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Pedagogization can be understood as an umbrella term for increased educational action. In settler-colonial contexts, the pedagogization of traditional Indigenous games has gained traction in recent years. As noted by a number of academic studies, traditional games have been used in efforts to promote cultural connectedness, inclusion, and engagement and address social justice in physical education programs. This commentary aims to survey the pedagogization of traditional Indigenous games in Canada, Australia, and Aotearoa New Zealand. We argue, with cautious optimism, that traditional Indigenous games may act as a conduit for more culturally relevant physical education curricula and reconciliatory pedagogical training for physical education teachers. [ABSTRACT FROM AUTHOR]

The use of mobile information and communication technologies within health and medical education contexts is widespread and generally viewed positively. Such technologies are primarily used for information seeking and are often undertaken informally. This qualitative, phenomenological study offers not only a deep and contextually sensitive discussion of how emergency physicians use mobile technologies in their day-to-day work, but also extends this discussion to the practice of ongoing professional learning in the workplace. We find that the most common uses for mobile technology include (re)checking medicine orders and/or diagnoses and for communicating with other physicians for advice, support, and on occasion, discussion. Moreover, physicians often perceive mobile technology as an extension of self and represent an externalisation of expertise. There is skepticism, however, about the use of these technologies particularly among more experienced and established Attending Physicians (or Consultants in other jurisdictions). In all, these findings provide new perspectives on and further directions for both research and practice in health and medical education contexts given that the use of mobile technology in the emergency department is ubiquitous and increasingly normalised, particularly within the clinical interaction with patients.

The purpose of this study was to explore the manner in which Australian National Rugby League (NRL) referees developed their craft. Craftmanship represents an enduring, basic human impulse, related to the desire to do a job well for its own sake (Sennett, R. (2008). Prologue: Man as his own maker. In R. Sennett (Ed.), "The craftsman" (pp. 1-15). Yale University Press). Specifically, in this study craftsmanship related to the specialist trade knowledge, work ethics and attributes, motor skills, cognitive processes, pre-match routines, workplace affordances, attention to detail, and dispositional qualities contributing to elite rugby league refereeing performance. Data generation included semi-structured interviews with current NRL referees (n = 8), NRL referee coaches (n = 2), NRL referee advisor/administrator (n = 1), and an immediately retired NRL referee (n = 1); game observations; direct involvement from the lead author in work meetings and game review processes, as well as casual workplace conversations over the immersion period. In addition, each participant completed a survey related to ranking sources of learning they believed contributed to the development of their craft. Interviews were transcribed verbatim and analysed thematically along with the field notes generated through game observations and the immersion period. Findings highlighted how referees used combinations of specialist trade knowledge such as game management, game understanding, context, trusted peer support, and knowledge of rules, in conjunction with their own experiences and desire to learn, to shape and develop their work. Overall, this reinforces the idea that workplace affordances, an individual's personal agency, and the interrelationships between them, are crucial components for understanding how referees develop their craft. Findings from this research might be generative for sport referees and those responsible for the recruitment, professional learning, and development of these key sport actors.

Action sports have increased in popularity, particularly over the past two decades. Research in the area has also proliferated, as multiple disciplinary perspectives and theoretical and conceptual frames have been applied to understanding and exploring a host of research questions concerning action sports culture, contexts and participants. However, despite this flurry of research activity, not much is known empirically about the learning of action sport participants, and few studies have focused specifically on learning in action sports. A scoping review was, therefore, conducted with the aim of synthesising the work that has been undertaken, and mapping future research agendas. Informed by Arksey and O'Malley's six-stage framework, leading sports and education databases and Google Scholar were searched for empirical literature on learning in action sports published before July 2018. After the results were screened and relevant studies identified, data were extracted and analysed using a frequency and thematic analysis to form both a descriptive and thematic summary. A total of 78 empirical studies both from the peer-reviewed and grey literature were included in the scoping review. The frequency analysis concerned information on publication year, academic field, study design, study tools, sport and population. The thematic analysis led to the development of five main themes, addressing learning in social, physical, cultural, and cognitive/psychological contexts and via various forms of feedback. The majority of articles on learning in action sports were published from 2010 onward, suggesting a growing interest in the area. More theses/dissertations resulted in peer-reviewed publications; however, less than half of all reviewed journal articles were published in education/pedagogy journals. Theoretical and conceptual frameworks were rarely explicitly referenced and/or lacked clarity. There was consensus that learning in action sports is largely informal and self-regulated. With the increasing professionalisation of many action sports and their inclusion in international competition events and also in national curricula, an increase in more formalised learning is predicted. Finally, learning in action sports can be highly individualistic but only a few studies acknowledged this. A greater variety of research questions and methodologies, and more work across disciplinary boundaries will assist in the generation of new knowledge.

