Journal of Hospitality Leisure Sport & Tourism Education最新文献_第5页

It's more than just internships, placements, and guest lecturers: Partnership pedagogy in practice 这不仅仅是实习、实习和客座讲师：实践中的伙伴关系教学法

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2025-02-25 DOI: 10.1016/j.jhlste.2025.100545

Jessica Richards , Daniela Spanjaard

Partnership pedagogy is a teaching and learning approach that brings academics, students, and external industry partners together to collaborate on meaningful projects, bridging the gap between academic theory and real-world practice. It involves a genuine and purposeful relationship with an industry partner or partners that extends beyond internships and placements. This paper examines implementing and evaluating this pedagogical approach within an undergraduate business school context. While our focus remains within a sport management program of study, we suggest that this approach and its outcomes be adapted and applied to other disciplines. In this paper, we examine the benefits of meaningful engagement with industry before highlighting four different approaches to course content creation. Our paper is grounded in experiential learning theory to explore the outcomes and impact of partnership pedagogy on the student experience. Analysis of data from student-led focus groups, interviews with industry staff, and qualitative feedback from final-year sport management students revealed that, despite their experiences being embedded in industry, students did not always recognise them as industry engagement. Consequently, we argue that while investing in innovative methods such as partnership pedagogy holds the potential to enhance student success, it must explicitly link academic learning with the accompanying development of professional skills. This will ensure that students reflect on this symbiotic relationship's tangible and discernible benefits.

伙伴关系教学法是一种将学者、学生和外部行业合作伙伴聚集在一起，就有意义的项目进行合作的教学和学习方法，弥合了学术理论和现实世界实践之间的差距。它涉及与一个或多个行业合作伙伴建立一种真诚而有目的的关系，这种关系超出了实习和实习的范畴。本文考察了在本科商学院背景下实施和评估这种教学方法。虽然我们的重点仍然是体育管理研究项目，但我们建议将这种方法及其结果应用于其他学科。在本文中，我们研究了与行业有意义的接触的好处，然后重点介绍了四种不同的课程内容创建方法。本文以体验式学习理论为基础，探讨伙伴关系教学法对学生体验的影响。来自学生主导的焦点小组的数据分析、对行业工作人员的采访，以及来自体育管理专业最后一年学生的定性反馈显示，尽管他们的经历嵌入了行业，但学生们并不总是认为他们参与了行业。因此，我们认为，虽然投资于合作教学法等创新方法有可能提高学生的成功，但它必须明确地将学术学习与随之而来的专业技能发展联系起来。这将确保学生反思这种共生关系的有形和可识别的好处。

{"title":"It's more than just internships, placements, and guest lecturers: Partnership pedagogy in practice","authors":"Jessica Richards , Daniela Spanjaard","doi":"10.1016/j.jhlste.2025.100545","DOIUrl":"10.1016/j.jhlste.2025.100545","url":null,"abstract":"<div><div>Partnership pedagogy is a teaching and learning approach that brings academics, students, and external industry partners together to collaborate on meaningful projects, bridging the gap between academic theory and real-world practice. It involves a genuine and purposeful relationship with an industry partner or partners that extends beyond internships and placements. This paper examines implementing and evaluating this pedagogical approach within an undergraduate business school context. While our focus remains within a sport management program of study, we suggest that this approach and its outcomes be adapted and applied to other disciplines. In this paper, we examine the benefits of meaningful engagement with industry before highlighting four different approaches to course content creation. Our paper is grounded in experiential learning theory to explore the outcomes and impact of partnership pedagogy on the student experience. Analysis of data from student-led focus groups, interviews with industry staff, and qualitative feedback from final-year sport management students revealed that, despite their experiences being embedded in industry, students did not always recognise them as industry engagement. Consequently, we argue that while investing in innovative methods such as partnership pedagogy holds the potential to enhance student success, it must explicitly link academic learning with the accompanying development of professional skills. This will ensure that students reflect on this symbiotic relationship's tangible and discernible benefits.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100545"},"PeriodicalIF":4.8,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143488649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feminism and sports business management higher education 女权主义和体育商业管理高等教育

