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The pedagogy underpinning clinical psychology training is often reliant upon the acquisition and transmission of knowledge and the practice of skills. The dominant paradigm in the training of clinical psychologists emphasises competence-based training drawing upon a scientist practitioner model of practice, often underpinned by knowledge of evidence-based interventions. Little has changed over the past 40 years. Training is predicated upon the assumption that effective therapy is attributed to the therapist's skills to implement specific therapeutic processes and her or his capacity to form an effective working alliance with the client or patient. We provide an argument for an alternative paradigm in which ecological principles are privileged with a view to enhancing clinical training of psychologists in health settings responsive to the trainee as well as the broader societal context in which they practice, by adopting a pedagogy which prioritizes the relationship between the person and the environment. The proposed approach brings an ecological set of assumptions to the learning experience in clinical contexts. Key principles, drawn from an ecological perspective includes: affordances, the emergence of self-organisation in clinical learning, constraints and rate limiters. The approach is supported by examples applied to clinical learning contexts. Implications for clinical training are discussed. The ways in which an ecological approach may contribute to more effective learning outcomes through the use of representative learning contexts may inform learning design, how learning is actioned in clinical psychology as well as future research on the pedagogy of clinical training.

Urbanization, screen dependency, and the changing nature of childhood and parenting have led to increased time indoors, creating physical and emotional distancing from nature and time spent in natural environments. Substantial evidence from observational and intervention studies indicates that overall time spent in nature leads to increased perceived value for connectedness to nature and, subsequently, greater pro-environmental attitudes and behaviors (PEAB). This narrative review of the recent literature evaluates associations between time spent in nature with values ascribed to nature and nature connectedness, as well as PEAB. We discuss the influence of nature exposure and education in childhood on subsequent development of PEAB in adulthood. We analyze theoretical frameworks applied to this research as well as metrics employed, populations studied, and individual and societal values before presenting limitations of this research. We conclude with suggestions for future research directions based on current knowledge, underscoring the importance of promoting time spent in nature and PEAB in the face of growing challenges to planetary health. Research indicates that overall time spent in nature, regardless of the quality of environmental conditions, leads to increased perceived values ascribed to nature, which is associated with PEAB; however, this literature is predominantly cross-sectional. Furthermore, personal and social factors may influence PEAB. Thus, more longitudinal studies that consider these factors are needed to assess the duration and frequency of time spent in nature in childhood and its impact on PEAB throughout the life course. Identifying contexts which cultivate PEAB and reverse alienation from nature beginning in childhood may better sensitize adults to the urgency of environmental issues such as climate change, which adversely impact individual and environmental health.

Rock-climbing has become very popular adventure sport across the globe. Researchers have begun to investigate how adventure sport athletes perform in a manner that reduces the likelihood of serious mishap, injury or even death. In this paper, we utilize a collaborative autoethnographic approach to explicate a serious traditional rock-climbing accident to better understand the accident experience and consider how this event might be useful to enhance effective performance. Findings suggest that effective performance and training for effective performance in traditional rock-climbing (and potentially all adventure sports) requires in-depth environmental and self-knowledge factors and the ability to tune into and adapt to moment-by-moment alterations in internal states and the physical environment. The impacts of these findings include the recognition that effective climbing is not determined solely by personality factors or a winners mentality, as reflected in traditional sport contexts, but on the reinforcement of humility and self-awareness.

