Julie Brunton

Changing Hierarchies of Power in Physical Education Using Sport Education

PE in its traditional form involves teaching sport in a way that is mismatched with community sport. Children moving into community sport are not necessarily well placed to fit into this environment following PE experiences. Sport education (SE), developed by Siedentop, illustrates sport as seen and played in organized community sport. The purpose of this article is to see whether SE can successfully change the hierarchy of power in PE to provide a more authentic experience. SE was introduced to two badminton groups (n=24 per group), aged 14–15, over 10 weeks with two one-hour sessions per week. Observations of lessons were made alongside individual and group interviews. Benefits and difficulties experienced from changes in power hierarchies are discussed. Recommendations are given to improve changes of power in PE, particularly for those new to teaching this model.

Implicit processes, self-regulation, and interventions for behavior change

The ability to regulate and subsequently change behavior is influenced by both reflective and implicit processes. Traditional theories have focused on conscious processes by highlighting the beliefs and intentions that influence decision making. However, their success in changing behavior has been modest with a gap between intention and behavior apparent. Dual-process models have been recently applied to health psychology; with numerous models incorporating implicit processes that influence behavior as well as the more common conscious processes. Such implicit processes are theorized to govern behavior non-consciously. The article provides a commentary on motivational and volitional processes and how interventions have combined to attempt an increase in positive health behaviors. Following this, non-conscious processes are discussed in terms of their theoretical underpinning. The article will then highlight how these processes have been measured and will then discuss the different ways that the non-conscious and conscious may interact. The development of interventions manipulating both processes may well prove crucial in successfully altering behavior.

The Identification of Reasons, Solutions, and Techniques Informing a Theory-Based Intervention Targeting Recreational Sports Participation

ABSTRACT Purpose: This study is the 3rd piece of formative research utilizing the theory of planned behavior to inform the development of a behavior change intervention. Focus groups were used to identify reasons for and solutions to previously identified key beliefs in addition to potentially effective behavior change techniques. Method: A purposive sample of 22 first-year undergraduate students (n = 8 men; Mage = 19.8 years, SD = 1.3 years) attending a university in the North of England was used. Focus groups were audio-recorded; recordings were transcribed verbatim, analyzed thematically, and coded for recurrent themes. Results: The data revealed 14 reasons regarding enjoyment, 11 reasons for friends’ approval, 11 reasons for friends’ own participation, 14 reasons for the approval of family members, and 10 solutions to time constraints. Twelve distinct techniques were suggested to attend to these reasons and solutions. Conclusion: This qualitative research will be used to inform the development of a theory-based intervention to increase students’ participation in university recreational sports.

The Identification of Salient Beliefs Concerning University Students’ Decisions to Participate in Sport

The aim of this study was to identify salient beliefs toward university-provided recreational sport in first-year undergraduate students. A purposive sample of 76 students (36 males, 40 females; mean age: 19.2 ± 1.7 years) undertaking various degree subjects at a higher education institution in the North of England, United Kingdom, was used in the study. The instrument was a theory-based open-ended questionnaire informed by the Theory of Planned Behavior, addressing behavioral, normative, and control beliefs. Thematic content analysis and coding was conducted on 30 randomly selected questionnaires followed by a frequency count to identify the modal salient beliefs. The modal set revealed 17 beliefs from a possible 53: six behavioral, five normative, and six control. These beliefs were related to health benefits, enjoyment, friendships, time constraints, study workloads, awareness, and the perception of family, friends, and academics. The results highlight the factors that should be targeted for intervention and provide data to be utilized for a second main quantitative study which will identify more specific belief targets. Due to equivocal intervention success, this formative research can serve to help increase the number of students participating in university recreational sport.

Personal development, resilience theory and transition to university for 1st year students

Aim The study aimed to determine whether an outdoor orientation programme (OOP) could increase personal development, develop resilience and aid transition and adaptation in 1 st year university students. OOPs are thought to aid transition through adventure experience. Based on student development theory, outdoor orientation programmes accelerate psychological growth (Vlamis et al., 2011). Method Semi structured interviews were conducted with 14 students who attended an outdoor orientation programme to investigate the experience of attending an OOP and transition to university. The data was analysed following Braun and Clarke (2006) Six phase approach to thematic analysis. Results Thematic areas discovered included ‘Personal development – Building more than a raft’. This theme described the way in which students developed self-worth and self-efficacy through the OOP experience. ‘The fine line between challenge and fear’ describes how delivery of an intervention such as an OOP needs to be carefully delivered to enhance the benefits and limit any possible detrimental experiences. Discussion These first year students developed in terms of self-worth and self-efficacy through overcoming challenge. This development was also linked to the students surprising themselves about their capacities for handling adversity. Keywords: Adaptation; transition; 1 st year students; outdoor orientation program; resilience; personal development.

