Recent Submissions

  • Dietary restraint and emotional eating among elite/international combat sport athletes

    Barker, Laura; Ruiz, Montse C.; Nevill, Alan M.; Cloak, Ross; Lane, Andrew; Devonport, Tracey (Taylor & Francis, 2024-01-31)
    In one-on-one combat sport, weight classifications are enforced to promote fair fights and minimise injury risk. Most combat sport athletes try to fight at weight much lower than their natural weight necessitating use of weight loss strategies including restrained eating prior to competition. Previous research indicates that individuals self-reporting as high in dietary restraint also self-report a higher desire to emotionally eat, which if acted upon would compromise weight management goals. This mixed-methods exploratory study examined associations between dietary restraint and emotional eating among elite/international combat sport athletes. Nineteen elite/international competitors in Brazilian Jiu Jitsu and Mixed Martial Arts completed the emotional eating scale, a revised restraint scale, and a rapid weight loss questionnaire. A subsample of six participants then completed individual interviews to explore emotional eating, particularly during the lead-up to and post-competition. Quantitative findings via non-parametric tests found high scores in restrained eating associated with a greater urge to emotionally eat. Qualitative findings via content analysis of interview data identified three themes that helped understand this association, ‘emotions eliciting an urge to eat’, ‘outcomes of emotional eating’, and ‘resisting emotional eating’. Participants described a cycle of restrained eating pre-competition followed by an increased tendency toward emotional eating post-competition, with the extent of emotional eating influenced by the degree of restrained eating required and competition outcomes.
  • Understanding the experiences of post-diagnostic dementia support for South Asians living in England: the need for co-production

    Jutlla, Karan; Arblaster, Kielan (Opast Publishing Group, 2023-04-19)
    Background: The increase in the numbers of South Asians in the United Kingdom (UK) is likely to lead to an increased need for dementia services yet; they are currently under-represented in dementia services. Furthermore, little is known about the prevalence, experience and treatment of dementia in the UK South Asian population, including their experiences of post-diagnostic support. Consequently, a project was commissioned by Alzheimer’s Society in the UK to gather insight into the experiences of post-diagnostic dementia support for the South Asian community in England to identify whether their post-diagnostic support needs were being met and what they needed from post-diagnostic support services. Methodology/Methods: As this project sought to understand experiences, a qualitative case-study approach was adopted. Twelve South Asian carers of a person with dementia and one South Asian person living with dementia took part in an on-line in-depth, topic-guided conversation. All conversations were audio recorded with consent and analysed using a thematic analysis. Findings: Analysis revealed that the South Asian community are doubly affected by dementia in relation to post-diagnostic support because 1) they received very little post-diagnostic support and 2) even when they did, it wasn’t culturally appropriate and therefore ineffective. Essentially, the lack of culturally inclusive care compounds the lack of access further. Consequently, people discussed current gaps in service provision, making recommendations that will result in better support, and more positive experiences for South Asians when diagnosed with dementia in England. In order to achieve this, South Asians in need of dementia support should be involved in the planning, development and delivery of post-diagnostic support services. Conclusions: This paper discusses findings that highlight the importance and benefits of co-production whereby people who use services and carers work with professionals in equal partnerships towards shared goals.
  • ‘I’m not the same person now’: The psychological implications of online contact risk experiences for adults with intellectual disabilities

    Clements, Fiona; Chadwick, Darren; Orchard, Lisa (SAGE, 2023-12-22)
    Understanding online risk for adults with intellectual disabilities is important to improve digital inclusion in society. Perceptions of online risk can determine behaviours that obstruct or facilitate Internet access and use. This current study aimed to qualitatively investigate the psychological implications of online victimisation risks, including online negative comments and/or messages for adults with intellectual disabilities, as a novel area yet explored in-depth. Semi-structured interview data was collected remotely. Template analysis found there to be both negative and positive psychological implications experienced in response to online risks. Specifically, participants reported a wide range of negative emotions but also positive growth in the form of learning from the experience and increased confidence. The attribution of blame process in cybervictimisation can involve both blaming the perpetrator but also internalised victim-blaming which may be a consequence of the type of online risk (i.e. sexual risks). Implications for both practice and research are suggested.
  • Dementia: a call for a paradigm shift in pre-registration nurse education

