scholarly journals “Who’s Who?”: Identifying Cycling Coaches’ Biographies

2021 ◽  
pp. 1-10
Author(s):  
Samuel Wood ◽  
David Richardson ◽  
Simon Roberts
Keyword(s):  
Narrative Analysis ◽  
Formal Education ◽  
Life Experiences ◽  
Coach Education ◽  
Course Content ◽  
Coach Learning ◽  
Semistructured Interviews ◽  
Perceived Relevance ◽  
The Individual ◽  
Educational Course

Consideration of a learners’ biography is deemed to impact on their engagement with formal education and their connection with, and perceived relevance of, educational course content. It is considered equally important to understand coaches who enrol on formal coach learning in sport—their motivations, beliefs, values, existing knowledge, and previous life experiences. This research explored the individual biographies of eight neophyte cycling coaches over an 18-month period following the successful completion of a national governing body coach award. Following 23 formal semistructured interviews and 26 unstructured interviews, deductive thematic narrative analysis revealed three different typologies of coach: the “performance coach”; the “parent-coach”; and the “community coach.” Although the subjective details of the life stories varied according to their idiosyncratic perspective, all participants’ stories broadly followed one of these three identifiable narratives. Identifying different “typologies” of cycling coaches’ answers calls from coach developers to account for the specific backgrounds of coaches’ practices. It is hoped this research will begin the process of developing more personalised approaches to coach education.

Navigating the health care system: perceptions of patients with chronic pain

2009 ◽  
Vol 29 (4) ◽  
pp. 162-168
Author(s):  
AL Dewar ◽  
K Gregg ◽  
MI White ◽  
J Lander
Keyword(s):  
Health Care ◽  
Chronic Pain ◽  
Health Care System ◽  
Health Care Professionals ◽  
Primary Care Physicians ◽  
Treatment Compliance ◽  
Care Utilization ◽  
Semistructured Interviews ◽  
The Individual ◽  
Care System

A new framework is needed for patients with chronic pain and their primary care physicians that acknowledges the individual’s experiences and provides evidence-informed education and better linkages to community-based resources. This study describes the experience of 19 chronic-pain sufferers who seek relief via the health care system. Their experiences were recorded through in-depth semistructured interviews and analyzed through qualitative methods. The participants reported early optimism, then disillusionment, and finally acceptance of living with chronic pain. Both individuals with chronic pain and their health care professionals need evidence-informed resources and information on best practices to assist them to manage pain. Empathetic communication between health care professionals and individuals with chronic pain is crucial because insensitive communication negatively affects the individual, reduces treatment compliance and increases health care utilization.

THE ROLE OF EDUCATION ON DISASTER PREPAREDNESS CASE STUDY OF 2012 INDIAN OCEAN EARTHQUAKES ON THAILAND’S

2018 ◽  
Author(s):  
Raya Muttarak ◽  
Wiraporn Pothisiri
Keyword(s):  
Indian Ocean ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Formal Education ◽  
Disaster Experience ◽  
Individual Household ◽  
The Indian Ocean ◽  
The Individual

In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household, and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster experience, the education level of household members is positively related to disaster preparedness. The findings also show that disaster related training is most effective for individuals with high educational attainment. Furthermore, living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness. In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.

scholarly journals Phenomenological approaches to personal identity

2021 ◽  
Author(s):  
Jakub Čapek ◽  
Sophie Loidolt
Keyword(s):  
Personal Identity ◽  
Life Experiences ◽  
The Self ◽  
Special Issue ◽  
The Social ◽  
Phenomenological Perspective ◽  
Nineteenth And Twentieth Centuries ◽  
Continental Tradition ◽  
The Individual ◽  
Temporal Becoming

