Correlates of Performance at the USRowing Youth National Championships: A Case Study of 152 Junior Rowers

Submitted by Alex Wolff & Pavle Mikulic

ABSTRACT
This study was designed to assess the extent of the relationship between a number of variables (2000 m rowing ergometer score, weight adjusted 2000 m rowing ergometer score, height, weight, and years of experience) and placement at the USRowing Youth National Championships, in order to highlight areas for college recruiters and aspiring junior rowers to focus on. Data for 152 athletes competing in 18 events was collected. Data collection was accomplished through a site search of “berecruited.com” for the keywords “youth nationals” “nationals” and “rowing”; athletes reported placement was then verified against the official race results. Athletes were subdivided into categories based on boat size, event type, weight class, and gender. In almost all categories (with the exception of men’s open weight sweep and lightweight sculls) a significant (p<0.05) correlation between rowing ergometer score and placement was established. The highest correlation between rowing ergometer score and placement was observed in women’s lightweight sculls (r=0.76). Weight adjustment provided notable improvements in only two categories over unadjusted ergometer score: men’s open weight sculls (r=0.79 vs. r=0.72) and men’s lightweight sculls (r=0.49 vs. r=0.42). Weight independent of ergometer score and experience did not correlate with final rankings. Height independent of ergometer score correlated with final rankings in only one category - men’s open sculls (r=0.38). While it is possible that the small sample sizes in some categories may have impacted the results, a clear trend emerges emphasizing the importance of unadjusted rowing ergometer score over other factors in evaluating junior rowers at the national level.

INTRODUCTION
Rowing is a strength-endurance activity that requires both aerobic and anaerobic capability for successful performance (Maestu, Jurimae, & Jurimae, 2005; Secher, 2000). A typical rowing race takes place over a 2000 m course and, depending on the boat category and weather conditions, is characterized by 5.5 – 7.5 minutes of exhaustive physical effort. Rowing comprises two distinct, but closely related disciplines: sculling and sweep rowing. The main distinction between the two is that sculling involves the use of two oars per rower, one in each hand, versus only one slightly larger oar for sweep rowers. Of the two, sculling is considered more technically demanding, and sweep is more popular, particularly at the collegiate level where major sculling regattas are largely nonexistent. All rowing boats can also be divided into two additional categories: small boats (boats with one or two crew members, i.e. single sculls, double sculls and pairs) and large boats (boats with four or eight rowers, i.e. quadruple sculls, coxed and coxless fours and eights). Typically, the larger the boat is, the more stable it becomes because of the additional hull width and length. Because of this, a single can be a much different boat to row than an eight. Additionally, larger boats increase the importance of synchronization of crew members’ strokes to achieve increased speed (Baudouin & Hawkins, 2002). A more recent addition to the world of competitive rowing has been the advent of lightweight events. USRowing defines lightweight junior rowers as weighing no more than 160 or 130 pounds for men and women, respectively. Lightweight events at Youth National Championships are lightweight double, lightweight four, and lightweight eight.

Besides its international popularity as a competitive sport and its continuous presence on Olympic Games from the very first modern Olympic Games held in 1896 in Athens, Greece, rowing is also a major collegiate sport in various countries, including the United States. With this in mind, it may be of particular interest for college recruiters to gain a better understanding of the factors that contribute to rowing performance in junior rowers competing at the most important event at the national level: the USRowing Youth National Championships. Likewise, it may be important for prospective junior rowers and their coaches to be able to focus on those factors which contribute to greater on-water performance.

College recruiters are continuously striving to improve the selection process for their rowing teams and, when assessing a junior rower’s ability, they can be presented with a wide array of factors to consider. With this in mind, we designed this study to assess the strength of association between a number of objective variables and race placement at the USRowing Youth National Championships. The variables we examined include years of experience, body height, body weight, 2000 m rowing ergometer score and 2000 m weight adjusted rowing ergometer score. Based on our two earlier studies (Mikulic et al. 2009a,b) in which we observed a strong correlation between 2000 m rowing ergometer performance scores and final rankings at both World Rowing Championships and World Junior Rowing Championships, we hypothesized that 2000 m rowing ergometer score (an “all-out” effort over a distance of 2000 m) would be the strongest correlate to placement at the USRowing Youth National Championships. However, the extent to which this is true and the relation of other variables to rowing performance in junior rowers competing at the USRowing Youth National Championships has yet to be determined.

METHODS
The data for this study was collected by performing a site search of athlete’s profiles on the “berecruited.com” web site. This site allows athletes to upload their information such as personal best 2000 m ergometer score along with other facts such as their height, weight, and notable race results, all in an effort to increase their visibility to college recruiters. We performed the search using the keywords “youth nationals” “nationals” and “rowing”. Those profiles which listed a 2012 or 2013 Youth Nationals result were then matched to the official race results from their respective year to verify that athletes reported placement. Once verified, that athlete’s information and placement was included in the data set. The variables recorded were: 2000 m rowing ergometer score (personal best), height, weight, years of experience, and weight adjusted 2000 m ergometer score based on the following formula (6):

Adjusted ergometer score = (rower weight/270)^0.22* ergometer score in seconds

The data was then divided into a number of sub categories which were as follows: open weight overall, open category scull and open category sweep. Rowers were further classified as open category men, open category women, lightweight men, and lightweight women. The correlation between each factor and placement was established for each category using the Pearson product moment correlation coefficient. The significance of correlation coefficients was tested to a confidence of p=0.05. In addition, we performed a series of independent samples t-tests to examine the differences in rowing ergometer scores between selected groups of rowers.

RESULTS
Tables 1 and 2 indicate that 2000 m ergometer scores, both in absolute values and adjusted to a rower’s weight, demonstrate the most consistent association with final rankings at the USRowing Youth Championships. This is especially evident in women’s events in which the correlations between the ergometer scores and final rankings were evident in all of the observed categories (i.e. scull and sweep, open category and lightweight rowers).

Table 1. Correlation coefficients between final rankings at the USRowing Youth Championships and five observed variables in groups of male junior rowers
Screen Shot 2014-03-03 at 10.05.29 AM

Table 2. Correlation coefficients between final rankings at the USRowing Youth Championships and five observed variables in groups of female junior rowers
Screen Shot 2014-03-03 at 10.06.03 AM

T-tests were utilized to test for differences in ergometer scores between sweep oar rowers and scullers (Table 3). The only category in which a significant difference was observed between scullers and sweep oar rowers was the men’s lightweight category. There was no significant difference between women’s lightweight sweep oar rowers and scullers, women’s open category sweep oar rowers and scullers, or men’s open category sweep oar rowers and scullers. Similarly, when ergometer scores of big vs. small boat rowers were compared, no significant differences were observed across the categories except for the men’s lightweight category (Table 4).

Table 3. 2000-m Rowing ergometer scores (in seconds) for various categories of rowers and independent samples t-test results for differences between sweep oar rowers vs. scullers
Screen Shot 2014-03-03 at 10.06.39 AM

Table 4. 2000 m Rowing ergometer scores (in seconds) for various categories of rowers and independent samples t-test results for differences between rowers in small vs. big boats
Screen Shot 2014-03-03 at 10.07.07 AM

DISCUSSION
In this study we aimed to identify the variables that showed the strongest association with the final rankings at the most important competition for junior rowers in the US – the USRowing Youth Championships. The results (Tables 1 and 2) indicate that 2000 m rowing ergometer scores, both in absolute values and adjusted to body weight, displayed the strongest correlations across categories, both for junior men and women. In junior men, the strongest correlations were observed for open category sculling events (r=0.72 for ergometer score; r=0.79 for weight adjusted ergometer score) while in junior women the strongest correlation were observed for lightweight category sculling events (r=0.76 for both ergometer score and weight adjusted ergometer score). These findings largely corroborate findings from our earlier study (Mikulic et al. 2009a) in which we observed moderate to high correlation coefficients between 2000 m rowing ergometer score and final rankings at the World Rowing Junior Championships. In that study, rowing ergometer scores of junior rowers correlated with their final rankings in all 13 events in which the junior rowers competed at the 2007 World Rowing Junior Championships with the correlation coefficient ranging from r=0.31 to r=0.92.

Weight adjusted rowing ergometer scores are ergometer scores normalized to that specific rowers speed in an eight boat. Since heavier rowers sink the boat further into the water, thus creating more wetted surface and drag, they must be capable of producing greater power to achieve the same speed as a lighter rower. This should, in theory, improve upon the correlation produced by non-weight-adjusted scores which we failed to observe on a consistent basis in the present study (Tables 1 and 2). The categories for which weight adjustment provided the largest improvement (men’s open and lightweight sculls) had comparatively small standard deviations versus other groups. It is possible that weight adjustment thus becomes more of a factor since the difference in “raw power” (represented by the ergometer score) between rowers was not as exaggerated as other categories for which weight adjustment provided no improvement.

Experience, height and weight of junior rowers did not generally correlate with final rankings at the USRowing Youth Championships, with the exception of height which correlated with the final rankings in junior men’s open category sculling events (r=-0.38), and experience which correlated with final rankings in junior women’s open category sculling events (r=-0.52). This general lack of association between the body size variables (i.e. height and weight) and final rankings at the Championships is somewhat surprising given the well documented importance of body size for rowing performance (for a review, see Shephard, 1998) including rowing performance at the junior level (Burgois 2000; 2001). It is possible that since Youth Nationals is a lower level of competition than junior worlds, the regatta analyzed in the studies cited, the larger variance in skill and general fitness (and, by extension, the ergometer score) would outweigh the importance of body size.

There appear to be no differences in 2000 m rowing ergometer scores of junior male and female rowers who compete in sculling vs. sweep rowing events (Table 3). The exception are junior men’s lightweight categories in which scullers are about 10 seconds faster than their counterparts from sweep rowing boats. Similarly, 2000 m rowing ergometer scores of junior men and women do not appear to differ for those competing in big vs. the small boats. Again, the only exception are junior lightweight categories in which rowers competing in a small boat are about 10 seconds faster than their counterparts competing in a big boat. Apparently, 2000 m ergometer score does not appear to be a factor for selecting a junior rower to a sculling vs. the sweep boat or the big vs. the small boat. In our earlier study (Mikulic et al., 2009a) we also observed no differences between 2000 m ergometer scores of scullers and sweep rowers competing at the 2007 World Junior Championship, either for male or female rowers (no rowers compete in lightweight categories at World Junior Championships). However, in that study, we also observed that better 2000 m ergometer performers tended to be selected to large boats. We must, however, mention a limitation of comparing 2000 m ergometer scores of various groups of junior rowers in this study as the numbers of rowers in comparing groups differed substantially thus reducing the accuracy of t-test analyses.

CONCLUSIONS
In conclusion, the most important factor to consider in the recruitment of junior rowers is rowing ergometer score over 2000 meters. This finding largely confirmed our original hypothesis. In certain categories (particularly men’s open weight categories), weight adjusting provided some improvements and may be useful in distinguishing between candidates with similar ergometer scores. Years of experience, height, and weight independent of ergometer score were shown to have very little correlation with actual boat speed.

APPLICATIONS IN SPORT
When evaluating junior rowers as potential candidates for recruitment, the most important factor appears to be the 2000 m rowing ergometer score. While weight adjustment can in certain scenarios aid in evaluation, it is only marginally effective at best. Experience, height, and weight should be largely ignored as these factors have very little impact on boat speed. Junior rowers looking to perform well at Youth National Championships should focus their efforts on improving their 2000 m rowing ergometer scores.

ACKNOWLEDGMENTS
None

REFERENCES
1. Baudouin, A., & D. Hawkins. (2002). A biomechanical review of factors affecting rowing performance. British Journal of Sports Medicine, 36(6), 396-402.

2. Maestu, J., Jurimae, J., & Jurimae, T. (2005). Monitoring of performance and training in rowing. Sports Medicine, 35, 597–617.

3. Secher, N. H. (2000). Rowing. In R. J. Shephard & P. O. A°strand (Eds.), Endurance in sport (pp. 836–843). Oxford: Blackwell Science.

4. Mikulic, P., Smoljanovic, T., Bojanic, I., Hannafin, J., Pedisic, Z. (2009a). Does 2000-m rowing ergometer performance time correlate with final rankings at the World Junior Rowing Championship? A case study of 398 elite junior rowers. Journal of Sports Sciences, 27(4), 361–366.

5. Mikulic, P., Smoljanovic, T., Bojanic, I., Hannafin, J.A., Matkovic, B.R. (2009b). Relationship between 2000-m rowing ergometer performance times and World Rowing Championships rankings in elite-standard rowers. Journal of Sports Sciences, 27(9), 907–913.

6. Weight Adjustment Calculator. (n.d.). Home. Retrieved November 23, 2013, from http://www.concept2.com/indoor-rowers/training/calculators/weight-adjustment-calculator

7. Bourgois, J., Claessens, A.L., Vrijens, J., Philippaerts, R., Van Renterghem, B., Thomis, M. et al. (2000). Anthropometric characteristics of elite male junior rowers. British Journal of Sports Medicine, 34, 213-216.

8. Bourgois J, Claessens AL, Janssens M, Van Renterghem B, Loos R, Thomis M, Philippaerts R, Lefevre J, Vrijens J. (2001). Anthropometric characteristics of elite female junior rowers. Journal of Sports Sciences, 19(3), 195-202.

9. Shephard, R.J. (1998). Science and medicine of rowing: a review. Journal of Sports Sciences, 16, 603-620.

2016-04-01T09:27:20-05:00March 3rd, 2014|Contemporary Sports Issues, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Correlates of Performance at the USRowing Youth National Championships: A Case Study of 152 Junior Rowers

Analysis of Didactic Approaches to Teaching Young Children to Swim

Submitted by Anja Pečaver, Maja Pungeršek, Mateja Videmšek, Damir Karpljuk, Jože Štihec and Maja Meško.

ABSTRACT
Purpose: The study deals with an analysis of teaching swimming to children aged between four and eleven.

Methods: The study involved swimming instructors, teachers and coaches from different swimming schools in Slovenia. Data were acquired for 90 providers of swimming courses. The data were then analysed using descriptive statistic methods. The hypotheses were verified using Pearson’s χ² test and the Mann-Whitney test. Statistical significance was established at a 5% risk level.

Results: It was established that the differences between some parts of the exercise unit in terms of the frequency of use of a didactic movement game were related to gender and the acquired professional title. The didactic tools most frequently used during the swimming classes include kickboards, floating noodles and pool dive toys.

Conslusion: Children become more enthusiastic about learning to swim if information communication technology and didactic devices are used; it is easier to motivate them and attract their attention.

Applications in Sports: Swimming teachers should more often use didactic flotation devices whitch will fullfil children’s interest for swimming.

INTRODUCTION
It is extremely important for children to engage in a sport activity. Already at an early age they should be offered a variety of motor activities so as to broaden their horizons (16). In recent times, the age limit at which a child is expected to swim and have good swimming knowledge has decreased considerably. These days we expect children to swim already at the start of primary school whereas in the past children developed this ability at the end of primary school (17). Many reasons speak in favour of teaching children to swim as early as possible, with one of them clearly being to protect them from drowning. This is one reason that the new physical education curriculum for primary schools (10) includes a compulsory 20-hour swimming course in the second or third grade (at the age of 7–9 years). According to British experts, the most appropriate time to learn to swim is the three-year period from the age of eight to eleven because the learning process is fast and relaxed, children are motivated and few pupils skip classes (6). Relying on the results of her study, Škafar Novak (18) states it is reasonable to teach swimming at two age levels, namely getting children accustomed to water in the first primary school grade (6–7 years) and teaching them to swim in the third primary school grade (8–9 years). Great progress in swimming “literacy” is seen already with the youngest generations who explore water and its environment. Today about 10% of babies at the age of six months and older (17) can swim. Moreover, an analysis of reports on the running of annual sport programmes in local communities reveals that 249 swimming courses were conducted in 2008 (186 in primary schools, 63 in kindergartens) involving a total of 8,972 children (9).