University sport and public policy: implications for future research

This Special Issue on University sport and public policy aims to stimulate further research to better evidence this growing field of study. In addition, the aim is to illustrate the potential for university sport by looking at how sport across a number of countries can be used as a vehicle to support many university and sport policies and practices. The term itself, ‘university sport’, is being used to incorporate all forms of sport and active recreation seen in universities from ad-hoc participation, organised recreational sport (with or without informal competition) to more formal external competition and student performance sport. The broader use of physical activity is not being looked at in terms of the World Health Organisation’s (2010) Physical Activity Guidelines that includes leisure time physical activity, transportation (e.g. through walking or cycling), occupational (i.e. work), household chores, play, games, sports or planned exercise, in the context of daily, family and community activities (p. 26). The Special Issue is interested in sport and active recreation as part of physical activity but not the full breath of the term physical activity. The word sport is often used alone here for ease but refers to both sport and active recreation. It is worth noting that many studies within this field also refer to the term ‘campus recreation’ that would also fall within the use of the definition for sport here. Increased interest has been seen in recreational sport at college campuses across the United States and institutional priorities regarding recruitment, retention and student satisfaction have arisen (Lindsey and Sessoms 2006). In the UK and Australia for example, such issues are only starting to emerge with any significance nearly a decade later with the potential for sport to better support the changing university context following major changes in the political and economic landscape. For instance, following the tuition fee increases in England in 2012 and the concerns around students’ perceptions of gaining value for money, the Teaching Excellent Framework has been introduced as a way of demonstrating this value (Department of Business, Innovation and Skills 2016) where sport is considered to be a key part of student satisfaction (Douglas et al. 2008). Whilst there is limited evidence within the UK, there is a consistent body of work conducted over the years from research carried out predominantly in the United States; most specifically on areas of core university business such as recruitment, retention, satisfaction and campus community (Haines 2001, Lewis et al. 2001, Lindsey and Sessoms 2006, Kampf 2010, Elkins et al. 2011, Miller 2011, Henchy 2013). In addition, university sport research has focused on university students themselves and on their motivations and barriers for participation, however, with few focusing specifically on sport per se (Hashim 2012, Spivey and Hritz 2013) versus exercise or physical activity (Arzu et al. 2006 and Grubbs and Carter 2002). More recently, a growing body of research has been conducted in the field of dual career student-athletes with continued European support for student dual careers (Commission of the European Communities 2007, European Commission 2016). With this, Higher Education Institutions (HEIs) have developed, or are developing, innovative methods and programmes focusing on how best to support such student-athletes (Sánchez-Pato et al. 2016). Little focus has been given to the purpose of university sport as seen by university leaders and managers, nor other deliverers, despite the growth of university students, their sport facilities and programmes and expansion of university sport over its history (Clearing House for Sport 2017, International University Sports Federation [IUSF] 2017, Universities and Sport 2017). To illustrate the potential of sportwithin universities, in the UK for example, therewere 2.28million students studying at UK HEIs in 2015–16, from which sport can take advantage of (Universities 2017). Additionally, this also INTERNATIONAL JOURNAL OF SPORT POLICY AND POLITICS, 2017 VOL. 9, NO. 3, 373–376 https://doi.org/10.1080/19406940.2017.1361460

Interpreting university sport policy in England: seeking a purpose in turbulent times?

ABSTRACT Given the fundamental change in political landscape of current higher education in England, it is timely to (re)consider the purpose of university sport and its fit with national sports policy. This research investigates the purpose of university sport; how university sport fits with national sport strategies, if at all; and whether universities and sport policy are capitalising on Higher Education (HE) sport. An interpretivistic public policy analysis was carried out using eight semi-structured interviews with senior leaders of sport within universities in one region of the north of England. In addition, documentary analysis was examined. Outcomes illustrate the changed landscape for university sport in England with the key purpose of sport focusing on wider student experience; to engage students in sport and contribute to enhancing student recruitment, retention, satisfaction, mental health and graduate employability. However, there were mixed views as to whether senior university leaders were fully aware of the extent of the role of sport. Strategic drivers were more internal than external although universities recognised the value of working in a symbiotic relationship with internal and external stakeholders. Recommendations are offered for university leaders and sport policy makers on how to better capitalise on sport in England and beyond.

Engaging university students in sport and active recreation

Engaging more students in sport and active recreation is increasingly being recognised by national organisations as a way of contributing to raising population physical activity levels by making sport a habit for life (Sport England, 2015). The expert group for health-enhancing physical activity (HEPA) across Europe specifically states that “Universities, in particular, are considered important contexts for the promotion of HEPA” (EC, 2015, p.5). Engaging students in sport and active recreation has numerous benefits for universities that are increasingly being recognised by external organisations such as the European Commission (EC), highlighting the contributions higher education can make to graduate employability (EC, 2015). Similarly the sports strategy in England also recognises the importance of the Higher Education (HE) sector for achieving national ambitions through sport as well as the role of graduates in contributing to sport and employability through sports volunteering (HM Government, 2015).