Chris Rowley

Adopting a student-led pedagogic approach within higher education: the reflections of an early career academic

Abstract The current paper presents a reflective account of the adoption of a student-led pedagogic approach, based upon the first author’s experiences of working within a new academic institution. Carl Rogers’ writings around student-centred learning and the role of the facilitator provide the theoretical underpinning for the reflections put forward, and contextual information regarding the institution’s learning and teaching strategy, and the first author’s teaching background are also provided. Observations and reflections relating to ‘power’ within teaching and learning, and the challenges (and successes) encountered when adopting the role of a ‘facilitator of learning’ are considered from a critical standpoint. The paper closes with some key questions and considerations surrounding the first author’s ongoing exploration of this innovative pedagogic approach.

An investigation into a contactless photoplethysmographic mobile application to record heart rate post-exercise: Implications for field testing

Summary Study aim: the aim of this study was to compare the accuracy of a contactless photoplethysmographic mobile application (CPA) to record post-exercise heart rate and estimate maximal aerobic capacity after the Queen’s College Step Test. It was hypothesised that the CPA may present a cost effective heart rate measurement tool for educators and practitioners with limited access to specialised laboratory equipment. Materials and Methods: seventeen participants (eleven males and six females, 28 ± 9 years, 75.5 ± 15.5 kg, 173.6 ± 9.8 cm) had their heart rate measured immediately after the 3-min test simultaneously using the CPA, a wireless heart rate monitor (HRM) and manually via palpation of the radial artery (MAN). Results: both the CPA and MAN measurements had high variance compared to the HRM (CV = 31 and 11% respectively, ES = 1.79 and 0.65 respectively), and there were no significant correlations between the methods. Maximal oxygen consumption was estimated 17% higher in CPA compared to HRM (p < 0.001). Conclusions: in conclusion it is recommended that field practitioners should exercise caution and assess the accuracy of new freely available technologies if they are to be used in practice.

More than meets the (Rationalistic) Eye: A Neophyte Sport Psychology Practitioner’s Reflections on the Micro-politics of Everyday Life within a Rugby League Academy

Despite the welcome contributions of the reflective practice literature, an understanding of the complexities, nuances, and dilemmas of applied sport psychology practice is in need of further development. For example, there remains a paucity of inquiry addressing how practitioners make sense of, and subsequently write themselves into, the (micro)political landscape of a sporting organization. Utilizing a reflective, ethnographic approach, this article examined the first author’s engagement with the sociopolitical dynamics of everyday life within a professional rugby league academy. Key themes identified were that (a) players simultaneously collaborate and compete with one another, (b) tensions exist between the coaches, and (c) most players end up being released. Micropolitical theorizing was used as the primary heuristic framework, thus promoting the utility of these theories to inform critical appreciation of the day-to-day realities of applied sport psychology practice. The article concludes by highlighting the potential benefits of researchers, educators, and practitioners better engaging with the contested, ambiguous, and professionally challenging demands of practice than that which has been achieved to date. Lay Summary: This article discusses the first authors critical reflections on issues of practice as a sport psychologist working within a professional rugby league academy. The issues discussed illustrate how power, conflict, and vulnerability typified day-to-day interactions within this sporting context and impacted upon applied practice.