Monday, November 06, 2006
Research Day 8th July -- Abstracts
Monday, July 24, 2006
Professional Mountaineering Awards. Louise AnsellThe Mountain Instructor Award, MIA, is a recognised professional mountaineering qualification with a professional body Association of Mountaineering Instructors, AMI. The MIA encompasses all aspects of mountaineering from hillwalking to gorgewalking, from rock scrambles to coaching on technical rockclimbs. When assessed for the award assessors are looking not only for technical competence but also for a breadth and depth of experience in all aspects of (summer) mountaineering. Once you have gained the award you can get yourself insured and set up in business taking others into the mountains, you can also be recognised as a trainer and assessor of NGB awards, Walking Group Leader, Summer Mountain Leader Award and Single Pitch Award.
It is the process, perceptions, hindrances and helps that I hope to address in this presentation.
A Question of Motives: Reciprocity, Sport and Development Assistance. Aaron Beacom
The establishment of sport within the international development assistance portfolio signifies wider changes in the development assistance agenda as well as the expanding developmental role of a range of key sports organisations and agencies. The structure and objectives of such initiatives highlights shifting priorities of sports organisations as actors in international society, as well as informing wider debate concerning what constitutes effective international development assistance.
The pursuit of organisational objectives through international development assistance, underpins the development activities of sports federations in both entry-level initiatives and support programmes for elite sport, just as other parts of the international sports complex, both governmental and non-governmental, initiate assistance packages that support their wider development objectives. At the same time the efficacy of assistance based on reciprocal interests, increasingly provides the context for programme development. This tension between the reciprocal benefits that provide the terms of reference for sport related initiatives, and the pursuit of brand development by donor organisations, continues to challenge notions of mutualism. So too does the widening gap between developed and developing states in terms of the sports infrastructure and levels of sporting success.
Ergometer-Specific Relationships Between Peak Oxygen Uptake and Short-Term Power Output in Children. Saul Bloxham
This study examined ergometer-specific relationships between short-term power and peak oxygen uptake (VO2) in children. Boys (n=28) and girls (n=28) age 11-12 years completed two incremental tests to exhaustion on a cycle ergometer and motorized treadmill for the determination of peak VO2. In addition, they completed two 30 s ‘all out’ sprint tests, one on a cycle ergometer and one on a nonmotorized treadmill for the assessment of peak power (PP) and mean power(MP). Relationships between peak VO2 and short-term power measures were examined by sex for cycle-and treadmill-derived data using simple per-body-mass ratios and sample-specific allometric exponents to control for body size differences.
From correlation analyses on scaled data, sex differences in responses were shown. In boys, PP and MP were unrelated to peak VO2 for cycle-derived measures (r = 0.58 PP; r = 0.69 MP) but significantly related for treadmill values. PP and MP were significantly related to peak VO2 for both modes of exercise in girls (r = 0.41 – 0.68). In all but one case, correlation coefficients based on mass-related data were higher than those based on allometrically adjusted data.
Paediatric thermoregulatory responses: the reliability of previous adopted heat acclimation protocols. Caroline Brokenshire
To date there have been a few published articles exploring the process of heat acclimatization/acclimation in children. The geometric characteristics of children predispose them to a greater absorption of environmental heat through dry heat gain mechanisms. This is exacerbated in extreme temperature conditions. Whilst a handful of key studies have explored the process, there appears to be no published research that allows the quantification of physiological adjustments following the process of heat acclimation. By performing repeated trials, the random/biological variation of techniques can be quantified to allow the precision of the estimates of change following heat acclimation protocols. This is calculated as a co-efficient of variation that presents the typical error as a percentage of the measured physiological variable. This presentation will outline the reliability of a previously adopted heat acclimation (Inbar and Bar-Or) protocol through experimental work performed at Exeter University.
Local Exercise Action Pilot (LEAP) Free Swimming Evaluation. Phil Brown
This session explores the Local Exercise Action Pilot (LEAP) free swimming programme in Plymouth.The Department of Health, Sport England and the Countryside Agency commissioned ten physical activity action research projects in neighbourhood renewal areas across England in September 2003.
