resources into the design and delivery of learning and development opportunities for sport coaches. This has attracted the attention of sport coaching scholars, who are now focussing their efforts on better understanding the principles of effective coach learning and development. This work has led to principles associated with democratic forms of education being drawn upon to inform how coach learning could be thought about. However, this work to date has almost exclusively focussed on learning from educational programmes where the coaches are known to the coach development/research team, the programmes have been delivered face-to-face, and/or cultural considerations and expectations have not been a factor. With an international interest in sport coaching, coach education is now receiving attention beyond the western world, where coaches are not always known to coach developers prior to the start of an educational programme. These issues requiring research attention.Purpose: The purpose of this study was to investigate the utility of an online educational programme based on democratic principles to a group of Saudi Arabian coaches working in participation and/or developmental coaching contexts.Methods: An online programme based on democratic education principles (i.e. a focus on dialogue and collaboration) took place over a nine-week period with 13 Saudi Arabian football coaches based in Saudi Arabia. Coaches were recruited through communications about the study being sent to clubs based in Riyadh, with those interested asked to contact the second author. Reflective conversations were used at two-time points; once before the educational programme to learn about the coaches and their coaching, then again afterwards to capture the perceived impact and value of the programme. Observations of seven of the 13 coaches took place prior to the educational programme with these data used alongside the first reflective conversation data to inform the programme design. Data were treated to thematic analysis.Results and discussion: Three themes were generated from the analysis. These were (1) making connections between prior and new pedagogical knowledge, (2) collaborative learning as a means of enhancing coach understanding, and (3) credibility of programme deliverers. Learning about the coaches through the reflective conversations, coach observations, and the initial face-to-face workshops supported the development of content relevant to what coaches wanted and needed to know more about. The ways in which this content was delivered through providing opportunities for coaches to discuss ideas with the education team and other coaches to understand connections between theory and practice seemed an important part of why coaches perceived the content to impact their practice. However, it was the coaches’ perceptions regarding the credibility of the educators that perhaps explained why content was so wilfully accepted as being ‘right’, and thus perceived to have been implemented into practice.</p
Exploring the impact of a coach development programme through the perspectives of Saudi Arabian sport coaches
No full textBackground: National Governing Bodies (NGBs) and National Sporting Organisations (NSOs) invest significant resources into the design and delivery of learning and development opportunities for sport coaches. This has attracted the attention of sport coaching scholars, who are now focussing their efforts on better understanding the principles of effective coach learning and development. This work has led to principles associated with democratic forms of education being drawn upon to inform how coach learning could be thought about. However, this work to date has almost exclusively focussed on learning from educational programmes where the coaches are known to the coach development/research team, the programmes have been delivered face-to-face, and/or cultural considerations and expectations have not been a factor. With an international interest in sport coaching, coach education is now receiving attention beyond the western world, where coaches are not always known to coach developers prior to the start of an educational programme. These issues requiring research attention.Purpose: The purpose of this study was to investigate the utility of an online educational programme based on democratic principles to a group of Saudi Arabian coaches working in participation and/or developmental coaching contexts.Methods: An online programme based on democratic education principles (i.e. a focus on dialogue and collaboration) took place over a nine-week period with 13 Saudi Arabian football coaches based in Saudi Arabia. Coaches were recruited through communications about the study being sent to clubs based in Riyadh, with those interested asked to contact the second author. Reflective conversations were used at two-time points; once before the educational programme to learn about the coaches and their coaching, then again afterwards to capture the perceived impact and value of the programme. Observations of seven of the 13 coaches took place prior to the educational programme with these data used alongside