    Tuffour, Isaac; Ganga, Griffin (Cambridge University Press, 2023-12-04)
    Dementia is a progressive brain disorder that affects memory, thinking, and behaviour. It is a major global public health concern, with an estimated 55 million people worldwide living with the condition. In the UK there is an estimated 944,000 people with dementia. This number is expected to double by 2050. Dementia is a major cause of disability and dependency, and it places a significant burden on families and carers. The current level of dementia education in pre-registration nursing programmes in the UK is inadequate. There are no pre-registration nursing educational programmes that offer dementia as a speciality. This is a major concern, as nurses are the primary providers of care to people with dementia. This paper argues that dementia should be established as a branch of pre-registration nursing education that leads to a Registered Nurse (RN) – Dementia. This could help to address the shortage of specialist dementia nurses in the country. This article provides an important suggestion for countries with a shortage of specialist dementia nurses to consider establishing a stand-alone pre-registration branch of dementia nurse education. This would result in a more specialised workforce with the skills and knowledge to provide high-quality care to people with dementia.
  • Can culinary capital be (re) produced in school?

    Lalli, Gurpinder Singh (Taylor & Francis, 2023-08-21)
    Drawing on ethnographic fieldwork, the paper draws on conceptions of culinary capital and socialisation to explore children’s experiences of mealtime in one academy school. In this paper, the author argues how ‘healthy eating’ interventions have led to the neglect of the social significance of dining together. The paper highlights how children’s culinary capital is reproduced in schools, whilst recognising the rising tensions between how eating spaces designed for children become consumed by adults. The findings from the study outline the growing power relationships in relation to school food spaces.
  • Doing qualitative research: Methodological reflections on researching teachers work

    Jayantilal, Kumar; Lalli, Gurpinder Singh (Wiley, 2023-09-18)
    Reflexive commitments tend to be lacking, particularly from the perspective of early career scholars. This is particularly true in relation to published research, but evident in doctoral studies exploring teachers work. Using principles of phenomenological reflexivity, this methodological paper explores the critical incidents that have come to shape a qualitative, ethnographical case study before entering the field. Key findings highlight four implications for novice researchers: an engagement with critical independent reflection, critical friendship, skills development through academic modules and reflexive reading, and communities of practice. The paper calls for continued attention to the methodological framing of research, particularly during and after entering the field.
  • ‘Why are they making us rush?’ The school dining hall as surveillance mechanism, social learning, or child’s space?

    Lalli, Gurpinder Singh; Weaver-Hightower, Marcus B. (Taylor & Francis, 2023-11-07)
    School mealtimes, for many schools, are characterized by behavioural difficulties, a problematic time of day requiring much attention and resources. Yet for many school food reformers, those wanting food environments to be educative and pleasant, strict behavioural interventions are contrary to the ideals of social learning. This paper presents an ethnographic case study of Peartree Academy, an all-through academy school in England, to explore how school personnel used the dining hall simultaneously as a community space and as surveillance mechanism. We deliberate on causes and variations of how this manifests. A Foucauldian lens, viewing dining space as ‘heterotopia’ and ‘heterochronies’ [Foucault, M. 1986. “‘Of Other Spaces.” Translated by J. Miskowiec. Diacritics 16 (1): 22. https://doi.org/10.2307/464648], highlights tensions that shape the everyday for both students and staff in the school. As counter-spaces used differently by administrators, pupils, and food reformers, we show how rules and regulations imposed by staff work against the original intentions to develop the dining hall into a community forum in which children develop positive eating behaviours and good citizenship. The children became subjected to power relations through which bodies became docile or resistant, with less opportunity for social learning. True progressive food reform thus requires, ultimately, deeply understanding and negotiating the multiple, overlapping functions of dining spaces.
  • Culinary capital and conceptualisations of school mealtime

