scholarly journals University Student-Athletes’ Experiences of Facilitators and Barriers to Contribution: A Narrative Account

2016 ◽  
Author(s):  
Colin Deal ◽  
Martin Camiré
Keyword(s):  
Time Management ◽  
Student Athletes ◽  
Management Strategies ◽  
University Student ◽  
First Year ◽  
Structured Interviews ◽  
The Subject ◽  
Facilitators And Barriers ◽  
Narrative Account ◽  
First Year Student

University student-athletes’ contributions in the form of volunteering, community engagement, and civic engagement have been the subject of recent research; however, no studies have specifically examined the factors that facilitate or serve as barriers to contribution in this population. As such, the purpose of this study is to explore the facilitators and barriers relating to university student-athletes’ contributions. Individual semi-structured interviews were conducted with eight university student-athletes (two males, six females) between 18 and 21 years of age (M = 19.25) from two Canadian universities. The analysis led to the identification of two qualitatively distinct profiles regarding how facilitators and barriers to contributions were experienced: (a) the first-year student-athletes and (b) the sustained contributors. Although the participants in each profile identified teammates, coaches, and athletics department staff as facilitators to contribution, they differed in their interpretation of how these individuals facilitated contributions. First-year student-athletes were more reliant than sustained contributors on having facilitators create contribution opportunities. The profiles also differed in regards to how time constraints were overcome. First-year student-athletes utilized less complex, individual time-management strategies, while sustained contributors collaboratively made use of more advanced time-management strategies to optimize their time.

Teaching Literature among Pre-Service Teachers: Challenges and Solutions

2021 ◽  
Vol 8 (1) ◽  
pp. 95-103
Author(s):  
Ain Suraya Harun ◽  
Norhanim Abdul Samat
Keyword(s):  
Time Management ◽  
Public University ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Teaching Techniques ◽  
Literature Teaching ◽  
Teaching Literature ◽  
Teacher Trainees ◽  
The Subject ◽  
The University

Teacher trainees should be prepared to teach and exposed to the approaches, models, and techniques of literature teaching. Being ready can also boost their confidence to teach literature so that the lessons can be delivered smoothly.  These teachers are so new to teaching that they might face difficulties when teaching English, specifically literature. There are teaching techniques, strategies and approaches that those pre-service teachers can investigate to understand better how to apply in their teaching. Additionally, their lack of exposure towards literature teaching can also affect the performance of teaching. This paper seeks to investigate pre-service teachers’ readiness to teach literature in schools and the challenges faced by them while teaching literature. It also attempts to offer suggestions to improve better literature teaching. This mixed method research study used questionnaires distributed to 22 TESL pre-service teachers from a public university in Johor. Additionally, semi-structured interviews were conducted with two lecturers who have vast experiences in supervising pre-service teachers at schools. Results show that a majority of fourth year TESL students are ready to teach literature with the training and courses provided by the university. Also, among the challenges that they faced are time management and their students’ feelings on the subject. This study hopes to provide insights to training teachers on literature teaching.

scholarly journals Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning

2020 ◽  
pp. 146978742090838
Author(s):  
Ella R Kahu ◽  
Catherine Picton
Keyword(s):  
University Student ◽  
Three Dimensions ◽  
Student Experiences ◽  
First Year Experience ◽  
Photo Elicitation ◽  
First Year ◽  
Elicitation Method ◽  
Dual Nature ◽  
Holistic Understanding ◽  
First Year Student

The transition from school to university is challenging and a greater knowledge of the first-year student experience will enable staff to better support their students. University- and government-run student surveys fail to capture the depth and breadth of the first-year experience and so qualitative research is needed to get a more nuanced and holistic understanding of students’ lives. The study described in this article used a photo elicitation method. We asked students to choose four images that represented their first year at university. The data – the chosen photographs and the students’ explanations of their choices – were thematically analysed, focusing in particular on the diverse metaphors students used to depict three dimensions of their experiences: life, university and learning. The findings highlight the dual nature of the transition to university – learning to be a university student and learning to be an adult – as well as the challenges and stresses of that process. The lack of agency that students felt is evident. The students likened their journey to a rollercoaster and talked of not being able to keep up with the fast-moving curriculum. They depicted themselves as passive acquirers of knowledge. The findings offer new ways for staff to understand the challenges that potentially disrupt student engagement in the first year. Both students and staff could benefit from recognising the metaphors in their thinking and, potentially, seeking new metaphors that might reveal different and more positive ways of experiencing the first year in higher education.

scholarly journals PP8 Paramedic views and experiences of the ethical considerations in ambulance based clinical trials: an interview study