AbstractThis special issue addresses the debate on personal identity from a phenomenological viewpoint, especially contemporary phenomenological research on selfhood. In the introduction, we first offer a brief survey of the various classic questions related to personal identity according to Locke’s initial proposal and sketch out key concepts and distinctions of the debate that came after Locke. We then characterize the types of approach represented by post-Hegelian, German and French philosophies of the nineteenth and twentieth centuries. We argue that whereas the Anglophone debates on personal identity were initially formed by the persistence question and the characterization question, the “Continental” tradition included remarkably intense debates on the individual or the self as being unique or “concrete,” deeply temporal and—as claimed by some philosophers, like Sartre and Foucault—unable to have any identity, if not one externally imposed. We describe the Continental line of thinking about the “self” as a reply and an adjustment to the post-Lockean “personal identity” question (as suggested by thinkers such as MacIntyre, Ricœur and Taylor). These observations constitute the backdrop for our presentation of phenomenological approaches to personal identity. These approaches run along three lines: (a) debates on the layers of the self, starting from embodiment and the minimal self and running all the way to the full-fledged concept of person; (b) questions of temporal becoming, change and stability, as illustrated, for instance, by aging or transformative life-experiences; and (c) the constitution of identity in the social, institutional, and normative space. The introduction thus establishes a structure for locating and connecting the different contributions in our special issue, which, as an ensemble, represent a strong and differentiated contribution to the debate on personal identity from a phenomenological perspective.

scholarly journals Understanding decisions about antibiotic prescribing in ICU: an application of the Necessity Concerns Framework

2021 ◽  
pp. bmjqs-2020-012479
Author(s):  
Alyssa M Pandolfo ◽  
Robert Horne ◽  
Yogini Jani ◽  
Tom W Reader ◽  
Natalie Bidad ◽  
...  
Keyword(s):  
Focus Groups ◽  
Antibiotic Prescribing ◽  
Negative Consequences ◽  
Out Of Hours ◽  
Team Members ◽  
Clinical Vignettes ◽  
Molecular Microbiology ◽  
Semistructured Interviews ◽  
Decision Making Processes ◽  
The Individual

BackgroundAntibiotics are extensively prescribed in intensive care units (ICUs), yet little is known about how antibiotic-related decisions are made in this setting. We explored how beliefs, perceptions and contextual factors influenced ICU clinicians’ antibiotic prescribing.MethodsWe conducted 4 focus groups and 34 semistructured interviews with clinicians involved in antibiotic prescribing in four English ICUs. Focus groups explored factors influencing prescribing, whereas interviews examined decision-making processes using two clinical vignettes. Data were analysed using thematic analysis, applying the Necessity Concerns Framework.ResultsClinicians’ antibiotic decisions were influenced by their judgement of the necessity for prescribing/not prescribing, relative to their concerns about potential adverse consequences. Antibiotic necessity perceptions were strongly influenced by beliefs that antibiotics would protect patients from deterioration and themselves from the ethical and legal consequences of undertreatment. Clinicians also reported concerns about prescribing antibiotics. These generally centred on antimicrobial resistance; however, protecting the individual patient was prioritised over these societal concerns. Few participants identified antibiotic toxicity concerns as a key influencer. Clinical uncertainty often complicated balancing antibiotic necessity against concerns. Decisions to start or continue antibiotics often represented ‘erring on the side of caution’ as a protective response in uncertainty. This approach was reinforced by previous experiences of negative consequences (‘being burnt’) which motivated prescribing ‘just in case’ of an infection. Prescribing decisions were also context-dependent, exemplified by a lower perceived threshold to prescribe antibiotics out-of-hours, input from external team members and local prescribing norms.ConclusionEfforts to improve antibiotic stewardship should consider clinicians’ desire to protect with a prescription. Rapid molecular microbiology, with appropriate communication, may diminish clinicians’ fears of not prescribing or of using narrower-spectrum antibiotics.

Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program

2015 ◽  
Vol 2 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Jamie Araya ◽  
Andrew Bennie ◽  
Donna O’Connor
Keyword(s):  
Informal Learning ◽  
Community Of Practice ◽  
Formal Learning ◽  
Coach Education ◽  
Types Of Knowledge ◽  
Socially Constructed ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Coach Development ◽  
Semistructured Interviews

The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.