When learning to swim it is important that the programme underpinning the learning process is well structured and suitable for the specific age group and the previous knowledge of the learners, and that it is organised flawlessly (4, 14). Incorrect steps taken during a child’s first contact with water can considerably extend the process of learning to swim and result in a negative experience which could linger throughout their life (12, 19). We should be aware that children’s safety is crucial in all types of sport activities, and just as important as maintaining their positive attitude to sport. All of the above depend more or less on the teacher who must be acquainted with the various contents, methods and types of learning to be able to attain the set goals. Working with young age groups is particularly demanding as it requires special approaches, gradual work and reasonable planning of the entire training process.

When one thinks about water activities for children, images of joy, fun, pleasure and laughter come to mind. To maintain such positive feelings during exercise and also afterwards, the swimming instructor/teacher/coach must not only have good knowledge of swimming techniques and good demonstration skills but also master appropriate swimming teaching methods which, for young children, must be based on didactic play. Jurak and Kovač (6) emphasise that the number of lessons making up the swimming “literacy” campaign has been decreasing which is why the teacher must make the best of the time that is dedicated to learning swimming. This can be achieved by using a modern learning programme which also includes the use of an appropriate didactic movement game and a variety of didactic tools (12, 25).

Given the obstacles that commonly appear on the way to the set goal, swimming professionals must cope with different situations, some of which may be very stressful for both the learners and teachers alike. It is up to the teacher which method they will choose to solve the problems, and their choice depends on their education, work experience and mainly their gift for working with children. Kovač (10) established that children up to nine years of age are most often taught by professionals with the title “swimming instructor” who generally have 3 to 5 years of work experience. They use a variety of didactic tools in their work which is positively reflected in the high motivation of children and, consequently, the high percentage of children who have become completely accustomed to water by the end of the course.

The purpose of the study was to analyse the teaching of swimming to children aged between four and eleven. We aimed to establish which difficulties swimming instructors/teachers/coaches encounter in individual exercise units, to what extent they use different didactic tools and a didactic movement game. Another aim was to establish whether there were any statistically significant gender differences in terms of the selection of the group of learners, the frequency of use of a didactic movement game and the frequency of coping with problems related to the learner’s personality. Another aim was to establish any statistically significant differences in the frequency of use of a didactic movement game depending on the professional title acquired by the instructor/teacher/coach.

WORK METHODS
Study subjects

The study encompassed a sample of 90 professionals (71 swimming instructors, 16 swimming teachers and 3 swimming coaches) who conduct swimming courses in different places in Slovenia. The sample of subjects included 57.8% of women aged between 20 and 50 and 42.2% of men aged between 19 and 55 years. The survey questionnaires were handed out during a licensing seminar for swimming instructors.

Swimming aids
The study was underpinned by a survey questionnaire which was completed by instructors, teachers and coaches from different swimming schools in Slovenia. The survey questionnaire included 15 questions of which some were closed-ended while others involved a combination of open-ended and closed-ended questions. Absolute anonymity of the subjects was ensured.

Verification of the questionnaire’s reliability
Cronbach’s alpha is a coefficient of reliability or consistency. Its purpose is to establish how effectively a group of variables or items measures an individual one-dimensional latent composition. With a multidimensional structure the alpha coefficient is low (13).

The value of Cronbach’s alpha rises with an increase in the number of items in the questionnaire. When correlations between the items are low, the value of alpha is also low: the higher the correlation, the higher the alpha value. High correlations among the items prove that the latter are measuring the same basic problem or subject. In that case, we can conclude that their reliability is good, i.e. high. It has been assessed in theory that alpha values around 0.60 are still acceptable (13).

It was concluded that the questionnaire’s reliability is high ranging from 0.72 to a very high value of 0.816.

Procedure
The 90 swimming instructors, teachers and coaches who attended the licensing seminar for swimming instructors at the Faculty of Sport in Ljubljana received the survey questionnaires. The data were processed with the SPSS 19.0 (Statistical Package for the Social Sciences) software application. The Mann-Whitney test and Hi² test were conducted. Statistical significance was established at a 5% risk level.

Limitations of the study
The study was conducted among swimming teachers in Slovenian primary schools. The study is thus limited to Slovenia in geographical terms. It does not encompass any teachers of children with special needs and does not investigate the characteristics and problems of the didactical teaching of children with special needs.

RESULTS
The results of the survey questionnaire served as a basis for analysing the system of work in different swimming schools in Slovenia.

The analysis of work experience revealed that professionals with 3 to 4 years of experience (31.1%) were in the majority, followed by those with 1 to 2 years (26.6%) and those with 5 to 6 years (23.3%) of experience. The smallest share was that of professionals with 7 years of experience or more (18.9%).

More than three-quarters of the surveyed professionals attend expert seminars once every two years to refresh their previous knowledge and acquire new knowledge. This result was expected since most of the surveyed professionals hold the swimming instructor licence which must be ratified every two years by attending expert seminars. Ten percent of the subjects attend seminars once a year and 3.3% twice a year. Surprisingly, 11.1% of those surveyed answered that they never attend any seminars.

We were also interested in which children they would prefer to select for their group (Figure 1) and whether there were any statistically significant differences in terms of the professionals’ genders (Table 1).

Figure 1. Selection of a group depending on a professional’s gender
Screen Shot 2014-02-14 at 11.27.45 AM

Only 18.9% of the surveyed professionals answered that it was irrelevant which group they teach, whereas others chose a group based on the learners’ age and knowledge. The results show that women prefer to teach the youngest children who are not yet accustomed to water or are unfamiliar with the swimming techniques, whereas men prefer learners who are accustomed to water and can swim 25 metres or more using one of the swimming techniques (Figure 1).

Table 1. Selection of a group depending on a professional’s gender
Screen Shot 2014-02-14 at 11.06.14 AM

It can be asserted at a 5% risk level that there are statistically significant differences in the selection of a group in terms of the gender of the swimming instructor/teacher/coach (Table 1).

Given the importance of playing for the overall development of a child, the surveyed professionals were asked how frequently they used didactic movement games when teaching children to swim (Figure 2).

Figure 2. Use of a didactic game in the teaching of swimming
Screen Shot 2014-02-14 at 11.28.43 AM

Using a 5-point Likert scale (with 1 meaning never and 5 always) the surveyed professionals assessed that they use a didactic movement game most often when getting children accustomed to putting their head under water (4.19), followed by the preparatory part of the exercise unit (4.12) and getting children accustomed to seeing under water (4.09). These are followed by getting children accustomed to exhaling in water (3.96), while sliding and in the main part of the exercise (both 3.5). The professionals use a didactic movement game the least in the actual teaching of swimming techniques (3.07) (Figure 2).

We were interested in whether any statistically significant differences in the frequency of using a didactic movement game when teaching swimming depend on a professional’s gender (Table 2).

Table 2. Use of a didactic motor game in specific parts of the exercise unit, with different contents, depending on a professional’s gender
chart

It can be asserted at a 5% risk level that there are statistically significant differences in the frequency of use of a didactic movement game in the preparatory part of the exercise unit, when getting children accustomed to water resistance, putting their head under water, seeing under water and exhaling in water (Table 2). The female professionals use didactic movement games more frequently when teaching the abovementioned activities (Figure 2).

We were interested in whether any statistically significant differences in the frequency of use of a didactic movement game in the teaching of swimming depend on a teacher’s gender (Table 3).

Table 3. Use of a didactic movement game in the exercise unit depending on the acquired professional title
chart2

It can be asserted at a 5% risk level that there are statistically significant differences in getting children accustomed to water resistance, putting their head under water and exhaling in water (Table 3). The swimming professionals with lower titles (swimming instructors) more frequently use a didactic movement game in the abovementioned activities than the professionals who hold higher titles (swimming teachers).

Table 4. Use of a didactic movement game in specific parts of the exercise unit depending on the professional title
chart3

The frequency of the use of different didactic tools during the teaching process was also analysed (Figure 3).

Figure 3. Use of swimming aids
Screen Shot 2014-02-14 at 11.29.32 AM

Analysis of the results shows (Figure 3) that in swimming schools the three most frequently used didactic tools include a kickboard (4.24), a floating noodle (4.11) and pool dive toys (3.60). Of all the above mentioned swimming aids the professionals only occasionally use pull buoys, swim hats/floating toys and rings/frames and only rarely mats and slides, whereas swimming balls and swimming belts are almost never used.

We were interested in how the swimming instructors/teachers/coaches acquaint children with the rules that must be observed in the swimming pool (Figure 4).

Figure 4. The method of acquainting children with the rules
Screen Shot 2014-02-14 at 11.31.14 AM

The professionals most often employ the discussion method (85.6%). Less than 14% of the answers to this question fit into the categories: by setting an example, using a stimulation game, with picture materials and by using all of the methods mentioned (Figure 4).

The respondents were asked how they impart new swimming contents to children. They had to mark the listed learning methods from 1 to 5, with 1 meaning never and 5 always (Figure 5).

Figure 5. Method of imparting new contents
Screen Shot 2014-02-14 at 11.31.46 AM

Figure 5 shows that a personal demonstration in the water is the method professionals use in almost every exercise unit to impart new contents to children (4.64). Personal demonstration on land ranks second (4.5). The professionals often use the explanation and discussion methods (4.19 and 4.13, respectively). Sometimes they use metaphors, comparisons (e.g. leap like a dolphin) and conceptions (3.24). It is surprising that they almost never use picture materials and video recordings (1.37).

In the study, we enquired into the problems the instructors/teachers/coaches deal with during the pedagogical process (Figure 6).

Figure 6. The frequency of problems related to a child’s personality the professionals deal with
Screen Shot 2014-02-14 at 11.32.34 AM

Figure 6 shows that the professionals most frequently deal with fear (3.46) during swimming lessons. In terms of the frequency of occurrence, that is followed by motor abilities (3.19), stubbornness and audacity or mischief (3.13). Disobedience (2.99) is also in the middle of the range. The sixth place in terms of frequency is held by lack of persistence (2.62) and the penultimate one to apathy (2.46). The least frequent is aggressiveness (1.93).

We were also interested in whether any statistically significant differences in the frequency of dealing with problems related to a child’s personality depend on a professional’s gender (Table 5).

Table 5. Frequency of dealing with problems depending on a professional’s gender
Screen Shot 2014-02-14 at 11.26.07 AM

It can be asserted at a 5% risk level that there are no statistically significant differences in the frequency of dealing with problems related to a child’s personality that depend on a professional’s gender (Table 5).

A prerequisite for the high-quality implementation of swimming courses is a swimming facility which complies with basic health, safety and pedagogical standards. The surveyed professionals were asked how frequently they encounter poor working conditions (Figure 7).

Figure 7. Frequency of encountering poor working conditions
Screen Shot 2014-02-14 at 11.33.38 AM

Figure 7 shows that the surveyed professionals most often deal with cold water – it was graded with 2.37 points, which means they encounter it sometimes. The next two are excessive noise in the swimming pool (2.33) and not enough space for exercise (2.31). Only rarely do the professionals deal with a damaged area surrounding the pool (2.09), a lack of swimming aids (2.04), too shallow/deep water (1.91), too many learners in the group (1.77) and the last-ranking dirty water (1.61).

At the end the swimming instructors/teachers/coaches were asked to explain how they choose the method for resolving problems encountered during the pedagogical process (Figure 8).

Figure 8. Demonstration of the frequency of problem-solving methods
Screen Shot 2014-02-14 at 11.34.29 AM

The surveyed professionals most often choose the problem solving methods they became acquainted with during additional trainings such as seminars and courses; these methods were assessed with 3.60. Slightly fewer professionals use methods stemming from their own experience acquired during training sessions in clubs or sport societies (3.27). In third place is knowledge acquired in school and/or at a faculty (3.21). Professionals help themselves the least with the experience they have acquired in their home environment based on behavioural patterns in the family and the examples set by parents. This was assessed with 3.14.

DISCUSSION
Teaching young children to swim requires the use of methodical procedures, good knowledge of different games and the handling of swimming aids as well as a lot of patience, dedication and energy (14). The study established that women prefer to teach the youngest children, especially those who are not yet accustomed to water or are unfamiliar with the swimming techniques, whereas men prefer to teach children who are already accustomed to water and can swim 25 metres or more using one of the swimming techniques.

Emotional learning takes place as long as there is an emotional link with the subject of learning; when the link is broken, children become weary and they turn their attention to other things and no longer accept information. If the games are carefully chosen they will engage the child’s emotions sufficiently (2, 11, 21). The study shows that swimming professionals only occasionally use a didactic movement game in the actual teaching of swimming techniques. This is of great concern because it shows that swimming professionals are not aware that children, even when they are already accustomed to water, are still children whose basic desire, need and right is to play and to enjoy playing. The results show that professionals with lower titles (swimming instructors) and who are female use didactic games in some swimming course activities considerably more than men. Playfulness is the prerequisite for a game and should combine freedom, relaxedness and an absence of fear. We believe that too many instructors/teachers/coaches refuse to rediscover the child within themselves and to descend to the child’s level, or are incapable of doing this. In their analysis of skiing teaching methods for the youngest, Dobida and Videmšek (5) also established that didactic games were much too rarely used in practice and that their use declines with the increasing skiing knowledge of a child.

The use of appropriate didactic tools adds to the quality of the exercise, while also making it more lively (8). The analysis of the results shows that in swimming schools the three most frequently used didactic tools included kickboards, floating noodles and pool dive toys. In fact, these are very commonly used swimming aids and can be used to get a learner accustomed to water and to teach them the basics of the swimming technique. Of all the above mentioned aids, swimming professionals occasionally use pull buoys, swimming hats/floating toys and rings/frames and only rarely mats and slides, whereas swimming balls and swimming belts are almost never used. The abovementioned aids break the monotony of the exercise, enable the learner to gain some independence in the water and provide for diversity in the learning process, and so they are an important motivational tool for learners. It is important that the aids are suitable (made of safe materials), in vivid colours, of the appropriate size etc. (22). Sometimes, the use of didactic tools for teaching non-swimmers was limited solely to a kickboard and balls or, in many cases, there were no tools at all (6, 15). Today, swimming instructors/teachers/coaches have many didactic tools available that enable the transfer of information in the psychomotor cognitive process; they facilitate the demonstration of a specific movement as well as the transfer and acceptance of different pieces of information which influence the final knowledge of the swimming course participant. It is difficult to imagine any sport activity without appropriate tools. An exercise becomes dull and is difficult to implement, especially with the youngest children. Didactic tools should be selected based on the set goals and children’s level of development. The availability of tools most often depends on financial resources; however, with a little resourcefulness one can make tools by themselves or borrow them.

In all sport exercises specific rules and regulations apply that must be followed by those implementing activities and the learners. Also in a pool or a swimming facility one must observe the rules and, most importantly, respect oneself and other people. The purpose of the signs set up around pools and swimming facilities is to inform swimmers about the water depth, prohibitions and types of danger (14). Therefore, we were interested in studying how the swimming instructors/teachers/coaches acquaint children with the rules that must be observed in the swimming pool. The swimming professionals most often only employ the discussion method. Only a few professionals set their own example, use a stimulation game and picture materials even though these are the methods that attract a child’s attention the most.

The surveyed professionals were asked how they impart new swimming contents to children. The demonstration method plays a particularly important role in the implementation of a physical education process for the youngest. It allows children to obtain a clear idea of the movement they are expected to perform. The analysis of the answers to the abovementioned survey questions shows that the professionals are aware of the above, as personal demonstration in the water and personal demonstration on land were ranked first and second, respectively. The professionals often use the explanation and discussion methods. Learning strategies are quite rarely used, namely, comparisons, metaphors and conceptions functioning as cognitive aids in the process of learning new contents and systematically supporting cognitive processes related to knowledge and the acquiring of new knowledge (1, 23). Those who run swimming courses know too little about the learning strategies which help learners achieve the set goals faster and easier. The swimming professionals almost never use picture material and video recordings. Children become more enthusiastic about learning to swim if information communication technology is used; it is easier to motivate them and attract their attention.

