Julia Walsh

What young people say about physical activity: the Children's Sport Participation and Physical Activity (CSPPA) study

The Childrens Sport Participation and Physical Activity (CSPPA) study is a unique multi-centre/discipline study undertaken by three Irish institutions, Dublin City University, University of Limerick and University College Cork. The study sought to assess participation in physical activity, physical education and sport (PAPES) among 10–18 year olds in Ireland. This paper shares what Irish children and young people convey, using their own voices, about their sport and physical activity (PA) experiences and how such experiences may result in their feeling included or excluded in PAPES. Eighteen focus groups (FG) with 124 boys and girls elicited descriptive data from students and were conducted with homogeneous groups of 6–8 boys and girls aged 12–18 years (selected for convenience) identified as male/female, primary/post-primary and generally active/inactive. Five themes (‘being with friends’, ‘variety in activity content’, ‘experiencing fun’, ‘time constraints’ and ‘opportunity to be outside’) ran across the three PAPES opportunities for young people. Overall data revealed that these young people have a positive attitude towards PA which does not diminish as they age despite activity levels decreasing. Other choices of activity participation (e.g. debate, music), or more focused activities took the place of previous choices as young people came to realise what they most enjoyed. If we are to encourage and provide opportunities for young people to choose active lifestyles, it is important that we address what these young people report affects their involvement in PA across a number of contexts. Two such developments within Irish school and community contexts are discussed: Active School Flag initiative and Senior Cycle Physical Education framework.

An examination of the relationship between enjoyment, physical education, physical activity and health in Irish adolescents

Enjoyment of physical activity (EPA) is positively correlated with activity, yet little is known of its relationship with enjoyment of physical education (EPE). This studys purpose was to explore EPE and its relationship to EPA. Cross-sectional data (N=4122, average age 14.5±1.7 years, 48% male) were collected as part of the CSPPA study (Childrens Sport Participation and Physical Activity). Adolescents completed a self-report questionnaire on physical activity behaviour and physical education. A sub-sample (n=902) completed a battery of physical health measures. Only 12% met the recommended physical activity guidelines (PAGL) for health. Few (10%) received the recommended minutes of physical education curriculum per week. Girls and older pupils received less physical education than boys and younger peers. Physical education classes were dominated by games, particularly for boys. EPE was positively correlated to EPA, and decreased as minutes of physical education decreased. Adolescents with high EPE and EPA were most likely to meet the PAGL. High EPE was correlated to a better health profile. If the factors that influence EPE are prevalent in physical education, then these youth are more likely to be happier, healthier and active beyond the school gates.

Every Day’s a New Day: A Captain’s Reflection on a Losing Season

Being captain of any team is a significant and prestigious position. In elite sport, the captain plays a vital role in both team and organisational leadership. To date there has been minimal research investigating captaincy, and none assessing the impact of regularly losing performances. A captain of a women’s national basketball league team participated in an in-depth, semi-structured interview reflecting on her experience during a losing season. Following Schutz’s (1967) framework, a social phenomenological analysis approach was taken, with seven higher-order themes emerging: being captain; relationship with coaching staff; relationship with teammates; team development; stressors; stress management; and self. Results suggest that while poor results affect all team members, there are increased levels of stress for the captain. The captain is expected to lead by example and avoid external expression of negativity. Further strains are placed on the captain, as they are the conduit between coaching and playing groups. As a result, the captain needs to have good support networks, from a variety of sources, to cope and minimise the impact on personal performance.

Pathways in Real-Life Learning

The pathway to expertise is a long journey, and few make it. Regardless of discipline, the journey is similar; what differentiates the journey is the knowledge that underpins the profession. This research explores expert teachers and the knowledge that underpins the teaching profession. Much research in teacher education has concentrated on individual elements of expert teaching. There has been less emphasis on understanding the complex real-life process of expert teaching in its entirety. The model presented here looks at an integrated approach to understanding the development of expert teachers through real-life learning experiences and related factors