Understanding the Effects of Mindfulness Meditation Combined With Aromatherapy, to Enhance the Wellbeing of MCAST ICS Lecturers: A Narrative Study

2021 ◽  
Vol 5 (1) ◽  
pp. 4-39
Author(s):  
Nadia Cauchi
Keyword(s):  
Narrative Analysis ◽  
Mindfulness Meditation ◽  
Work And Family ◽  
Self Awareness ◽  
Narrative Study ◽  
Individual Interviews ◽  
Inquiry Approach ◽  
The Common ◽  
Mindful Meditation ◽  
The Individual

This study looks at the effects of the combined practice of mindful meditation and aromatherapy on the wellbeing of MCAST ICS lecturers, potentially providing resources that can help them deal with various stressors. Each practice is supported with literature underlining its effects towards a holistic wellbeing. The researcher uses a qualitative narrative inquiry approach to draw meaning and understanding out of the participants’ experiences. Three MCAST ICS lecturers participated in this study. Their background in health care enables them to relate better with the benefits of mindful meditation and aromatherapy. The research design of this study consists of four stages; a pre-session held with the three participants, weekly mindful meditation sessions for six weeks, individual interviews with each participant, followed by a focus group. Three of the six sessions included aromatherapy and a mindful journal was kept throughout the sessions. The analysis format could either develop as an analysis of narrative or narrative of analysis. In this study both formats were used, however, due to the word count limit only the analysis of narrative is seen. The researcher elicited whole segments from the individual transcripts to develop various themes. To examine the data for the emergent themes the researcher chose to use thematic narrative analysis as it focuses on the ‘told’ (Riessman 2008). In this case the ‘told’ is what helped identify the common patterns found across the narratives. As themes started to emerge, whenever possible the researcher used the MAXQDA software to facilitate the process. Mindful meditation was found to lead to a series of events that enhance self-awareness, thus enhancing holistic wellbeing and positively effecting the individual’s approach towards work and family. This can be achieved because mindful meditation has the potential to enhance one’s social skills, soft skills, and emotional intelligence. Furthermore, combining aromatherapy with mindful meditation was found to positively enhance one’s experience. However, it was not the only decisive factor since the ambience was also an influencer.

‘Persistence and Silence: A Narrative Analysis of Employee Responses to Organisational Change’

2003 ◽  
Vol 8 (4) ◽  
pp. 73-87 ◽  
Author(s):  
Melanie Bryant
Keyword(s):  
Narrative Analysis ◽  
Workplace Violence ◽  
Management Practices ◽  
Resistance To Change ◽  
Organisational Change ◽  
Original Intent ◽  
Career Opportunities ◽  
Response To Change ◽  
The Individual ◽  
Employee Responses

This article is concerned with how employees talk about organisational change and focuses specifically on how employees discuss reactions and responses to change through the construction of narratives. Employees included in this study suggest that the use of voice as an attempt to inform managers of their discontent, or remaining silent and passive are the most common responses to organisational change. Within sociology and management literature, voice has been considered as a constructive response to change, providing invaluable feedback to managers about declining conditions or performance lapses. Alternatively, remaining silent or passive has been documented as a weak strategy in which the individual renounces control and forms a dependency relationship with powerful groups such as managers. The primary aim of this paper is to challenge the argument that voice is a constructive response to change and suggest that voice is likely to be perceived as destructive, thus leading to the removal of responsibilities and career opportunities. Furthermore, this paper argues that silence is the more constructive response to change, which is documented in this research as leading to the advancement of careers. Relationships between the way employees respond to organisational change and the type of narrative that they construct is also discussed. Those who report remaining silent construct ‘conversion stories’ suggesting that organisational change provided a turning point in which employees could embrace management practices and gain career advancement. Alternatively, those who reported using voice construct ‘atrocity tales’ in which change is associated with stories of workplace bullying, removal of career opportunities and workplace violence. These narratives suggest that the use of voice as a response to change is more complex than its original intent and explanation in the literature, providing challenges for researchers in understanding where voice as a constructive response ends and where resistance to change begins.

scholarly journals READING AND LITERARY EDUCATION IN IST-IIIRD CLASSES OF PRIMARY SCHOOL AS A SOURCE OF MULTI-ACTIVITY OF STUDENTS

2016 ◽  
pp. 58-69
Author(s):  
Teresa Yanitska-Panek
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Life Experiences ◽  
Real Life ◽  
Literary Texts ◽  
Literary Education ◽  
The World ◽  
The Individual ◽  
Narrative Description ◽  
Attitudes Towards Reading