As a group consists of children with different behavioural characteristics and peculiarities, many things can happen while teaching them to swim (11). We enquired about the problems instructors/teachers/coaches deal with during the pedagogical process. The surveyed professionals noted that the greatest burden is a child’s fear of water which is a consequence of their negative experience with water. This fear is often unintentionally created by parents and the heads of swimming courses if they incessantly warn children about the dangers of water. As expected, the second place was occupied by poorly developed motor abilities of children which represent a great problem of modern times. Namely, children spend most of their leisure time at home, watching TV or sitting in front of a computer. Fear and poor motor abilities are followed by stubbornness, audacity and disobedience. We established no statistically significant differences in the frequency of dealing with problems related to the child’s personality depending on a swimming professional’s gender. All of the abovementioned problems are a consequence of the fast pace of living since these days parents do not spend enough time with their children. The latter learn many things from TV shows and computer games. The last three places among all problems were taken by a lack of persistence, apathy and aggressiveness. In one of their studies, Štihec, Bežek, Videmšek, and Karpljuk (20) found that physical education teachers often have to cope with a lack of discipline, excessive boisterousness, a failure to follow instructions, unauthorised absences, pupils’ lack of motivation, potentially dangerous situations/activities for pupils etc. during their work which can lead to a conflict situation.

The prerequisite for the high-quality implementation of a swimming course is appropriate working conditions. The swimming facility must meet basic health, safety and pedagogical standards (3). The surveyed professionals were asked how frequently they encounter poor working conditions and they ranked contact with cold water at the top of the problem list. Therefore, it is very important that children do not stand still during the swimming course but perform different motor tasks all the time. The surveyed professionals also reported that excessive noise in the swimming pool and insufficient space for exercise were quite annoying. Only rarely do the professionals deal with a damaged area surrounding the pool, a lack of swimming aids, too shallow/deep water, too many learners in the group and dirty water.

If the swimming instructors/teachers/coaches encounter problems during the pedagogical process they most often choose problem-solving methods they have learned about during additional trainings such as seminars and courses. In second place is the method stemming from their own experience which was acquired during trainings in clubs or sport societies. This is followed by knowledge acquired at school or a faculty, whereas the method the instructors/teachers/coaches use the least is their experience they have acquired in their home environment (examples set by parents and other members of the family).

CONCLUSION
The swimming learning model has been developed in Slovenia for already 50 years. The Slovenian theoretical design and practical implementation have thus approached the models of some of the most developed European countries such as Sweden and the Netherlands (7). In slightly less than a decade, swimming knowledge in Slovenia has improved by almost 20% due to the systematic approach to individual levels of the teaching of swimming, monitoring of an individual’s progress after each level, the intertwining of compulsory and elective school programmes as well as the projects within the National Sport Programme, a number of systemic measures throughout all these years and public co-financing (9).

The quality of the teacher’s expert work primarily depends on their professional qualifications or knowledge, personality, abilities, creativity and authority (8, 24). When teaching the youngest, one should be aware that children are not just a miniature copy of adults but are specific learners with their own needs, requirements and last but not least desires. One has to be familiar with the different paths to the goal that must be adjusted to children. Therefore, when teaching these age categories swimming instructors/teachers/coaches must consider a child’s developmental characteristics, adjust the didactic approaches and include different didactic tools in the process. Finally, it is very important that learning to swim becomes a pleasant and interesting experience for the child, that it awakens positive feelings in them so that they will continue to engage in recreational swimming later in life.

APPLICATIONS IN SPORT
We have to be aware that a didactic game is a fundamental method of work and approach to working with children, but the study shows that swimming professionals only occasionally use a didactic movement game in the actual teaching of swimming techniques. Therefore didactic motor game is still underused in practice; its use decreasing with the increasing level of child’s swimming skills. Children need and right is to play and to enjoy playing, so swimming teachers should more often use didactic flotation devices.

ACKNOWLEDGMENTS
Authors agree that this research has non-financial conflicts or interest. This includes all monetary reimbursement, salary, stocks or shares in any company.

REFERENCES
1. Anderson, A. T. (2002). Manjkajoča misel: strategije poučevanja v športni vzgoji in vrhunskem športu [The missing thought: Teaching strategies in physical education and elite sport]. Ljubljana: Sport Teachers Association: Slovenian Sports Institute: Faculty of Sport.

2. Coakley, J. (2011). Youth sports what counts as “positive development”. Journal of Sport & Social Issues, 35(3), 306–324.

3. Coates, E., & Coates, A. (2007). Young children talking and drawing. International Journal of Early Years Education, 14(3), 221–241.

4. Dybinska, E., & Kaca, M. (2007). Self-assessment as a criterion of efficiency in learning and teaching swimming. Human Movement, 8(1), 39–45.

5. Dobida, M., & Videmšek, M. (2005). Analiza poučevanja alpskega smučanja najmlajših [Analysis of teaching of Alpine skiing to the youngest]. Šport, 53(4), 49–53.

6. Jurak, G., & Kovač, M. (2002). Izbor didaktičnih pripomočkov za učenje plavanja [Selection of didactic tools for teaching swimming]. Ljubljana: Ministry of Education and Sport, Sport Department.

7. Jurak, G., & Kovač, M. (2010). Izpeljava športne vzgoje: didaktični pojavi, športni programi in učno okolje [Implementation of physical education: Didactic phenomena, sport programmes and learning environment]. Ljubljana: Faculty of Sport, Centre for Lifelong Learning in Sport.

8. Kapus, V., Štrumbelj, B., Kapus, J., Jurak, G., Šajber, D., Vute, R., Bednarik, J., Šink, I., Kapus, M., & Čermak, V. (2002). Plavanje, učenje [Swimming, learning]. Ljubljana: Institute of Sport, Faculty of Sport, University of Ljubljana.

9. Kolar, E., Jurak, G., & Kovač, M. (2010). Analiza nacionalnega športa v Republiki Sloveniji 2000–2010 [Analysis of national sport in the Republic of Slovenia 2000–2010]. Ljubljana: Sports Federation for Children and Adolescents of Slovenia.

10. Kovač, K. (2011). Analiza tečajev plavanja mlajših otrok [Analysis of swimming courses for young children]. Graduation thesis, Ljubljana: University of Ljubljana, Faculty of Sport.

11. Light, L.R. (2010). Children’s social and personal development through sport: A case study of an Australian swimming club Sport & Social Issues, 34(4), 379–395.

12. Light, R., & Wallian, N. (2008). A Constructivist-Informed Approach to Teaching Swimming. Quest, 60(3), 387–404.

13. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.

14. Pečaver, A. (2011). Analiza poučevanja plavanja mlajših otrok [Analysis of teaching young children to swim]. Graduation thesis, Ljubljana: Faculty of Sport.

15. Rajtmajer, D. (1994). Metodično-didaktični problemi edukacije otrok z vidika (ne)uporabe didaktičnih medijev [Methodical-didactical problems in children’s education in terms of the (non)use of didactic tools]. In Proceedings of the 1st Slovenian Consultation on Teaching of Swimming and Safety from Drowning (pp. 213–217). Ljubljana: Faculty of Sport, Institute of Sport.

16. Swanson, J., Raab, M., & Dunst, J.C. (2011). Strengthening family capacity to provide young children everyday natural learning opportunities. Journal of Early Childhood Research. 9(1), 66–80.

17. Šajber, D. (2006). Plavanje od rojstva do šole [Swimming from birth to school]. Radovljica: Didaktika.

18. Škafar Novak, U. (2007). Primerjava učinkovitosti učenja plavanja med 6-7- in 8-9-letniki [A comparison of swimming learning efficiency between 6–7 and 8–9 year old children]. Graduation thesis, Ljubljana: University of Ljubljana, Faculty of Sport.

19. Štemberger, V. (2005). Plavanje v prvem triletju devetletne osnovne šole [Swimming in the first triad of the nine-year primary school]. In Proceedings / 2nd Expert Consultation on Didactics in school and nature (pp. 166–170). Ljubljana: Center šolskih in obšolskih dejavnosti.

20. Štihec, J., Bežek, M., Videmšek, M., & Karpljuk, D. (2004). An analysis of how to solve conflicts of physical education classes. Gymnica, 34(1), 23–29.

21. Videmšek, M., & Pišot, R. (2007). Šport za najmlajše [Sport for the youngest]. Ljubljana: Faculty of Sport, Institute of Sport.

22. Videmšek, M., Štihec, J., & Karpljuk, D. (2008). Analysis of preschool physical education. Ljubljana: Faculty of Sport, Institute of Kinesiology.

23. Wallis, J., & Binney, J. (2010). Learning and teaching through swimming and water-based activities. In, The really useful physical education book: learning and teaching across the 7–14 age range. Stidder, G (Ed.). Taylor & Francis; pp. 104–118.

24. Wiesner, W. (2008). Swimming education – the area of interest and methodological basis. In Science in Swimming, Zatona, K, Jaszczak, M (Eds). Wroclaw; Wydawnictwo AWF; pp, 41–48.

25. Woodson, E. D., Timm, F. D., & Jones, D. (2011). Teaching kids about healthy lifestyles through stories and games: Partnering with public libraries to reach local children. Journal of Hospital Librarianship, 11(1), 59–69.

2014-02-14T11:39:43-06:00February 14th, 2014|Contemporary Sports Issues, General, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Analysis of Didactic Approaches to Teaching Young Children to Swim

‘The Personal Journey’: A Study of the Individual Race Stories of Desert Marathon Runners

Submitted by Richard Cheetham MSc, University of Winchester

Abstract
The research recounted the personal journeys and experiences of individuals who had undertaken and completed a Desert Marathon race, with specific focus on the reasons behind their participation, their race experiences and how the race had subsequently impacted upon their lives. The lack of a comparative analysis of these individual personal race accounts formed the rationale behind this research. The objective was to achieve a greater appreciation of what drives those to challenge themselves in such harsh and high risk environments. The eight runners interviewed all sought a challenge beyond that of the normal marathon distance and one that would require very diligent training ‘rituals’… The very personal reasons ranged from using the race to seek adventure, to grieve, to “make people sit up and take notice” and to experience and conquer an event of such magnitude. The recollection of the race and the months that have since passed, highlighted the impact on each of the runners. This impact showed changes in their outlook on life, a greater self-belief, and a “greater respect for humanity.” They had become invigorated by the experience and in some cases, there was a continued pursuit of the next ‘arena’ in which to test themselves as well as making enduring friendships with those they met along the way.

Introduction
In the words of Dean Karnazes, Desert and Ultra Marathon runner who once completed 50 marathons in 50 states on 50 consecutive days, and author of Ultra Marathon man: Confessions of an all-night runner.

I run because long after my footprints fade away, maybe I will have inspired a few people to reject the easy path, hit the trails, put one foot in front of the other, and come to the same conclusion I did: I run because it always takes me where I want to go. (Karnazes, 2005, p.276)

The ‘culture’ of ultra-distance running has inspired a number of autobiographies from those who have found that they have a story to share of their adventures, heartache, drive and conquest of distances and terrains beyond ‘normal’ recognised running / endurance events. Dean Karnazes is one of those runners. Individuals’ life changing circumstances have led some to immerse themselves in the raw beauty of the long distance trails and the open road. They have entered a previously unknown world of suffering, unchartered territory of heightened physical and mental demands, and yet also one that embraces obstacles set along the way. It was these stories and the author’s own experience from the 2010 Atacama Desert Marathon that inspired this narrative research into this specific aspect of ultra-marathon running among those who set their goal to triumph in completing of one of life’s most difficult endurance challenges.

Extreme Running
The emergence of ‘extreme’ running as a new sports genre has seen races on all five continents run across deserts, along mountain ranges, and through dense jungle. What qualifies these as extreme are the length, terrain, and altitude; as well as extremities of heat, cold, isolation and remoteness. They demand physical and psychological strength from the participants and “extend them beyond the norm of running experiences” (McConnell & Horsley, 2007, p.10). The standard format for desert ultra-marathons is to require the individual to complete six marathons in 6 days, carrying all their equipment and food. It is only water, tents and medical support that is provided.

The locations for the races include the Sahara, Gobi, and Atacama deserts, as well as Antarctica (often referred to as the ‘last wilderness’). Runner and author, Robin Harvie, refers to these as the “theatre of the wild” (p.38) in his book Why we run? The challenge of long distance running goes beyond a simple calculation of mileage and often into a psychological territory unknown to most. It is therefore an event that takes the runner to “the extreme frontiers of the environment and their own physical capacity for endurance” (McConnell & Horsley, 2007, p.10).

An early insight into the appeal and demands of these extreme environments is given by Polar explorer Richard Byrd who wrote in 1938 of the appeal, the dangers and the challenge in his book ‘Alone’ long before they were used for endurance running events.

After gazing at the sky for some time, I came to the conclusion that such beauty had been reserved for remote and dangerous places, and that nature has good reasons for demanding special sacrifices from those who dare to contemplate it.

These sacrifices would require the runners to show thorough preparation and discipline, little room for error in an event that has claimed lives through dehydration and sheer physical fatigue.

And so it is from these desert cauldrons that emerge the individual race stories, their untold personal journeys that often begin beyond the start line and continue past the finish. It is the recollections which give an insight into the appeal of the challenge, the one that lures them into the desert, to endure such hardship and to be rewarded by such an achievement. With this article the author hopes to not only learn from the runner’s narratives, but to convey a sense of appreciation for the participants’ personal motives, barriers and doubt that were overcome in pursuing their goal of running across, in this case, the Sahara and Atacama deserts.

Author and runner, Billy Isherwood, provided perhaps one of the only detailed personal accounts of such a race when he completed the 2006 Atacama Desert race. It begins with an account of his battles with alcoholism, drug abuse, and the domestic violence he experienced during his childhood. Yet at the age of 54 he crossed the finish line after 250 kilometres of running through the unforgiving terrain and climatic conditions. This autobiographical account of his life, and how he arrived at the start line of the 2006 Atacama Desert Marathon, provided a story that was to partially influence the rationale behind this narrative study, as it detailed his journey to the race, his race account and the transformation since. Karnazes (2012) and Zahab (2007) have described their desert race accounts, but in among a collection of other races. The aim of this study is to collate and compare narratives from those competing for the first time, to achieve a greater appreciation of what drives those to challenge themselves in such harsh and high risk environments.

This research began with a review of a number of autobiographies and selected texts surrounding ultra-marathon runners and endurance running. This was coupled with the autobiographies of triathletes, Richard Roll and Chrissie Wellington. The experiences from this variety of ultra-endurance athletes helped to form a backdrop to the work and a basis for the direction of the interviews.

Ultra marathon runner, Robin Harvie (Harvie, 2012) produces an insight into his running motives and explains that the only way to truly understand ‘the why and your own why’ is to take part in these events. He states that the race changes an individual beyond their initial motivation and that “to really know where the road leads, is to take that road yourself” (p.4).

Robinson (2011) provides a starting point for the research in terms of accomplishment and for some, the need for self-actualisation. Many people “never connect” with their true talents and subsequently “never know what they are really capable of achieving” (p.xi). For Marshall Ulrich, who ran across America at the age of 57, it was the accomplishment, not the pursuit of “high prize money or stadiums of adoring fans” (p.17). For Scott Jurek, a world renowned ultra-marathon champion it was wanting to “pry myself open going beyond the body beyond the mind” (Jurek, 2012, p.224). Krissy Moehl, twice winner of the Ultra Trail Mont Blanc (a 100 mile race in the Alps), also speaks of the accomplishment of “pushing your physical limits” (Moehl, cited in Powell, 2011, p.2). She refers specifically to the emotional responses that such challenges evoke aside from those physical boundaries that are realised. Multiple Ironman Triathlete, Chrissie Wellington (2012), refers to a “contest against the race itself” (p.1) regardless of fellow competitors.

Dean Karnazes identified that time spent running allowed him space for “finding peace” (p.276). Dietz (2011) recognises that in ultra-marathons the time out running and away from work, family, and finances rarely happens and therefore allows “a holiday for the mind” (p.42). Trail runner, Boff Whalley states that “We all of us run … To give our bodies a general sense of purpose – creating, in this hurly-burly world, space to think, space to breath” (Whalley, 2012, p.5). He refers to a connection with the environment – the relationship between “the earth and our feet” (p.3). His focus was on running away from normal chosen routes and exploring challenging paths with harsh terrain, unpredictable weather and undulating, demanding wilderness.