Purpose: Mental fatigue causes decreases in aspects of athletes' performance. Elite coaches commonly undertake cognitively demanding tasks and are seemingly at similar risk of subsequent performance impairment. However, elite sport coaches' experiences of mental fatigue, alongside other markers of psychobiological stress, have yet to be quantified. Methods: Three elite coaching and performance staff (2 women and 1 man) provided 100-mm visual analog scale ratings of mental fatigue, physical fatigue, readiness to perform, and salivary samples for later cortisol (sCort) and alpha-amylase (sAA) analysis. Data were obtained on the same morning each week across a 16-week preseason. Data were subset by individual coach for descriptive and repeated-measures correlational analyses. Results: Fluctuating mental fatigue was observed over the 16 weeks (min–max; coach 1 = 25–86 AU; coach 2 = 0–51 AU; and coach 3 = 15 − 76 AU). Elevated levels of mental fatigue were reported at multiple time points, with individual variability observed. sCort (in nanomoles per liter), sAA (in micromoles per liter), and sAA:sCort indicated that coaches experienced psychophysiological stress (min–max; coach 1 sCort = 8.42–17.31, sAA = 52.40–113.06, sAA:sCort = 3.20–12.80; coach 2 sCort = 4.20–9.70, sAA = 158.80–307.20, sAA:sCort = 21.10–61.70; and coach 3 sCort = 6.81−19.66, sAA = 86.55–495.85, sAA:sCort = 4.90–35.50). A significant inverse relationship between mental fatigue and readiness to perform (r = −.44 [−.64 to −.17], P =.002) was identified. Conclusions: Elite sport coaches report elevated instances of mental fatigue during a preseason training period. Those involved in elite sports should act to understand the presence and potential subsequent impacts of staff mental fatigue and consider management or mitigation strategies. Optimization of the cognitive performance of coaches and performance staff presents as a potential source of competitive advantage. [ABSTRACT FROM AUTHOR]

In its contemporary form, sport for development has been positioned as an important part of strategic policy for a variety of governmental and sporting organisations. One area that has been targeted by governments and a variety of sporting partners has been the impact of sport on non-communicable diseases (NCDs, sometimes colloquially referred to as 'lifestyle diseases' such as obesity). However, relatively little evidence exists for the impact of sport programmes on the reduction of NCDs and future health burden. This study sought to examine the physical activity levels of school-aged children in Papua New Guinea (PNG) during their participation in a targeted sport programme operating during school hours. Data collection methods employed were physical activity recall and pedometer counts, as well as perceptions, intentions, and knowledge of participants. Children in this study were found to have lower physical activity levels during the after-school period than has been reported in the literature for children in other countries. Overall, children were active during the sport programme, completing 1179 steps on average (which constitutes 10% of the suggested daily values for children of a similar age). No profound differences were observed in either the qualitative or quantitative data across different schools, regions, or genders. The responses from children regarding the sport programme were notably positive.

Purpose: Most contemporary research in medical education focuses on the undergraduate component conducted within medical schools. The purpose of this paper, however, is to better understand how medical residents and practicing attending physicians learned to practice within the context of the emergency medicine department (ED) workplace. Design/methodology/approach: In all, 18 residents and 15 attending physicians were interviewed about their learning in the ED. Interviews were digitally recorded and transcribed verbatim then analysed using an iterative approach. Emergent themes were shared with the participants to ensure they were an accurate representation of their lived experiences. Findings: The first of the three main findings was that the ED learning environment was characterised as "messy" because of the inherently chaotic nature of the workplace. The second finding was that patients and nurses were informal partners in learning. The third main finding was that learning and working in the ED can be difficult, isolating and often lacks continuity. Research Limitations/implications: The main limitation associated with this research relates to the highly situated and contextually bound nature of this study. Nevertheless, the findings should be generative for others interested in supporting the work and learning of health professionals. Originality/value: This study shifts the focus in medical education research from formal undergraduate education to learning in high stress and chaotic workplaces. Accordingly, this work provides valuable insights for others interested in the messy realities of learning in professional practice.