The Plymouth LEAP project provided free swimming to over 1,000 vulnerable and hard-to-reach young people in Plymouth between April 2004 and April 2006.Young people were identified and referred onto the programme via a multi-agency referral toolkit.Once registered on to the programme young people were given free access to a variety of structured and unstructured water-based physical activity interventions.
The session will explore the design and implementation of the interventions, the challenges of community based research, and preliminary results, with a specific focus on qualitative results.
The Plymouth LEAP has been regularly cited as a good practice case study in some notable publications including; Choosing Health, Sport England’s Guidance on Free Swimming, First Game Plan Delivery Report April 2004, Sport Playing Its Part – Contribution to Healthier Communities.
Nationally the ten LEAP projects are being evaluated by Leeds Metropolitan University. The local evaluation of the Plymouth LEAP programme has been supported by Plymouth University.
Sport Science Support : Injury Biomechanics Lance Doggart
Sport Science Support (SSS) is a service offered to coaches and athletes to optimise performance. The application of this support is principally achieved through one of the three branches of science or interdisciplinary approaches. The aim of this paper to illustrate one aspect of Sport Science Support.
Biomechanics is a branch of sport science that aims to optimise performance, or reduce injury, through the application of mechanical principles. The epidemiology of injury is well documented (Caine et al., 1996; O’Connor, 2004; Chase et al., 2005). Podiatrists, physiotherapists and sport medicine doctors have benefited from biomechanical assessment in the diagnosis of injury and in support of the rehabilitation process.
An athlete, referred by a physiotherapist, was experiencing pain in their lower leg. A series of biomechanical assessments were undertaken including strength and flexibility measures, gait analysis and orthopaedic alignment.
A number of results were observed including asymmetrical gait, flexibility imbalances and malalignment of the lower limbs. The data was interpreted and feedback to the athlete specific to eccentric muscle strength and the use of orthotics. The athlete was advised to use this data, in conjunction with the physiotherapist and podiatrist specialist support, in a rehabilitation programme.
Playtime Physical Activity in Primary Children. Erica Eaton
The concern that many children are not reaching recommended levels of physical activity has prompted this research. Whilst schools provide an opportunity to contact most children, pressures on classroom time over recent years have had a negative effect on physicality across a variety of curriculum subjects. Playtimes take up almost a quarter of the primary school day and could contribute quite effectively towards the daily total recommended levels of physical activity measured as time spent with the heart rate at or above 140bpm. The primary research draws data from three case study schools awarded the Activemark Gold Award celebrating their good practice in providing a holistic approach to physical activity. Quantitative and qualitative data were gathered through a multi-method approach to allow triangulation.
The data analysed school by school then compared, contrasted and combined to identify levels and patterns of physicality of population samples including totals overall, totals at each school, key stages and genders to ascertain any specific trends. The overall aim of the study is to create a model of good practice providing recommendations for primary schools wishing to improve provision for playtime activity.
The Status of Visual Data in Research Methods for Sport, Leisure and Outdoor Adventure Programmes. Ian Gilhespy
My presentation will focus on the status and role of visual data in research methods modules and textbooks for programmes relating to sport, leisure and outdoor adventure. The presentation highlights the scope for greater sophistication in the analysis of visual data, including mediated data. Key textbooks in the field of research methods for sport and leisure will be reviewed developing the argument that the growth of academic interest in the visual and in mediated forms of sporting and leisure experience is insufficiently represented. The claim will be made that student research practice may benefit from the teaching of research methods that include an emphasis on the analysis of visual data using semiotics and content analysis.
Ongoing Research Interests. Gill Golder
This presentation will focus on current and future research projects and potential implications for involvement of Marjon in certain projects.
To date my research interests have been focused on the inclusion and special education field and I have published work in Journals such as the British Journal of Special Education and British Journal of Teaching Physical Education; although I have also dabbled with writing a Chapter for Sue Capel’s Learning to Teach Physical Education in Secondary Schools; A companion to school experience. As a result the focus of my PhD continues this line and looks to explore the interrelationship between collaborative practice, inclusive schooling and school organisation. Current research has taken a new line in that we gained funding from the TDA to host a conference on ‘ICT in Physical educationist use in schools’; the outcomes of this is soon to be presented at the afPE conference in July.
The opportunity arose to become involved with some collaborative research with colleagues from Exeter, Loughborough and Durham as a result I am also involved in two difference projects focusing on learning styles.
