title: The learning cultures of informal self-organised action sports: Implications for child and youth coaching

authors: Wheaton, Belinda

abstract: The increasing popularity of action and lifestyle sports (e.g. skateboarding, parkour, BMX, mountain biking, and snowboarding) has been recognised as an important trend in youth lifestyles. In contrast to traditional sports, these activities are individualistic, lack rules, and have celebrated anti-authoritarian, 'do-it-yourself' and anti-competition cultural values. Athlete learning in action sport is also largely informal and self-regulated, with peer-to-peer learning dominating and digital technologies playing a central role. However, lifestyle sports are becoming increasingly popular for youth development, including in institutionalised settings and PE curricula. With the increasing professionalisation of some action sports including in international competitions such as the Olympics, there is an increased focus on coaching, with funding directed to coach development and increasing numbers of athletes in structured training programmes. This chapter explores this changing landscape of action and lifestyle youth sports cultures. In so doing, it critically discusses the challenges and opportunities for coaching. First, it outlines the dominance of informal learning environments in lifestyle sports, including the use of digital technologies. Second, it considers coaching and learning in more structured environments, which often differs in ethos and approach to many traditional sporting cultures. Drawing on sociocultural views of learning the chapter shows how disrupting the ‘adult as expert’ can create less hierarchical and more equitable learning environments. However, coaches being absent from learning environments also has potential implications for safety management and young athlete welfare. Lasty, it outlines future directions and considerations in coaching research and policy/practice.

text: The learning cultures of informal self-organised action sports: Implications for child and youth coaching The increasing popularity of action and lifestyle sports (e.g. skateboarding, parkour, BMX, mountain biking, and snowboarding) has been recognised as an important trend in youth lifestyles. In contrast to traditional sports, these activities are individualistic, lack rules, and have celebrated anti-authoritarian, 'do-it-yourself' and anti-competition cultural values. Athlete learning in action sport is also largely informal and self-regulated, with peer-to-peer learning dominating and digital technologies playing a central role. However, lifestyle sports are becoming increasingly popular for youth development, including in institutionalised settings and PE curricula. With the increasing professionalisation of some action sports including in international competitions such as the Olympics, there is an increased focus on coaching, with funding directed to coach development and increasing numbers of athletes in structured training programmes. This chapter explores this changing landscape of action and lifestyle youth sports cultures. In so doing, it critically discusses the challenges and opportunities for coaching. First, it outlines the dominance of informal learning environments in lifestyle sports, including the use of digital technologies. Second, it considers coaching and learning in more structured environments, which often differs in ethos and approach to many traditional sporting cultures. Drawing on sociocultural views of learning the chapter shows how disrupting the ‘adult as expert’ can create less hierarchical and more equitable learning environments. However, coaches being absent from learning environments also has potential implications for safety management and young athlete welfare. Lasty, it outlines future directions and considerations in coaching research and policy/practice.

year: 2022-11-10

title: Hydrogen bonding in hydroxymethylphosphine chalcogenides

authors: Goodwin, Nicholas J.

subjects: Crystal structures

abstract: Hydrogen bonding in the phosphine chalcogenide series Ph2P(X)CH2OH (X=O, 1; S, 2; Se, 3) has been investigated by single crystal X-ray crystallography. While the phosphine oxide exhibits a dimer motif, the sulfide and selenide form infinite chains; in all cases hydrogen bonding is from the OH group to the phosphine chalcogenide heteroatom. The trend in the hydrogen bond angle for OH X-P, which is 117, 87 and 84° for the oxide, sulfide and selenide, respectively, is explained with respect to the geometry of electron density on the phosphine chalcogenide heteroatom.

text: Hydrogen bonding in hydroxymethylphosphine chalcogenides Hydrogen bonding in the phosphine chalcogenide series Ph2P(X)CH2OH (X=O, 1; S, 2; Se, 3) has been investigated by single crystal X-ray crystallography. While the phosphine oxide exhibits a dimer motif, the sulfide and selenide form infinite chains; in all cases hydrogen bonding is from the OH group to the phosphine chalcogenide heteroatom. The trend in the hydrogen bond angle for OH X-P, which is 117, 87 and 84° for the oxide, sulfide and selenide, respectively, is explained with respect to the geometry of electron density on the phosphine chalcogenide heteroatom.

year: 2002-06-01

title: Early intervention services: Effectively supporting Maori children and their families

authors: Berryman, Mere

subjects: Early Childhood

abstract: This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-asconversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations.

text: Early intervention services: Effectively supporting Maori children and their families This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-asconversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations.

year: 2011