University of St Mark & St John
The Marjon Annual Conference
Wednesday 10th July & Thursday 11th July 2013
DAY 1
Poster Presentations:Jackie Arthur
Levels of Responsibility
Saul Bloxham & Scott Kendall The fitness profile and participation levels of 13-14 year old
children in relation to land and marine based physical
activities
Ian Gilhespy
Visual methods: the practices and legacies of Jean Rouch
Hannah Wood
A pilot investigation into the mentor/mentee relationship
within the ITT context and its impact on the training process
Tara Hollins
Does Active Participation in Collaborative Recall Effect
Individual Performance in Primary Aged Children?
Fiona Nicholls
Enriching Student Learning: Developing a socio-cultural and
historical ‘sense of place’ using an experiential pedagogy
Kitty King
Collaborative learning and the emergence of a community of
practice
Nicky Jones & Stuart Taylor
Closing the Loop; the impact of student feedback
Sarah Martin
Physiological Profiling of the Speedway Rider
Sally Bates
Phonetic & Phonological Systems Analysis (PPSA)
Jo Trelfa
Residential fieldwork trips as part of HE module experience:
worth their weight in gold
Lance Doggart
Julie Stevens
Kinanthropometric and Functional Profiling of an Elite
Competition Climber– a case study
Student assessment and achievement on the Secondary BEd
Physical Education programme
Sarah Catlow
UCP Plymouth Raiders –Incidence of Injuries over the 20122013 Season
Erica Eaton Quinn
To succeed as an elite dancer, is it imperative that dance
training is started at an early age?
Formal Coach Education in British Rowing: Perceptions of its
Effectiveness
Ian Luke & Gareth Long
Andy Visser
Ben Jane
Martyn Queen
Health professional preconceived views: Barriers to obese
patients taking up an exercise referral
Abstracts
Jackie Arthur: Levels of Responsibility
Can Policy change the dietary habits of individuals? Lang, Barling and Caraher (2009) identify that tensions
have always existed between individual and collective responsibilities. Nowhere is this more evident than
over health, environmental and societal matters. At every level of governance, there are deep fissures and
our 20th century institutions and bodies do not appear able to shape food policy and safeguard our 21 st
century children. Responsibility easily becomes a rhetorical concept masked by defensiveness and cultural
diversity.
With school structures and curriculums evolving we have the opportunity to genuinely apply knowledge to
practice. The ideal of evidence-based policy, potentially made a reality through undeniable data collected
through the weight and measure programme and published in the Foresight Report (2007), should pave
the way effectively. Instead we have rising aspiration for gastric band surgery and escalating incidents of
bulimia amongst adolescents.
Saul Bloxham & Scott Kendall: The fitness profile and participation levels of 13-14 year old children in
relation to land and marine based physical activities
Background – Although a number of studies have considered the potential barriers to participation, few
studies have considered the health related fitness and socio economic status (SES) profile of young people
who engage in marine based physical activity compared to land based.
The Purpose –The study hypothesized that a) children within South West England would participate in
fewer marine based activities than land. b) The profile of children participating in marine based compared
to land based activities would demonstrate higher levels of aerobic fitness, SES and physical activity, and
have lower levels of body fatness (%).
The Methods – A total of 80 children (28 females and 52 males) between the ages 13 – 14 years from
Devon and Cornwall were invited to participate in the study. SES was determined by free school meals. All
data was analysed using SPSS v19 and reported as means ± standard deviations. Subjects were issued a
questionnaire and required to recall the amount physical activity completed over a typical week.
Participants were then grouped according to land, marine or mixed (combination) groups and correlated to
health related fitness markers of body fat (%), and predicted VO2max (Chester Step Test) using Spearmen’s
rank correlation coefficient and a One Way ANOVA at P<0.05. To highlight the influence of SES on physical
activity a simple school based comparison was reported.