Contributing to the World Handbook of Distance Education (eds Evans and Nation) – finding a writing stance. David Harris
The Distance Education Handbook is an example of recent publishing ventures in handbooks and encyclopaedias. My chapter title was ‘Distance Education: in whose interests’, and I was encouraged to comment critically on the other chapters in that section as well as writing something about the role of ‘interests’.
Writing about ‘interests’ helps me make a case that educational policy and practice are not determined by ‘ideas’ alone but by economic, political and organizational interests as well. I had to think about wording my contribution to keep it within the bounds of academic debate. I have established a bit of a niche as a sociological critic in a field dominated by psychologists and educational technologists. I had to be self-critical about this as well.
Sport Psychology Support for Cornwall Golf Union. Matt Johnson
The relationship between golf and psychology is well documented. Research (Beauchamp, 1999, Lee 1999 and Clark 2002) has generated significant findings confirming the relationship between peak performance and the psychological constructs of attitude, confidence, concentration, motivation, and emotional control. Research has also established a strong rationale for the use of psychological techniques in facilitating an ideal psychological state and peak golfing performance.
The aims of the work undertaken with the Cornwall Golf Union have been to:
raise awareness of the role of psychology in achieving peak performance
develop an attitude to training and competition that is commensuratewith elite athletic performance
train athletes in techniques and routines that can be employed to provide control and consistency in performance promote team harmony and cohesion in what is traditionally an insular and independent sport.
Despite the fact that the programme is still in its early stages, initial results have been favourable. Individual players, the captain and club president have all remarked on the positive attitude that the team has demonstrated in their approach to training and competition. It has also been acknowledged by individuals that the psychological skills training has helped to aid control and consistency of performance. Most importantly, the team as a whole and individuals within the team have recorded improvements in performance.
The Development of a Leadership Styles Competency Framework associated with Effective Leadership in the role of Regional Rugby Development Manager.Gareth M Jones
An overview of the above study to date will be given by way of an introduction. The remainder of the presentation will focus on a key aspect of the study i.e. a phenomenon referred to as “Emotional Intelligence”.
Research by Goleman (2000) promotes the view that high emotional intelligence reinforces the authoritative, affiliative, democratic and coaching leadership styles, whilst low emotional intelligence is commensurate with leaders predominately employing coercive and pacesetting styles. If it is assumed that no one leadership style is correct, and that effective leadership constitutes using the appropriate style to deal with specific people in specific situations, then what is your emotional intelligence like? Let’s find out!
Accreditation of APL and APEL in PE ITT.Nicky Jones and Jackie Arthur
The aim of this research is to provide guidance on how previous training or experience can contribute towards achieving the requirements for admission to ITT (PE specific). This information is to be produced in the form of an information booklet that details a generic framework of advice and support for those interested in pursuing a vocational route into PE teaching.
Many applications for PE detail previous experience, both within a teaching, coaching and leading context in a range of practical activities. Many applications also highlight personal practical achievement to a high level.
It is the intention of this research to initiate a framework in order to accredit learning experience as part of APL and APEL. The learning needs to be relevant and at an appropriate standard to be considered.
The framework will produce a comprehensive flowchart of pathways with essential and desirable qualities and qualifications necessary for consideration within PE ITT.
Ed. D Research Project. Keith Jones
I have chosen to study for an Ed.D as opposed to a Ph.d for the following reasons:
The first reason is that the Ed.D allows participants to reflect upon their own practice and thus improve their own performance. This form of reflective approach will allow me to integrate “study” and “work” and will allow me to manage both, appropriately. Secondly, the content of the Ed.D is relevant to past work history and my present professional role. The focus upon research, practice and key contemporary issues, will allow me to engage at an appropriate level. Finally, my job is a busy one! I feel that the “taught” element provides me with a structured programme which I can manage around my job.
At this stage of application I have a number of possible areas of research in my head. These include, practice based learning; a case study of the development of a subject related international programme; or, possibly a combination of the both.
Relevant work undertaken in Preparation:
Work with staff from Queen Mary’s (Twickenham) and UWIC (Cardiff) examining Placement Policy, documentation and procedures.
Attendance at two ILTHE conferences on Placement Based Learning
Clinical Educator Training (FSU)
Research which underpins the context in which both Placement Based Learning and an International Programme are set.