2019 ◽  
Vol 36 (1) ◽  
pp. e4.1-e4
Author(s):  
Stephanie Armstrong ◽  
Adele Langlois ◽  
Niroshan Siriwardena
Keyword(s):  
Clinical Trials ◽  
University Education ◽  
Research Experience ◽  
Structured Interviews ◽  
Ethical Considerations ◽  
Potential Barriers ◽  
Patient Capacity ◽  
The Subject ◽  
Facilitators And Barriers ◽  
Time Limitations

BackgroundPrehospital ambulance based research has unique ethical considerations due to urgency, time-limitations and the locations (home, ambulance) involved. We sought to explore these issues through interviews with paramedics that have research experience.MethodsWe undertook semi-structured interviews with paramedics, seeking their views and experiences of undertaking research in ambulance based clinical trials. Participants were purposively chosen because they were actively involved research and had enrolled one or more patients into a clinical trial. Participants were questioned regarding their experiences of the enrolment and consent process, and their opinions regarding the facilitators and barriers to ambulance based research. Transcripts were digitally recorded, transcribed verbatim, and analysed thematically.ResultsWe interviewed 15 paramedics. They ranged from newly qualified to experienced advanced paramedics. Mental capacity and consent were discussed and the time and complexity for undertaking these processes were highlighted. Participants discussed problems with completing paperwork due to the complexity of recording systems. Most highlighted paramedic training and experience as a potential barrier to research, stating that those that had gone through a university education in general seemed more open to research than those that had ‘learnt on the job’. It was also felt that more information on the benefits of a trial to both patients and practice were needed from the outset to allow paramedics to make an informed decision about whether to take part in research or not. Several stated that they did additional reading around the subject before signing up. All stated that the training given prior to commencing the research was good and appropriate to each trial.ConclusionsWe identified patient capacity and consent, paramedic training and experience and complexity of processes as important potential barriers to prehospital research. There is scope to improve guidance for prehospital research studies in future.

scholarly journals Maintaining dual career balance: A scenario perspective on Swedish university student-athletes’ experiences and coping

2021 ◽  
Vol 3 ◽  
pp. 47-55
Author(s):  
Lukas Linnér ◽  
Natalia Stambulova ◽  
Kristina Ziegert
Keyword(s):  
Thematic Analysis ◽  
Student Athletes ◽  
University Student ◽  
Dual Career ◽  
Structured Interviews ◽  
Sport Event ◽  
Research And Practice ◽  
Definition Of ◽  
And Coping ◽  
Difficult Situations

A dual career (DC) scenario perspective was introduced in the Erasmus+ Sports project “Gold in education and elite sport” (GEES) and is characterized by integration of student-athletes’ athletic and non-athletic demands into difficult situations or periods (i.e., scenarios) requiring coping efforts. In this study we consider balance as the primary challenge for student-athletes and set out to identify DC scenarios that influenced university student-athletes’ optimal DC balance, and the factors involved in coping with such scenarios. We implemented a post-positivist qualitative design through semi-structured interviews with six university student-athletes. Our thematic analysis generated seven DC scenarios (e.g., A sport event coincides with exams, and Finalize degree project and continue to train and compete). The scenarios, their characteristics and student-athletes’ corresponding coping are described. Based on the findings, we suggest an updated definition of DC scenarios and present their taxonomy, with four types of DC scenarios in which student-athletes’ circumstances require (a) several shifts between sport and study in daily life, (b) prioritizing sport while maintaining study, (c) prioritizing study while maintaining sport, and (d) prioritizing personal life while maintaining sport and study. We discuss how these developments can be useful for DC research and practice.

scholarly journals First-year English Majors’ Use of Autonomous Learning Strategies

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Duong My Tham
Keyword(s):  
Resource Management ◽  
Learning Strategies ◽  
Time Management ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Autonomous Learning ◽  
First Year ◽  
Monitoring Strategies ◽  
English Majors

This study aimed at investigating the frequency of autonomous learning strategies used by 173 English majors at a Ho Chi Minh City-based university. The quantitative data collected from the closed-ended questionnaire were statistically analyzed by means of SPSS 20. The results showed that there were insignificant differences in terms of frequency among three groups, namely cognitive, metacognitive, and resourse management strategies. Statistically, the resource management strategies group achieved the highest mean score (M=3.31; SD=0.59), followed by the cognitive strategies (M=3.29; SD=0.71) and the metacognitive strategies (M=3.27; SD=0.60). Turing to the details, however, the use of strategies in each group varied in degree. As for the resource management strategies, in particular, the strategies concerning learning environment management, internet-based indendendent learning, and peer learning were preferred to the strategies of teacher support and time management, whereas the participants tended to use more rehearsal and elaboration strategies than organization ones in the cognitive strategies and more critical thinking and monitoring strategies than goal setting ones in the metacognitive strategies.   