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2025-02-24 DOI: 10.1016/j.jhlste.2025.100544

Hanya Pielichaty

引用次数: 0

Enhancing student experience and career knowledge through alumni engagement: Case study of a sport and exercise science course 通过校友参与提高学生经验和职业知识：体育和运动科学课程的案例研究

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2025-02-20 DOI: 10.1016/j.jhlste.2025.100543

Katherine Elizabeth Burgess, Patrick Maughan

The aims of this project were to utilise alumni to enhance Sport and Exercise Science students' knowledge of possible career pathways and enhance student engagement through relatable real-life applications. The project began by contacting all Alumni from the BSc (Hons) Applied Sport and Exercise Science degree at Robert Gordon University since its commencement in 2012 (n = 329). Thirty-one percent of graduates responded to this initial contact and the information gained from this and associated follow up led to the creation and implementation of four key outputs. These outputs were 1) a careers journey's document, 2) work placement opportunities, 3) guest lecturing, and 4) careers testimonial videos. The implementation of these outputs was evaluated via online questionnaires.

When asked to evaluate the careers journey's document 90% of students found it useful, and 92% agreed it encouraged them to think about their future career. Six of the eight students who completed a work placement created by the project reported it was beneficial to work with a graduate and all the placement supervisors who responded reported that being a graduate from the course helped them as a placement supervisor. Ninety nine percent of students fed back positively that they found live guest lectures from alumni interesting, and 89% reported that they would like to hear from more graduates in the future. When evaluating the use of video snippets from graduates rather than live guest lectures there were no significant differences in the evaluation responses (P > 0.05). Ninety six percent of students found the careers testimonial videos interesting, and 71% were encouraged to act regarding their own career/personal development.

In conclusion, the use of alumni enhanced student's knowledge of career options and pathways post-graduation, it encouraged students to think about and take action regarding their future careers. Students engaged with content from alumni finding it interesting and requesting more in the future. Input from graduates should be embedded into courses where possible.

该项目的目的是利用校友来提高体育和运动科学专业学生对可能的职业道路的认识，并通过相关的现实应用提高学生的参与度。该项目始于2012年罗伯特戈登大学（Robert Gordon University）应用体育与运动科学（荣誉）理学士学位的所有校友（n = 329）。31%的毕业生对这一初步接触作出了回应，从这一接触和相关后续行动中获得的信息导致了四项关键产出的创建和实施。这些产出包括：1)职业旅程文档，2)工作实习机会，3)客座演讲，以及4)职业推荐视频。通过在线问卷对这些产出的执行情况进行了评估。当被要求评价职业生涯之旅的文件时，90%的学生认为它很有用，92%的学生认为它鼓励了他们思考未来的职业。完成了该项目创造的工作实习的8名学生中有6名报告说，与毕业生一起工作是有益的，所有的实习主管都回应说，作为该课程的毕业生，他们作为实习主管有所帮助。99%的学生积极反馈说，他们觉得校友的现场客座讲座很有趣，89%的学生表示，他们希望未来能听到更多毕业生的演讲。当评估使用毕业生的视频片段而不是现场嘉宾讲座时，评估反应没有显着差异(P >；0.05)。96%的学生认为职业推荐视频很有趣，71%的学生被鼓励就自己的职业/个人发展采取行动。总之，校友的使用增强了学生对毕业后职业选择和道路的了解，它鼓励学生思考并采取行动。参与校友内容的学生觉得很有趣，未来还会要求更多。在可能的情况下，应将毕业生的意见纳入课程。