Background: In recent years, there has been considerable interest in the evolution of physical education teaching practice from a traditional "teacher-centred approach" to a "student-centred approach." Consequently, research has focused on questions about the changing conceptions of the teaching and learning process, that is, from how 'we' teach to how 'they' learn. A contemporary theoretical model of the teaching and learning process could underpin learning design and delivery adopted in physical education. The constraints-led approach (CLA) is a viable alternative as its practice design and delivery is grounded in the contemporary motor learning theory of ecological dynamics within a nonlinear pedagogy framework. However, its implementation is thought to present unique challenges to physical education practitioners due to the dynamic individual learner-environment interactions from which learning occurs. For this reason, it has been suggested that researchers work symbiotically with practitioners to help facilitate the adoption of nonlinear pedagogies and provide valuable information regarding the application of theory into practice. Purpose: This study sought to explore two PETE students' experiences learning to implement a nonlinear informed pedagogical approach, specifically the CLA, with physical education students in a school practicum setting. The two PETE students were provided with support from the primary researcher during the experience. Participants and setting: A purposive sample of two second-year PETE students from an Australian university were recruited for the study. Participant selection was based on meeting the pre-specified selection criteria of a demonstrated receptiveness to the CLA and a demonstrated confidence, ability and enthusiasm to implement the approach within a school setting. The two study participants were given the opportunity to implement the CLA within a supportive school culture while on their first physical education teaching practicum. Data collection and analysis: The data collection methods utilised were documentary evidence, in the form of PETE students' post lesson written reflections, primary researcher observations with written reflections and semi-structured student interviews undertaken within 1 week of the culmination of the practicum. These data sources were analysed collectively using thematic analysis to identify repeated patterns of meaning within the data. Findings As expected, implementing the CLA presented significant challenges to novice practitioners, due to the complex nature of student learning within a nonlinear informed approach. Specifically, the PETE students rarely detected any of the multiple pupil responses that 'unexpectedly' emerged from their modified learning environments. They also had difficulty manipulating the learning environment to facilitate the emergence of learners' tactical problem-solving behaviour through the natural learning processes underpinning the CLA. Conclusion For an evolution of physical education teaching practice to progress, it is important that PETE educators work together with the physical education department of a local school to support PETE students to effectively implement nonlinear informed approaches in a school environment. Opportunities need to be provided to allow PETE students to progressively develop their experiential knowledge and conceptual understanding of the exploratory learning processes underpinning a nonlinear approach.

Background/Aims: Improvements to the quality of life of tai chi practitioners have been demonstrated in the literature; however, less is known about the possible effects on the quality of life of practitioners of harder styles of martial arts in older populations. The aim of this study was to identify what facets of a modified hard martial arts programme motivated participants to attend and therefore guide the design of future programmes. Methods: A total of nine community-dwelling older adults with a mean age of 75 years (± 7.3 years) who participated in 12 weeks of modified hard martial arts training were asked if they had perceived any changes to their health or quality of life over the participation period. A self-reported survey instrument, the Positive and Negative Affect Schedule, was used to measure change pre- and post-intervention, and semi-structured interviews were used to explore participants' motivators for participating, perceived benefits and concerns. Results: Five themes emerged which were: (1) a general feeling that quality of life had increased; (2) an increase in social interaction; (3) increased physical abilities; (4) the need to preserve a safe training environment; and (5) a sense of loss relating to the study ending. Positive and Negative Affect Schedule scores indicated clinically significant improvement but did not reach statistical significance. Conclusions: These themes may have important implications when designing future hard martial arts programmes aimed at attracting older persons who prefer to engage in vigorous exercise. Implications for practice: As populations around the world age, engaging older adults in activities that promote fitness and social inclusion becomes increasingly important to maintain health into older age. Providing diverse and non-mainstream niche opportunities to older adults such as this programme will maximise engagement and potentially reduce loneliness and physical morbidity in older adults. [ABSTRACT FROM AUTHOR]

Background: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students' custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students' acculturation shaped their receptiveness to an alternative teaching approach. This is particularly the case for PETE recruits identified in the literature as most resistant to change. Participants and setting: A purposive sample of 10 Australian PETE students was recruited for the study. All participants initially had strong, custodial, traditional physical education teaching beliefs, and were successful sporting products of this teaching approach. After experiencing the CLA as learners during a games unit, participants demonstrated receptiveness to the alternative pedagogy. Data collection and analysis: Semi-structured interviews and written reflections were sources of data collection. Each participant was interviewed separately, once prior to participation in the games unit to explore their positive physical education experiences, and then again after participation to explore the specific games unit learning experiences that influenced their receptiveness to the alternative pedagogy. Participants completed written reflections about their personal experiences after selected practical sessions. Data were qualitatively analysed using grounded theory. Findings: Thorough examination of the data resulted in establishment of two prominent themes related to the appeal of the CLA for the participants: (i) psychomotor (effective in developing skill) and (ii) inclusivity (included students of varying skill level). The efficacy of the CLA in skill development was clearly an important mediator of receptiveness for highly successful products of a traditional culture. This significant finding could be explained by three key factors: the acculturation of the participants, the motor learning theory underpinning the alternative pedagogy and the unit learning design and delivery. The inclusive nature of the CLA provided a solution to the problem of exclusion, which also made the approach attractive to participants. Conclusions: PETE educators could consider these findings when introducing an alternative pedagogy aimed at challenging PETE recruits' custodial, traditional teaching beliefs. To mediate receptiveness, it is important that the learning theory underpinning the alternative approach is operationalised in a research-informed pedagogical learning design that facilitates students' perceptions of the effectiveness of the approach through experiencing and or observing it working.