Painful Choices: A Qualitative Exploration of Facilitators and Barriers to Active Lifestyles Among Adults With Osteoarthritis

2015 ◽  
Vol 36 (9) ◽  
pp. 1091-1116 ◽  
Author(s):  
Rachael C. Stone ◽  
Joseph Baker
Keyword(s):  
Physical Activity ◽  
Health Care Providers ◽  
Qualitative Interviews ◽  
Management Strategies ◽  
Intervention Strategy ◽  
Care Providers ◽  
Structured Interviews ◽  
Health Related ◽  
Facilitators And Barriers ◽  
Aging Adults

Research has indicated physical activity and exercise can effectively attenuate biopsychosocial osteoarthritis-related symptoms in adults, more so than other management strategies; however, both leisure and structured physical activity are scarcely recommended by health care providers, and remain rarely adopted and adhered to in this patient population. Using qualitative interviews, the present study investigated potential facilitators and barriers to physical activity for adults with osteoarthritis. Fifteen participants (30-85 years of age) with osteoarthritis engaged in semi-structured interviews, which focused on experiences with physical activity/exercise, daily osteoarthritis management, and experiences with health professionals’ recommendations. Analysis of the interview transcripts revealed that pain relief, clear health-related communication, and social support facilitated physical activity. Physical pain, psychological distress, and inadequate medical support were the most frequently expressed barriers. The present study supports the biopsychosocial nature of osteoarthritis, which may have important implications for advancing exercise as an effective and long-term intervention strategy in aging adults with osteoarthritis.

scholarly journals Retention and Academic Success of First-Year Student-Athletes and Intramural Sports Participants

2019 ◽  
Vol 43 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Michael McElveen ◽  
Kelly Ibele
Keyword(s):  
Academic Success ◽  
Student Athletes ◽  
Athletic Participation ◽  
First Year ◽  
Student Athlete ◽  
Division Iii ◽  
Grade Point ◽  
Intramural Sports ◽  
Significant Difference ◽  
First Year Student

The purpose of this investigation was to compare the relationship of intramural sports and Division III athletic participation to retention and academic success in first-year college students. A first-year student cohort ( n = 568) was grouped into four categories: no participation, student-athlete, intramural participant, and participant in both. There was no statistically significant difference in academic success among the participant groups, F(6, 1084) = .626, p = .710. Both the student-athlete and intramural participant groups were retained at a higher rate than the no participation group, 4.65% and 10.48%, respectively. Of the 46 student-athletes who discontinued playing varsity sports, only 17 remained at the institution. This investigation supports that intramural sports and Division III varsity athletic participation does not negatively affect grade point average and credit hours earned in first-year students, while demonstrating a positive relationship with retention. The results also highlight the need for intentional intervention and research related to the disengaged student-athlete.

scholarly journals Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

2018 ◽  
Vol 9 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Wenshu Li ◽  
Richard M. Bennett ◽  
Taimi Olsen ◽  
Rachel McCord
Keyword(s):  
Attribution Theory ◽  
Time Management ◽  
Engineering Students ◽  
Three Dimensions ◽  
First Year ◽  
Management Skills ◽  
Structured Interviews ◽  
Adjustment Problems ◽  
First Semester ◽  
Homework Completion

Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework.  The purpose of this study was to examine students’ attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students’ attributions of homework incompletion according to Weiner’s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student’s attributions for low homework completion was due to poor time management skills.  Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students’ reasons for homework incompletion varied across the three dimensions of Weiner’s attribution theory suggesting that a variety of intervention techniques is required.  In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.

scholarly journals Motivation-Value Component of FirstYear Student’s Subjectivity

2018 ◽  
Vol 50 ◽  
pp. 01073
Author(s):  
Natalya Ivantsova ◽  
Irina Shilnikova ◽  
Oleg Podlinyaev ◽  
Natalia Shisharina
Keyword(s):  
Personal Development ◽  
Cognitive Activity ◽  
Interaction Process ◽  
University Student ◽  
First Year ◽  
First Year Students ◽  
Professional Interest ◽  
Professional Self ◽  
The Subject ◽  
Main Components

This article discusses one of the main components of subjectivity of a university student. According to the research, that is a motivation-value one. It presupposes the presence of a sustain motivation of the subject, leading to active educational and cognitive activity with elements of creativity. On the condition of cognitive activity based on the true interest students can get new knowledge and professional interest. Thus, we distinguish the following criteria of this component: awareness in the choice of profession, interest in educational and cognitive activity, stable professional motivation, aspiration for creative, professional self-realization. It has a pronounced focus on professional and personal development. The article reveals the problem of cognitive and professional motivation of first-year students, as well as ways of their development. Particular attention is paid to a pedagogical interaction process that is based on pedagogical support (facilitation) and is aimed at revealing and realizing the student’s personal potential, expanding his/her cognitive and professional interests and needs.

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