Purpose: Despite the recruitment of foreign sport coaches being a relatively long-standing phenomenon, there is limited research examining the experiences of foreign coaches working in globalised high-performance sport contexts. In examining how foreign coaches learn to perform their craft, we draw upon Billett's [2006. 'Relational Interdependence Between Social and Individual Agency in Work and Working Life.' Mind, Culture, and Activity 13 (1): 53-69. doi:10.1207/s15327884mca1301_5] notion of relational interdependence, which embraces a work-based approach to understanding how migrant coaches learn. Specifically, this lens enables a broad consideration of the interdependent relationship between the foreign coach's agency and the affordances of the host workplace. Method: A single case (embedded) research design was chosen through the purposeful sampling of a sport organisation. The case focused on the learning of Chinese migrant coaches employed within an Australian high-performance coaching workplace (henceforth referred to as the National Sport Organisation; NSO) and involved data collection from three foreign coaches, four athletes, and four administrators employed by the NSO. Through a multiple data collection method (i.e. 1 year of observation, 20 interviews, 1 focus group, and related document collection), information was collected regarding the coaches' practices and learning. A theoretical thematic analysis guided the data analytic procedure with the assistance of MindNode software. Results and discussion: Several major themes were identified in relation to Chinese coaches' learning and practices in the NSO. Overall, Chinese coaches met work requirements through substantial personal learning including aspects related to language (i.e. English), the development of culturally appropriate coaching practices, and enhancement of athletes' training approach. Conclusion: The findings of this research might be generative for foreign coaches and those responsible for the recruitment, professional learning, and development of such coaches. The notion of relational interdependence was an appropriate theoretical lens for research related to the learning of foreign high-performance sport coaches.

Objective: The development of a brief online program to improve prosocial parent behavior at children's sporting events is described. We provide an overview of the collaborative research and development process, the theoretical basis for program content, design features, and evaluation approach used to establish the feasibility of Play Well Triple P in Junior Rugby League. Background: Parents influence children's experience of sports, impacting their enjoyment and participation, motivation to play, behavior, and performance during sporting events. Parental expectations and behaviors can place pressure on children, decreasing their enjoyment and contributing to their desistance from playing sport. As sport is important for maintaining children's social and psychological well‐being, research is needed to investigate strategies for supporting children to retain positive involvement in sports throughout childhood and adolescence. Method: Codesign principles were applied across four phases of program development—surveying parents of junior players (Phase 1), which informed the development of program content and design (Phase 2), refining the program based on feedback from parents and sports officials (Phase 3), and concluding with a feasibility evaluation of the final program (Phase 4). Results: Parents who participated in Play Well Triple P reported improvements in positive sport parenting behavior, decreases in negative sport parenting behavior, and a high level of satisfaction with the program. Conclusions and implications: The codesign framework for the development of a parent program for rugby league produced a promising and well‐accepted sports parenting program that warrants further trialing, and application to other junior sporting contexts. [ABSTRACT FROM AUTHOR]

Sport has been demonstrably linked to health particularly through community-based education and development programmes. However, research continues to identify low participation rates of people with a disability in sport. Programmes to address the participation of people with a disability in sport can be challenging, particularly in locations in the Pacific region. The primary aim of this project was to determine the activity levels of people with a disability during a cricket programme delivered in Fiji by Cricket Fiji with support from the International Cricket Council based in Melbourne Australia. A secondary aim was to investigate the relationship between levels of physical activity in the programme and self-esteem and indicators of general adaptive functioning. Results showed that means for self-description scales were high. Step count analysis showed a wide range of steps taken during the programme but similar steps between males and females. Correlations between self-description items and steps showed moderate relationships for self-esteem and confidence. This study showed that the programme was able to effectively provide physical activity opportunities for people with a disability and provides context to the development of longitudinal programmes that should aim to improve physical activity participation and health literacy in this population long term.

