scholarly journals Perceptions of Athletes in Disabled and Non-Disabled Sport Contexts: A Descriptive Qualitative Research Study

Author(s):  
Sheryl Chatfield ◽  
Michael Cottingham

The term supercrip suggests extraordinary feats but is sometimes applied to any proficiency demonstrated by an athlete with a disability. This use of the term potentially undermines spectator appreciation for achievements of the upper echelon of disability sports participants. Prior disability sport researchers have suggested that a comparison of individuals’ perceptions of athletic heroes with and without disabilities has potential to help disability sport marketers counter the supercrip stereotype. The purpose of this research was to explore differences in perceptions by comparing participant descriptions of role models with and without disabilities. Research participants, who consisted of undergraduate students at a large southwestern university, viewed video recorded scenarios of athletes with and without disabilities and participated in focus group interviews. Our findings supported those of prior researchers who suggested that participants were most likely to describe relatable circumstances as inspiring. Our participants also critiqued the depth of the stories presented in the scenarios based on their prior exposure to disability narratives. Disability sport marketers might benefit from emphasizing multiple elements of athletes’ backgrounds to appeal to potential consumers. Marketers should also consider that consumers might have developed preexisting expectations about style of presentation of athlete interest stories.

In this qualitative research study, a bidirectional ARS was integrated into a lecture. Students’ perceptions were explored by focusing on their preferences on different question and feedback types, sharing of posts, nickname use, problems, and design suggestions. A total of 25 students participated in focus group interviews. The results showed that students liked the multiple-choice type questions due to the easy answer characteristics, and they found it difficult to text their responses for open-ended questions. The majority of the students preferred getting feedback immediately after asking a question. Students also stated that using ARS ease their shyness. The findings can significantly contribute for understanding the potential of an ARS supporting two-way communication during a lecture-based approach of instruction, also demonstrate that thinking level of the questions with the feasibility of ARS should be investigated together, and the different preferences of students on the question type, feedback type, and nickname use highlight the importance of student characteristics.


2018 ◽  
Vol 13 (4) ◽  
pp. 324-331 ◽  
Author(s):  
Dana K. Bates

Context:The flipped classroom, moving lecture outside class time and homework to the classroom, has been researched widely across many disciplines. Athletic training education has little research investigating this pedagogical approach.Objective:To explore students' perceptions of a flipped orthopaedic assessment course.Design:Qualitative study using a phenomenological approach.Setting:Focus group interviews with undergraduate students enrolled in an orthopaedic assessment course.Patients or Other Participants:Students (N = 15) enrolled in either the Physical Exam of the Lower Extremities in Athletic Training or the Physical Exam of the Upper Extremities in Athletic Training course participated in a focus-group interview in January or April 2016.Main Outcome Measure(s):Focus group interviews were conducted with a structured interview protocol. Interview data were analyzed inductively to uncover dominant themes by first organizing the data, then summarizing it into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation.Results:Themes indicated that participants in a flipped classroom found that this pedagogical practice was helpful, allowed for repetition, initially created more work, and was self-paced.Conclusions:Evidence demonstrated that the flipped classroom for this orthopaedic assessment course was favorably received by the participants.


2010 ◽  
Vol 15 (1) ◽  
Author(s):  
Sonya Beukes ◽  
Anna G.W. Nolte ◽  
Ebin Arries