Research which begins to examine some of the Key Issues which are part of both Placement Based Learning and the development of an International Programme.
Understanding Curriculum in Higher Education. Sam Peach
The study which formed part of my EdD investigated curricula in the College. It was informed by symbolic interactionism and involved an ethnogrgaphic case study.
Data was gathered via documentary evidence and thirteen in-depth group interviews. Twelve group interviews were conducted with academic staff representing twelve subjects on the BA Programme at the College. The thirteenth group interview was conducted with members of PARG.
The analysis revealed four categories of factors shaping the College’s curricula: the institutional context, students and market forces, political and economic agendas, technology, subject and professional developments.
It emerged that the participants’ notions of ‘graduateness’ and their perception of the purpose of the undergraduate degree in this era of mass HE were also diverse. Intellectual development, personal transformation, effective citizenship and preparation for employment were all mentioned to different degrees by different subject groups.
The findings also suggested that the modular framework encouraged an eclectic philosophical approach to curriculum but that two approaches were dominant within the College. These have been conceptualised as critical vocationalism and a socially critical approach.
Report of Research and Scholarly Activities undertaken since Sept 2005. Susan Porter
The Marjon Change Academy - Our team's project was using ‘development training’ as a vehicle to engage with the wider community Unfortunately this project has been put on hold as all staff involved have little time available to dedicate to this above and beyond other commitments within the college.
1. MLTE – Workshop for NGB Award Providers. Annual Conference March 2006.
2. Published in January 2006 – Chapter in Humberstone, B. and Brown, H. (eds) (2006) Shaping the Outdoor Profession Through Higher Education: Creative Diversity in Outdoor Studies Courses in Higher Education in the UK, Institute for Outdoor Learning
3. Skills Active HE Conference.
4. Institute for Outdoor Learning – Ongoing work as the Regional Moderator for the Accredited Practitioner scheme. Ongoing work to establish greater links between IoL and HE re accreditation of programmes for the APIOL scheme. April 2006 National Conference.
Began April 2006 Marjon Leadership Development Course.
Sport Science Support for the Development of Youth Hockey: A Multidisciplinary Approach.Chris Smietanka
Sports science support incorporates the sub - disciplines of physiology, psychology and technique analysis. Scientific assessment can be used to monitor fitness, alter training, improve performance, alter technique, monitor the effectiveness of coaching and improve physiological and psychological preparation prior to competition.
The sport science support for the development of young hockey players was implemented using a multidisciplinary approach. Multidisciplinary sport science involves a group of scientists from different sub-disciplines working on a combined topic in parallel (Burwitz et al., 1994). A series of techniques and field tests from the sub-disciplines of biomechanics, physiology and psychology were demonstrated to six adult mentors from the Plymouth Hockey Development Group. Each mentor was taught the correct procedure/protocol for the techniques and field tests. This included the specific methods required for the collection, analysis and evaluation of data. Furthermore, the mentors were informed how these procedures would impact on young hockey players. The mentors then delivered the programme under the supervision of the staff sport science support team.
A proposal to critically analyse Talent Identification procedures, and investigate the reasons behind the low percentage of England International football players produced in the South West of England. Ryan Thomas
It is widely considered that football is the nation’s number one participation sport, and it can be argued that this statement can be applied to many countries around the world.Participation figures are such that in terms of a typical model of the Sports Development continuum, we have an extremely large base of players who can be supported to have many opportunities to play football, and to be the best that they can be.
Many of the Football Association’s Football Development initiatives are delivered on a local level by every County Football Association, including those in the South-West peninsula, and are delivered in collaboration with a number of key national and local partners.Despite the reported success of these programmes at a local level, to date, there is no representation within the England National squads (both male and female) from the South-West region of the country.
There is a vast amount of literature on the subject of Talent Identification, in particular within the sport of football (Williams, Reilly, Franks, 1999), however much of this focuses on the areas of Physiology and Psycholgy. It is proposed that this area of interest will focus on looking at Talent Identification procedures within the South-West from a Sports Development perspective, specifically looking at areas within this discipline regarding access of opportunity, player pathways, Long-Term Athlete Development, coach education and the social geography and demographic of the region.