Andrew Murray who ran from the far north of Scotland to the Sahara desert (Murray, 2011) was driven by the endeavour, for a charitable cause but also the appeal of the locations he would visit along the way. The desert marathons are organised in places rarely visited but, it could be argued, in some of the most extraordinary destinations on earth. Dietz (2011) also highlighted that the running became an excuse to travel to places around the world. Karnazes (2005) was also led by the appeal, the freedom to explore and to experience the environment for real.

Some people may have fear of living in a comfort zone of neither risk nor adventure and a fear of living from “meal to meal” which Jim Schekhdar (Schekdhar, 2002) saw as his inspiration to break out from ‘normality’ and row across the Pacific in 2001. Or as Reid (cited in Austin, 2007) comments that there is a real need to achieve and challenge ourselves, to “do something with our lives” (p.120) and that this can be achieved through running. Maybe it could be the fear of simply “walking along the corridors leading to the lives of our parents” (Harvie, 2010, p.74) and therefore exist with the confines of ‘normal life.’

An analysis might reveal it as simple as runners looking for the next step, the further distance as they draw from their previous accomplishments (Dietz, 2011). One marathon may not be enough to provide some with the satisfaction after completion and that coupled with a new inner belief that there is more ‘in the tank’ which leads inevitably onto higher stakes. For some however, their very existence is defined by running (Harvie, 2010). Described by Karnazes (2005) as a very simple “primitive act” (Karnazes, 2005, p.276).

Selected comments from these autobiographies and ultra-endurance focussed literature show some of the deeply felt emotions and motivations. These are mere ‘snapshots’ of their stories.

Alongside these individual perspectives from endurance racers, a specific contextualised series of narratives from desert runners will add to and enhance the breadth of studies. This research was therefore designed to be an innovative research project within a developing specific area of athletic performance. To accomplish it I use narrative enquiry where “people’s lives are storied” (Savin-Boden & Major, 2013, p.227). Hopefully this will not only enable a more sophisticated academic understanding of the extremes of human sport, but it will provide a resource for those wishing to compete in such events, beyond what training manuals offer. As Parker (1978) sought to understand in the novel ‘Once a Runner’ there too was a desire to “capture some of the bittersweet beauty and heartbreak of the only all-consuming quest for physical excellence” (p.274).

Method
This research used a narrative research methodology which, through a study of research suitability, has been regarded as the most relevant and effective for understanding the individual race motives and race recollections (Savin-Boden & Howell Major, 2013, Jones, Brown, & Holloway, 2012). The study aimed to recount the experiences of individuals and therefore “focus on people’s perceptions and experiences of the world they live in – and what it means to them” (Jones et al. 2012, p.113) and to show an understanding of that experience (Clandinin & Connelly, 2000). Schultz (1964) emphasises that this is the world as viewed by the individual and not constructed by the researcher who should act to safeguard any misinterpretation of data. The study aimed to truly reflect first-person accounts of life experiences, which is essential in the use of narrative research and allows the individuals voices to be heard (Cresswell, 2007). The research sought to provide a richness of data that eight individual accounts of desert races can achieve. It was a description of what they underwent and how they lived through it – “the essence of the experience” (Cresswell, 2006, p.58).

Essential to this study, was the ability to recognise themes that may emerge, commonalities of the runners backgrounds and the race impact for example, and also to identify and highlight the very personal nature for undertaking their journey and encounters along the way. The runners developed a trust with the author that was built on ensuring they were represented honestly and accurately throughout.

Sample
A selection was made of eight runners (n=8), from 28 to 52 years of age, who all agreed to an interview, four female and four male. They were chosen through convenience from a number who had competed with the researcher in the Atacama Desert marathon in 2010 or from contacts of those participants and who had raced in other locations. Some of these have completed desert ultra-marathons since 2010 in the Sahara, Atacama, Antarctica, and Gobi Deserts.

The relatively small sample size is consistent with narrative research of this kind as Holloway and Wheeler (2010) suggest homogeneous groups can require only 6 to 8 participants. The selection of participants is also consistent with sampling recommendations by Morse (1986, 1991b) who encourages the choice of interviewees to be based upon their experience, knowledge and ability to articulate (in this case, their race journey). This form of purposive sampling was supported by the shared and “specific phenomenon” (Jones et al, 2012, p.35; Mayhut & Morehouse, 1994) that is recommended in qualitative study.

The interview procedure
All participants were interviewed individually at work or home in locations chosen by them. Four were interviewed via Skype, as they lived in the United States, Hong Kong and Australia. By their nature qualitative interviews are often unstructured (Jones et al, 2012). They use open-ended questions which is a primary consideration within qualitative research (Mayhut & Morehouse, 1994; Gratton & Jones, 2004). The aim was to allow the participants to describe their race experience in as much detail as possible and interviews lasted between 45 minutes and an hour but there was no time restriction placed on them. It was essential that the interviewee described their experience in as much detail as possible and felt they were encouraged in some way to lead and control the interview, recognizing that they were the expert of this very particular journey.

In this case, however, the interviewer has also completed a desert Ultra-marathon and this proved to be an advantage in the interview process as the interviewer was able to further explore their encounters with greater empathy. This may be a question of guidance as opposed to direction.

Interviews of this nature have been described as a “conversation with a purpose” (Maykut & Morehouse, 1994, p.88). As a result the questions designed and selected were guided by the subject content and also by Patton (1990) who used six types of questions. Selected from these, were themes based around experience, behaviour, feelings, background, sensory and opinion. The recounting of the race story from a personal perspective focussed on pre-race, race, and post -race experiences within the context of a personal journey.’ Their feelings, thoughts and motivations, as well as the impact that the race completion has subsequently had on them, shaped the interview process.

Data Analysis
The gathering of the stories from the interviews followed the approach recommended by Maykut and Morehouse (1994) in which what is meaningful to the participants guides the analysis, and not that which is pre-determined by the researcher. Therefore data collected aimed to represent those participants in a “coherent and meaningful way” (Hunter, 2010, p.44) by ensuring that the information was given order and structure in the analysis stage. Following each interview the audio tapes were transcribed and coded using thematic analysis (Gratton & Jones, 2010). Thematic analysis led to the selection of significant emerging themes that the participants identified, not those deemed worthy by the researcher; while not losing the reconstruction of the desert race journey. These emergent themes were identified in the results section. The analysis of the interview transcripts enabled a more meaningful presentation of the interviews and was considered in such a way that when read by the participants they would feel that they still ‘owned the story.’

Discussion of Results

Individual running history
The initial question aimed to gather a running history of each interviewee. This showed that they were not ‘well versed’ in the demands of endurance running in such harsh conditions and would have to acclimatise and adapt to the sheer volume of training and preparation required. It proved to be far in excess of that required for anything experienced before. Lucy confessed that before the Sahara Desert Marathon, “I’d never been a serious runner.” All the participants had completed a marathon before the race began, in some cases as part of their training and in others something that had been part of their running history.

It was felt important that, in initially focussing on this aspect of their stories, that the reader would be made aware of the running history of the group in order to put the accomplishment into a better context. The findings showed variety in their pre-desert race running accounts.

David who had competed in two Marathons and adopted an increasingly more serious approach to his training to the point where he wanted to find an event that allowed him to “incorporate all the training.” His father had completed “11 or 12 London Marathons” and he had grown up within an environment where “he’d (his father) go out on Christmas day or whenever…we just accepted it. Ross, who had “accidentally done a full marathon” three years before Atacama, played rugby and kept general fitness as it was “something I have always worked on.” He also confessed to not enjoying running and felt “I don’t think I’ve got the right body type.” Ricky who had played professional baseball where running formed part of the training programme and except for several shorter distance events including five and ten kilometre races “I had never really done anything formally and no marathons.”

Andrea had “sporadically” done some running at High School and College including cross-country but her father had “been a life-time runner and has done like I think around fifty marathons.” Andrea recalled a moment when “I gave him a call and said if I do a half-marathon will you come and do it with me?” This had come when she had taken up running again after a period in her twenties she had been “a really heavy smoker.”

Sam indicated that while she was always “an active person” despite taking part in several half-marathons stated “I definitely haven’t been a very good runner.” Marilena had completed six full marathons including Hong Kong, London, and one in Uruguay. She had a great deal of running experience; as a result the training application alone would, in itself, help her with the preparation for the Atacama Desert race.

Tremaine referred to the military CFT (Combat Fitness Test) as the only real specific running he had done while in the British Army but had no real interest in it outside of this form of ‘compulsory’ training.

It is this analysis that gave a starting point for the research. This showed that these successful desert marathon runners had no experience of extreme endurance events prior to that first day on the start line. A race start that would see them carry up to 12kgs each day of food, basic medical resources and other essential supplies to survive the extremes of heat (daytime temperatures exceeding 40 degrees Celsius) and cold ( temperatures fell to near freezing at night). And so it seemed inevitable to begin the questioning with – why choose something so extreme?

Reasons why the participants chose to race across a desert.
The discussion then moved onto ‘the why’, the why something so extreme? And it was this question that unearthed some common themes. The level of extremity should not be underplayed. This was highlighted in the 2011 Gobi Desert race where one runner died. The need for thorough preparation was essential and that every aspect of the race had to be considered. Sam described “taking off those rose coloured glasses.” The desert was to be an uncompromising and unforgiving environment. Tremaine said he wanted to find something that was simply on the “borderline of lunacy!” For many this may be regarded as ‘lunacy’ but what transpired were the deeply personal accounts of ‘their why.’ Goals (such as this one) give a sense of purpose – “a real sense of being” (Pink, 2009, p.137). Ricky said “there always has to be a purpose…. a really strong why.” For him one of the reasons was on his way to work, “it was walking the tube (London Underground) and being out of breath…..its’ like I am gonna make a change.” The other answers to this question were “as individual as the runners themselves (Ulrich, 2011, p.44). Andrea had been “enthralled” by the feats of Dean Karnazes, ultramarathon and desert runner. She initially wanted to volunteer on a desert race but was encouraged by a race organiser that she could complete one and recounted, “he was like listen, I can tell when people are ready and it’s not about how far you can run, its’ really about your mind-set.” Andrea had reached a point in her life when she wanted to see that “I could really do something” to test herself.

The challenge itself – extending boundaries and beyond a marathon
Initially what became evident was the runners reference to ‘the challenge’ itself, the test of oneself against the elements and to find the next step from the marathon. It seemed that they were all looking for the next step. Ultramarathon runner Ray Zahab (cited in Ulrich, 2011) believes that if you can run twenty six miles then your body can carry you further, “the only question is can your mind go the distance” (p.144).

All of those interviewed were drawn by the need to see what was within their grasp, physically and mentally and that the desert race offered up a chance to demand of them to reach a limit never previously realised. David had read about the race as he had been actively looking for “the next thing” and had sought out an extreme race event. For him it was “something ….you make a commitment to …and that means you make sacrifices.” Wellington (2012) refers to what the intensity of Ironman taught her, “our limits may not be where we think they are” (p.274) and this was echoed. The need to push their boundaries, to apply themselves, unaided (Tremaine, “it’s just you and the desert,” Marilena, “just the thought of being in the open, self-supported”) to take on something dramatic and this captured their imagination.

Ross, who had experienced physical hardship due to altitude sickness when climbing Mount Kilimanjaro in 2007, had a philosophy of “not if but how” when he was presented with the details of the race by David via an e-mail in early September 2009. He exhibited a clear determination that in order to succeed one had to embrace the sheer scale of the challenge and reach “that boundary of probably pushing yourself to the limit.” He went on to say “it’s not how fast you run but how much guts you have.” Murakimi (2009) believes it is the pain (and the inevitability of it) which is accepted and that it can give us a greater sense of being alive. Others agreed that there was something alluring about the pain.

Having watched previous desert race videos, Marilena was aware of the likely suffering and was not in any way deterred but drawn in even more to choose the desert as her ‘arena’. “I saw suffering, going up and down hills and I thought that hmm that’s a challenge, I can do that. So I wanted to prove to myself that I can do it.” She also had a connection with her first race as her youngest daughter had been born in Chile and the “beauty” of Atacama had been the deciding factor on the choice of race and location.

It was important that the choice of extreme running took Ricky away from normal marathon events because for him, “What makes people sit up and listen is something more extreme,” “everyone’s done a marathon…for me “its’ kind of lost a bit of its’ shine.” He believed the attraction of this next level was “….discipline….commitment ….. Accomplishment, that’s what captures people’s spirit.” This was echoed by Harvie (2010) who felt that with the marathon distance (26.2 miles) “anyone can run a marathon given enough time” (p.269). Powell (2011) and Ulrich (2011) recognise the attempt to accomplish something so few have done as a motivational aspect in ultramarathon races. It is the thrill and excitement of taking on such a “mission” (McConnell & Horsley, 2007, p.11).

For loved ones
Lucy and Tremaine provided extremely emotive reasons for entering such an event. They had both experienced the loss of family through cancer, Lucy’s father had passed away in 2007 and Tremaine’s partner, Carla, had lost her battle to the illness at the age of only 31 in 2009. Lucy wanted to find a race that was something slightly different in order to generate interest for those wishing to donate to the charity she was running for (“raising money was my drive”) and also the race would help her to “put everything into perspective” since her bereavement. Tremaine had wanted to give something back to those who had cared for Carla, to do something “dramatic” and subsequently raise sponsorship in order to support a palliative care centre. He regarded the people who worked there and had cared for her as “saints” and not only did he wish to raise money but that the race would be his way of grieving. “You know in the middle of the desert, you’ve got no-one to talk to.” Both had been clearly deeply affected by their tragedies and it was evident the races (Lucy and Tremaine were to compete in four desert marathons in the same year along with Sam and Ricky) would allow them to deal with this part of their life. Scott Jurek, one of the most renowned ultramarathon runners said, “I ran because overcoming the difficulties of ultramarathon reminded me that I could overcome the difficulties of life, that overcoming difficulties was life” (Jurek, 2012, p.6).

For Tremaine, after all the anguish following Carla’s death “everyone fell to pieces” the desert race became a place that allowed him the chance to sort out “my own affairs.” It was “the best time to sort out my issues is when I am demoralised and broken down.”

Experience of the run
The journey offered each runner a starting point, as highlighted, from their first step along the route to the race and now that same journey moved to the next phase. The race itself was the next area for questioning. It is where initial fears, an almost inevitable suffering, emotions and individual coping mechanisms would all be unearthed.

Escapism
Beyond the chance to endure this feat of endurance the races provide times of isolation and solitude. There were times when runners experienced this and the interview sought to question what feelings this provoked among them. It aimed to garner greater details from the runners as to their race experience in terms of greater connection with their thoughts and to any appreciation of the environment they found themselves in. Heather Reid, Professor of Philosophy at Morningside College in Iowa, speaks of running allowing freedom, escape from the norm of daily living and away from “the herd” (Reid, cited in Austin, 2007, p.119). It offers a freedom and a removal of obstacles that limit the chance to ‘escape’ into a world “free of briefcase, cell phone and car keys” (p.118). When these freedoms are experienced how do individuals respond? Austin (2007) believes it is here that one can reflect on our lives and what is important to us. The questioning aimed to find how that freedom was recognised, appreciated and articulated. It was here that the ‘escapism’ enabled them to recollect feelings that show a greater connection with what they were doing and where they were. This was an uninterrupted space, away from outside distractions and ones that are part of or ‘plague’ our lives. The escapism that is “near impossible when modern life is defined by interaction” (Harvie, 2011, p.211). In this case the runners referred to the technology of contemporary life that does not afford us enough moments of ‘silence’.