{"title":"Enhancing student experience and career knowledge through alumni engagement: Case study of a sport and exercise science course","authors":"Katherine Elizabeth Burgess, Patrick Maughan","doi":"10.1016/j.jhlste.2025.100543","DOIUrl":"10.1016/j.jhlste.2025.100543","url":null,"abstract":"<div><div>The aims of this project were to utilise alumni to enhance Sport and Exercise Science students' knowledge of possible career pathways and enhance student engagement through relatable real-life applications. The project began by contacting all Alumni from the BSc (Hons) Applied Sport and Exercise Science degree at Robert Gordon University since its commencement in 2012 (n = 329). Thirty-one percent of graduates responded to this initial contact and the information gained from this and associated follow up led to the creation and implementation of four key outputs. These outputs were 1) a careers journey's document, 2) work placement opportunities, 3) guest lecturing, and 4) careers testimonial videos. The implementation of these outputs was evaluated via online questionnaires.</div><div>When asked to evaluate the careers journey's document 90% of students found it useful, and 92% agreed it encouraged them to think about their future career. Six of the eight students who completed a work placement created by the project reported it was beneficial to work with a graduate and all the placement supervisors who responded reported that being a graduate from the course helped them as a placement supervisor. Ninety nine percent of students fed back positively that they found live guest lectures from alumni interesting, and 89% reported that they would like to hear from more graduates in the future. When evaluating the use of video snippets from graduates rather than live guest lectures there were no significant differences in the evaluation responses (P > 0.05). Ninety six percent of students found the careers testimonial videos interesting, and 71% were encouraged to act regarding their own career/personal development.</div><div>In conclusion, the use of alumni enhanced student's knowledge of career options and pathways post-graduation, it encouraged students to think about and take action regarding their future careers. Students engaged with content from alumni finding it interesting and requesting more in the future. Input from graduates should be embedded into courses where possible.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100543"},"PeriodicalIF":4.8,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of using virtual reality applications on academic success and retention in tour guding education 在导游教育中使用虚拟现实应用对学习成绩和记忆的影响

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2025-02-14 DOI: 10.1016/j.jhlste.2025.100540

Turan Okul , Güntekin Şimşek

The use of virtual reality (VR) technology is increasing in various fields (e.g., gaming, tourism, training, marketing). This paper examines the use of VR in education, specifically in tour guiding education, to reveal this technology can help students academic success and their information retention. In this paper, mixed method and quasi-experimental design was implemented. The VR application allowed students to increase their exam points and retention learning. The students and instructors found the VR application beneficial to better learning. Overall, this research shows that the use of VR can be strongly beneficial to tour guiding educators in helping students enhance their exam success and retention learning.

虚拟现实（VR）技术在各个领域（例如，游戏，旅游，培训，营销）的使用正在增加。本文研究了VR在教育中的应用，特别是在导游教育中，揭示了这项技术可以帮助学生学习成功和他们的信息保留。本文采用混合方法和准实验设计。这款虚拟现实应用程序可以帮助学生提高考试分数和记忆力。学生和教师都认为VR应用有助于更好地学习。总的来说，这项研究表明，VR的使用可以极大地帮助导游教育工作者帮助学生提高考试成绩和记忆学习。

引用次数: 0

Living qualitatively: Getting lost, to be found, only to be lost again 定性的生活：迷失，等待被发现，然后又迷失

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2025-02-10 DOI: 10.1016/j.jhlste.2025.100541

Kai-Sean Lee

This paper critiques the sterile, formulaic, and positivist tendencies in hospitality and tourism qualitative research, exposing several dangerous misconceptions including the false gold standard of data saturation, the mistreatment of subjectivity as a flaw, and the notion that qualitative research can be adequately taught in a single course alone. The author concludes with the idea of living qualitatively, a mode of inquiry that prizes becoming, resists sterile simplification, and centers epistemic humility—a process of getting lost, to be found, only to be lost again.