MSc Coaching (Loughborough). Gareth Long
The presentation will outline the content and structure of the MSc Coaching at Loughborough University. Its relevance to current modules in the Coach and Physical Education BA (Hons) will be examined. Additionally, its potential impact upon future curriculum developments may be explored. The suitability of the presenter’s initial thoughts for research projects will be discussed and possible ‘pit-falls’ and solutions suggested.
Assessment: ‘The Black Hole of PE’. Ian Luke
Assessment in physical education remains a significant problem at all levels, from pupils in schools to those involved in initial teacher training (OfSTED, 1995; Jeffries, 1999; Frapwell, Glass & Pearce, 2002). The general lack of understanding of assessment principles has meant both teaching and learning have been hindered (BERA, 1999). Attempts to ‘solve’ the assessment problem have, in general, focused upon assessment of learning as opposed to assessment for learning (Assessment Reform Group, 2002). However, it could be argued that the most significant problem is that assessment is seen as a ‘bolt-on’, rather than integral to, the teaching and learning processes. The discussion will explore assessment issues at two levels: assessment both for and of pupils in school, and developing understanding of assessment with trainee teachers.
Applied Research -- Using Focus Groups. Chris Mather
A small part of the work undertaken on researching the PHA for DRC invovled running some focus groups among 'the community' in Devonport. The practice turned out to be rather different from the methods textbooks, however, and members were only too keen to impose their own agendas. As a result, we learned quite a lot about life in Devonport from the point of view of those who live there. They seem reasonably well informed already about health, for example, but face issues in fitting healthy activity in to their lifestyles. More generally, they are often pretty sceptical about well-intentioned efforts to help them from outside. Some implications for policy can be drawn.
The persistence of difference: Cornish wrestling. Mike Tripp
The intention in this presentation is to provide a very brief outline of my PhD research. I am particularly interested in attempting to explain why Cornish wrestling has managed to survive into the 21st century, whilst the majority of ‘traditional’ activities either died away or were transformed significantly by the so-called ‘rational recreation’ movement in the mid-nineteenth century. I have adopted and adapted a conceptual model, first proposed by Payton (1992), which explains that Cornwall’s historical experience is different from other areas of England, and that difference has persisted over time largely due to the county’s peripheral status: it is geographically and culturally at the extreme; it had a unique constitutional arrangement, being a Duchy and therefore not entirely part of the kingdom; it had, and to a certain extent still retains a number of ‘Celtic’ features; the Cornish saw/see themselves as different and not English; many non-Cornish visitors perceive the Cornish as different. Cornish wrestling fits within this framework as an important symbol of Cornishness.
Beyond the Gimmick. Kelvin Kirk
The use of technology in both sports coaching and school Physical Education (PE), is no longer pioneering but evidence is not forthcoming that proves that it actually enhances the learning process.There is little argument that word processing, databases and e-mailing software have assisted in making the role of the teacher much easier but this does not automatically equate to an improvement in learning. However the Physical Education National Curriculum for England (1998) states that ‘Pupils should be given opportunities to apply and develop their ICT capabilities . . . . to support their learning in all subjects’, irrelevant of the lack evidence to support its benefit.
Although there is a greater emphasis on the value laden importance of ICT across the whole teaching curriculum, including Physical Education (PE), there is still a relatively limited quantity of literature to either support or substantiate the benefits of its use.
Further to this there has been a noticeable rise over the past 5 years in the use of video analysis equipment in the teaching of PE.Its benefits are supported by Beashel and Sibson (2000) who claim that, ‘apart from the thrill of seeing themselves in action, they are able to critically evaluate their action.’However in a study using video to enhance PE students knowledge of basketball rules Antoniou et al. (2003) found that, ‘the type of instruction did not affect performance in the video test and student improvement was temporary’
Fitting it all in: Conflicting demands or Joined Up Thinking. Mark Leather
The presentation will look at Mark’s Research and Scholarly Activity for the previous year, as well as his plans for the coming year. Conflicting demands of personal development through studying for a higher degree, developing networks through his work with the Institute for Outdoor Learning, enhancing the OUT programme through his work as an external examiner AND the need to continually improve his practical coaching qualifications are all considered.
The issues raised by this are highlighted and some solutions offered so that the conflicting demands reduces and the joined up thinking increases!
