The social practice and regulation of cycling as ‘A Boy’s Thing’ in Irish secondary schools

Despite low levels of cycling to secondary education across the adolescent population in Ireland, there is, in addition, a pronounced inequality in rates of ridership between teenage girls and boys, with nearly 10 times as many boys cycling to school compared to girls. In light of this disparity, the Green-Schools #andshecycles campaign was created to explore and address the cycling gender gap among second-level students. Emerging from this campaign, this paper details qualitative research exploring this gender gap, drawing on focus groups with teenage girls and boys across Ireland. Using grounded theory methodology, a theory of cycling as 'A Boy's Thing' was generated. This theory makes sense of how cycling as a social practice is continually enacted, reproduced and regulated as a practice of and for boys among Irish adolescents, through related practices of exemplifying masculinity, incompatible femininity and processes of gender regulation. It has significant implications in considering the effects of gender as a configuration of social practice (Connell, 2005) or performance (Butler, 1990) on cycling, and how cycling is a uniquely gendered practice/performance in particular contexts. In light of this theoretical interpretation, two approaches for tackling the Irish second-level cycling gender gap are provided: first, promoting cycling among teenage girls by making cycling more compatible with dominant practices of femininity; second, promoting cycling among teenage girls by publicly rejecting and subverting dominant practices of femininity and processes of gender regulation relating to cycling in present day Ireland. 

A ‘Proper Night Out’: A Practice Theory Exploration of Gendered Drinking

Drawing on the three-element model of social practice theory and key conceptualisations relating to gender performance, this article reports on an empirical study of the intersecting practices of drinking alcohol and doing gender. We present data from a 14-month research project to explore the online and offline intoxicated drinking practices of 23 young people in England framed as a ‘proper night out’. The data were analysed with a focus on three elements (the ‘corporeal’, ‘alcohol’, and ‘caring’), and the findings demonstrate how young people collectively practice gender through their intoxicated drinking practices. This operationalisation of practice theory highlights the potential value that a practice theory lens has for exploring gendered social practices and broadening understandings of notions of acceptable and suitable practice performance.

The effect of mindfulness meditation on the vocal proficiencies of music education students

Mindfulness meditation (MM) has been found to positively affect various aspects related to music performance, yet very few studies have investigated its impact on music performance quality. This study examined whether short-term MM activity would improve vocal skills in regard to pitch intonation, dynamics transmission, and vocal resonation. Experiment and control groups comprising music education students ( N = 55) made pre- and post-intervention recordings of a specially designed solo vocal music excerpt. Intervention consisted of a short-term online MM course covering the main elements exercised in mindfulness practice. Performance evaluation employed novel methods based on both automatic assessment strategies and expert judgments. Statistical analysis failed to indicate a significant effect. However, trends were detected for improvement in dynamics transmission and vocal resonation. Results might attest to MM praxis’ limited influence on music performance quality. The observed trends could, however, evince to the shortcomings of the treatment design. The implications regarding MM’s effect on music performance quality are discussed.

Reconstructing dancer identities

The Coronavirus (Covid-19) continues to reshape many lives socially, politically, and economically. Choreographic practice, performance, and those involved in dance are also affected in different ways. This article investigates the research question: How might the event of Covid-19 prompt the transformation of freelance dancers’ identities? Through a qualitative narrative inquiry, three freelance contemporary dancers from Aotearoa/New Zealand were interviewed. From a thematic analysis of the data, the theme of alienation and adaptability were drawn out. This research reveals that the event of Covid-19 has caused freelance dancers to question their identity and precarity within their communities and shifted their position to advance a sense of security. The stories shared by the dancers revealed that industry practices and conditions for freelance contemporary dancers in Aotearoa/New Zealand need redevelopment for greater sustainability, relevance and inclusion, which could pave the way for industry changes to occur post-covid-19.

Analisis Kesulitan Guru dalam Menerapkan Penilaian Autentik di Sekolah Dasar Negeri

The purpose of this study is to describe the problem of teachers in applying authenticity at the 29 Pekanbaru State Elementary School. This type of research is descriptive qualitative research. The resource persons in this study were the principal and second grade teachers, fourth grade teachers and fifth grade teachers at the 29 Pekanbaru State Elementary School. Data collection techniques used are interviews, observation and documentation. The data analysis technique uses the Milles and Huberman model with stages, data reduction, data presentation, and drawing conclusions. The results showed that the Pekanbaru 29 Public Elementary School had assessed the authentic principle to assess student learning outcomes which included assessment, knowledge and skills. Attitude assessment uses direct observation techniques (observation) and self-assessment. Knowledge assessment in the form of written tests, assignments and questions in the Student Worksheet (LKS). Skills assessment using practice/performance techniques and products. The obstacles experienced by teachers in implementing authentic assessment are the use of assessment techniques on student attitudes, the use of written test techniques and assignments on knowledge competencies and the use of product techniques on skills.

Meta-analysis of reduced relative feedback frequency effect on motor learning and performance

A fundamental motor learning principle conveyed in textbooks is that augmented terminal feedback frequency differentially affects motor learning and performance. The guidance hypothesis predicts that relative to a reduced frequency of feedback, providing learners with feedback following every practice trial enhances practice performance but degrades subsequent motor learning. This change in effectiveness for each relative feedback frequency is called a reversal effect, and because it is thought that practice variables can have distinct impacts on learning and performance, delayed retention tests are considered the gold standard in motor learning research. The objectives of this meta-analysis were to a) synthesize the available evidence regarding feedback frequency, performance, and motor learning to test whether there are significant changes in effectiveness from acquisition and immediate retention to delayed retention, b) evaluate potential moderators of these effects, and c) investigate the potential influence of publication bias on this literature. We screened 1662 articles found in PubMed and PsycINFO databases as well as with reference tracing and a targeted author search. A final sample of 61 eligible papers were included in the primary analysis (k = 75, N = 2228). Results revealed substantial heterogeneity but no significant moderators, high levels of uncertainty, and no significant effect of reduced feedback frequency at any time point. Further, multilevel analyses revealed no evidence of a significant change in effect from acquisition or immediate retention to delayed retention. Z-curve analysis suggested the included studies were severely underpowered. These results suggest that robust evidence regarding feedback frequency and motor learning is lacking.

Assessment of Urban Greenery Status in Major Cities of Oromia, Ethiopia

This work aims at studying different green spaces’ experiences in developed countries and extrapolates the experiences to Oromia cities in Ethiopia; in order to investigate and promote greenery infrastructure in selected cities. To do that greenery practice performance data were collected in four cities, which were classified into two groups as good and weak performers. As a result, Adama and Bishoftu cities were good urban greenery performers whereas Burayu and Sebeta were weak performers. The cities were also selected non-randomly to investigate the current urban greenery practice and different green areas in each city. Eight green areas were taken as samples for observation, where qualitative and quantitative data were collected from primary and secondary sources. The assessment of data confirmed that green areas along the roadside, recreational parks, open areas, and nursery sites existed in most cities. The urban plan of some cities does exclude most green area components. Greenery sites in Bishoftu and Adama are relatively better, while in Burayu and Sebeta urban greenery are highly abused for changing to another type of land use, e.g., residential and institutional areas. The technical skills of tree planting, care, protection, and management were also observed as a collective resource.