Participation in elite-sport and education is stressful and can result in sacrificed educational attainment. A dearth of research, however, has explored the specific stressors encountered by student athletes and coping strategies used, resulting in limited knowledge of how to best support student athletes. Interviews with 20 Australian university student athletes were conducted and data were analyzed via thematic analysis. Interviewees reported encountering numerous stressors, especially relating to schedule clashes, fatigue, financial pressure, and inflexibility of coaches. Athletes identified few coping strategies but reported that support from parents and coaches was paramount. Athletes would benefit from upskilling in several areas such as effective use of time, self-care, time management, enhanced self-efficacy, and specific strategies for coping with stress. Coaches have the opportunity to play a pivotal role in facilitating successful integration of sport and education.
Suzanne Cosh and Phillip J. Tully
Michel Milistetd, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita, and Juarez Vieira do Nascimento
Previous research has suggested a shift from instructor-centred to learner-centred approaches in an attempt to improve coach education programs. To implement such crucial change it is essential to master the ‘new language’ and better understand educational contexts. The purposes of this article are to (a) highlight new social factors indicating an urgent need to change, (b) present a learner-centred framework based on the work of a recognized group of researchers (i.e., Blumberg, Cullen, Harris, and Weimer), and (c) analyse the learner-centeredness of a Bachelor in Physical Education program, especially with respect to its sport performance area. Based on the social factors explored throughout the text and the learner centred principles, results showed inconsistencies between the conceptual orientations mentioned in the ‘official documents’ and the teaching processes used in the Bachelor program. Recommendations for higher education leaders and instructors are explored.
Sofía Pereira-García, Elena López-Cañada, and Agnes Elling-Machartzki
Physical education (PE) and Physical Education and Sport Tertiary Education (PESTE) are conservative fields that naturalize and reproduce heteronormativity ( Lisahunter, 2019 ; Light, 2008 ). This system, which sustains patriarchal gender binaries and “normal” sexuality, negates gender and sexual
Seema Aithal, Abhijit Visaria, and Rahul Malhotra
older adult subgroups, shown in Table 1 , conveyed that it increased with age (reaching 34.9% among those aged 80 years and above), was more prevalent among females (20.9%) versus males (13.2%), those with no formal education (23.6%) versus those with tertiary education (11.5%), those with preobesity
Pasmore Malambo, Andre P. Kengne, Estelle V. Lambert, Anniza De Villiers, and Thandi Puoane
elicited from participants. Participants’ age was grouped into 4 categories: 35–44, 45–54, 55–64, and 65 and older. Marital status was classified as single, married, and divorced. Education level was classified as primary, secondary, and tertiary education. Occupational status ranged from 1 to 11 different
Aoife Lane, Niamh Murphy, Adrian Bauman, and Tien Chey
To promote maintenance of sufficient physical activity (PA), better understanding of factors associated with behavioral relapse is needed.
To identify PA relapsers and predictors of this state in a large community sample of women who participated in 2 mass 10-km events in Ireland.
Relapsers to ‘low active’ were identified at 3-month follow-up, and factors associated with relapse investigated.
11% of the sample decreased their participation by at least 60 minutes of moderate-intensity PA per week and regressed to ‘insufficiently active.’ Adjusted analysis indicated relapse was associated with walking the event (OR = 1.40; 95% CI = 1.05−1.85) and not achieving tertiary education (OR = 1.49; 95% CI = 1.18−1.88). Normal-range BMI, training continuously, urban residence, and increases in self efficacy and positive perceptions of the physical environment were related to lower incidence of relapse.
Education, living in an urban area, BMI, walking the event, training, and self efficacy are all associated with relapse and while mass events are a useful motivator for PA, strategies are required following events to maintain participation levels and generate a lasting public health impact.
Bronwyn Kay Clark, Takemi Sugiyama, Genevieve N. Healy, Jo Salmon, David W. Dunstan, Jonathan E. Shaw, Paul Z. Zimmet, and Neville Owen
Sedentary behaviors, particularly television viewing (TV) time, are associated with adverse health outcomes in adults, independent of physical activity levels. These associations are stronger and more consistent for women than for men.
Multivariate regression models examined the sociodemographic correlates of 2 categories of TV time (≥2 hours/day and ≥4 hours/day); in a large, population-based sample of Australian adults (4950 men, 6001 women; mean age 48.1 years, range 25–91) who participated in the 1999/2000 Australian Diabetes, Obesity, and Lifestyle (AusDiab) study.
Some 46% of men and 40% of women watched ≥ 2 hours TV/day; 9% and 6% respectively watched ≥ 4 hours/day. For both men and women, ≥2 hours TV/day was associated with less than tertiary education, living outside of state capital cities, and having no paid employment. For women, mid and older age (45−64 and 65+) were also significant correlates of ≥2 hours TV/day. Similar patterns of association were observed in those viewing ≥4 hours/day.
Prolonged TV time is associated with indices of social disadvantage and older age. These findings can inform the understanding of potential contextual influences and guide preventive initiatives.
Stephanie Alley, Jannique G.Z. van Uffelen, Mitch J. Duncan, Katrien De Cocker, Stephanie Schoeppe, Amanda L. Rebar, and Corneel Vandelanotte
(continuous), education (no tertiary education, technical college, or university), and employment (full-time, part-time or casual, unemployed, retired). Statistical Analysis An exploratory factor analysis was used to guide the calculation of knowledge summary scores. Parallel analyses were conducted to
Fleur E.C.A. van Rens, Rebecca A. Ashley, and Andrea R. Steele
Elite athletes commonly pursue tertiary education while competing at high sport-performance levels. The simultaneous pursuit of achievements in sport and education is known in sport psychology literature as the fulfillment of a “dual career” (see Stambulova, Engström, Franck, Linnér, & Lindahl
Ka-Man Leung, Pak-Kwong Chung, Tin-Lok Yuen, Jing Dong Liu, and Donggen Wang
included participants who had only a primary education or less, and the higher education level group was those who had attained secondary or tertiary education levels. Multiple-group CFA with a series of nested models with increasing parameter restrictions was used to examine the MI of the MSEQ-C. At first