    Lalli, Gurpinder Singh; Faculty of Education, Health and Wellbeing, University of Wolverhampton, Wolverhampton, UK (Wiley-Blackwell, 2023-12-11)
    This paper presents ethnographic work conducted to investigate how notions of culinary capital have the potential to shape the everyday experiences of children during mealtime in school. Children’s early experiences with mealtimes and food are critical determinants for eating behaviour over the life course. The paper presents an account of conceptual debates based on longstanding ethnographic work on school food with a particular focus on a case study of Maple Field Academy to frame the research. Research methods used included semi-structured interviews, fieldnotes and photographs with the aim of capturing a rich picture of the school. This paper introduces Laird’s (1985) sensory theory to frame the discussion. This research calls for the need to recognize the social good that can be realized from participating in mealtimes and school is a microcosm of society, which means it can function as a driver for social change. The paper calls for more engagement with social theorising on studies which focus on researching food in school.
  • Effects of a transoceanic rowing challenge on cardiorespiratory function and muscle fitness

    Ellis, Chris; Ingram, Thomas; Kite, Chris; Taylor, Sue; Howard, Liz; Pike, Joanna; Lee, Eveline; Buckley, John (Thieme, 2023-11-06)
    Ultra-endurance sports and exercise events are becoming increasingly popular for older age groups. We aimed to evaluate changes in cardiac function and physical fitness in males aged 50-60 years who completed a 50-day transoceanic rowing challenge. This case account of four self-selected males included electro- and echo-cardiography (ECG, echo), cardiorespiratory and muscular fitness measures recorded nine-months prior to and three weeks after a transatlantic team-rowing challenge. No clinically significant changes to myocardial function were found over the course of the study. The training and race created expected functional changes to left ventricular and atrial function; the former associated with training, the latter likely due to dehydration, both resolving towards baseline within three weeks post-event. From race-start to finish all rowers lost 8.4-15.6 kg of body mass. Absolute cardiorespiratory power and muscular strength were lower three weeks post-race compared to pre-race, but cardiorespiratory exercise economy improved in this same period. A structured programme of moderate-vigorous aerobic endurance and muscular training for >6 months, followed by 50-days of transoceanic rowing in older males proved not to cause any observable acute or potential long-term risks to cardiovascular health. Pre-event screening, fitness testing, and appropriate training is recommended, especially in older participants where age itself is an increasingly significant risk factor.
  • Theoretically rich design thinking: blended approaches for educational technology workshops

    Scott, Howard (New Millennium Discoveries, 2023-10-16)
    This paper is a reflective account that outlines the design of two Continual Professional Development (CPD) workshop sessions based on a blend of theory for design thinking about aspects of curriculum, pedagogy and technology. The theoretical approach blended aspects of design-based research, speculative design, Activity Theory and subtractive change to address issues, barriers and explore opportunities in each workshop example that is presented. The first of these workshops brought university engineering lecturers together to explore the opportunities and barriers for integrating ‘co-creation’ as a pedagogical strategy to subject teaching alongside a new interface into their curriculum. The results show how design thinking exposes limitations and challenges that prevent the realisation of pedagogically rich interventions. The second workshop brought together post-compulsory vocational lecturers to a teacher education workshop and used the same theoretical reference points to inform and antagonise the implications that Large Language Models, such as Chat GPT, present to subject knowledge, curriculum design and modes of assessment. Here these theoretically rich forms are proposed for planning use in learning design and for reshaping curricula, where academics and other professionals supporting teaching and learning may want to introduce new technologies and integrate innovative pedagogical methods or confront new challenges to their work. They may also be used as continual professional development sessions in highly participatory, practical and creative ways that allow for lucid experimentation and to imbue professionals with agency and trust.
  • Negotiating the Daily Mile Challenge; looking-like a walking break from the classroom