Sam, Lucy, David, and Andrea referred to the “escapism” offered by the race. This referred to being away from normal work routines and into a challenge without phones and computers that would lead Lucy to show how much this meant to her, “I loved turning my phone off that was just a joy”… Andrea, “it’s been the only time in the last decade I don’t obsessively check my phone,” and “I don’t think I understood how disconnected from the rest of the world I would really be.” Sam reflected on similar experiences, “I put myself in high paced environments…….my phone is with me 24/7 and I am constantly checking e-mails.” With this hectic lifestyle came the “reward” of the marathon challenges, away from a world where in work her life was “crazy.” The final reflection came from David, who enjoyed being away from a life which appeared sometimes one of being ‘bombarded’ with e-mails, the internet”

Coping strategies
Endurance races provide an undulating ‘emotional terrain’ for runners. Zahab (2007) developed a “tunnel vision” (p.173) when trying to ignore the pain in his feet in the Amazon jungle marathon and allowed the “pure adrenaline” (p.174) to carry him through. Fry (cited in Austin, 2007) believes that running for the dedicated “is form of ritual suffering” (p.67). Harvie (2012) describes the suffering that is experienced and throws many into a pain “beyond comprehension” (p.73). And yet they also experience feelings that put this pain into some kind of perspective and deal with it in their own unique way. “I would live entirely in the moment………There was only one mission of putting one foot in front of the other” (Karnazes, 2011). Often there is the acknowledgement of its short-lived nature.

In her interview, Marilena described just how ‘dark’ things could get, “my feet were horrible…….I lost nine toenails” but “at least my suffering will be temporary……..that kept me going for sure.” Almost as inevitable partners inextricably linked are the moments here described as ‘moments of light and dark’ where the pain can give way to a time when the runner experiences a vivid moment of excitement that encapsulates all that is the adventure, the race, the encounter. They press on towards the light, towards that end goal lifted by what they could become and what they could realise. Ultramarathon runner Francesca Conte notes that at the Arkansas 100 mile race, “I always want, in every race to take the time to look up at the sky at night, because remembering how lucky I am matters more than winning” (cited in Jameson, 2003, p.152).

Ricky had suffered with horrendous blisters on both feet and had been vomiting during one of the stages. “We (a fellow runner who was with him on day 3) were in a horrible shape – that was a bad day.” A day that would find him out on the course for over 6 hours as he battled to cross the line for the end of a stage of the race. So how do you overcome these factors that could leave a runner struggling to carry on? Ricky continued, “You pushed through it, the pride, the elation of getting through and finishing that stage” and his drive to prove to others he could do it. One of those was his former Baseball coach at University who was always critical of him and doubted his abilities and to whom Ricky directed his anger: “I keep him in the back of my head…..and I imagined him watching me run this race. I’m going to prove you wrong because he’s a bastard. I wish he was listening to this.”

It was clear that each of the interviewees had their own strategy for these dark moments. Andrea had a key word, one that she would use when she was “hitting my lows.” She would “super-charge it with good thoughts…….charge it with good memories” and when those low points were experienced “I’ll say it (the word) to myself.” It was a case of “shifting” her thought process and it helped her through moments as on the third day when she had run out of water with five kilometres still to go. Water on the race was rationed each day. As Dean Karnazes pointed out when he participated in his first desert race, “Why ration water? I guess the organisers wanted to make it as authentic as possible. This is a race across the desert after all” (Karnazes, 2011, p.156). But this too could be a danger and Andrea was frustrated and angry but had turned this anger into “fuel, like it’s something that can move you on.”

David appeared very clear about his ability to cope with the times when he felt low either through fatigue or the pain of his worsening blisters. “I was never really that negative because I knew that everybody has their ups and downs.” He was able to break down the day’s route into sections where his aims would be to use the checkpoints as progress markers and goals. “I know that this is gonna hurt for the next 10k, but you can split that down.” Ulrich (2011) similarly learned to “compartmentalise my physical anguish…….how to strategize my races” (p.19 & 20).

Sam had injured her ankle even before the race had started and still travelled to the race. She had raised money for charity and was sponsored by a University in Australia. It had been a goal, “an absolute dream” and yet this initially appeared to be one that would stay as just that due to her injury in training just before the race. Her ability to turn potential disaster into achieving that goal was one that was built on reviewing how she could best complete each day.

So I decided to just walk it. I’m just going to do whatever I can to walk and even if I can only walk for the first one day, two days, I’m just going to make the most of it. I’ve never been to South America, so that’s what’s important to me, to really make the most of every moment I think that moment’s been the reason why I’m still running today.

It was almost as though her ‘dark moments’ had occurred before the race had begun and it enabled Sam to completely rethink her approach to the event. The walking of each stage for the first few days allowed her to take in her surroundings, to see things others may have missed as they pressed on across the terrain. “I found it a beautiful race.”

I was just wanting to make the most of it…….I had committed so much financially and …. mentally to get to the start line that I wasn’t going to throw that away by holding onto this idea that I would be able to run the whole thing.

Ross reflected on the charity he was running for although to help fend off the difficult times he was experiencing he spoke of “a bit of bravado” where there is a bit of it that you can’t go home and say I didn’t finish…..unless your leg was hanging off!” However he had been “so focussed, personally…..just progressing and putting your energy into that, otherwise I think I’d fall over and not get up.” He was also able to recall a time when the race became for him a moment of humour.

We were going across the salt flats where it was really rough, and it was a hazy heat, three sixty degrees and I just started cracking up. And I was just like this is …… bonkers like could not get further from reality, not reality, because it was reality, but from your day-to-day reality, and yeah I thought it was brilliant. Like couldn’t see another person and it was just like you know, that’s what you do it for.

Tremaine and Lucy had other emotions that influenced their coping strategy. Their recollections took on a very different slant. After her father’s death, Lucy and her sister, Camilla, entered the Sahara Desert Marathon and they had to split up midway as only Lucy was able to continue. At a checkpoint, one of the race doctors handed her a note passed to him earlier by Camilla. It had been written a while ago by their father, “I remember sitting quietly at the side of the camp…..bawling my eyes out because I was so tired.” The emotion, “the tears, the tiredness, I mean the whole thing was horrendous.” But this also enabled her to reflect upon why she was there and to change her thoughts “don’t be ridiculous, you’re raising money for people who are a lot worse off than you and that’s what kept me going.”

Tremaine experienced a great deal of reflection in the times of isolation in the race when “who do you talk to……your mind and soul has to dig up some serious questions.” The questions of regret related to being away from home when he was in Iraq and spending more time with his family surfaced when he was given that time to think “have a word with yourself.” And yet also occupying his thoughts were “you know she would be proud of me and what I’m doing you know.”

The impact of the race.
After all the miles, all the previously untapped thoughts and feelings, the physical peaks and troughs, the terrain and the temperature extremes it was all over but had it changed them? For the participants in the study at least this was the end of one journey and the start of another.

Friendships
One of the most significant changes for the participants was new and some enduring friendships, the connection with other runners from around the world and in one case, friendships that helped to change opinions. For Marilena, “I loved the way you mixed with so many nationalities, there were beautiful people; never seen them before and maybe you will never see again, but that week they were your closest friends and there was that rapport.” Tremaine had changed his views on those he had met away from his life in the military and from one that he felt instilled stereotypes of those in civilian life. He had experienced so much and identified so many things that had changed for him. Twenty two years serving in the military had left him ‘disconnected’ to civilians and now “I wasn’t a hate civvies kind of soldier that I used to be.” He highlighted what others identified as a camaraderie and respect among his fellow competitors: “No one judges you, the fit ones respect the slower ones, the slower ones respect the fit ones. It’s just like an aura around people.

Ross acknowledged it was “…..the friends that you make and the memories that you create there…..I don’t think it changed my life, but it’s certainly made it a lot richer.” With all the wealth of memories that arose Sam highlighted “what I take away from it (the race), from the journey of running, particularly in those early day races, were just the friendships I made”. Andrea found “one of the unexpected treasures of the experience” was “that you had to like earnestly connect with people in a way that you don’t get to in your life.” Murakami (2009) commented that one of the real pleasures of running has been the people he has met and who have encouraged him along the way.

New self-belief and new challenges
Six of the eight ventured back into other deserts to race and run across – these were Ricky, Lucy, Sam, Marilena, David, and Tremaine. For them the challenge had given them a change in their self-belief through this first accomplishment in an extreme endurance event. Lucy, “I do take on challenges slightly head-on now, because I, you know I‘ve put my body through some extreme situations.” The interview had taken place two weeks after she had summited Aconcagua in Argentina, which is just less than 7,000m high. “I think, I know I can, I know I can do with, like physically I can do more.” She continued to reflect on her thoughts to what lay ahead.

I’d never thought of running a hundred miles around Mont Blanc or round Mount Fuji…….now it’s perfectly normal that I am doing that at the end of April. It’s just ….you live in a tent and you get used to….a sleeping bag for three and a half weeks on a mountain or a week in the desert with ten other people, and that’s perfectly normal and you don’t bat an eyelid.

Jurek (2012) believes that runners are transformed by these challenges and that they can “illuminate the path leading to something larger than ourselves” (p.227). It was evident that the race had a transformational and profound effect on all the interviewees both during and after the race. Marilena had “always tried to challenge (herself)” and now

So when I crossed the line, ah, it’s just amazing, you look back and think wow, I did that 250 kilometres, six days and you did that. It shows what you can do if you put your mind to it.

David has since completed the Sahara Desert Marathon in 2012 and one where he felt this experience helped him in his approach. He finished tenth overall in his second desert race, in Atacama he placed outside the top fifty. “I think you definitely come back with a different mind-set, just on your own ability to take on a challenge and achieve it I think.” He has actively “sought out more” events like this because “your outlook changes.” Since 2010 Ross has continued to seek out running challenges and in 2012 completed the 100 mile footrace called the Centurion in just over 24 hours. Sam had reached a new “physical barrier” in terms of how hard she was able to push herself. This was one aspect identified by many of the runners before the race. “We’d never at home, would have considered doing a third marathon (of an eventual six)……that’s quite amazing.”

Sir Steve Redgrave, five time Olympic Gold medallist, asked himself the question upon retirement if he would go through all the sacrifices and training again; he felt he would.

“It was a privilege, a quest. It was a challenge and I have always been inspired by a challenge” (Redgrave, 2009, p.300). For those who did not draw a line at the end of their first extreme challenge, these words seemed to reflect what subsequently happened as they chose to confront another test of human endurance.

A chance to reflect
For all the runners the race had changed their thoughts about how they viewed life as well as themselves. For Andrea “it just made me think, well you might as well try more things” and was “less afraid to fail.” Since the Atacama she had been able to take more risks in her life and had moved to Tahoe from San Francisco “I would have probably never have made that decision if I wasn’t there (in the desert).” Ricky, who has since become a motivational speaker, working with charities and young children as a direct result of his completion of four desert marathons in the same year believed that “Nothing ever happens to you by saying no…..the world has just opened up by saying yeah I’m gonna do that race and its changed my life and (with it) from many different….perspectives.” There was a greater appreciation of certain aspects of life from both David, “I don’t think you worry so much about the bits and pieces, the things that can sort of clog up and take up your time, don’t actually matter or mean anything!” And Marilena, who was able to take a step back and appreciate her surroundings, her environment, “I see every beauty, I see a tree and I see the colours of the tree that maybe other people don’t see.”

Tremaine had come to terms with the loss of his partner Carla and was looking to the future. “I’ve come out the other end.” He was thankful for the race experiences in many ways and that “it’s finding my footing, and I would have never achieved that because I could have quite easily have been bitter.” Despite injury forcing him to abandon the Sahara Desert marathon he was able to complete two further races in the Gobi and Antarctica. “What I did discover on that first desert race was my respect for humanity and I really found some people that you know actually give a damn about everyone else apart from themselves.”

Work can deprive people of challenging experiences which give “effort a greater meaning to life” (p.120) and ones that provide a greater personal engagement (Pink, 2009) If this is to be achieved then it was through something providing a very different form of accomplishment. For Andrea, “I did it for nothing but the sheer aspect of seeing like that my life was really monotonous at the time. I‘d wanted to see if I have almost nothing for a week. Really what’s it gonna feel like for me and how I am, what does that actually change about me.” With Ross, the experience and “the adventure more than the race” was very different from his life as a graphic designer in London, “I sit in a studio looking at a screen for sixteen, eighteen hours, you know some days.” Sam’s achievements gained through running have led her to share those experiences in her role as an inspirational speaker. With future races she now tries to; “Align them with charitable causes, which is what I am most passionate about to be honest, probably even more than the running itself. …the capacity for it to you know really affect others and influence change.”

Final thoughts
The interviews concluded and an opportunity for the eight runners to describe what they would say to those contemplating taking part in, what has been described as. One of the toughest endurance races on earth. Words that they felt would help to prepare someone for the ‘experience’ they had all shared.

For Ross “just know that anything is achievable…..you’ve got two feet, heart, and lungs and off you go.” Lucy felt similarly that “go for it one hundred percent……it’s an incredible experience.” David wanted to highlight that this was not an exclusive challenge for elite runners. The race contained “people from all walks of life…….you can’t judge a book by its cover.” Ricky enthused “the race was epic man that was absolutely epic.” Andrea considered the experience of challenging herself and realising her potential to “see how far I could really push it” had made her feel the race “was very special, very special to have done that.”

Marilena recalled an “amazing journey….the whole journey was an amazing experience, you don’t need much in life……being with yourself sometimes and (with) nature.” Sam was able to put thoughts into a context of the ‘challenge’ by reflecting on her family background to put it into more perspective. Her father had polio as a child and her mother had “never run in her life” and so she wanted to recognise that “I had done an incredibly physical challenge….I succeeded more because of my mental capacities than my physical capacities.” The immediate impact for Sam when she finished her first desert race was evident, “I was just so happy, I felt so blessed to have finished it. “I was elated….it’s like my body was healed.” This absolute optimism and positivity……feeling fortunate to be there, I was definitely a stronger person when I finished the race.”
The final words were from Tremaine who wanted to ensure that people knew the risks and not to do it “off a whim/” The real question is “…what’s your fundamental reason? You know if it’s for fame and glory, don’t bother. The only race you have is to challenge yourself.”

Discussion
The race journey showed from starting out on this adventure the ‘line in the sand’ at the finish was merely a part of a tapestry of riches and rewards for each of the desert runners. Austin (2007) refers to runners experiencing self-discovery, a time where solitude allows reflection and that “we learn something about ourselves” (p.xii). Their learning was something that they all identified in the conversations and each was as individual and personal as the reasons they had set out on the path to adventure in the first place. The path they followed was transformational not only after but at points along the 250 kilometres of desert trail. Their stories highlighted what can be achieved when mind and body act in unison to surpass what has gone before in our lives in one of the most demanding of arenas.

There was a changed belief about themselves and having such a purpose in the race provided them with a fulfilling activity that gave them their own reward. Pink (2009) discusses a relationship between a challenge that is neither too easy and yet too difficult. With that step being beyond one’s current capability which “stretched the body and mind in a way that made the effort itself the most delicious reward” (p.115). The effort in each of their stories, proved worthwhile in many ways from the charities that they ran for to the people they met and the places they saw. Their ability to recall such vivid moments even when time had passed (nearly three years) since they finished the race, highlighted the impact of the race. These vivid recollections showed such detail that, one could argue, the journey had a deep and profound effect. Carol Dweck, Professor of Psychology at Stanford University believes “the view you adopt for yourself profoundly affects the way you lead your life, your mind-set” (Dweck, 2006). It is clear the race affected each of the runners in terms of how differently they viewed themselves, if not openly in the interview but by the directions their lives took after leaving the desert.

Conclusion
If running is to be a metaphor for life as Whalley (2012) comments, then in this case the desert was to provide that stage. Running in “straight lines along city streets bears little resemblance to life” but venture away from these and the trails will reflect the “life twists and turns” (p.266, 267). When one takes the leap of faith away from the confinement those streets impose into the unpredictable twisting and tortuous routes that desert running is, then this truly reflects what living is really about. Roll (2012) believed that when deciding to test ourselves there is a “new path waiting for (us)” and dare to “take that first step and then (it will) show us who we really are” (p.125).

Some have continued to run, others have found a peace in the accomplishment and so the desert was hardly to be a desert at all. It was to be a treasure trove of memories, of new and life-long friendships and greater self-belief. “Our past makes us” (Jurek, 2012, p.264) and for these runners the past has shaped their future.