本文批评了酒店和旅游定性研究中的乏味、公式化和实证主义倾向，揭示了几个危险的误解，包括数据饱和的错误黄金标准，将主观性视为缺陷的错误对待，以及定性研究可以在单一课程中充分教授的概念。作者总结了生活质量的理念，这是一种探究模式，它重视变化，抵制枯燥的简化，并以认知谦卑为中心——一个迷失，被发现，只会再次迷失的过程。

引用次数: 0

A Facebook-mediated blended learning model is associated with enhanced knowledge retention in sports science undergraduates facebook介导的混合学习模式与体育科学本科生知识留存的增强相关

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2025-02-08 DOI: 10.1016/j.jhlste.2025.100538

Omar Trabelsi , Ahmed Ghorbel , Amir Romdhani , Mohamed Yaakoubi , Mustapha Bouchiba , Mohamed Abdelkader Souissi , Adnene Gharbi

Blended learning is increasingly adopted in higher education, particularly following the demonstrated value during the COVID-19 crisis. We tested an innovative blende learning model in sports science education, termed the “Add-on” model. This latter uses Facebook to share educational media (“Did You Know?” DYK images) with sports science undergraduates asynchronously after classroom-based lessons. In a randomized controlled trial (RCT) design with stratified randomization, an experimental group (EG = 40) was exposed to the “Add-on” model for 23 weeks, while a control group (CG = 40) followed the regular teaching approach. Both the EG and CG took a custom-designed 50-question written test focused on DYK image content before (pretest) and after (posttest) the intervention, with a retention assessment. Significant improvements in test scores were observed in both groups at posttest (p < 0.001), with the EG exhibiting a significantly greater improvement (p < 0.001). At retention test, reductions in scores were less pronounced in the EG compared to the CG at p < 0.001, indicating a superior retention effect in the EG. Simple regression analysis demonstrated a positive correlation between DYK image viewing and score improvement, with each viewed image potentially contributing to approximately 2.83% enhancement in test scores from pre- to posttest. The findings highlight the effectiveness of the “Add-on” model in sports science education and open the door for further exploration and application in other academic disciplines. Universities can collaborate with subject teachers to create and share these cost-effective materials on social media platforms such as Facebook, enhancing knowledge retention in higher education.

高等教育越来越多地采用混合式学习，特别是在COVID-19危机期间显示出的价值之后。我们在体育科学教育中测试了一种创新的混合学习模式，称为“附加”模式。后者使用Facebook分享教育媒体(“你知道吗？”DYK图像)与体育科学本科生在课堂教学后异步进行。采用分层随机化的随机对照试验（RCT）设计，实验组（EG = 40）接受“附加”模型23周，对照组（CG = 40）采用常规教学方法。EG和CG都在干预前（前测）和后测（后测）进行了专门设计的50道笔试，重点是DYK图像内容，并进行了记忆评估。两组测试后成绩均有显著改善(p <；0.001)， EG表现出更大的改善(p <；0.001)。在记忆测试中，与CG相比，在p <时EG的分数下降不那么明显；0.001，表明在EG中具有优越的保留效果。简单的回归分析表明，观看DYK图像与成绩提高之间存在正相关关系，从测试前到测试后，每观看一张图像可能会使测试成绩提高约2.83%。研究结果突出了“附加”模式在体育科学教育中的有效性，为其他学科的进一步探索和应用打开了大门。大学可以与学科教师合作，在Facebook等社交媒体平台上创建和分享这些具有成本效益的材料，从而提高高等教育中的知识留存率。

