Don Vinson

Investigating the relationship between student engagement and transition

Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students’ engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergraduates on a Sport Development course at a British university undertook a five-week transition programme. Data were collected via weekly questionnaires and focus groups at the end of weeks 1, 3 and 5. The investigation revealed that transition programmes require a high-intensity, novel and varied timetable supported by a student-centred staff team. Effective transition programmes can enhance students’ engagement with educationally effective practices. Future research should investigate the longer-term impact of such programmes.

Penalty corner routines in elite women's indoor field hockey: Prediction of outcomes based on tactical decisions

Abstract Indoor hockey is a highly competitive international sport, yet no research to date has investigated the key actions within this sport. As with outdoor field hockey, penalty corners represent one of the most likely situations in which goals can be scored. All 36 matches of the round-robin phase of the 2010–2011 England Hockey League Womens Premier Division ‘Super Sixes’ competition were analysed with the purpose of establishing which factors can predict the scoring of a goal using binary logistic regression analysis. Seventy-two (22.6%) of the 319 observed penalty corners resulted in a goal. The strongest predictor of scoring a goal was taking the penalty corner from the goalkeepers right. Based on the odds ratio (OR), the odds of the attacking team scoring were 2.27 (confidence interval (CI) = 1.41–3.65) times higher with penalty corners taken from the goalkeepers right as opposed to the left. Additionally, if the goalkeeper decided to rush to the edge of the circle, the odds of the attacking team failing to score were 2.19 (CI = 1.18–4.08) times higher compared to when the goalkeeper remained near the goal line. These results suggest that strategic decisions from the players and coaches have an important part to play in the success of penalty corners. Future research should investigate the impact of goalkeepers’ movement and further examine the technical and tactical intricacies of penalty corners.

Exploring coach behaviours, session contexts and key stakeholder perceptions of non-linear coaching approaches in youth sport

Gaining better understanding of coaching pedagogies remains a crucial aspect of developing practice. In particular, pedagogic strategies which do not follow transmission-based, technically focused, approaches have been under-investigated. Furthermore, most investigations into coaching processes have elicited an incomplete understanding of the respective pedagogies due to deficiencies in the methodology such as limited triangulation of methods. This study utilises two systematic observation instruments, field notes, individual coach interviews and parent group interviews in order to investigate non-linear coaching pedagogies in three youth sport environments. The systematic observation instruments revealed a lower rate of coach behaviour than has previously been reported alongside fewer technical interventions and more questioning. The qualitative data revealed three themes; creating an environment of participant centredness, holistic development and authentically situated learning. The methodology effectively elicited understanding of the coaches’ pedagogic strategies. Future research should utilise such methodologies to investigate other sporting environments such as in elite and disability sport, particularly studying those approaches which feature non-linear pedagogies.

Exercise, Service and Support: Client Experiences of Physical Activity Referral Schemes(PARS)

Physical activity referral schemes (PARS) represent one of the most prevalent interventions in the fight against chronic illness such as coronary heart disease and obesity. Despite this, issues surrounding low retention and adherence continue to hinder the potential effectiveness of such schemes on public health. This article reports on the second stage of a larger investigation into client experiences of PARS focusing specifically on findings from five client-based focus groups and interviews with five Scheme Organisers. The resulting analysis reveals three main factors impacting participant perceptions of the quality of service and support received: the organisation of PARS provision, client engagement with the PARS community and the nature and extent of client support networks. The article demonstrates that staff have a considerable role to play in engaging clients in the PARS system and that Scheme Organisers should give serious thought to ensuring that clients have valuable and sustainable networks of support. Furthermore, it is suggested that Scheme Organisers need to facilitate a system in which staff are genuinely engaged with the needs of clients and are able to provide individualised programmes of physical activity.

The physical education and school sport environment inventory: Preliminary validation and reliability

The study purpose was to assess preliminary validity and reliability of the Physical Education and School Sport Environment Inventory (PESSEI), which was designed to audit physical education (PE) and school sport spaces and resources. PE teachers from eight English secondary schools completed the PESSEI. Criterion validity was assessed by researcher observations of schools’ spaces and facilities. To measure test–retest reliability, teachers completed the PESSEI twice within 14 days. Pearson’s correlations for teacher and researcher observations ranged from r = .8 through .99. Test–retest reliability was also very high (intraclass correlation coefficients = 0.93 through 1.0). Limits of agreement were acceptable for all variables with the exception of indoor spatial area. Results support the potential of the PESSEI as an objective measure of the school physical environment. To confirm these initial findings, further validity and reliability analyses are required in differing school contexts.