the first reflective conversation data to inform the programme design. Data were treated to thematic analysis.Results and discussion: Three themes were generated from the analysis. These were (1) making connections between prior and new pedagogical knowledge, (2) collaborative learning as a means of enhancing coach understanding, and (3) credibility of programme deliverers. Learning about the coaches through the reflective conversations, coach observations, and the initial face-to-face workshops supported the development of content relevant to what coaches wanted and needed to know more about. The ways in which this content was delivered through providing opportunities for coaches to discuss ideas with the education team and other coaches to understand connections between theory and practice seemed an important part of why coaches perceived the content to impact their practice. However, it was the coaches’ perceptions regarding the credibility of the educators that perhaps explained why content was so wilfully accepted as being ‘right’, and thus perceived to have been implemented into practice.</p
Association of oral parafunctional habits with anxiety and the Big-Five Personality Traits in the Saudi adult population
Get PDFBackground: Oral parafunctional habits are related to any abnormal hyperactivity of the oromandibular system. They are prevalent in all societies in varying intensity and have potential physical and psychological implications. The aim of this study was twofold: (1) to determine the prevalence of various types of oral parafunctional habits in the Saudi adult population, and (2) to examine their association with and the level of anxiety and personality factors. Methods: This cross-sectional study was conducted with an electronic data collection form distributed to the public through social media. The questionnaire comprised of the following: (a) demographic information, (b) the Hamilton Anxiety Rating Scale (HAM-A), (c) the Ten-Item of Big-Five Personality Traits, (d) a list of oral parafunctional habits. Data were analysed using a Pearson's Chi square and binary logistic regression. Results: The participants reported several parafunctional habits including daily gum chewing (86%), lip/object biting (59%), clenching (45%), nail biting (36%) and grinding (32%). Males were 3 [2.3–3.7] times and younger age groups were 1.5 [1.1–2.0] times more likely to be associated with nail biting compared to their counter groups (adj.P < 0.001 and adj.P = 0.007). Lip/object biting was significantly 1.3 [1.1–1.7] times more prevalent in males (adj.P = 0.015). Participants who reported being extroverts were more likely to be associated with clenching (46.4%) (P = 0.024). An emotionally stable person was significantly less likely to be associated with nail biting (28.4%), grinding (24.9%), clenching (35.8%), and lip/object biting (48.4%) (P < 0.001each). Participants who reported conscientiousness and emotional stability were significantly less associated with TMD (P = 0.007, P < 0.001). Conclusion: Oral parafunctional habits are highly prevalent in the Saudi adult population in varying degrees. Possible risk factors include males, younger age groups, single people, and being financially constrained. © 2020 The Author
Multiple sclerosis following bariatric surgery: A report of five cases
Get PDFMultiple sclerosis (MS) is a debilitating chronic inflammatory demyelinating disease that affects the central nervous system. The underlying cause of multiple sclerosis is unknown, yet there are various predisposing factors. Currently, bariatric surgery is an increasingly common solution for obesity. It has been reported that bariatric procedures result in miscellaneous neurological complications. To the best of our knowledge, this is the first case series to report the occurrence of MS following bariatric surgery. Here we report the cases of five patients who were recruited for inclusion following neurological examination, complete cerebrospinal fluid (CSF) study, enhanced cranial as well as spinal cord magnetic resonance (MR) images. Diagnosis of multiple sclerosis was made based on McDonalds criteria (2010). All cases were diagnosed with relapsing-remitting form of multiple sclerosis (RRMS) after various types of bariatric surgeries
Disseminated nocardiosis in a female patient with idiopathic thrombocytopenic purpura: A case report
Get PDFNocardiosis is a life-threatening disease if unrecognized and maltreated. We describe a case of disseminated nocardiosis in a patient with idiopathic thrombocytopenic purpura under steroid therapy. She presented with a 2-week history of progressive symmetrical limb weakness, fatigue, and profuse sweating. Brain MRI revealed ring-enhanced lesions at the cerebellum and left parietal lobe with brain oedema. Chest CT revealed a left upper lobe nodule. Aspirate culture confirmed the diagnosis of nocardiosis. We administered antibiotics and dexamethasone to ameliorate the brain oedema. The patient improved clinically after 2 weeks. Follow-up brain MRI showed improvement. Clinicians should consider nocardiosis in immunocompromised patients with non-specific symptoms