    Ward, Gavin; Scott, David (Routledge, 2019-12-11)
    The purpose of this study was to privilege the views of both pupils and staff in one school’s adoption of the Daily Mile Challenge (DMC). Listening seriously to the views of pupils, who are often the unheard subjects in whole school exercise interventions, the aim was to understand the meanings derived from the requirement to practice the DMC. Data are drawn from non-participant observations, 4 individual teacher interviews and 4 pupil focus groups with a total of 12 students. In order to understand the function of the DMC to its participants, a socio-cultural position was adopted using Dewey’s ends-in-view to analyse the data. This process revealed that complete adaptation of the DMC in name and form created an indeterminate space both for the teachers and pupils; an in-between space of not-classroom, not-break-time, not-running and not-a-mile. This allowed the DMC to be completed when teachers could fit it into their teaching, which was not on a daily or a regular basis. This in-between negotiated space formed the overarching landscape of the DMC. For the teachers, promoting purpose through moving in an orderly fashion was characterised by looking-like the DMC. Within this end-in-view, the pupils had to find an acceptable way to take a moving break. Rather than address unfounded concerns about fitness and risks of obesity, the adoption of the DMC in this school has inadvertently highlighted an important need; for pupils to have an outside break from pressurised classroom performances and to have more opportunities for quality social interactions.
  • Palestinian undergraduate learners’ foreign language classroom anxiety in online environments

    Qaddumi, Husam Ahmad; Smith, Matt; Alawneh, Yousef; Shawamreh, Nader; Bakeer, Aida; Itemizeh, Mahmoud (English Education Department, Teacher Training and Education Faculty, Universitas Syiah Kuala, 2023-09-16)
    Despite foreign language classroom anxiety having been studied since the 1980s, there has been little research into this phenomenon in the context of online and blended learning environments. There is a clear need for this study as higher education becomes ever more adaptable, post-pandemic. The portfolio of methods for supporting teaching and learning is widening, with most institutions now offering online and hybrid modules and courses. The purpose of this study was to investigate the levels of anxiety among Palestinian undergraduates learning the English language through online courses. This study also investigated the effects of gender variables (310 males and 1210 females) on foreign language classroom anxiety levels. We surveyed a random sample of 1520 undergraduate students from different universities in Palestine. We used the well-established Foreign Language Classroom Anxiety Scale FLCAS (Horwitz et al., 1986; Horwitz, 2016), which is the most commonly-used measure of anxiety related to language learning. The findings of the study revealed that undergraduate learners experience anxiety when speaking with native speakers. Results indicate no significant differences in the students’ gender and foreign language classroom anxiety at universities. However, female learners were more anxious in language classrooms where the level of classroom anxiety was high. Finally, we offer tentative solutions for how tutors can support students experiencing foreign language anxiety.
  • Exploring the journey and impact of advanced practice in care delivery for people with learning disabilities and/or autism

    Appleby, Benet; Bollard, Martin; Barratt, Julian; Kempson, Sharon (MA Healthcare Ltd, 2023-07-02)
    Background: Practitioners working in the field of learning disability and/or autism have seen their roles expand over the past several decades to promote and accommodate the complex needs of the population group. While the nuances and intricacies of working with this group of people may be less clearly defined, advanced practitioners are required to develop the roles in the field across the four pillars of clinical practice, leadership and management, education and research. Aim: This study aimed to review the published literature and explore, identify and describe the journey for practitioners towards advanced practice in learning disability and autism, as well as their impact on care delivery. Method: A scoping review approach was used to address the review question. The PRISMA extension for scoping reviews (PRISMA-ScR) guidelines was used as a structured format to report the review. Research question: What is the positionality, identity and impact of advanced practice for care delivery by advanced practitioners in learning disability and autism? Discussion: This scoping review is being designed to conceptualise the journey towards advanced practice, with a specific focus on learning disability and autism, exploring the impact on care delivery in this field of practice by advanced practitioners.
  • 'They tried to evil me': an explanatory model for Black Africans’ mental health challenges

