RSS 1.0Welcome to ChesterRep - the University of Chester's Online Research Repository
ChesterRep is the University of Chester's institutional repository and an online platform designed to collate, store, and aid discoverability of the University’s research.
All University of Chester staff are expected to use the Current Research Information System, Symplectic Elements, to submit material to ChesterRep. Guidance on how to deposit and manage publications using Elements can be found here. You can also discover more about our editorial and open access policies here. Please note that you must be a member of the University to view these pages.
If you are a student at the University of Chester and want to submit work to ChesterRep, please contact researchsupport.lis@chester.ac.uk.
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Professional learning in physical educationProfessional learning in physical education is typically experienced as a coaching course where the predetermined content is delivered to teachers in short, one-off sessions. This approach can have value, but greater interest is now being shown in more transformative approaches to professional learning that are based on sustained collaboration with peers within the context of the teacher’s classroom. This paper examines three such approaches: Practitioner enquiry, lesson study, and the teacher research group. More specifically, it shares findings from relevant empirical studies, particularly the author’s own research, to understand the potential values of these approaches and identify the features that provide support for teachers and lead to progress in students’ learning.
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Massive declines and local recoveries: First range-wide assessment spotlights ending egg-taking as key to the survival of the Macrocephalon maleo (Maleo)The communally nesting, Critically Endangered Macrocephalon maleo (Maleo) is an iconic species endemic to Sulawesi, Indonesia, yet despite decades of legal protection its populations have declined sharply across its range. We performed the first-ever range-wide field survey of Maleo nesting grounds, visiting 122 known and identifying 58 previously unrecorded sites, collecting physical and biological data and interviewing local informants at each. We added information from the literature for another 48 abandoned sites, documenting a total of 228 historic and current nesting grounds. We then constructed a profile of historic and current populations and area of occupancy (AOO) units across Sulawesi. Between 1980 and 2019, 55% of active nesting grounds became inactive, and all but one of the 94 sites that remained active in 2019 had fewer birds. In 2019, 83% of all nesting grounds active in 1980 were either completely abandoned or just barely active, hosting no more than 2 pairs day–1 at peak season. However, conservation efforts have also produced significant recoveries and discoveries. Our survey increased the range of described landscape types where Maleo nest from 2 to 4, and documented Maleo nesting in previously unrecorded places, including artificially created sandy areas. As the Maleo’s maximum travel distance beyond nesting grounds is unknown, we applied a cost-based approach using possible maximum travel distances of 25, 40, and 50 km to define AOO “Units” that represent a set of separate range-wide subpopulations defined by each maximum travel distance. Between 1980 and 2019, the overall AOO declined by 37%, 26%, and 19% at maximum travel distances of 25, 40, and 50 km, respectively; the number of active nesting grounds in each isolated unit declined by 58%, 78%, and 80%, respectively; and fragmentation (i.e., the total number of units) increased by 5%, 100%, and 125%, respectively. In some areas, Maleo may be changing their behavior in response to egg predation by humans. Ending egg-taking has now clearly been shown to produce Maleo increases in multiple locations and is crucial to range-wide recovery of the species.
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“It’s just not something we do at school”. Adolescent boys’ understanding, perceptions, and experiences of muscular fitness activityBACKGROUND: English youth typically do not sufficiently engage in the types and intensities of physical activity that develop muscular fitness. The aim of this study was to use a combination of qualitative techniques to explore adolescent boys' understanding, perceptions, and experiences of physical activity and the role muscular fitness plays within boys' physically active lifestyles. METHODS: Focus group interviews with a write, draw, show, and tell activity were conducted with 32 adolescent boys aged 14-16 years from 3 secondary schools. Three separate sources of data (frequency counts, verbatim transcripts, and visual data) were generated and were pooled together and triangulated. Data were analysed deductively, first using the Youth Physical Activity Promotion model as a thematic framework, and then inductively. RESULTS: Physical activity was frequently associated with organised sport, and most boys were unaware of current UK physical activity guidelines. Co-participation was frequently reported as a reinforcing factor to physical activity. CONCLUSIONS: There was a perceived lack of opportunity to participate in muscular fitness activities, particularly in school, and knowledge of how to conduct muscular fitness activities was limited. The contribution of physical education was highlighted as being key to facilitating exposure to muscular fitness activities.
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The influence of adolescent sport participation on Body Mass Index tracking and the association between Body Mass Index and self-esteem over a three-year periodThis study aimed to (1) investigate gender-specific characteristics associated with low sport participation among UK adolescents, and (2) assess gender-specific BMI tracking, and gender-specific associations between BMI and self-esteem based on different levels of adolescent sport participation. Participants were 9046 (4523 female) UK adolescents. At 11- and 14 years self-esteem was self-reported and BMI was calculated from objectively measured height and weight. At 11- years sport participation was parent-reported. Gender-specific sport participation quartile cut-off values categorised boys and girls separately into four graded groups. Gender-specific χ<sup>2</sup> and independent samples t tests assessed differences in measured variables between the lowest (Q1) and highest (Q4) sport participation quartiles. Adjusted linear regression analyses examined BMI tracking and associations between BMI and self-esteem scores. Gender-specific analyses were conducted separately for sport participation quartiles. Compared to Q4 boys and girls, Q1 boys and girls were more likely to be non-White, low family income, have overweight/obesity at 11 years and report lower self-esteem at 11 years and 14 years. BMI at 11 years was positively associated with BMI at 14 years for boys and girls across sport participation quartiles. BMI at 11 years was inversely associated with self-esteem scores at 11 years for Q1 and Q2 boys, and Q1 and Q4 girls. BMI at 11 years was inversely associated with self-esteem scores at 14 years for Q1, Q3 and Q4 boys, and Q1, Q2, Q3 and Q4 girls. Gender and sport participation influence BMI tracking and the BMI and self-esteem association among adolescents.
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The feasibility and acceptability of an online CPD programme to enhance PE teachers’ knowledge of muscular fitness activitySchools provide an opportunity to enhance muscular fitness of English youth during physical education (PE). Continued professional development (CPD) among teachers may improve muscular fitness activity delivery in schools. This study sought to assess the feasibility and acceptability of an online CPD programme to enhance PE teachers' knowledge of muscular fitness activity. METHODS: Co-production of an online CPD platform was undertaken with five secondary school PE teachers. A quasi-experimental pre-post control group design for the CPD was adopted (CPD group <i>n</i> = 76, control <i>n</i> = 32). Upon CPD completion feedback was solicited for qualitative analysis. RESULTS: Pre-and-post CPD knowledge quiz data were available from 65 participants (55.4% male). The median knowledge quiz change score was significantly higher in the CPD group than in the wait list control group (CPD score vs. control score; U =37, z = -5.96, <i>p</i> < 0.01). Three primary themes reflecting factors associated with the acceptability and feasibility were (1) practical application, (2) support and resources, and (3) knowledge and confidence. CONCLUSIONS: Co-production of an online CPD programme can improve knowledge and affect practice. PE teachers that completed the CPD reported the online platform was beneficial to overcoming the limitations of face-to-face CPD such as time and financial constraints and suggested the content covered was beneficial and appropriate to their teaching. Future work is required to establish links between teachers' learning following CPD, the translation into PE practice and student MF outcomes.