Applications in Sport
The heightened interest in extreme endurance events over recent years has made it possible for many people to achieve success in events they otherwise thought impossible. An insight into the experiences of a few of these who chose to venture into such unknowns can create an awareness of the impact such events can have on individuals. This study aimed to explore outside physiological and psychological research parameters and provide those considering embarking on a similar journey with simple narratives that could inspire them to realise what is possible and what can be realised.

Acknowledgements
I should like to thank the eight participants who willingly shared their stories with me so openly and honestly. They not only provided me with their experiences but also proved inspirational. I should also like to thank colleagues for their interest and encouragement throughout this research process as well as the University of Winchester for the financial support with this project. Finally, I should like to thank my patient family who recognised how important this research was for me.

References
1. Austin, M.W. (2007). Running & philosophy: A marathon for the mind. Oxford. Blackwell Publishing.

2. Clandinin, D.J. & Connelly, F.M. (2000) Narrative enquiry. San Francisco, CA. Jossey-Bass

3. Dietz, M. (2011). A hundred reasons to run 100Km. Library and Archives Canada Cataloguing in Publication.

4. Dweck, C. (2006). Mindset: The new psychology of success. New York. Random House.

5. Gratton, C. & Jones, I. (2010). Research methods for sport studies. London. Routledge.

6. Harvie, R. (2011). Why we run. A story of obsession. London. John Murray Publishers.

7. Isherwood, B. (2009). Dead man running. From alcohol to Atacama. Kennoway, Fife, Scotland. Spiderwize.

8. Jamison, N. (2003). Running through the wall. Personal encounters with the ultramarathon. New York. Breakaway Books.

9. Jones, I., Brown, L. & Holloway, I. (2013). Qualitative research in sport and physical activity. London. Sage

10. Karnazes, D. (2005). Ultramarathon man. Confessions of an all-night runner. London. Penguin.

11. Karnazes, D. (2011). Run. 26.2 stories of blisters and bliss. London. Allen and Unwin.

12. McConnell, K., & Horsley, D. (2007) Extreme unning. London. Pavilion Books.

13. Maykut, P. & Morehouse, R. (1994). Beginning qualitative research: A philosophical and practical guide. London. The Falmer Press.

14. Morse, J.M. (1986) Qualitative research: Issues in sampling. In P.L. Chinn (Ed.), Nursing research methodology: Issues and implementation (pp.181-193). Rockville, MD: Aspen.

15. Morse, J.M. (1991b). Strategies for Sampling. In J.M.Morse (Ed.), Qualitative nursing research: A contemporary dialogue (rev. ed., pp. 127-145). Newbury Park, CA: Sage.

16. Murakami, H. (2009). What I talk about when I talk running. London. Vintage.

17. Murray, A. (2011). Running beyond ;imits. Newtonmore, Inverness-shire. Mountain Media Productions Ltd.

18. Parker, J.L. (1978). Once a runner. New York.Scribner.

19. Pink, D. (2009). Drive. The surprising truth about what motivates us. Edinburgh. Canon-gate books Ltd.

20. Powell, B. (2011). Relentless forward progress. A guide to running ultramarathons. New York. Breakaway Books.

21. Redgrave, S. Sir (2009). Inspired. London. Headline Publishing Group.

22. Robinson, K. (2011). The element: How finding your passion changes everything. London. Penguin.

23. Roll, R. (2012). Finding ultra. New York. Crown Archetype.

24. Savin-Baden, M. & Howell Major, C. (2013) Qualitative research: The essential guide to theory and practice. London. Routledge.

25. Schekhdar, J. (2002). Bold man of the sea. My epic journey. London. Panda.

26. Schultz, A. (1964). Studies in social theory. The Hague. Martinus Nijihoff.

27. Wellington, C. (2012). Life without limits. London. Constable & Robinson

28. Whalley, B. (2012). Running wild. London. Simon & Schuster.

2014-02-04T13:47:58-06:00February 4th, 2014|Contemporary Sports Issues, General, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on ‘The Personal Journey’: A Study of the Individual Race Stories of Desert Marathon Runners

Physical Activities and Their Relation to Physical Education: A 200-Year Perspective and Future Challenges

Submitted by Suzanne Lundvall and Peter Schantz.

The Sport Journal normally doesn’t publish articles that have appeared in other publications previously, but the entry below is an exception to this rule. We at The Sport Journal feel the views expressed in this article are important enough to republish for our valued readers.

Abstract
In this macrolevel overview, a model of the multiplicity of the field of bodily movement cultures is initially presented. The model is then used to illuminate how different bodily movement practices emerged over time, became embedded, remained, faded, or disappeared in the world’s oldest physical education teacher education (PETE) program. Through this continuity and discontinuity of practices, five distinct phases are identified, although sometimes intertwined, and their contextual background is described. The first phase is characterized by the establishment of Ling gymnastics from the early 19th century and by its fall in the 20th century. The next phase started in the late 19th century and dealt with the introduction of sports and outdoor life. During a third phase, sports became the dominating movement practice. The fourth phase is related to the rise and fall of a separate female gymnastics culture during the 20th century. The fifth phase is characterized by the introduction of everyday life physical activities at the beginning of the new millennium. The overview is followed by reflections on the future content of bodily movement practices and sought-after values in PETE and physical education in the school system.

Introduction
The content of physical education (PE) programs in schools for children and young people is under debate globally. This is not new. PE has had an ongoing battle concerning how to gain the greatest and longest benefits for mind and body since it was established at the beginning of the 19th century (Pfister, 2003). These conflicts have been noted between cultures and nations, representing different points of view about the legitimate agenda of physical education, but conflicts have also been noted within nations and educational institutions (Kirk, 2010; Korsgaard, 1989; Lundvall & Meckbach, 2003; Morgan, 2006; Pfister, 2003; Schantz, 2009; Schantz & Nilsson, 1990). In the authors’ view, good reasons exist to continue this debate in our time. For this purpose, a model of the multiplicity of the field of physical activity cultures is presented. It is offered as a supportive and clarifying structure for identifying, discussing, and making future PE content decisions.

To illuminate these issues, the model is used in a macrolevel overview, illustrating changes in values and practices within the oldest still existing physical education teacher education (PETE) program in the world, that is, The Royal Gymnastic Central Institute (GCI), now named The Swedish School of Sport and Health Sciences (GIH). Apart from studies based on empirical data from this PETE institution, the overview also makes use of international literature on physical culture and health.

Thus, this article focuses on PETE, a less examined area when it comes to how new concepts of bodily movement practices have emerged, become embedded in programs and local
practices, remained, faded, or disappeared because they were not “legitimate” or were of less value or for other reasons (e.g., Annerstedt, 1991; Fernandez, 2009; Kirk & Macdonald, 2001; Kirk, Macdonald, & Tinning, 1997; Lundvall & Meckbach, 2003). Proceeding from these basic concepts, the final aim of this article is to reflect and discuss the present-day situation in relation to principles for bodily movement practices and sought-after values for PETE. This discussion will include tensions and disagreements on content issues and future challenges for PETE and school PE.

Theoretical Framework
The theoretical departure point is inspired by the work of Bourdieu. The analytical focus has been placed on how deliberate forms of bodily movement practices in the studied PETE program came to be defined and regulated through meaning-making principles or the logic of practices (Bourdieu, 1984, 1990; Engström, 2008). Over time, the chosen bodily movement practices have created tensions in terms of power and control over what has been seen as legitimate in the educational sector of physical activity and body culture. This departure point also makes it possible to study how aspects of investment and intrinsic values have been put forward and have been related to views on body and health.

The Educational Field of Physical Activity Practices: A Model
A model has been developed to illustrate the multiplicity of different forms of deliberate bodily movement practices with distinctly different meaning-making principles (logic of practices; Figure 1). It also considers the construction of gender. It is based on a similar model first described by Schantz and Nilsson (1990) and relates to an educational context in Sweden. However, it can also be easily adjusted to conditions in other countries. The different principles for bodily movement practices are spatially oriented in the model in relation to the rationality underpinning each practice. Sport activities, based on the logic of competition, are placed in the traditionally male-dominated domain. Aesthetic and expressive forms of physical activities, such as artistic forms of dance, are placed in the traditionally female-dominated domain. Ling gymnastics, fitness gymnastics, play, outdoor life, and everyday life physical activities are placed in a traditionally gender-neutral position in the middle of the model. None of these forms of movement practices are underpinned by measurement/competition or driven by aesthetics and expressiveness. Enhancement of different physical qualities through physical training can support the conduct of all movement practices in the model. Basic forms of physical training are therefore placed at the bottom of the model, with arrows signaling their possible supportive nature for all other movement practices. Physical activities that are related to different types of professions are not given a place in this model.

Figure 1. A Model of the Field of Physical Activity Practices (modified from Schantz &
Nilsson, 1990)

Screen Shot 2014-01-27 at 2.17.28 PM

Continuity and Discontinuity of Bodily Movement Practices Over Time
A general description is given below of how the model can be used to illuminate the relative amount of time devoted to different movement practices during different time periods. In this way, a flow of continuity and discontinuity emerges. Different distinct phases are noted. This primarily visual description is followed by a text elaborating contextual factors of importance for understanding the changes described.

From 1813 to 1900, Ling gymnastics was developed and dominated the movement practices, and a fundamental principle was the schooling of body and character (Figure 2). From 1900 to 1960, sports were gradually introduced and thereby the logic of competition. PETE also started to involve outdoor life with the main goal of experiencing nature. For this purpose, physical activities such as orienteering and skiing became part of the educational program. Female PETE education developed a gymnastics discourse of its own, with influences from dance, rhythmic, and aesthetics. Thus, different and gender-related dimensions of movement practices became represented. Alongside this, new forms of physical training, particularly circuit training and aerobic conditioning, were brought in and signaled a logic of training solely for an investment value (Figure 3). During the period from 1960 to 1980, the elements of Ling gymnastics generally faded away but left a space for fitness gymnastics, and at the beginning, this was divided for men and women. Sport dominated as a movement practice, and fitness training within the area of gymnastics increased. The position for outdoor life activities remained stable (Figure 4). From 1980 to 2000 the separate female gymnastic discourse ended as an unintended consequence of a coeducational reform. Sport as a movement practice dominated and became the primary rationale for PETE. Fitness gymnastics was available for male and female students.Outdoor life held its position (Figure 5). From 2000 and onward, everyday life physical activity
emerged with its fundamental principle of an investment value in health. In other ways, there was no fundamental change compared to the previous period (Figure 6).

Figure 2. Bodily movement practice in PETE from 1813 to 1900. Ling gymnastics was developed and established. It represented the content in male and female PETE (where female PETE was established in 1864; cf. Drakenberg et al., 1913). This is indicated by the gray field, which signifies teaching time allocation to this specific bodily movement practice.

Screen Shot 2014-01-27 at 2.20.39 PM

Figure 3. Bodily movement practices in PETE from 1900 to 1960. Male and female gymnastics, indicated as boxes with horizontal and diagonal lines, respectively, developed in different directions. In the 1950s, new forms of physical training appeared. The sizes of the gray fields represent an approximate relative balance between time allocated to different physical activity practices at the latter part of the time period (cf. Lundvall & Meckbach, 2003; Tolgfors, 1979). The years indicated as the beginning and end of the period should be read as approximate indications of time.

Screen Shot 2014-01-27 at 2.21.55 PM

Figure 4. Bodily movement practices in PETE from 1960 to 1980, with a shift toward more time being allocated for sports and a gradual shift away from Ling gymnastics toward fitness gymnastics (cf. Lundvall & Meckbach, 2003; Tolgfors, 1979). For general comments on the construction of the figure, see Figure 3.

Screen Shot 2014-01-27 at 2.26.54 PM

Figure 5. Bodily movement practices in PETE from 1980 to 2000 differ from the previous practices (see Figure 4) in that the coeducational reform led to the termination of the separate female gymnastics culture (cf. Lundvall & Meckbach, 2003; Schantz & Nilsson, 1990). For general comments on the construction of the figure, s ee Figure 3.

Screen Shot 2014-01-27 at 2.27.58 PM

Figure 6. Bodily movement practices in PETE in the 21st century. A dimension of “everyday life physical activity” was introduced during this period (Idrottshögskolan, 2002, 2003). The other movement practices remained the same compared to the previous phase, with one exception: The time alotted to “basic forms of physical training” was reduced; see Figure 5 (cf. Lundvall & Meckbach, 2003, 2012). For general comments on the construction of the figure, see Figure 3.

Screen Shot 2014-01-27 at 2.28.48 PM

Contexts of Emergence, Continuity, and Discontinuity of Bodily Movement Practices

Emergence of PETE in Sweden
The early 19th century was a time open for new concepts about the training of the body. This process, which was connected to the Enlightenment and the growing importance of rational and acting, as well as the faith in scientific thinking, made it possible for new concepts and ideals to develop, including a specific exercise culture of physical education (Pfister, 2003). The institutional setting for Swedish gymnastics came about when Per Henrik Ling was given permission to establish the Royal Gymnastic Central Institute (GCI, today GIH) in 1813. This was also the starting point for the emergence of PETE in Sweden. Ling wanted to provide a system on a theoretical basis and resting on philanthropical ideas, “the philosophy of nature,” inspired by Rousseau and GutsMuths, where the intellect could be developed through the senses and action. The other basis for his system was that it was intended to rest on the “laws of the human organism” and on knowledge gained from studies of the human body. His thinking resulted in certain ideas about the execution of movements and schooling of the body, which were tightly linked to Lings’ ethical and aesthetic ideals and to perspectives of health regarded as a wholeness.

Ling aimed to develop a gymnastics system with four subdisciplines: pedagogical, medical, military, and aesthetic gymnastics. Hence, Swedish gymnastics came to be seen not only as a system for the purpose of educating the whole body, but also as a cure for the sick. Aesthetic gymnastics “whereby one expresses the inner self: thoughts and emotions” (Ling, 1840/1979, p.50) was subjected to only minor developmental attempts.

This article focuses on pedagogical gymnastics, which was defined as the means “whereby one learns to master one’s own body” (Ling, 1840/1979, p. 52). To correctly cultivate the human body, according to Ling (1840/1979, p. 54), required an elaborate system of different to promote the ability for movement control and competence. These movements were determined in detail with regard to starting and final positions, as well as the trajectory and rhythm of such movements. The system included a well-reasoned progression from easy to more complicated movements. The movements could be executed as freestanding exercises, without support, or as exercises supported by gymnastics apparatus, but all movements are based on the above-mentioned central aspects. This form of pedagogical gymnastics also had a statuesque aim (i.e., to develop a harmonious and symmetric body with good posture). Competition was not the aim or the medium of this specific movement practice, and it was not included in the praxeology (Lindroth, 1993/1994, 2004; Ling, 1840/1979; Ljunggren, 2000; Lundvall & Meckbach, 2003).

From early on, Ling stated that women should be included in this form of bodily exercise, in a feminine type of gymnastics. However, this type of gymnastics was never developed by Per Henrik Ling himself, but rather was developed later through the work of his son, Hjalmar Ling, who gave examples of simple forms of gymnastics for female students (Lindroth, 2004; Lundvall & Meckbach, 2003). Throughout the first 100 years at GCI, the teacher training of male and female students, in both theory and practice, was focused on gymnastics, as illustrated in Figure 2.