Clinical community health facilities where undergraduate students are placed for their practical work in community nursing science are dynamic and have undergone major transformation over the past few years. In the clinical field, community nurses and undergraduate students are representative of the different races and language and ethnic groups in the South African population, with each group espousing different value systems. Both parties – students and community nurses – report that, due to these differences, value conflicts are experienced during clinical accompaniment and that this has negative effects on clinical learning in community nursing science.The goal of this study was to explore and describe the experiences of students with regard to value-sensitive clinical accompaniment in the community nursing environment. An exploratory, descriptive and contextual design was used. Interactions between community nurses and students during clinical accompaniment were explored for value sensitivity by means of video recordings,participant observation and focus group interviews. Data were collected by means of video recordings, participant observation and focus group interviews. The data were analysed and coded by the researcher and the external coder, using an inductive descriptive method to identify important segments of the regularity of behaviour. The focus group interviews were transcribed, analysed and coded by the researcher and the external coder, using Tesch’s steps of analysis (Creswell 1994:155–156).Lincoln and Guba’s criteria (1985:290) for trustworthiness were applied to the study.The general findings indicate that clinical accompaniment in community nursing is not value sensitive and, as a result, guidelines for value-sensitive clinical accompaniment need to be developed for undergraduate students in the community nursing environment. The following values (values for which guidelines need to be developed) were identified: respect during clinical accompaniment,value-sensitive communication and sensitivity to the quality of clinical accompaniment.OpsommingKliniese gemeenskapsgesondheidsfasiliteite waar voorgraadse studente geplaas word vir gemeenskapsverpleegkundepraktika is dinamies en het groot veranderinge oor die laaste paar jare ondergaan. In die kliniese veld verteenwoordig gemeenskapsverpleegkundiges en voorgraadse studente verskillende rasse en taal- en etniese groepe in die Suid-Afrikaanse bevolking, elkeen met verskillende waardes. Albei partye – studente en gemeenskapsverpleegkundiges – het gerapporteer dat waardekonflik weens verskillende kulture en waardes tydens kliniese begeleiding ervaar word,wat kliniese leer op sy beurt in gemeenskapsverpleegkunde negatief beïnvloed.Die doel van die studie was om die belewenis van studente met betrekking tot waardesensitiewe kliniese begeleiding in gemeenskapsverpleegkunde te verken en te beskryf. ’n Verkennende, beskrywende en kontekstuele ontwerp is gebruik. Die interaksie wat tussen die gemeenskapsverpleegkundiges en studente tydens kliniese begeleiding plaasgevind het, is vir waardesensitiwiteit deur middel van video opnames, deelnemerobservasie en fokusgroeponderhoude verken. Die data wat deur middel van video-opnames en deelnemerobservasie ingesamel is, is deur die navorser en ’n eksterne kodeerder ontleed en gekodeer.’n Induktiewe beskrywende metode is gebruik om belangrike segmente van die gereeldheid van gedrag te identifiseer en beskryf. Fokusgroeponderhoude is deur die navorsers en ’n eksterne kodeerder getranskribeer, ontleed en gekodeer deur gebruik te maak van Tesch se stappe van analise (Creswell 1994:155–156). Lincoln en Guba (1985:290) se kriteria vir geloofwaardigheid is in die studie gebruik.Die algemene bevindinge dui daarop dat kliniese begeleiding in gemeenskapsverpleegkunde nie waarde-sensitief is nie. Gevolglik moet riglyne vir waarde-sensitiewe kliniese begeleiding vir voorgraadse studente in gemeenskapsverpleegkunde ontwikkel word. Die volgende waardes(waardes waarvoor riglyne ontwikkel moet word) is geïdentifiseer, naamlik respek tydens kliniese begeleiding, waarde-sensitiewe kommunikasie en sensitiwiteit vir gehalte van kliniese begeleiding.


2018 ◽  
Vol 27 (12) ◽  
pp. 1000-1007 ◽  
Author(s):  
Anne Marie J W M Weggelaar-Jansen ◽  
Damien S E Broekharst ◽  
Martine de Bruijne

BackgroundSeveral countries have national policies and programmes requiring hospitals to use quality and safety (QS) indicators. To present an overview of these indicators, hospital-wide QS (HWQS) dashboards are designed. There is little evidence how these dashboards are developed. The challenges faced to develop these dashboards in Dutch hospitals were retrospectively studied.Methods24 focus group interviews were conducted: 12 with hospital managers (n=25; 39.7%) and 12 support staff (n=38; 60.3%) in 12 of the largest Dutch hospitals. Open and axial codings were applied consecutively to analyse the data collected.ResultsA heuristic tool for the general development process for HWQS dashboards containing five phases was identified. In phase 1, hospitals make inventories to determine the available data and focus too much on quantitative data relevant for accountability. In phase 2, hospitals develop dashboard content by translating data into meaningful indicators for different users, which is not easy due to differing demands. In phase 3, hospitals search for layouts that depict the dashboard content suited for users with different cognitive abilities and analytical skills. In phase 4, hospitals try to integrate dashboards into organisational structures to ensure that data are systematically reviewed and acted on. In phase 5, hospitals want to improve the flexibility of their dashboards to make this adaptable under differing circumstances.ConclusionThe literature on dashboards addresses the technical and content aspects of dashboards, but overlooks the organisational development process. This study shows how technical and organisational aspects are relevant in development processes.


1970 ◽  
pp. 267-279
Author(s):  
Sławomir Banaszak ◽  
Magdalena Andrys ◽  
Dorota Dolata ◽  
Beata Iwanicka ◽  
Anna Schmidt ◽  
...  

The article presents the results of a research study on the situation of contemporary post-graduate students. Focus group interviews helped obtain post-graduate students’ opinions about the conditions of starting and continuing doctoral studies. The discussion focused on three main topics: motivation to start doctoral studies, the quality and conditions of doctoral studies evaluation, and the advantages and disadvantages of undertaking doctoral studies. Analysis of the respondents’ statements shows that the motivations for starting doctoral studies vary strongly. Common in the experience of the interlocutors is a lack of stability in life (including financialstability), insecurity of employment, overload, and stress. However, post-graduate students presented also positive aspects of doctoral studies, e.g.: social prestige or the possibility of development. The last part of the article describes issues related to problems and pathological phenomena (such as ‘punctasis’/‘points, credits collecting’), pointing to systemic and individual limitations affecting the situation of doctoral students in the Polish tertiary education system.