Literary education is very important in the process of forming the personality of the individual. It is necessary to implement a number of conditions in order to student’s contact with literature was a great experience. Reading can be seen as a way of man’s existence in the world of symbols and information. Reading can also be a medium through which cultural content reaches to the recipient and enrich and improve his language and engage him emotionally. Reading is an act of great importance, austerity and effort, and at the same time it is an act of preparing the reader and the recipient to the reflection.Many authors emphasize the value of reading, inspired many motives. The authors draw attention to the different attitudes towards reading of the text which have been described by Lech Witkowski, philosopher and pedagogue in 2007. Eight status of the text in the course of reading are specific hints for teachers and non-pedagogical readers how to treat the text. The philosopher’s look on the function of reading puts this ability in a variety of contexts and makes that people interested in reading can become seekers and creative.The reading is determined the following learning outcomes: student reads fluently, correctly, fluently and expressively aloud texts consisting of words discussed during classes. These texts relate to real-life experiences of children and cognitive expectations. A student also understands short texts read silently; student correctly reads aloud texts written own in a notebook and texts stored on a PC. The student working with text by searching for the most beautiful piece. He is also able to distinguish in literary texts the forms such as narrative, description and dialogue.

scholarly journals My Sister, Our Stories: Exploring the Lived Experience of School Leavers through Narrative and Poetics

2015 ◽  
Author(s):  
C. Davis ◽  
Jennifer Pepperell
Keyword(s):  
Social Class ◽  
Lived Experience ◽  
Adult Female ◽  
Narrative Analysis ◽  
Life Experiences ◽  
Educational Experiences ◽  
Sibling Relationship

The purpose of this study was to explore the educational experiences of two adult female siblings who are both school leavers. Through the use of thematic narrative analysis, sibling narratives and poetic re-presentations, their stories were developed. These stories represent the participants’ experiences of prior schooling and their current commitments to education. While each story conveyed a profound similarity in terms of prior schooling, contrasting narratives were illustrated through description of transitional moments and sibling relationship. The analysis also explored the intersections of race, gender, and social class within educative moments of the life experiences of the participants.

scholarly journals Comprehension and construct validity of the Visual Prostate Symptom Score by men with obstructive lower urinary tract symptoms in rural Africa

2017 ◽  
Vol 11 (11) ◽  
pp. E405-8 ◽  
Author(s):  
Lynn Stothers ◽  
Andrew Macnab ◽  
Francis Bajunirwe ◽  
Sharif Mutabazi ◽  
Catherine Lobatt
Keyword(s):  
Urinary Tract ◽  
Symptom Score ◽  
Lower Urinary Tract Symptoms ◽  
Lower Urinary Tract ◽  
Formal Education ◽  
Image Size ◽  
Urinary Tract Symptoms ◽  
Student’S T ◽  
The Individual ◽  
Lower Urinary

Introduction: The Visual Prostate Symptom Score (VPSS) is an image-based interpretation of the International Prostate Symptom Score (IPSS) intended to quantify frequency, nocturia, weak stream, and quality of life (QoL) in a literacy-independent manner.Methods: Ugandan men presenting with lower urinary tract symptoms (LUTS) to a rural clinic completed VPSS and IPSS independently and then with assistance. They verbally interpreted VPSS images, rated question usefulness, and suggested improvements. Responses between word-based and image-based measures were compared (Student’s T, Fisher’s exact, and Spearman’s correlation tests).Results: 132 scores from 33 men (mean age: 61 years, range 28‒93; education: no schooling 20%, grades 1‒4 62%, 5‒7 9%, 8‒12 9%). Correlation between IPSS and VPSS scores was positive (r= 0.70), as it was between the individual irritative, obstructive, and QoL questions. Independent of education, the weak stream image was best recognized. Likert scale measures indicated this was the most useful image, followed by daytime frequency. Nocturia and QoL images were rated as less clear, with explanation required before most understood that QoL facial expression images reflected overall LUTS impact. Improvements suggested included: increased image size for frequency and nocturia pictograms, increased black/white contrast for nocturia, and addition of an image to allow reporting of urgency.Conclusions: In a population with little formal education, there was positive correlation between IPSS and VPSS, with inherent recognition best for weak stream and worst for QoL images. Increased image clarity and an additional image for urgency will enhance the global utility of the VPSS for men to report symptoms of LUTS.

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