Tensions and Conflicts Around Ling Gymnastics
In the early 1900s, the scientific basis of the Ling gymnastic system was strongly questioned. This critique was primarily based on scientific studies of a specific movement that was claimed by the Ling gymnasts to enlarge the vital capacity and thereby improve oxygen uptake (Lindhard, 1926; Schantz, 2009; Söderberg, 1996). At GCI there had been, until the early 20th century, surprisingly small-scale efforts to increase the scientific understanding of Ling gymnastics in terms of their own knowledge production (cf. Lindroth, 2004). From the early 20th century there was, however, a clear ambition in this respect. A proposal to establish professorships in physiology, anatomy, histology, psychology, and pedagogics, as well as three in pedagogical gymnastics, was put forward in 1910. However, in those days the national government and parliament made such decisions, and not until 1938 was a decision made to establish a professorship in the physiology of bodily movements and hygiene (Schantz, 2009). In spite of this tension created by the accusation of a nonscientific bodily movement practice, Ling gymnastics kept its position as the main body exercise system into about the middle of the 20th century in combined 9-year elementary and junior high schools in Sweden (Lundquist Wanneberg, 2004) as well as in other countries (Kirk, 2010). One explanation for this long survival was its strong institutionalization, represented by the GCI, and its existing views on body, health, and physical culture, which constituted a strong health and hygiene discourse aimed at defeating, for example, infectious diseases and crooked bodily postures, and at strengthening character through education (Bonde, 2006; Palmblad & Eriksson, 1995). This health and hygiene discourse and the tight relationship between pedagogic and physiotherapeutic gymnastics gave legitimacy to Swedish gymnastics. Furthermore, this type of bodily exercise also encompassed PE for girls, which, over the years, led to a strong female PETE culture. From a societal perspective, this suited the task of PE well. The alternatives for bodily exercise and the training of girls’ bodies were few in number at that time (Carli, 2004; Kirk, 2010; Lundvall & Meckbach, 2003). Furthermore, from the point of view of scientific legitimacy, there were no alternatives to Ling gymnastics. Thus, sports, for example, could not compete with Ling gymnastics in this respect.

From Gymnastics to Sports: The Process of Sportification of PETE
During the first half of the 20th century, sport with its logic of competition was introduced as part of the bodily movement culture at GCI and expanded gradually to become an equal part of the PETE training practice as compared to Ling gymnastics. When Ling gymnastics rapidly lost its dominating position from the 1950s to 1960s, sports overtook that role (cf. Figures 3 and 4). From the mid-1960s, the study hours for courses in sport disciplines started to outnumber those for gymnastics (Lundvall & Meckbach, 2003). To understand these changes in physical practices in PETE, it is important to understand how sport as a physical culture spread during the 19th and 20th centuries in Sweden and globally. A vast amount of literature has described how the rise of organized sports took off in such an emphatic way. Undoubtedly, there is, as Pfister (2003) notes, “a connection between the rise of sport and the adoption of values, standards and structures of industrialization—including rationality, technological progress, the abstract organization of time and an economy aimed at accumulation of capital” (p. 71). Linked to these societal processes was also the reformation of the public school systems, which required a system for the changing ideals of manliness, where the idealization of fair play, together with an appreciation of individual achievement, competitive in character, represented values to be sought after (Mangan, 1981a, 1981b). The average man was considered superior to the average woman, with women being seen as weaker and lacking potential (Pfister, 2003; Wright, 1996). Darwinism also played an important role in forming the sports ideology: the application of Darwin’s theory of natural selection as an argument for maintaining a strong defense for the survival of the fittest, which was to be achieved by means of persistent athletic exercises and competitions (Sandblad, 1985).

In Sweden, the breakthrough for the establishment of the sports movement occurred when the first sports organization became government financed (1913) and a part of the nation’s social and moral program (cf. Lindroth, 2004). As support grew during the first decades of the 20th century, sport was taken on by PETE as well as in PE in schools. The fundamental principle of Ling gymnastics thereby became less exclusive, appeared to be of less value, and was less sought after. The representatives of Ling gymnastics were surprised that sport, which had earlier been for the upper classes, was suddenly available to the wider masses (Lindroth, 2004).

The spread of sport after World War II was also accompanied by influences of a type of physical training—circuit training—originally emerging from military training. These influences brought in new principles concerning how the training of the body was to be planned and executed (Morgan & Adamson, 1961). Effective training during short periods of time, possible to be executed in small spaces, was in many ways revolutionary compared to the more complicated exercise programs in gymnastics. The emergence of exercise science (cf. Åstrand & Rodahl, 1970), not the least with regard to aerobic conditioning, gave sport and fitness training further legitimacy at GCI (Schantz, 2009). At first, the principles of training represented by circuit training were implemented as part of male gymnastic training (Figure 3).

Alongside the sportification process, the female branch of Ling gymnastics challenged its traditional practice from the beginning of the 20th century and was influenced by an elaborated theory of body and rhythm and the concept of effort saving (Laine, 1989). Initially, these influences, involving breaking with the stiff traditional floor-standing gymnastics, met opposition and resistance (Forsman & Moberg, 1990; Lundvall & Meckbach, 2003). But it was not possible to stop this development and changing of “logic” to aesthetics because it could be justified as being in line with Ling’s intentions concerning the aesthetic branch of his system (see Figure 3). Another process that demonstrated elasticity in the application of the principles of Ling was the development of PE and children’s gymnastics toward a more natural and child centered way of moving, away from drill and command (Falk, 1903, 1913).

The nature of female gymnastics embodied values of emotions and how to put one’s soul into the movements, to liberate the body, and to provide space for self-education (Carli, 2004; Laine, 1989; Lundvall & Meckbach, 2003). The performing of movements was characterized by sensitiveness, adaptability, body awareness, and expression—the feeling of the movement. This type of body training, based on what today is called a subjective experiencing of the body (body-as-subject), provided cultural, physical, and symbolic capital that did not challenge the existing ideals of the female body at that time. Both of the above-mentioned processes must be acknowledged as mechanisms for understanding the long survival of Swedish gymnastics in the PETE programs and in school PE. The corresponding development of the male Ling gymnastics was not the case (Lundvall & Meckbach, 2003).

The popularity and success of the spread of sports is both easy and not easy to understand. With regard to former principles for the education of body and mind, it is interesting how sport, with its meaning-making principles of competition and specialization of skills, with the training of the body as an objective, could fit in so easily and replace the old virtues of the training of the body, regarding health as wholeness, without the dualism of body and soul.

The introduction of outdoor life in PETE from 1900 to 1960 (Figure 3) can be understood in relation to the organization phase of outdoor life in the late 19th century and the beginning of the 20th century. It reflects a need for new identities due to both the great demographic changes with the strong urbanization processes during this period and also the concomitant nationalism and strong surge for new national identities. In this identification process, love of nature as well as skiing emerged as strong parts of the identity profile for Swedes (cf. Sandell & Sörlin, 2008).

From Two-Gender Specific PETE Cultures to One: A Merging With Consequences
During the 1970s political striving for equal rights and employment in Sweden led to questioning of the organization of gender-separated PETE programs. Suddenly old ideals stood beside new ones. The process of integration of the male and female PETE cultures as well as the sportification process of bodily movement practices led not only to a new gender order and a loss of the female gymnastics culture, but also to a marginalization of the female PE pedagogical culture (Carli, 2004; Lundvall & Meckbach, 2003; Schantz & Nilsson, 1990; cf. Figures 4 and 5). For corresponding changes in other countries, see Kirk (2010), Wright (1996), and O’Sullivan, Bush, and Gehring (2002). Furthermore, the time allotted to courses in gymnastics decreased substantially after the coeducation reform in 1977 (Lundvall & Meckbach, 2003). The long tradition of female PETE culture, together with school PE steering documents, prevented a total termination. Courses in dance, music, and movement remained as minor parts of the coeducational PETE study program, but were aimed more at fitness gymnastics, such as workouts and aerobics (Figure 5). Former practices with their fundamental principles of aesthetics became simplified.

At GCI–GIH, the total amount of practical courses went from being the major portion of the study programs during the early 20th century to becoming more peripheral, from taking up 80% of the total study time in the 1920s to less than 15% about 90 years later (Lundvall & Meckbach, 2012; Tolgfors, 1979). A parallel academization process of PETE took place in general, and globally, after the 1970s (e.g., see Kirk, 2010; Kirk et al., 1997; Tinning, 2010).

Everyday Life Physical Activity as Bodily Movement Practice: Disagreements in Modern Time During the late 20th century, new and other practices of physical activity started to be demanded. Recommended amounts and levels of physical activity were distributed in 1996 by the U.S. Surgeon General (U.S. Department of Health and Human Services, 1996). This way of thinking about children’s and young peoples’ needs for physical activity bore some resemblance to former medical arguments for the prevention of disease and for the curing of the sick that started nearly 200 years earlier.

Everyday life physical activity as a way of thinking gradually became established in society around the beginning of the 21st century, originally taken on by stakeholders in public health, actors outside the field of PETE, and academic disciplines related to sports (Ainsworth, 2005; McKenzie, Alcaraz, Sallis, & Faucette, 1998; Morgan, 2000). This thinking signaled that children and adolescents need to learn how to become and stay physically active in everyday life (McKenna & Riddoch, 2003; Smith & Biddle, 2008; Trost, 2006). Changes in society had led to a focus on physical inactivity among the population. This scenario developed even though there had never before been so many opportunities for participation in organized sports. An outspoken fear of to what physically inactive lifestyles could lead among young people (including reports of obesity crises) was strongly communicated (World Health Organization, 2002). Once again, the question of how physical exercise could contribute to the health of a nation’s citizens came up on the political agenda.

The sought-after legitimatizing educational values and logic of practices behind this new way of thinking have not been clearly communicated so far. The rationale behind the emphasis on everyday life physical activity has given rise to criticism. Educational sociologists point out that school PE cannot only be driven by a medical risk discourse, or a pathogenic and/or normative way of thinking of physical activity and health (Gard & Wright, 2001, 2006; Kirk, 2010). Physical education is much more: It is about physical self-esteem, body awareness and abilities, personal and social development, questions of democracy, as well as critical aspects of health and health communication (Evans, 2004; Evans, Davies, & Wright, 2004; Macdonald & Hay, 2010; Siedentop, 2009). This can perhaps explain to some extent why PETE educators have shown a cautious attitude toward how the thinking about everyday life physical activity has been exposed and how it has been attempted to be implemented. It is too early to describe with any certainty how and what the construction of knowledge around everyday life physical activity will represent in terms of new or renewed bodily movement practices in the area of PETE in general and globally.

The first compulsory course in everyday life physical activity at GIH was started in 2004 in two transdisciplinary courses (Idrottshögskolan, 2002, 2003), which were demanded in a teacher education reform (Figure 6). These dimensions of human movement were introduced in a context of physical activity, public health, and sustainable development (Schantz, 2002, 2006; Schantz & Lundvall, forthcoming). Hence, it is possible to state that learning sports as the predominant bodily movement practice in PETE programs and school PE has been challenged.

Post-Overview Reflections
In this article, a model clarifying the multiplicity of fundamental principles and dimensions of bodily movement practices in a specific, but for the development of PETE, central setting in Sweden has been presented. The model has been used to illustrate the continuity and discontinuity of movement practices. Thereafter, mechanisms and contextual backgrounds to these changes over time have been described.

Although national and cultural differences in how countries organize their PETE programs and school PE exist, there are reasons to believe that the similarities of the development described outnumber the differences. The scheme of continuity and discontinuity stimulates a discussion about what values have been gained, what has been lost, and what possible values have not been introduced as part of PETE.

The introduction of new physical activity logics in PETE has sometimes been dependent not only on the meaningfulness of a certain logic but also on power relations. The introduction of sport is such an example. Furthermore, there are also examples of dramatic changes that have taken place without being desired or planned for intentionally. The rapid decline of female gymnastics at the beginning of the 1980s as a result of the introduction of coeducation is an example. Furthermore, Ling gymnastics faded away after World War II and, with that, faded the principles of movement practices aimed at dimensions such as general body awareness, posture, and ability to maintain motor control. Again, these consequences were not foreseen.

Another lesson is that such unforeseen consequences can be difficult to handle in terms of compensatory pedagogic actions. The values of the female gymnastics and the Ling gymnastics were dependent on strong framing cultures that had been developed over long periods of time, and indeed, the creation of new cultures fostering the best values of those previous cultures is difficult to achieve. Therefore, as a memento, it is suggested that, before changing the content of PETE, one should try to create different scenarios to counteract the possibility that that decision may lead to unforeseen effects.

The overview also makes it clear that the dimension of movement practices connected to different forms of artistic dance have been left out in PETE. This exclusion has, with few exceptions (Schantz & Nilsson, 1990), not been an issue that has been discussed. Indeed, most likely, this would not have been the case if it had been a traditionally male-dominated domain of physical activity. Among these gender issues is also that females taking up different forms of traditionally male-dominated sports is appraised positively, whereas attempts in the opposite direction are generally few in number or entirely absent and lack clear support in the currently governing mind-sets within PETE.

The existence of a multiplicity of logic of movement practices in the field of physical activity points to distinct values of each of the fundamental principles underlying these practices. In line with this, the interaction between different kinds of movement practices and the individual enlarges his/her points of reference in relation to body, movement, and mind.

With such a view constituting a rationale for different physical activities in PETE, one can ask what balances in time allocation are reasonable for attaining a goal of widening the personal experiences and securing “breadth” as an educative value of its own. This takes into account that most of the PE students of today have a strong personal experience in sports, whereas their experience with other physical activity cultures is meager (Brun Sundblad, Meckbach, Lundvall, & Nilsson, 2010). They have what Bourdieu would call a strongly developed taste for sport, forming part of a strong sport habitus (Bourdieu, 1984; Engström, 2008).

Another dimension of reflection on the PETE content deals with what PE contents in schools may be important for adult behavioral patterns of physical activity. Not much cross-sectional or longitudinal research exists on those issues, but there are indications that socializing into sport activities might not effectively foster physically active lifestyles among adults. Instead, schooling into a broad movement repertoire, as well as experiences of outdoor life, appears to be more effective in this respect (Engström, 2008).

Recent knowledge highlights that, in relation to physical activity, one has to take into account the multiplicity and complexity of young peoples’ lives. Context and social interaction play a central role. Children and adolescents are social actors that navigate in the landscape that surrounds physical movement culture. More attention has to be given to how the “healthy citizen” is constructed. What does it mean to live on the countryside, to live in inner cities, or to have the gym or the sport club as the social place for physical activities? In what ways does the place create meanings and relations? And for whom? Which physical activities are included or excluded (Wright & Macdonald, 2011; Thedin Jakobsson, in press)? According to current reports and research studies on school PE in Sweden, students learn sports but not about health and how to take responsibility for healthy physically active lifestyles (Lundvall & Meckbach, 2008; Quennerstedt, Öhman, & Ericson, 2008; Skolinspektionen, 2010). These issues have also been highlighted globally (Hardman & Green, 2011; Green, 2008; Pühse & Gerber, 2005)

New scenarios concerning health, well-being, and illness, including rising numbers of school students experiencing stress and forms of psychological unhealthiness (Folkhälsoinstitutet, 2011), migration, economic recessions, growing segregation among social classes, and an uneven distribution of access to physical activity and health knowledge, have continued to challenge the stability of health among societies’ citizens. The overview relates the content matter of PETE over time to influences of different societal contexts. From this perspective, the relation of physical activity in PETE to major current societal challenges, such as the obesity and type 2 diabetes epidemics, as well as issues related to sustainable development (cf. Schantz & Lundvall, forthcoming) and globalization, are examples of matters that deserve to be thought through and discussed in much more depth than what appears to be the case in most PETE institutions and countries at present.