    Tuffour, Isaac (Wiley, 2023-09-21)
    This paper explores the explanatory models of mental challenges among Black Africans in England. It argues that understanding these models is critical for providing culturally appropriate care to this population. The study employed qualitative methodology, and Interpretative Phenomenological Analysis (IPA). 12 mental health service users who are living in England and self-identified as first or second-generation black Africans were purposively selected. The data was gathered using face-to-face semi-structured interviews. Data was manually analyzed in accordance with IPA concepts of searching for common, unique, and idiosyncratic themes across transcripts. The findings revealed three themes black Africans associated to their explanatory model of mental health challenges: complexities of migration, African-centred worldview, and negative life experiences. To help alleviate the Eurocentric nature of mental health practice in England, it is hoped that this explanatory model will become an integral part of mental health practice in the England and around the world.
  • The effectiveness of project-based learning on improving the undergraduate students’ speaking skills through M-learning

    Bakeer, Aida; Dweikat, Khaled; Smith, Matt (Rihan, 2023-08-28)
    This case study aimed to identify the lessons learned from using m- Learning in project-based learning as a potential to improve the oral skills of EFL students in a Language Use Course at a Palestinian university during the second semester of the academic year 2019/2020. Despite the sudden closure of universities due to the spread of the COVID-19 pandemic, teachers had to evaluate students’ oral proficiency in effective use of vocabulary and expressions found in the course, improvising daily life situations, with decent fluency and enjoyment. The participants were 97 (19 males and 78 females) EFL learners majoring English, who were enrolled in the Language Use course. The participants were assigned a project-based task to develop their speaking skill through collaborative projects that were submitted at the end of the course to evaluate their skills and performances. To achieve this objective, a project-based cycle (OMEGA-P) was developed, and semi-structured interviews via Messenger and WhatsApp were also administered with students. Findings showed impressive signs of creative outputs manifested in various skills. The findings also highlighted the effectiveness of using project-based experience as an approach to online ‘Discussion Sessions’ that provided a flexible and enjoyable learning environment, that enhanced students’ self-confidence through active involvement with real communicative situations with other students as well as with the teacher.
  • Challenges in the management of non-alcoholic fatty liver disease (NAFLD) : Towards a compassionate approach

    Shea, Sue; Lionis, Christos; Kite, Chris; Atkinson, Lou; Lagojda, Lukasz; Chaggar, Surinderjeet S.; Kyrou, Ioannis; Randeva, Harpal S. (MDPI, 2023-08-25)
    Representing a growing ‘silent epidemic’, non-alcoholic fatty liver disease (NAFLD) affects around 25–30% of the general population. Alarmingly, NAFLD increases the risk of cardiovascular disease, both independently and through its strong associations with obesity, type 2 diabetes, and metabolic syndrome, whilst posing a substantial burden from an economic and health-related quality of life perspective. Moreover, growing evidence links NAFLD to common mental health disorders including depression, anxiety, and stress. In this context, recent clinical and research attention further focuses on potential additional problems faced by patients with NAFLD, such as perceived stigma, lack of awareness regarding the condition, and possible feelings of loneliness and isolation that might emerge from unmet support needs. To date, despite a wealth of literature on NAFLD, management of the condition remains challenging and not straightforward, with most cases in primary care being treated with lifestyle modification on top of any other comorbidity treatment. However, for many patients with NAFLD, weight loss is hard to accomplish and/or sustain (e.g., patients may lack the skills, confidence, and motivation required to adhere to dietary changes, and/or may have problems limiting opportunities for increased physical activity). Therefore, tailored interventions which are manageable from the perspective of the individual patient with NAFLD could glean greater results. Accordingly, although there is a lack of research exploring the potential benefits of person-centered and compassion-based approaches to the management of NAFLD, in the present review, we draw on evidence from methods utilized in the treatment of other chronic conditions in postulating the view that such approaches might prove beneficial in the future management of NAFLD.
  • Digital dating abuse as cost-inflicting mate retention

    Bhogal, Manpal Singh; Shackleford, Todd (Springer, 2023-12-21)
  • Human mate choice and heroism

    Farrelly, Daniel; Bhogal, Manpal Singh; Allison, Scott T.; Beggan, James K.; Goethals, George R. (Springer, 2023-08-10)

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