Carnegie

... Sheila Scraton a * & Samantha Holland a pages 233-250. ... There is considerable debate about the usage of terminology to describe the minority ethnic group population as a whole or major segments of it. See Aspinall (2002) for an interesting discussion of this issue. ...

Background: It is widely reported that adolescence is a critical period in the development
of the self. Indeed many studies identify that physical self-perceptions formed at this
period are able to determine engagement in and levels of physical activity. Although
the investigation of physical self-perceptions in British adolescents has been
undertaken in previous studies, a comparison of different school types, and differing
learning environments that each affords, requires examination.
Purpose: To investigate the physical self-perceptions of adolescents in order to identify
if significant differences in levels of Global Self-Esteem (GSE), Physical Self-Worth
(PSW) and their subordinate physical self-perceptions are apparent in these
potentially different physical education environments.
Participants and setting: Some 605 participants (327 male and 278 female pupils) aged
12–15 studying in Years 8, 9 and 10 at one independent school, two comprehensive
schools and two specialist sports colleges in West Yorkshire, England.
Intervention: Two questionnaires were administered to each participant: the Children
and Youth Physical Self-Perception Profile (CY-PSPP) and the Children and Youth
Perceived Importance Profile (CY-PIP).
Research design: A cross-sectional, quantitative survey.
Data collection and analysis: In order to ensure pupils had been exposed to the
particular physical education learning environment for a period of time, data
collection took place in the penultimate month of the school year. Questionnaires
were administered during physical education (PE) and games lessons to keep
disruption of other areas of their timetable to a minimum with the questionnaires
administered by the lead author or by a trained member of the PE department. A
three-way MANOVA was employed to determine gender/year group/school type
interactions.
Findings: Significant differences on SPORT, CONDITION, STRENGTH and PSW
(p , 0.05) were reported. Males scored significantly higher than females on all
physical self-perceptions and PSW (p , 0.05). There were year differences on all
physical self-perceptions (p , 0.05). Males in independent and sports colleges scored
significantly higher than males in the comprehensive schools on CONDITION,
BODY, STRENGTH and PSW (p , 0.05). Females in state comprehensive schools
also scored significantly higher than males in state comprehensive schools on
CONDITION (p , 0.05).
Conclusions: The findings tend to support the widely held view that the physical selfperceptions
of males are significantly higher than females, although the picture
becomes increasingly complex when school type effects are taken into account.
Longitudinal studies from the year of entry to the different school environments are required to identify any possible causal relationships between school type and
subsequent development of GSE, PSW and its sub-domains in adolescents. It is
suggested that alternative, constructivist curriculum models may have a positive effect
upon the physical self-perceptions and levels of engagement within adolescence; a
greater understanding of such models is particularly pertinent in light of the current
QCA Review.

While not wishing to cover old ground in articulating the promise or continued promise of phenomenology within the physical education and sports domains, this paper aims to explore the ‘ human ’ nature of the game-centred approach (GCA) from an existential-phenomenological perspective. In a recent review of literature on the current state of research on GCAs, Harvey and Jarrett made the call for phenomeno- logical-oriented empirical studies. Urging the academic fraternity to embrace such ‘ participatory epistemologies ’ is an extremely positive and important step by the authors. This is because, although they do not explicitly make the point, to call for the embrace of phenomenological-oriented research into GCAs, the authors are accepting the fundamental importance of individual experience and meaning in games teaching. If we focus on the individual it then becomes a distinct possibility of structuring increasingly meaningful game-centred practice. In this respect we analyze Martin Heidegger ’ s notion of ‘ being-in-the-world ’ and illustrate how Arnold ’ s three categor- ies of meaningful movement — primordial, contextual and existential — can help facilitate ideas for pedagogical practice and provide an appropriate interpretive lens for future research into GCAs.

The reverend Edward Thring was headmaster at Uppingham School
between 1853 and 1887. During this enlightened and liberal period, he
transformed the school. While the Cult of Athleticism, keenly espoused
through Muscular Christian ideals and the games ethic took hold
throughout the Victorian public school system, epitomised through Tom
Brown’s Schooldays, Thring’s Uppingham flourished on a broad and
balanced physical education (PE) curriculum, underpinned by Platonic
ideals. Thring’s holistic ideals were embodied through a PE curriculum
that included games, gymnastics, athletics, swimming and countryside
pursuits, as well as an academic and vocational curriculum that catered
for the many and not the few. Upon his death, the Spartans conquered
Uppingham and his Athenian principles were usurped by Edward Carus
Selwyn; they lived on only in memory. Thring’s legacy has been
profound: his ideas were adopted by the progressive school movement
and found favour within the first PE training colleges. Fittingly, his ideals
bore fruit within the first National Curriculum for PE as explored within
Tozer’s historical account.

Work considering the influence of power dynamics and potential confounders such as social status is beginning to receive more attention in physical education literature. While power dynamics deserve particular attention in student-centred and social constructivist pedagogies, exploration of this topic has largely escaped the grasp of Game-Based Approaches (GBAs). This position paper aimed to review current micro-interactional research in physical education and to propose the utilisation of four key principles as a means to disrupt power dynamics in GBAs, namely: (a) teaching paradoxically; (b) ethical dilemmas; (c) unfamiliar games; and (d) Socratic questioning. Two illustrative vignettes present the practical application of these principles to produce a state referred to in Classical Greece as Aporia (impasse or without passage). Building on the work of Joy Butler, we argue that student insights gained in these moments of Aporia are central to the disruption of power-based barriers...

21st Century Skills encompass life capabilities for individuals to work and prosper in complex environments. Resilience encapsulates positive behavioural adaptations acquired through optimised exposure to outdoor adventure education (OAE). This study examined the efficacy of oneweek OAE residentials upon young people's resilience, psychological well-being, and vocational skill development. Importantly, it identified OAE components which best cultivated their learning. Significant gains were reported in the resilience and well-being of 622 diverse adolescents across three timepoints. From below average baseline scores, resilience and well-being increased by 36% and 23% respectively. These increases were largely retained one month later. Camp-based experiences including mastering new skills, solving problems, and being inspired by nature predicted heightened resilience and well-being. These results supported the positive development of 21st Century Skills which promote individual and collective functioning and are protective of stress. Embodied challenges in real-world contexts enable vulnerable young people to readjust, grow, and persevere.

Objectives: To examine planning age of athletic retirement of elite athletes in the United Kingdom, athletes’ short-term plans in terms of a balance between sports and other activities, and athletes’ long-term plans in regard to their activities after sports career termination.Design and methods: Participants were 561 elite-level athletes (mean age=26.0 years) who completed a self-administered postal survey. A total of 37 individual and team sports were represented.Results: One-way analysis of variance indicated that the age at which participants planned on retiring from sport varied significantly across sports, among male and female athletes, and among able and disabled athletes. A series of chi-square analyses revealed significant differences in the short-term plans of athletes in terms of increasing training, plans to start education and plans to find a job over the next 12 months.Conclusions: There appears to be an unwillingness among younger athletes and those who perceive themselves to have a significant amount of time before they retire to develop concrete plans about their future career prior to their retirement. It is recommended that further research be conducted in order to assess the career development needs of elite athletes across Europe.