{"title":"A Facebook-mediated blended learning model is associated with enhanced knowledge retention in sports science undergraduates","authors":"Omar Trabelsi , Ahmed Ghorbel , Amir Romdhani , Mohamed Yaakoubi , Mustapha Bouchiba , Mohamed Abdelkader Souissi , Adnene Gharbi","doi":"10.1016/j.jhlste.2025.100538","DOIUrl":"10.1016/j.jhlste.2025.100538","url":null,"abstract":"<div><div>Blended learning is increasingly adopted in higher education, particularly following the demonstrated value during the COVID-19 crisis. We tested an innovative blende learning model in sports science education, termed the “Add-on” model. This latter uses Facebook to share educational media (“Did You Know?” DYK images) with sports science undergraduates asynchronously after classroom-based lessons. In a randomized controlled trial (RCT) design with stratified randomization, an experimental group (EG = 40) was exposed to the “Add-on” model for 23 weeks, while a control group (CG = 40) followed the regular teaching approach. Both the EG and CG took a custom-designed 50-question written test focused on DYK image content before (pretest) and after (posttest) the intervention, with a retention assessment. Significant improvements in test scores were observed in both groups at posttest (<em>p</em> < 0.001), with the EG exhibiting a significantly greater improvement (<em>p</em> < 0.001). At retention test, reductions in scores were less pronounced in the EG compared to the CG at <em>p</em> < 0.001, indicating a superior retention effect in the EG. Simple regression analysis demonstrated a positive correlation between DYK image viewing and score improvement, with each viewed image potentially contributing to approximately 2.83% enhancement in test scores from pre- to posttest. The findings highlight the effectiveness of the “Add-on” model in sports science education and open the door for further exploration and application in other academic disciplines. Universities can collaborate with subject teachers to create and share these cost-effective materials on social media platforms such as Facebook, enhancing knowledge retention in higher education.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100538"},"PeriodicalIF":4.8,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143350429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

There is more to life than sport: Debating popular culture to develop critical thinking skills 生活中还有比体育更重要的事情：讨论流行文化，培养批判性思维技能

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2025-01-30 DOI: 10.1016/j.jhlste.2025.100537

Paul Cook

Contemporary universities are compelled to produce efficient graduates who comply with the dominant hegemony, instead of the autonomous critical thinkers envisaged by pioneering pedagogic philosophers such as Dewey and Freire (Tabensky, 2023). However, in an era of diminished opportunities, AI, culture wars, and information saturation, graduates who can combine theoretical knowledge and advanced critical thinking skills with a global outlook and multicultural awareness are more attractive to international sport organizations (Cook, 2022). In this article, I adopt a story analysis approach to reflect upon the co-creation of a learning environment designed to enhance Sport Management students' critical thinking skills and their employability. We began by adopting Freire's (1970) critical pedagogy framework to co-produce a series of debates enabling first-year students to explore and resolve contentious popular culture issues. The initial response was unenthusiastic, sports management students asked why they were debating global politics and popular culture. However, through constant encouragement, we achieved the desired pedagogic outcomes where first-year students quickly progressed from information takers to critical thinkers with global awareness.

当代大学被迫培养服从主导霸权的高效毕业生，而不是杜威和弗莱雷等先锋教育学哲学家所设想的自主批判性思想家（Tabensky, 2023）。然而，在机会减少、人工智能、文化战争和信息饱和的时代，能够将理论知识和先进的批判性思维技能与全球视野和多元文化意识相结合的毕业生对国际体育组织更具吸引力（Cook, 2022）。在这篇文章中，我采用故事分析的方法来反思共同创造一个学习环境，旨在提高体育管理专业学生的批判性思维技能和就业能力。我们首先采用Freire（1970）的批判性教学法框架，共同制作一系列辩论，使一年级学生能够探索和解决有争议的流行文化问题。最初的反应并不热烈，体育管理专业的学生问他们为什么要讨论全球政治和流行文化。然而，通过不断的鼓励，我们取得了理想的教学成果，一年级学生迅速从信息接受者成长为具有全球意识的批判性思考者。