Ian Gilhespy: Visual methods: the practices and legacies of Jean Rouch
The collection and use of visual evidence is widespread in a wide range of academic and professional
activities. The poster explores the similarities and differences of a range of related phenomena: realism,
documentary and authenticity. The status of the ‘realism effect’ is evaluated with an emphasis on nonnarrative forms. The creative treatment of the representation of reality in the documentary tradition is
highlighted. Films have been used in ethnographic research since the inception of anthropology as a
discipline in the late 19th and early 20th Century. This marriage has not always been an easy one given the
criticism that film equipment only visual reality. In the late 1950s’ visual anthropologist Jean Rouch started
to experiment with fiction and projective improvisation in ethnographic films. The practices and legacies of
Rouch are highlighted given the renewed interest in visual anthropology and in ethno fiction.
Hannah Wood : A pilot investigation into the mentor/mentee relationship within the ITT context and its
impact on the training process
In recent years, the term mentor has been commonly defined as a person who serves as a trusted friend,
guide, teacher, and adviser and in the case of this pilot study, one who is often a fellow teacher who can
relate to the trainees’ experiences or challenges whilst on school based training.
Given the current pressure for educational reforms, mentoring can be an effective way to train teachers.
With this in mind, this research aims to examine the possible impact that the mentoring relationship may
have on the initial teacher training process. Reflective mentee and mentor Logs have been used to
document perceptions of the mentoring process and subsequent impact on how trainees develop during
this intense period of work based training. The focus has been to find out if relationship-building enables
mentors to understand trainees’ areas of needs and support them toward achieving those goals.
Tara Hollins: Does Active Participation in Collaborative Recall Effect Individual Performance in Primary Aged
Children?
A common pedagogic technique used in primary classrooms is to have children collaborate in groups to
share or recall information, prior to working individually on a task. The purpose of this study was to
investigate whether working as part of a collaborative group prior to working individually on a recall task,
influences subsequent individual performance. Furthermore, it aimed to investigate whether merely
observing others collaborating, but not contributing to the group effort, would influence subsequent
individual recall. This latter scenario is one that classroom practitioners will readily recognise and it is of
interest to know whether there is any subsequent individual benefit for those pupils who do not actively
engage in the collaborative stages of learning.
Results indicate that working as part of a collaborative group to remember words prior to individually
recalling the words, significantly improves performance for both 7 and 9 year olds compared to those
children who work alone initially, regardless of whether they were active or passive members of the
collaborative group. Differences between the individual performance of active and passive members are
discussed.
Fiona Nicholls: Enriching Student Learning: Developing a socio-cultural and historical ‘sense of place’ using
an experiential pedagogy
Whilst there has been an increasing interest in recent years in the significance of a ’sense of place’ in the
facilitation of outdoor adventure education, in the UK it still appears largely focused on the relationship
between the natural environment and the activity in question. In this poster I present examples from
primary research to demonstrate how a combination of formal and informal approaches to learning in a
Higher Education context can lead to a socio-cultural and historical understanding of ‘place’ and enrich the
learning experience when teaching classical outdoor activities. Research methods used in this case study
included; photo-elicitation, group interviews and evidence from student assignments. Findings show that
students discover a significance of the meaningful relationship between the socio-cultural history of where
that activity takes place and the activity itself.
Kitty King: Collaborative learning and the emergence of a community of practice
This paper proposes that rather than viewing learning in higher education in terms of cognitive approaches
that views students learning as the acquisition of discreet skills removed from the dynamic nature of the
learning activity, learning may be better understood from a socio-cultural perspective as a process of
meaning making through participation in collaborative activity within a Community of Practice (Wenger,
1998). The socio cultural perspective views knowledge constructions as being a social activity rather than
just individual's context-free knowledge (Wertsch, 1991). This paper utilised Wenger’s (1998) Community
of Practice (Cop), specifically, the dimension of practice (Mutual engagement, shared repertoire and joint
enterprise) a theoretical framework to consider whether participation in Collaborative Learning Activity as
part of higher education study facilitates the emergence of a community of practices and what implication
does this community of practice have on teaching and learning. The study findings indicate that there
were some evidence of an emerging sense of mutual engagement, joint enterprise and shared repertoire,
suggesting that student’s engagement in collaborative learning facilitated the evolvement of a community
of practice.