Taking our lead from Rainer Maria Rilke's (1929) "Letters to a Young Poet", our broader project aimed to create a space for dialogue and intergenerational learning between Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) and members of the PESP professoriate. This paper focuses specifically on the experiences of PESP ECAs. We draw upon narratives of thirty ECAs from nine different countries to gain insight into the experiences, joys, challenges and ambitions they associate with being and becoming a PESP academic. A narrative analysis of the data generated by the ECAs was undertaken. The analysis aimed to be holistic in nature, interested in form and content: both the told (the content) and the telling (how it was told). We initially focused our analysis using the six dimensions of narrative (characters, setting, events, audience, causal relations and themes). Bourdieu's socio-analytical toolkit complemented our narrative analysis and helped us move beyond the personal narratives by linking them to the broader social practices, relations and structures of the various settings or fields (PESP, university, family) within which the participants function. The findings suggest that many ECAs are experiencing crises of habitus, as they work to suppress ethical dispositions and values and adjust to "the rules" that universities increasingly play by. Our discussion engages with the affective costs of playing by these rules, and recruits Bourdieu's notion of "reflexive vigilance" to advocate for ongoing critical analysis of how power operates in the various field which academics inhabit.

Of issue in this paper are the ways in which different forms of narrative may be of value in undertaking research in potentially thorny situations. The project that inspired this paper saw 30 Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) from more than 20 universities across Australasia, North America and Europe, provide narrative accounts of their ongoing academic experiences. From these stories, three letters seeking advice and guidance from leaders in the field were constructed. Following further feedback from the ECAs, the 3 letters were sent to 11 professors in the PESP field with a request to respond, also in letter form. The composite letters and the professorial responses were then the subject of a symposium at an international PESP conference. While the larger project engages with questions of being and becoming an academic in the neoliberal university, this paper is primarily concerned with methodological issues, including our steps and missteps with narrative, inquiry and the field. More specifically, the focus is on narrative as both the method and phenomena of study. As such, we consider issues associated with using dialogue as data, the provocation of participants, as well as both the presentation and representation of data and the relative power of the participants. In doing so, we critically engage with issues of anonymity (or lack thereof), the practice of "researching up" and finally reach the conclusion that the careful approach to data generation, treatment and presentation necessitated by this project, should be a more regular feature of all qualitative inquiry.

Taking our lead from Rilke's "Letters to a Young Poet," this project represents our attempt to stimulate dialogue between 30 physical education and sport pedagogy (PESP) early career academics (ECAs) and 11 PESP professors. First, the ECAs were invited to write a narrative around their experiences as PESP ECAs. Second, a narrative analysis was undertaken and three composite ECA letters were constructed. Third, these letters were shared with the professoriate, who were each invited to write a letter of response. Finally, six of the professors participated in a symposium, which focused on the letters. The professors' letters and the transcripts of the symposium constitute the dataset for this paper. While the larger project engages with ECA voices this paper focuses on how the professors construct the university and PESP and the implications of these constructions for how they advise and mentor ECAs. Theoretically, we recruit the work of Pierre Bourdieu, and nascent ideas about mentoring, to challenge our interpretive complacency, and help us think in generative ways about the data. Our analysis engages with three broad themes: constructions of the university; constructions of PESP; and constructions of self. Findings suggest that while much of the professorial advice might be interpreted as targeted towards the development of more accomplished neoliberal subjects, there was some evidence of a more radical, collegial mentoring of sorts, through advice that foregrounded strategies of resistance.

Background and purpose: This paper attempts to move the discussion of high-performance coach development from an examination of coaches' volume of experiences towards a consideration of the contribution of the learning experiences that coaches have reported throughout their careers. Furthermore, a discussion of proximal and distal guidance in the development of coaches was investigated. We examined the kinds of learning experiences within the framework of workplace learning and specifically the situated nature of learning and the view that learning occurs through social participation. Method: Nineteen high-performance coaches participated in this study, including 10 scholarship and 9 mentor coaches (MCs). Participants rated a list of 14 developmental activities derived from empirical research on a seven-point Likert scale (0 = not used, 1 = of little value, to 7 = extremely valuable). Each participant coach rated the 14 (guided, unguided) activities in the first two years of their coaching career, middle two years, and final two years. To analyse the data and identify the key trends for both the scholarship and MCs we examined statistical differences between scores for each of the sources the non-parametric Friedman test was used (p < 0.01). Significant ?(superscript 2) results were followed up with the Wilcoxon (two-tailed) T-test (p < 0.05) to identify statistically significant differences between scores at different time intervals. Results: Three key findings emerged from these data: (i) reported increased valuing of a range of developmental experiences over time; (ii) temporal variance in the value of different learning sources at different stages of their careers; and (iii) an acknowledgement of the shift away from an emphasis on proximal learning sources for the MC and the shift towards proximal sources for the scholarship coach.