The demographic, technological, economic and peace imperatives have created a world in which our interactions are dominated by cultural differences and our ability to understand ‘the other’. Intercultural competence is thus a necessary skill for individuals to build positive communication with others. This paper explores students’ construal of intercultural competence. Specifically, we highlight their experiences interacting with the other and their understanding of intercultural competence. Using a qualitative approach, focus group interviews were conducted with the selected undergraduate students from three universities in Northern Malaysia. The findings indicate three important themes: attitude, cultural knowledge and language skills. The paper contributes to specific factors needed of intercultural competence within the Malaysian context.


Author(s):  
Ana Wládia Silva de Lima ◽  
Fábia Alexandra Pottes Alves ◽  
Francisca Márcia Pereira Linhares ◽  
Marcelo Viana da Costa ◽  
Maria Wanderleya de Louvor Coriolano-Marinus ◽  
...  

Objective: to analyze the perception and manifestation of collaborative teamwork competencies among undergraduate health students who experienced the curricular internship’s integration module from the perspective of interprofessional education. Method: qualitative study, developed with the intervention research strategy. Twenty-eight students from five undergraduate health courses participated. Data were collected in three focus group interviews conducted with the undergraduate students at the end of each semester. For data analysis, the technique of intervention research and dialectical hermeneutics adopted was based on the theoretical framework of interprofessional education in health. Results: uniprofessional culture, the experience of integration of different fields of knowledge and collaborative competencies were manifested by the students in their reports and in the actions developed by the multidisciplinary team with individuals and families, during the experience of the curricular internship’s integration module. Conclusion: the experience of integration of the curricular internship from the perspective of interprofessionality favored the perception and manifestation of collaborative competencies that are necessary for teamwork among the students.


2020 ◽  
Vol 6 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Hong-Chi Shiau

Much of the academic research on the Korean Wave has focused on transcultural hybridity, with little analysis of how the Korean Wave has challenged and reshaped the site of heterosexual masculinities among millennials. Through ethnographic and focus-group interviews, this article explicates how Taiwanese masculinities have been negotiated and constructed in response to the Korean Wave, based on both Taiwan and Korea sharing a Confucian culture that emphasizes diligence and responsibility, and the popularity of refined and sophisticated men as male role models. These localized influences have compromised the ‘hegemonic masculinity’ in the West. Various contradictory attributes of Taiwanese masculinity interact with one another, but this article elicits three themes: soft/‘wen’ masculinity, a sculptured by not excessively muscular body and male-bonding. The results illustrate how the boundaries between hegemonic and marginalized forms of masculinities in Taiwan, similar to in the West, are often more interactive than oppositional. While there are contradictory attributes respond to one another, this article illuminates how a dominant form of Taiwanese masculinities prevails among the Taiwanese male millennials. Ultimately, consumerism has significantly influenced the construction of masculinity and led to diversity in masculine discourse.


2014 ◽  
Vol 16 (1) ◽  
pp. 71 ◽  
Author(s):  
Monica McGlynn-Stewart

This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants' early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants all reported modeling their teaching after one or two specific teachers from their own childhoods. Using these role models as guides, the participants focused on teaching students whose needs were similar to their own needs as students. Implications for preservice and inservice teacher education are discussed.


2020 ◽  
Vol 27 (1) ◽  
pp. 185-202 ◽  
Author(s):  
Scott WT McNamara ◽  
Justin A Haegele

Currently, there is a dearth of research that has examined how podcasts influence kinesiology students’ learning experience. More specifically, research is needed to better understand how different types of podcasts (e.g. open-access podcasts) influence students’ perceptions toward topics that are complex and contextual. One such complex topic that has particular meaning to the fields of physical education and adapted physical education is inclusion. As such, the purpose of this investigation was to explore the way in which listening to a podcast influences how undergraduate students understand inclusion and integration within a physical education setting. Written reflections were collected from 19 undergraduate students and focus group interviews were conducted with 14 undergraduate students. An interpretivist research paradigm was adopted, and a qualitative description approach was utilized to construct three interrelated themes. The first theme, ‘This podcast was very effective’, demonstrated that the participants had generally favorable views towards the effectiveness of the podcast. The second theme, ‘I really didn’t know the difference’, described how the podcast provided new information to the participants concerning inclusion and integration in a physical education setting. The third theme, ‘Creating an inclusive environment for children with disabilities will be a challenge’, portrays participants recognizing barriers to providing an inclusive environment, and whether questioning integrated settings are always the preferred setting. These findings suggest that open-access podcasts are a viable tool to teach complex issues to preservice physical educators.


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