Position-specific performance indicators that discriminate between successful and unsuccessful teams in elite women’s indoor field hockey: implications for coaching

Abstract The aim of this investigation was to establish median performance profiles for the six playing positions in elite women’s indoor hockey and then identify whether these position-specific profiles could discriminate between qualifying (top four), mid-table and relegated teams in the 2011–2012 England Hockey premier league. Successful passing in relegated teams was significantly lower (P < 0.008) than in mid-table and qualifying teams in four of the five outfield positions. Furthermore, the right backs of qualifying teams demonstrated significantly fewer (P < 0.008) unsuccessful passes (x̃ = 15.5 ± CLs 15.0 and 10.0, respectively) and interceptions (x̃ = 4.0 ± CLs 4.0 and 3.0, respectively) than relegated teams (x̃ = 19.5 ± CLs 21.0 and 17.0; x̃ = 7.5 ± CLs 8.0 and 6.0, respectively). Finally, the right forwards of relegated teams demonstrated significantly fewer (P < 0.008) successful interceptions (x̃ = 4.0 ± CLs 5.0 and 4.0, respectively) than qualifying teams (x̃ = 5.0 ± CLs 6.0 and 3.0, respectively) and significantly more (P < 0.008) unsuccessful interceptions (x̃ = 5.5 ± CLs 6.0 and 4.0, respectively) than mid-table teams (x̃ = 3.0 ± CLs 3.0 and 2.0, respectively). Based on these findings, coaches should adapt tactical strategies and personnel deployment accordingly to enhance the likelihood of preparing a qualifying team. Research should build from these data to examine dribbling, pressing and patterns of play when outletting.

Collaborative Evaluation of Individual and Team Performance in Training and Match Environments Using the Coach Logic Online Platform

Sports coaches’ commonly have a limited appreciation of pedagogy (Light & Evans, 2013). Furthermore, investigations concerning coaches’ use of performance analysis for athlete learning are rare (Groom, Cushion, & Nelson, 2011). Complex Learning Theory (CLT) advocates nonlinear and sociocultural educative approaches (Light, 2013). Considering this digital age, the aim of this investigation was to examine coaches’ use of Coach Logic - an online video-based coaching platform. Seven Head Coaches (five rugby union and two field hockey) were interviewed individually whilst their coaching staff and players contributed to group interviews. Results confirmed a priori themes of active, social and interpretive as derived from CLT. Analysis of these findings established that online coaching platforms have the capacity to facilitate the active involvement of athletes in the process of performance analysis. From a social perspective, online coaching platforms have helped to develop a positive team environment and also interpersonal working. Good practice was evident relating to interpretive approaches; however, the potential for coaches to embrace more radical conceptualisations of knowledge acquisition is stark. Online coaching platforms have a place in contemporary team sport environments and can contribute to athlete learning and other important aspects of team culture and cohesion.

Evaluating good practice in coaching delivery between governing bodies of sport and county sports partnerships in the United Kingdom

ABSTRACT Forty-nine county sports partnerships (CSPs) work together with national governing bodies of sport (NGBs) to support and develop sports coaching in the United Kingdom. Partnership has been promoted as a key means by which agencies are able to address complex issues, but to date there has been little, if any, research into the effectiveness of partnership working between NGBs and CSPs in their support of coaching delivery. NGB officers (n = 13) and CSP Coaching Development Managers (or equivalent) (n = 23) were asked (via online questionnaire and telephone interviews) about their experiences of partnership working. Findings demonstrate that successful partnership working relies heavily upon ‘buy-in’ from both parties and an adequate amount of funding to support coach development. The paper concludes by suggesting that it is likely that partner agencies may need to be persuaded about the value of partnership working due to the required investment and the perceived burdens of collaboration.

Book review: Sports and Christianity: Historical and Contemporary Perspectives

The volume of academic literature concerning the interaction between sport and faith has been steadily increasing over the last 30 years. This is the first text, however, that seeks specifically to consider the interaction between Christianity and sport. The editors of this text have made significant contributions to the body of knowledge concerning psychological (Watson) and sociological (Parker) elements of this interaction; this text represents both the coming together of their respective fields of study and a staging post from which future scholarship in this area of study can be launched. The purpose of this book is to reflect on the ways in which the underpinning principles of the Christian faith might allow consideration of the challenges, values and practices of modern-day sport. Additionally, this text seeks to consider how these challenges, values and practices might enhance the way in which we see the future of sport in terms of both its participatory and its structural formation. Watson and Parker believe that such reflections will develop our understanding of the relationship between sport and Christianity, whilst also hoping that the text will further the desire for ongoing empirical scholarship. In order to do so, Watson and Parker have put together a stellar cast of scholars featuring the leading writers in this area. This review seeks to comment on the relative value of the various contributions within Watson and Parker’s text and critique how they sit within the broader literature in their respective fields.