Women’s transformative experiences while distance running in nature: An intuitive inquiry.

2019 ◽  
Vol 6 (3) ◽  
pp. 339-358
Author(s):  
Stephanie Ludwig
Author(s):  
Thomas DeGloma ◽  
Erin F. Johnston

This chapter explores the ways individuals account for cognitive migrations—significant changes of mind and consciousness that are often expressed as powerful discoveries, transformative experiences, and newly embraced worldviews. It outlines three ideal typical forms of cognitive migration: awakenings, self-actualizations, and ongoing quests. Building on prior approaches to such personal transformations, it develops the notion of cognitive migration to argue the following set of interrelated points. First, cognitive migrations take autobiographical form, which is to say they manifest as the narrative identity work of individuals who undergo them. Second, such narrative identity work provides a reflexive foundation for an individual’s understanding of self and identity in relation to other possible selves and identities—for seeing oneself as a relationally situated character. Third, individuals who articulate cognitive migrations use the plot structure and cultural coding at the root of their narratives to express their allegiance to a new sociomental community. They thereby take on new cognitive norms and identity-defining conventions while rejecting potential alternatives, locating themselves within a broader sociomental field. The spatial metaphor of cognitive migrations draws explicit attention to the broader sociomental field in which such radical changes of mind take place. Finally, such narrative identity work links self-understandings to the often-contested meanings of broadly relevant issues, events, and experiences; when individuals account for their cognitive migrations, they also advance claims that reach well-beyond their personal lives.


2021 ◽  
pp. 234763112110072
Author(s):  
Srinivasan Lakshminarayanan ◽  
N. J. Rao ◽  
G. K. Meghana

The introductory programming course, commonly known as CS1 and offered as a core course in the first year in all engineering programs in India, is unique because it can address higher cognitive levels, metacognition and some aspects of the affective domain. It can provide much needed transformative experiences to students coming from a system of school education that is dominantly performance-driven. Unfortunately, the CS1 course, as practiced in almost all engineering programs, is also performance-driven because of a variety of compulsions. This paper suggests that the inclusion of a course CS0 can bring about transformative learning that can potentially make a significant difference in the quality of learning in all subsequent engineering courses. The suggested instruction design of this course takes the advantage of the unique features of a course in programming. The proposed CS0 course uses “extreme apprenticeship” and “guided discovery” methods of instruction. The effectiveness of these instruction methods was established through the use of the thematic analysis, a well-known qualitative research method, and the associated coding of transformative learning experiences and instruction components.


Author(s):  
Stein Gerrit Paul Menting ◽  
Brian Hanley ◽  
Marije Titia Elferink-Gemser ◽  
Florentina Johanna Hettinga

2021 ◽  
pp. 074355842110067
Author(s):  
Parissa J. Ballard ◽  
Grace Anderson ◽  
Danielle Parker Moore ◽  
Stephanie S. Daniel

Authoring Action (A2) is a youth-focused, arts-based, afterschool and summer program. A2’s mission is “to transform the lives of youth and the world through the power of creative writing, spoken word, visual and media arts, film-making and leadership education that promotes positive systemic change.” Using in-depth interviews, this study aimed to understand how this arts-based program affects youth development. Participants in this study (N=36) were alums of Authoring Action (A2), interviewed when they were between the ages of 17-32. Over half identified as female (N=21). Most A2 participants were youth of color and participated in A2 between ages 13-17. Interview data were coded following several steps: generating initial codes, searching for themes, reviewing themes, defining and naming themes, and generating a report. Four themes describe the impacts of A2 for program participants: communication, cathartic and transformative experiences, connection, and critical consciousness. Programmatic features—getting paid to participate, shared group identity, and open access to program leaders and peers – were meaningful to youth participants. The mission and programmatic features of A2 support youth development; we discuss practices that may benefit other arts-based youth programs and the implications of such practices for youth development.


2021 ◽  
Vol 9 (7_suppl3) ◽  
pp. 2325967121S0008
Author(s):  
Mitchell J. Rauh ◽  
Micah C. Garcia ◽  
David M. Bazett-Jones ◽  
Jason T. Long ◽  
Kevin R. Ford ◽  
...  

Background: Distance running is a popular interscholastic sport, but also has an associated high risk of running-related injuries. Recent literature suggests that functional tests may help to identify athletes at increased risk of injury. The Y-Balance Test (YBT) is an objective measure used to assess functional muscle strength and balance and to expose asymmetries between tested limbs. Purpose: To determine if YBT performance was associated with maturation status in healthy, youth distance runners. We hypothesized that mid-pubertal (MP) runners would demonstrate less functional reach distance than pre-pubertal (PrP) or post-pubertal (PoP) runners. Methods: A convenience sample of 142 (Females: n=79, Males: n=63) uninjured youth runners (ages 13.5±2.7 years; weekly running distance: 18.2±20.4 km) were recruited from the local community. All runners met inclusion criteria, indicating that they were between 9 and 19 years old and participated in long-distance running activities such as school/club track and field, cross country, road races, trail running, and/or soccer. The runners completed a modified Pubertal Maturational Observation Scale (PMOS), then were screened for right (R) and left (L) anterior (ANT), posteromedial (PM) and posterolateral (PL) reach distances (cm) normalized by lower limb length (cm). Composite reach distance was calculated by the sum of the three reach distances divided by three times the limb length multiplied by 100 for R and L limbs. ANOVA with Bonferroni post hoc tests were used to compare maximum normalized reach distances for the three directions and composite reach distance by maturation status and sex. Results: Overall, 31.7% were classified as PrP status, 26.1% as MP, and 42.3% as PoP, with similar percentages by sex ( p=0.84). The only significant mean difference was found for R ANT maximum normalized reach distance between PrP and PoP ( p=0.02), indicating a greater normalized reach in PrP athletes. No significant mean differences were found for R or L PM and PL maximum normalized reach distances, or for R or L composite reach distances, by maturation status or when stratified by maturation and sex ( p>0.05). Conclusions: In this sample of youth runners, the YBT was only a discriminator of anterior reach distance between pre-pubertal and post-pubertal runners. As decreased anterior reach is associated with reduced quadriceps muscle strength and anterior knee pain, reduced anterior reach in post-pubertal runners may potentially signify an increased risk of sustaining a running-related injury. Thus, preventive efforts to ensure good functional quadriceps muscle strength may be merited.


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