Background and purpose: This paper focuses on the learning culture within the high-performance levels of rowing. In doing so, we explore the case of an individual's learning as he moves across athletic, coaching and administrative functions. This exploration draws on a cultural learning framework and complementary theorisings related to reflexivity. Method: This study makes use of an intellectually, morally and collaboratively challenging approach whereby one member of the research team was also the sole participant of this study. The participant's career as a high-performance athlete, coach and administrator, coupled with his experience in conducting empirical research presented a rare opportunity to engage in collaborative research (involving degrees of insider and outsider status for each of the research team). We acknowledge that others have looked to combine roles of coach/athlete/administrator with that of researcher; however, few (if any) have attempted to combine them all in one project. Moreover, coupled with the approach to reflexivity adopted in this study and the authorship contributions, we consider this scholarly direction uncommon. Data comprised recorded research conversations, a subsequently constructed learning narrative, reflections on the narrative, a stimulated reflective piece from the participant and the final (re)construction of the participant's story. Accordingly, data were integrated through an iterative process of thematic analysis. Results: The cultural (i.e. the ways things get done) and structural (e.g. the rules and regulations) properties of high-performance rowing were found to shape the opportunities both to be present (e.g. secure a place in the crew) and to learn (e.g. learn the skills required to perform at the Olympic level). However, the individual's personal properties were brought to bear on reshaping the constraints such that many limitations could be overcome. In keeping with the theory of learning cultures, the culture of rowing was found to position individuals (a coxswain in this case) differentially. In a similar manner, a range of structural features were found to be important in shaping the cultural and personal elements in performance contexts. Finally, the cultural and structural elements in rowing appeared to be activated by the participant's personal elements, most notably his orientation towards quality performance. Conclusion: The participant in this study was found to be driven by the project that he cares about most and at each turn he has bent his understanding of his sport back on itself to see if he can find opportunities to learn and subsequently explore ways to improve performance. The story here emphasises the importance of learner agency, and this is an aspect that has often been missing in recent theorising about learning. In this study, we find an agent using his "personal emergent powers" to activate the resources in the culture and structure of his sport in an attempt to improve performance. We conclude from this account that this particular high-performance rowing culture is one that provided support but nonetheless encouraged those involved, to "figure things out" for themselves--be it as athletes, coaches and/or administrators.

Background and Purpose: Given the turbulent and highly contested environment in which professional coaches work, a prime concern to coach developers is how coaches learn their craft. Understanding the learning and development of senior coaches (SCs) and assistant coaches (ACs) in the Australian Football League (AFL--the peak organisation for Australian Rules Football) is important to better develop the next generation of performance coaches. Hence the focus of this research was to examine the learning of SC and AC in the AFL. Fundamental to this research was an understanding that the AFL and each club within the league be regarded as learning organisations and workplaces with their own learning cultures where learning takes place. The purpose of this paper was to examine the learning culture for AFL coaches. Method: Five SCs, 6 ACs, and 5 administrators (4 of whom were former coaches) at 11 of the 16 AFL clubs were recruited for the research project. First, demographic data were collected for each participant (e.g. age, playing and coaching experience, development and coach development activities). Second, all participants were involved in one semi-structured interview of between 45 and 90 minutes duration. An interpretative (hierarchical content) analysis of the interview data was conducted to identify key emergent themes. Results: Learning was central to AFL coaches becoming a SC. Nevertheless, coaches reported a sense of isolation and a lack of support in developing their craft within their particular learning culture. These coaches developed a unique "dynamic social network" (DSN) that involved episodic contact with a number of respected confidantes often from diverse fields (used here in the Bourdieuian sense) in developing their coaching craft. Although there were some opportunities in their workplace, much of their learning was unmediated by others, underscoring the importance of their agentic engagement in limited workplace affordances. Conclusion: The variety of people accessed for the purposes of learning (often beyond the immediate workplace) and the long time taken to establish networks of supporters meant that a new way of describing the social networks of AFL coaches was needed; DSN. However, despite the acknowledged utility of learning from others, all coaches reported some sense of isolation in their learning. The sense of isolation brought about by professional volatility in high-performance Australian Football offers an alternative view on Hodkinson, Biesta and James' attempt in overcoming dualisms in learning.