{"title":"There is more to life than sport: Debating popular culture to develop critical thinking skills","authors":"Paul Cook","doi":"10.1016/j.jhlste.2025.100537","DOIUrl":"10.1016/j.jhlste.2025.100537","url":null,"abstract":"<div><div>Contemporary universities are compelled to produce efficient graduates who comply with the dominant hegemony, instead of the autonomous critical thinkers envisaged by pioneering pedagogic philosophers such as Dewey and Freire (Tabensky, 2023). However, in an era of diminished opportunities, AI, culture wars, and information saturation, graduates who can combine theoretical knowledge and advanced critical thinking skills with a global outlook and multicultural awareness are more attractive to international sport organizations (Cook, 2022). In this article, I adopt a story analysis approach to reflect upon the co-creation of a learning environment designed to enhance Sport Management students' critical thinking skills and their employability. We began by adopting Freire's (1970) critical pedagogy framework to co-produce a series of debates enabling first-year students to explore and resolve contentious popular culture issues. The initial response was unenthusiastic, sports management students asked why they were debating global politics and popular culture. However, through constant encouragement, we achieved the desired pedagogic outcomes where first-year students quickly progressed from information takers to critical thinkers with global awareness.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100537"},"PeriodicalIF":4.8,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

International virtual sport coaching exchange: A mechanism for exploring pre-professional coaches’ interests and issues 国际虚拟体育教练交流：探索职前教练兴趣与问题的机制

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2025-01-26 DOI: 10.1016/j.jhlste.2025.100536

Liam McCarthy , Ian Cowburn , Lori Gano-Overway

The purpose of this practice paper is to share our experiences of, and reflections on, facilitating an international virtual exchange for pre-professional sport coaches, in a higher education context. Between January and May 2024, for 12 weeks, 21 coaches from both Leeds Beckett University (UK) and James Madison (USA) participated in a pilot project to supplement an internship experience which they were engaged in as part of their coursework. Using Flip, a video-based discussion app from Microsoft, coaches were encouraged to share and explore their problems of professional practice with others as they emerged. By doing this, we hoped that coaches would contribute to each-others’ framing and developing understanding of authentic and meaningful coaching issues, begin to form networks of support, become increasingly independent learners, and develop a more global outlook. From our position as internship architects and facilitators, we hypothesised that with a greater appreciation of coaches’ issues and interests we could more meaningfully offer timely and bespoke support. As we reflect on this novel project, we deliberate over the practical value of some of the underpinning ideas, limitations to supporting pre-professional coaches in this way, and future directions.

这篇实践论文的目的是分享我们在高等教育背景下促进职业前体育教练国际虚拟交流的经验和思考。在2024年1月至5月期间，来自英国利兹贝克特大学和美国詹姆斯麦迪逊大学的21名教练参加了一个为期12周的试点项目，以补充他们作为课程一部分的实习经历。使用微软（Microsoft）的视频讨论应用Flip，教练们被鼓励与他人分享和探讨他们在专业实践中遇到的问题。通过这样做，我们希望教练们能够帮助彼此构建和发展对真实和有意义的教练问题的理解，开始形成支持网络，成为越来越独立的学习者，并发展出更全球化的视野。作为实习建筑师和辅导员，我们假设，如果能更好地理解教练的问题和兴趣，我们就能更有意义地提供及时和定制的支持。当我们反思这个新颖的项目时，我们思考了一些基本理念的实用价值，以这种方式支持职业前教练的局限性，以及未来的方向。

{"title":"International virtual sport coaching exchange: A mechanism for exploring pre-professional coaches’ interests and issues","authors":"Liam McCarthy , Ian Cowburn , Lori Gano-Overway","doi":"10.1016/j.jhlste.2025.100536","DOIUrl":"10.1016/j.jhlste.2025.100536","url":null,"abstract":"<div><div>The purpose of this practice paper is to share our experiences of, and reflections on, facilitating an international virtual exchange for pre-professional sport coaches, in a higher education context. Between January and May 2024, for 12 weeks, 21 coaches from both Leeds Beckett University (UK) and James Madison (USA) participated in a pilot project to supplement an internship experience which they were engaged in as part of their coursework. Using Flip, a video-based discussion app from Microsoft, coaches were encouraged to share and explore their problems of professional practice with others as they emerged. By doing this, we hoped that coaches would contribute to each-others’ framing and developing understanding of authentic and meaningful coaching issues, begin to form networks of support, become increasingly independent learners, and develop a more global outlook. From our position as internship architects and facilitators, we hypothesised that with a greater appreciation of coaches’ issues and interests we could more meaningfully offer timely and bespoke support. As we reflect on this novel project, we deliberate over the practical value of some of the underpinning ideas, limitations to supporting pre-professional coaches in this way, and future directions.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100536"},"PeriodicalIF":4.8,"publicationDate":"2025-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Experiences of athletes in a simulation based applied sports science university assessment: Identifying areas for improvement 运动员在基于模拟的应用体育科学大学评估中的经验：确定改进的领域