Nicky Jones & Stuart Taylor: Closing the Loop; the impact of student feedback
The student voice is a valued component within the student based experience at the University of St Mark
and St John. A number of mechanisms for this to happen (e.g. Module Evaluation Forms, Student/Staff
Liaison Committee) are commonplace across the institution but often occur towards the end of an
experience or at set times throughout the year. The opportunity for reflection and feedback are key
components within the development and enhancement of any improvement cycle and the student
contribution is fundamental to this process. Whilst adaptations for subsequent practices can be made,
results often only impact on future cohorts benefitting from the feedback rather than the original group
itself. For undergraduates to feel their comments are meaningful and valued any resulting actions need to
be seen as immediate and action taken as soon as feasibly possible.
In the second year of the BEd (Hons) Secondary Education and Physical Education degree programme
trainees undertake two successive formalised school based placements, the first with a focus on Key Stage
2/3 transition and the second on Special Education Needs. Trainee responses were sought 1 week post
first placement via the universities hand held voting pads (Promethean) and through focus group
interviews to discover their thoughts, experiences and further training need(s). Once analysed, these
responses then formed an integral part of the organisation, structure and task design of the second
placement to promote trainee development and also to promote confidence and value in the programme
feedback system. Anecdotal positive responses were noted from the trainees post second placement with
regards to the structure and task design suggesting the intra module evaluation to be an effective tool with
regards to the improvement cycle. From an institutional perspective it is suggested that consideration of
flexible evaluation tools/methods, as opposed to the current constrictive summative review mechanisms,
should be explored further.
Sarah Martin: Physiological Profiling of the Speedway Rider
Speedway has been an established sport in the United Kingdom since 1923. With 500cc engines, no brakes
and one gear, the bikes have faster acceleration than a formula 1 car and can reach speeds of up to 80mph
on a 300m oval dirt track.
Little is known about the physical demands of riding so anthropometric information, upper and lower
quadrant y-balance scores, vertical jump power and hand grip strength performance were recorded from
the Plymouth Devils Premier League speedway team in March 2013.
Injury data (minor, intermediate and serious injuries) is being collected throughout the season. Heart rate
during each meeting and heat are being recorded throughout the season to determine trends in maximal
heart rate whilst racing, and correlations with points scored.
Sally Bates: Phonetic & Phonological Systems Analysis (PPSA)
The PPSA (Phonetic and Phonological Systems Analysis) is a new data analysis tool for use by speech and
language therapists working with developmental speech sound disorders. It is unique in that it provides an
‘at-a-glance’ profile of a speaker’s sound system, vowels as well as consonants. Other commercially
available resources focus on identification of individual error patterns and, almost exclusively, on
consonant production. The approach taken in the PPSA allows the clinician not only to identify error
patterns but also, where sufficient data is available, to explore any variability within the consonant or
vowel system. This ensures that the clinician has a solid evidence base for principled clinical decisionmaking with regard to diagnosis, identifying intervention targets, justifying therapy approach and
measuring outcome.
Jo Trelfa: Residential fieldwork trips as part of HE module experience: worth their weight in gold
For seven years in COS H02 Conflict and Conflict Resolution (Honours level module), I have organised an
optional student fieldwork trip to Belfast, visiting agencies engaged directly with communities on the
Shankill and Falls Road who continue to live with the shadow of the Troubles. Over five days we spend
time with the agencies and communities, stay in a Youth Hostel, review learning and feelings every
evening, and eat meals together. Students share their experiences with the rest of the group on their
return and it is clear that learning has been significant. In 2011 I carried out a more formal evaluation; this
poster conveys the key findings of group residential fieldwork trips, specifically how it enhances the
curriculum, builds confidence, and develops employability. The students’ advise that such trips become a
common feature of HE programmes. The findings reveal if we value critical social vocationalism, fieldwork
trips are an economic investment worth their weight in gold.
Lance Doggart: Kinanthropometric and Functional Profiling of an Elite Competition Climber– a case study
The popularity of rock climbing continues to grow worldwide since its inception as a sport in the mid
1980s. This is evidenced with the plethora of indoor walls allowing for year round competition. The
scientific study of climbing is relatively new to sport and exercise with little comparative or profiling data
available in the literature. Nonetheless this has not deterred the climbing fraternity to establish a system
and governing body to oversee climbing participation from recreational to elite performance, indoor and
outdoor, sports climbing to competition and mountaineering through to bouldering.