The exponential growth in action and adventure sport (e.g. snowboarding, bicycle motorcross (BMX), surfing, parkour) participation over the past two decades has been showcased in world championship events and the inclusion in Olympic programs. Yet, by virtue of their alternative, escapist and/or adventure-based origins, these sports do not fully conform to the characteristics by which traditional sports are known (e.g. structured training). An area of great interest across all sports is how athletes learn to perform. In action and adventure sports, the lack of well-established, sport-specific knowledge bases mean that athletes potentially learn in different ways. This research seeks to make an initial contribution to our understanding by examining the learning trajectory of an international-level Trials athlete. She was found to take a strong role in her own learning while leveraging her coach and peers for learning opportunities at different stages of her career to date. Suggestions for future research in this area are subsequently offered.

This paper considers the pedagogical properties and subsequent impact of sport-for-development programs across a variety of sites in Australia. Moreover, this research adopts a socio-personal account of learning in an attempt to examine the contributions of the social and physical worlds related to surfing programs as well as the individuals' role in construing and constructing meaning through participation in these worlds. The major learning stories that emerged from this research were in relation to connections with and learning from the ocean, programme providers, Indigenous peers and Indigenous community members. More specifically, learning reportedly related to spiritual (re)connection with land and ocean, the (re)development of Indigenous and surf-specific cultural knowledge, and the (re)establishment of familial and community bonds. While these stories are significant in their own right, the learning affordances present in these programs are worthy of further attention. Indeed, the contributions of the physical and social environments at each site had important implications for the overall pedagogical properties of the programs. For example, the physical conditions of the surf as well as the features of the coastal landscapes served to shape the activities and interactions of individuals within the programs. In a similar fashion, the contributions of program leaders impacted directly on the nature and direction of learning through the organisation and support of the social environment as did the personal agency of the individual learners. Through a socio-personal approach it is possible to consider the contributions of the social and physical world, how individuals engage, construe, construct and reconcile their experiences and the relations between all of these components when learning in sport-for-development settings.

A key feature of Iranian sporting clubs is the increased focus on the concept of Corporate Social Responsibility (CSR). A large number of Iranian sporting clubs are employing CSR initiatives to support specific stakeholders and to leverage their societal positions. Nevertheless, there is limited research that has examined CSR in Iranian sports to guide policy and practice associated with CSR initiatives. Therefore, the aim of the present study was to examine CSR in the Iranian sports industry so as to support the advancement and evaluation of CSR initiatives in clubs. A developmental orientation was adopted in this qualitative research. Participants were selected using a combination of purposeful and snowball sampling methods. A total of 30 participants were involved including executive managers, university faculty members, and coaches of the Iranian Premier League clubs of Football, Volleyball, Basketball, Futsal, and Handball, as well as members of university sport management faculties. One-on-one, semi-structured interviews were used to generate data. Data analysis procedures were conducted in line with the principles of grounded theory and involved open coding, axial coding, and selective coding. In this study, 64 open source codes were identified. Further, the use of the grounded theoretical approach led to the creation of a theoretical model comprised of causal conditions (five categories), contextual conditions (two categories), intervening conditions (six categories), strategies (two categories), and consequences (four categories) that describe the phenomenon of CSR in Iranian sport. Particular attention is given to the five key causal categories that were cultural, social, economic, policy, and institutional in nature. CSR activities were found to have the capacity to impact the promotion of the club through a number of concepts and categories, including fostering trust amongst the public, promoting ethical dimensions through sport, discovering and creating new markets, and attracting supporters. This analysis situated in the Middle East provides a way of considering CSR that is an alternative to the dominant Western approaches. [ABSTRACT FROM AUTHOR]