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2025-01-09 DOI: 10.1016/j.jhlste.2025.100535

Thomas W. Jones, Paul Ansdell

It is imperative that university assessments have high levels of academic rigour, it is also important that they are ecologically valid and prepare students for employment in the relevant sectors post study. As such, within a practical based subject like strength and conditioning, academic staff have designed assessments to reflect industry relevant activities such as athlete testing, data interpretation and communicating relevant information to the athlete. To improve this process, it is important to act upon feedback from key stakeholders in the assessment process, such as the external athletes involved in this specific assessment. The purpose of this analysis was to obtain feedback from the athletes the students worked with in the assessment process with a view to improving future iterations. Following the assessment all athletes involved completed a short interview and filled out a questionnaire which contained fixed response and open-ended questions on their opinions and experiences of the assessment. All athletes who participated stated they would be willing to be involved in future years, all athletes also stated that the assessment was very industry relevant and commended its inclusion within the programme. Areas for improvement were identified, athletes felt that the assessor should be less present to facilitate more organic interactions between the students being assessed and the athlete. The assessment was perceived as a positive experience for external athletes involved, who all believed the process mirrored experiences from their athletic careers. For future assessments staff should devise strategies to be less visible to allow more natural interactions between students and athletes.

大学评估必须具有高水平的学术严谨性，同样重要的是，它们在生态上是有效的，并为学生毕业后在相关部门的就业做好准备。因此，在像力量和体能这样的实践性学科中，学术人员设计了反映行业相关活动的评估，如运动员测试、数据解释和向运动员传达相关信息。为了改进这个过程，根据评估过程中关键利益相关者的反馈采取行动是很重要的，比如参与这个特定评估的外部运动员。此分析的目的是从学生在评估过程中与之合作的运动员那里获得反馈，以改进未来的迭代。在评估之后，所有参与的运动员都完成了一个简短的访谈，并填写了一份问卷，其中包含固定答案和开放式问题，关于他们对评估的看法和经历。所有参与的运动员都表示他们愿意在未来几年参与其中，所有运动员也都表示评估与行业非常相关，并赞扬将其纳入计划。确定了需要改进的地方，运动员认为评估员应该减少在场，以促进被评估学生和运动员之间更多的有机互动。对于参与评估的外部运动员来说，评估被认为是一种积极的体验，他们都认为这个过程反映了他们运动生涯的经历。在未来的评估中，工作人员应该设计出不那么显眼的策略，让学生和运动员之间有更多自然的互动。