Although research has been published on the physiological demands of the sport there continues to be
debate, and conflicting evidence, on the anthropometric and functional characteristics determining
climbing performance (Mermier et al., 2000; Watts et al., 2002; Sheel, 2003). Furthermore the literature
has remained somewhat stagnant in the last 6-7 years, since the initial publications from the 1990s and
early 2000s, potentially dating the information and results. Therefore, given the continued growth of the
sport and the competitive element within it, up to date studies may illustrate increased demands of the
sport as well as the characteristics of the competing individuals.
The aim of this case study was to collate and evaluate kinanthropometric and functional data on an elite
competition climber.
----------------------------------------------------------------------------------------------------------------------------------------Julie Stevens: Student assessment and achievement on the Secondary BEd Physical Education programme
The debate about how post 16 students are assessed continues at national level and will clearly impact on
undergraduate selection. This year’s research builds on last year’s poster which looked at Post 16 pathways
and the impact on student assessment on the B.Ed programme. Using a range of assessment tools, from
lab reports to presentations all students should be able to demonstrate their knowledge and
understanding of degree level work through a variety of means. The research focuses on the range of
assessment methods used on the B.Ed route and subsequent trainee achievements. This will highlight any
areas of weakness and can be compared with the post 16 pathways to identify any areas that students
need to focus on to help them achieve their potential at university. Much feedback from Module
Evaluation Forms indicates that examinations are the least popular form of assessment of student work,
but actual results may indicate otherwise. Questionnaires and data analysis will investigate reasons for the
lack of popularity of exams and student achievement across the programme.
Sarah Catlow: UCP Plymouth Raiders –Incidence of Injuries over the 2012-2013 Season
Assess the overall incidence of acute and overuse basketball injuries in a professional BBL squad over one
season (2012-2013) , identifying risk factors and injury prevention measures. Basketball appears to have
the highest frequency of injuries among non contact sports; it is even referred to as being more dangerous,
with a higher injury risk, than contact sports (Conn et al., 2003; Finch and Mitchell, 2002). Throughout the
2012-2013 season ankle sprains accounted for most acute injuries, and 60% of all players with ankle
sprains reported a previous ankle problem. The knee and the hamstring was the most common site for
overuse injuries Forward players sustained less knee overuse injuries than players of all other playing
positions. Approximately 80% of all injuries were to the lower extremity with lateral ankle sprains being the
most common injury overall.
Erica Eaton Quinn: To succeed as an elite dancer, is it imperative that dance training is started at an early
age?
In the past normal practice for developing elite athletes/sports performers has involved early talent
identification (TID) and subsequent intensive specific training (Kluka and Goslin, 2008). While dance is not
considered to be a sport, it is still a physical activity that at elite performance levels requires similar
commitment to training and intensity of training. As with sports, “dance is a highly skill based activity
where tremendous physiological demands are placed on the performer”, (Redding et al., 2011:35). The
argument concerning when a child should start training in a specific sport has been debated for many
years. This same argument applies to dance. It is often assumed that elite performers in any domain have
access to a certain gift or innate ability referred to as ‘talent’ and that this talent or ability is often
discovered early in their life (Colvin, 2008). The aim of this study was to explore whether a dancer needs
to start their training at an early age in order to reach elite performance levels required for professional
status.
-------------------------------------------------------------------------------------------------------------------------------------------Ian Luke & Gareth Long: Formal Coach Education in British Rowing: Perceptions of its Effectiveness
As the coaching ‘industry’ strives to become viewed as professional, the significance of the formal coach
education qualifications is increasing in terms of employment opportunities and progression of a licensed
workforce (Taylor and Garratt, 2010). However, the value and effectiveness of formal coach education has
been questioned (Piggott, 2012). Furthermore, the approach to researching coach education has been
limited in terms of research methods and methodology (Trudel, Gilbert and Werthner, 2010).
The intention of the study was to analyse the effectiveness of the current Level 2 British Rowing coach
education programmes from the perspectives of participants and coach educators. As part of a consultancy
with a County Sports Partnership and National Governing Body, two coach education courses formed the
context for the investigation. A total of twenty rowing coaches and two British Rowing coach educators
were engaged with the study. Pre-course material, semi-structured questionnaires, focus groups and semistructured interviews are being utilised to assess perceptions of course effectiveness. Content analysis will
form a significant part of the research, triangulated with ethnographic data.