{"title":"Experiences of athletes in a simulation based applied sports science university assessment: Identifying areas for improvement","authors":"Thomas W. Jones, Paul Ansdell","doi":"10.1016/j.jhlste.2025.100535","DOIUrl":"10.1016/j.jhlste.2025.100535","url":null,"abstract":"<div><div>It is imperative that university assessments have high levels of academic rigour, it is also important that they are ecologically valid and prepare students for employment in the relevant sectors post study. As such, within a practical based subject like strength and conditioning, academic staff have designed assessments to reflect industry relevant activities such as athlete testing, data interpretation and communicating relevant information to the athlete. To improve this process, it is important to act upon feedback from key stakeholders in the assessment process, such as the external athletes involved in this specific assessment. The purpose of this analysis was to obtain feedback from the athletes the students worked with in the assessment process with a view to improving future iterations. Following the assessment all athletes involved completed a short interview and filled out a questionnaire which contained fixed response and open-ended questions on their opinions and experiences of the assessment. All athletes who participated stated they would be willing to be involved in future years, all athletes also stated that the assessment was very industry relevant and commended its inclusion within the programme. Areas for improvement were identified, athletes felt that the assessor should be less present to facilitate more organic interactions between the students being assessed and the athlete. The assessment was perceived as a positive experience for external athletes involved, who all believed the process mirrored experiences from their athletic careers. For future assessments staff should devise strategies to be less visible to allow more natural interactions between students and athletes.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100535"},"PeriodicalIF":4.8,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pushed or pulled? A qualitative analysis of university sport management faculty attrition in the United States due to a lack of a sense of belonging 推还是拉？美国大学体育管理教师因缺乏归属感而流失的定性分析

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Hospitality Leisure Sport & Tourism Education

Pub Date : 2024-12-25 DOI: 10.1016/j.jhlste.2024.100533

John J. Miller, Elizabeth Gregg, Amanda Pascale, Jason Lee

Administrators, academic leaders, and colleagues often believe that faculty members are “poached” by other universities due to external factors like higher salaries or enhanced reputations (O'Meara et al., 2014). While some faculty may retire others may be pushed away or pulled to take a position at another university or in the public sector. This study employed Zhou and Volkwein's push-pull model to determine whether sport management faculty perceived a lack of belongingness influenced attrition or retention.

The results of this qualitative analysis study revealed that the most significant reasons for sport management faculty attrition are internal push factors, such as feelings of isolation in the work environment and experiences of discrimination. Conversely, external pull factors such as higher salaries were not a reason for sport management faculty leaving. Administrators can use these findings to revise their policies and practices as needed thereby making their institutions more attractive to faculty they want to retain.

管理人员、学术带头人和同事通常认为，教职员工被其他大学“挖走”是由于更高的工资或更高的声誉等外部因素（O'Meara et al., 2014）。虽然一些教员可能退休，但其他教员可能被推走或被拉到另一所大学或公共部门任职。本研究采用Zhou和Volkwein的推拉模型来确定体育管理教师是否认为缺乏归属感会影响员工的流失或保留。本定性分析研究结果显示，体育管理教师流失最显著的原因是内部推动因素，如工作环境中的孤立感和歧视经历。相反，高薪等外部拉动因素并不是体育管理专业教师离职的原因。管理人员可以利用这些发现根据需要修改他们的政策和做法，从而使他们的机构对他们想要留住的教师更具吸引力。

{"title":"Pushed or pulled? A qualitative analysis of university sport management faculty attrition in the United States due to a lack of a sense of belonging","authors":"John J. Miller, Elizabeth Gregg, Amanda Pascale, Jason Lee","doi":"10.1016/j.jhlste.2024.100533","DOIUrl":"10.1016/j.jhlste.2024.100533","url":null,"abstract":"<div><div>Administrators, academic leaders, and colleagues often believe that faculty members are “poached” by other universities due to external factors like higher salaries or enhanced reputations (O'Meara et al., 2014). While some faculty may retire others may be pushed away or pulled to take a position at another university or in the public sector. This study employed Zhou and Volkwein's push-pull model to determine whether sport management faculty perceived a lack of belongingness influenced attrition or retention.</div><div>The results of this qualitative analysis study revealed that the most significant reasons for sport management faculty attrition are internal push factors, such as feelings of isolation in the work environment and experiences of discrimination. Conversely, external pull factors such as higher salaries were not a reason for sport management faculty leaving. Administrators can use these findings to revise their policies and practices as needed thereby making their institutions more attractive to faculty they want to retain.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"36 ","pages":"Article 100533"},"PeriodicalIF":4.8,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143176094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0