References
1. Ainsworth, B. (2005). Movement, mobility and public health. Quest, 57, 12–23.
2. Annerstedt, C. (1991). Idrottslärarna och idrottsämnet [The PE teachers and the subject of PE] (Doctoral dissertation). Gothenburg University, Gothenburg, Sweden.
3. Åstrand, P.-O., & Rodahl, K. (1970). Textbook of physiology: Physiological bases of exercise. New York, NY: McGraw-Hill.
4. Bonde, H. (2006). Gymnastics and politics. Niels Bukh and male esthetics. Copenhagen, Denmark: University of Copenhagen, Museum of Tusculanum.
5. Bourdieu, P. (1984). Distinction: A social critique of judgement of taste. London, England: Routledge.
6. Bourdieu, P. (1990). The logic of practice. Cambridge, England: Polity Press.
7. Brun Sundblad, G., Meckbach, J., Lundvall, S., & Nilsson, J. (2010). Orka hela vägen. Upplevd hälsa, idrotts- och träningsbakgrund bland studenter på en fysiskt inriktad yrkesutbildning. Lärarstudenter GIH 2008, delrapport 1: 2009 [Managing all the way. Self-reported health, sports and training background of students in physical activity-related higher education programs. Teacher students, GIH 2008, partial report 1:2009]. Stockholm, Sweden: Gymnastik- och idrottshögskolan.
8. Carli, B. (2004). The making and breaking of the female culture. The history of Swedish physical education ‘in a different voice’ (Doctoral dissertation). Gothenburg University, Gothenburg, Sweden.
9. Drakenberg, S., Hjort, C., Nerman, E., Levin, A., & Svalling, E. (1913). Kungliga Gymnastiska Centralinstitutets historia 1813–1913, utgiven av dess lärarkollegium med anledning av institutets 100-års dag [The history of the Royal Gymnastics Central Institute 1813-1913, published by its academic council on the occasion of the Institute’s 100th anniversary]. Stockholm, Sweden: Kungliga Gymnastiska Centralinstitutet.
10. Engström, L.-M. (2008). Who is physically active? Cultural capital and sports participation from adolescence to middle age—A 38-year follow-up study. Sports Pedagogy and Physical Education, 13(4), 319–343.
11. Evans, J. (2004). Making a difference? Education and ‘ability’ in physical education. European Physical Education Review, 10, 95–108.
12. Evans, J., Davies, B., & Wright, J. (2004). Body knowledge and control: Studies in the sociology of physical education and health. London, England: Routledge.
13. Falk, E. (1903). Friskgymnastik I: anteckningar från skilda källor [Pedagogical gymnastics I: notes from different sources]. Stockholm, Sweden: Palmquist AB.
14. Falk, E. (1913). Gymnastikfrågan vid Stockholms folkskolor [The question of pedagogical gymnastics in Stockholm’s elementary schools]. Stockholm, Sweden: Palmquists AB.
15. Fernandez, I. L. (2009). The social, political and economic contetxs to the evolution of Spanish physical educationalists (1874–1992). International Journal of History in Sport, 26(11), 1630–1658.
16. Folkhälsoinsititutet. (2011). Barns och ungas hälsa. Kunskapsunderlag för Folkhälsopolitisk rapport [Health of children and young people: A knowledge base for public health policy report] (Delrapport: R 2011:14). Östersund, Sweden: Folkhälsoinsititutet.
17. Forsman, C., & Moberg, K. (1990). Rytmikens inträde i den svenska gymnastiken [The introduction of rhythmics in Swedish gymnastics]. Idrottslärarlinjen 1990:6 [Physical education teacher program 1990:6]. Stockholm, Sweden: Gymnastik- och idrottshögskolan.
18. Gard, M., & Wright, J. (2001). Managing uncertainty. Obesity discourse and physical education in a risk society. Studies in Philosophy and Education, 20(6), 535–549.
19. Gard, M., & Wright, J. (2006). The obesity crises. London, England: Routledge.
20. Green, K. (2008). Understanding physical education. London, England: Sage.
21. Hardman, K., & Green, K. (2011). Contemporary issues in physical education. Maidenhead, England: Meyer & Meyer Sport.
22. Idrottshögskolan, Lärarutbildningsnämnden. (2002). Kursplan för “Hälsa och miljö I, 5 p”, fastställd 2002-06-14 [Curriculum for Health and Environment I, 5 credits, determined in 2002-06-14]. Stockholm, Sweden: Idrottshögskolan.
23. Idrottshögskolan, Lärarutbildningsnämnden. (2003). Kursplan för “Hälsa och miljö II, 5 p”, fastställd 2003-03-26 [Curriculum for Health and Environment II, 5 credits, determined in 2003-03-26]. Stockholm, Sweden: Idrottshögskolan.
24. Kirk, D. (2010). Physical education futures. London, England: Routledge.
25. Kirk, D., & Macdonald, D. (2001). The social construction of PETE in higher education: Towards a research agenda. Quest, 53, 440–556.
26. Kirk, D., Macdonald, D., & Tinning, R. (1997). The social construction of pedagogic discourse in physical education teacher education in Australia. Curriculum Studies, 8(2), 271–298.
27. Korsgaard, O. (1989). Fighting for life: From Ling and Grundtvig to Nordic visions of body culture. Scandinavian Journal of Sports Sciences, 11(1), 3–7.
28. Laine, L. (1989). In search of a physical culture for women – Women’s movement and culture in everyday life; Elli Björstén’s heritage today. Scandinavian Journal of Sports Sciences, 11(1), 15–27.
29. Lindhard, J. (1926). Über den Einfluss einiger gymnastischen Stellungen auf den Brustkast [On the effect of some gymnastic positions on the thorax]. Skandinavische Archiv für Physiologie, 47, 188–261.
30. Lindroth, J. (1993/1994). The history of Ling gymnastics in Sweden. A research study. Stadion, 19/20, 164–177.
31. Lindroth, J. (2004). Ling – från storhet till upplösning i svensk gymnastikhistoria 1800–1950 [Ling – from grandness to decline in Swedish history of gymnastics]. Eslöv, Sweden: Brutus Östlings bokförlag Symposion.
32. Ling, P. H. (1979). Gymnastikens allmänna grunder [The general foundation of gymnastics] (Facsimile ed.). Stockholm, Sweden: Svenska Gymnastikförbundet. (Original work published 1840)
33. Ljunggren, J. (2000). The masculine road through modernity: Ling gymnastics and male socialisation in nineteenth-century Sweden. In A. Mangan (Ed.), Making European masculinities: Sport, Europe, gender. European Sports History Review, 2, 86–111.
34. Lundquist Wanneberg, P. (2004). Kroppens medborgarfostran. Kropp, klass och genus i skolans fysiska fostran 1919–1962 [The schooling of the body. Body, class and gender] (Doctoral dissertation). Stockholm, Sweden, Stockholm University.
35. Lundvall, S., & Meckbach, J. (2003). Ett ämne i rörelse – gymnastik för kvinnor och män i lärarutbildningen vid Gymnastiska Centralinstitutet/Gymnastik- och idrottshögskolan under åren 1944–1992 [A subject in motion – gymnastics in the PETE program at the Royal Central Institute of Gymnastics/GIH during the period 1944–1992] (Doctoral dissertation). Stockholm University, Stockholm, Sweden.
36. Lundvall, S., & Meckbach, J. (2008). Mind the gap – Physical education and health and the frame factor theory as a tool for analysing educational settings. Physical Education and Sports Pedagogy, 13(4), 345–364.
37. Lundvall, S., & Meckbach, J. (2012). Från gymnastikdirektör till lärare i idrott och hälsa. In H. Larsson & J. Meckbach (Eds), Idrottsdidaktiska utmaningar [Didactic challenges in sports pedagogy] (pp. 250–265). Stockholm, Sweden: Liber Förlag.
38. Macdonald, D., & Hay, P. (2010). Evidence for the social construction of ability in physical education. Sport, Education and Society, 15(1), 1–18.
39. Mangan, J. A. (1981a). Athleticism in Victorian and Edwardian public schools. Cambridge, England: Cambridge University Press.
40. Mangan, J. A. (1981b). Social Darwinism, sport and English upper class education. Stadion, 7(1), 93–116.
41. McKenna, J., & Riddoch, C. (2003). Perspectives on health and exercise. New York, NY: Palgrave.
42. McKenzie, T. L., Alcaraz, J. E., Sallis, J. F., & Faucette, F. N. (1998). Effects on of a physical education program on childrens’ manipulative skills. Journal of Teaching in Physical Education, 17, 327–341.
43. Morgan, J. M. (2006). Philosophy and physical education. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook in physical education (pp. 97–108). London, England: Sage.
44. Morgan, R. E., & Adamson, G. T. (1961). Circuit training (2nd ed.). London, England: Bell.
45. Morgan, W. P. (2000). Prescription of physical activity: A paradigm shift. Quest, 53, 366–382.
46. O’Sullivan, M., Bush, K., & Gehring, M. (2002). Gender equity and physical education: A USA perspective. In D. Penney (Ed.), Gender and physical education: Contemporary issues and future directions (pp. 163–189). London, England: Routledge.
47. Palmblad, E., & Eriksson, B. E. (1995). Kropp och politik: Hälsoupplysningen som samhällspegel från 30-tal till 90-tal [Body and politics: The health enlightenment from the 1930s to the 1990s as a mirror of society]. Stockholm, Sweden: Carlssons.
48. Pfister, G. (2003). Cultural confrontations: German Turnen, Swedish gymnastics and English sport – European diversity in physical activities from a historical perspective. Culture, Sport, Society, 6(1), 61–91.
49. Pühse, U., & Gerber, M. (2005). International comparison of physical education: Concepts, problems, prospects. Aachen, Germany: Mayer & Mayer.
50. Quennerstedt, M., Öhman, M., & Ericson, C. (2008). Physical education in Sweden: A national evaluation. Education-line. Retrieved from htt://www.leeds.ac.uk/educol/documents/
51. Sandblad, H. (1985). Olympia och Valhalla: Idéhistoriska aspekter av den moderna idrottsrörelsens framväxt. Stockholm: Almkvist och Wicksell.
52. Sandell, K., & Sörlin, S. (2008). Friluftshistoria: Från ”härdande friluftsliv” till ekoturism och miljöpedagogi [The history of outdoor life: From ‘strengthening outdoor life’ to eco tourism and environmental pedagogy]. Stockholm, Sweden: Carlssons.
53. Schantz, P. (2002, September). Environment, sustainability and the agenda for physical education. International Council of Sport Science and Physical Education (ICSSPE) Bulletin, 36, 8–9.
54. Schantz, P. (2006). Rörelse, hälsa och miljö: Utmaningar i en ny tid [Movement, health and environment – challenges in a new time]. Svensk Idrottsforskning, 3, 4–7.
55. Schantz, P. (2009). Om Lindhardskolan och dess betydelse i ett svensk perspektiv [The Lindhard school and its influence from a Swedish perspective]. In A. Lykke Poulsen, E. Trangbæck,
56. K. Jørgensen, & N. Nordsborg (Eds.), Forskning i bevaegelse: Et nytt forskningsfelt I et 100-årigt perspektiv [Research in human movement: A new research field in a 100-year perspective] (pp. 137–167). Köpenhamn, Denmark: Museum Tusculanums Forlag, Köpenhamns Universitet.
57. Schantz, P., & Lundvall, S. (forthcoming). Changing perspectives on physical education in Sweden: Implementing dimensions of public health and sustainable development. In M.- K. Chin & C. R. Edginton (Eds.), Physical education and health: Global perspectives and best practice. Urbana, IL: Sagamore.
58. Schantz, P. G., & Nilsson, J. (1990). Skolans kroppsövningar i obalans: Tillför en konstnärlig dimension [Imbalance in the school’s physical exercises – add an artistic dimension]. Tidskrift i Gymnastik, 6, 10–17.
59. Siedentop, D. L. (2009). National plan for physical activity: Educational sector. Journal of Physical Activity and Health, 6(2), 168–180.
60. Skolinspektionen. (2010). Mycket idrott och lite hälsa. Skolinspektionens rapport från den flygande tillsynen i idrott och hälsa [Lot of sports and little health. Report from the flying inspection of the Swedish Schools Inspectorate] (Report 2010:2037). Stockholm, Sweden: The Swedish Schools Inspectorate.
61. Smith, A., & Biddle, S. (2008). Youth physical activity and sedentary behavior challenges and solutions. Champaign, IL: Human Kinetics.
62. Söderberg, B. (1996). P.H. Ling i gungning. En strid på 1940-talet om Linggymnastikens förflutna [P.H. Ling under attack. A battle during the 1940s concerning the past of Ling gymnastics]. In J. Lindroth, Idrott, Historia och Samhälle, Svenska Idrottshistoriska föreningens årsskrift [The annual publication of the Swedish Sports History Association]. SVIF-Nytt, 4, 100–117.
63. Thedin Jakobsson, B. (in press). What makes teenagers continue? A salutogenic approach to understanding youth participation in Swedish club sports. Physical Education and Sport Pedagogy.
64. Tinning, R. (2010). Pedagogy and human movement: Theory, practice and research. London, England: Routledge.
65. Tolgfors, B. (1979). Historik över GIH-utbildningarnas historia under senaste 50-årsperioden [History of GIH – the Swedish School of Sport and Health Sciences’ educational programs during the last 50-year period]. Tidskrift i Gymnastik, 9, 323–330.
66. Trost, S. (2006). Public health and physical education. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook in physical education. London, England: Sage.
67. U.S. Department of Health and Human Services. (1996). Physical activity and health. A report of the Surgeon General (Executive summary). Washington, DC: Author.
68. World Health Organization. (2002). How much physical activity needed to improve and maintain health? Retrieved from www.who.int/hpr/physactiv/pa.hoe.much.html/
69. Wright, J. (1996). Mapping discourses of physical education: Articulating a female tradition. Journal of Curriculum Studies, 28(3), 331–351.
70. Wright, J., & Macdonald, D. (2011). Young people, physical activity and the everyday. London, England: Routledge.

2014-01-27T19:05:47-06:00January 27th, 2014|Contemporary Sports Issues, General, Sports Exercise Science, Sports Studies and Sports Psychology, Women and Sports|Comments Off on Physical Activities and Their Relation to Physical Education: A 200-Year Perspective and Future Challenges

An Analysis of Weight Management and Motivation of Former and Present High School and College Football Players

 

ABSTRACT

The purpose of this study was to analyze the weight management practices and motivational orientation for participating in the sport of football from former and present high school and college aged football players. The study included an in-depth analysis of the practices of offensive and defensive linemen, because of the likelihood of these individuals having the most abnormal eating practices. The researcher also attempted to determine if there was a significant relationship between the eating patterns of all the players and their motivation to participate in football. The sample for the study consisted of former and present football players (N = 387) from three target populations: high school, college, and former players. The study was conducted over a period of 30 days in the month of June 2011. Surveys were returned at a rate of 95%. The results indicated differences in eating pattern and motivation among the four groups: former players, college players, high school players, and offensive and defensive linemen. Offensive and defensive linemen did not differ from other players on any of the motivation scales. The results also revealed correlations among the eating pattern and sport motivation scales.

Introduction

The research concerning weight management and motivation of former and present high school and college football players is a worthy subject for extensive research analysis. A 2003 study, conducted at the University of North Carolina, found that professional football players have a 52% greater risk of dying of heart disease than the general American population (7); it was noted that offensive and defensive linemen are three times more likely to die from heart disease than teammates who play other positions. Hargrove (6) conducted a study investigating the death of former NFL players (N = 3,850) who had died since 1955. The study reported the following findings:

•The average weight of National Football League (NFL) players had grown10% since 1985.

•The average weight of offensive tackles, the heaviest football players, had increased from 281 pounds in 1985 to 318 pounds in 2005.

•Compared to Major League Baseball (MLB) players, the rate of death before the age of 50 for NFL players was double that of the MLB players.

When college football players’ weights were compared to a cross section of similarly aged males, overweight and obesity were more prevalent amongst players (13). The average varsity high school lineman is expected to gain more than 50 pounds in 3 years to compete on the collegiate level (3). The 300-pound lineman is now common at the high-school level (11). An analysis of a 1985 Indiana State high school football championship game found that 7 players weighed more than 250 pounds; in a follow-up study in 2004, 50 players weighed more than 250 pounds, representing an increase of 43 players (16).

Weight Management

The National Strength and Conditioning Association (12) reported that football players need to increase the number of calories they eat a day to gain muscular mass, aiming for 18 to 20 times their maintenance calorie intake. To increase power and to fuel muscles football players often engage in binge eating behaviors. Binge eating disorder (BED) is exhibited through frequent binge eating episodes, combined with impaired control over eating, followed by remorse about the binge eating episodes within a 2-hour period (1). BED eventually leads to obesity and visceral abdominal fat, which is an essential factor to examine in football players because of its relation to metabolic syndrome, sleep apnea and high blood pressure (5).

Jonnalagadda, Rosenbloom, and Skinner (10) conducted a study to investigate the eating practices, attitudes, and physiology of 31 Division I college freshman football players. Results from the study revealed that players ate 3.6 times per day and ate out 4.8 times per week. Fast food was the most popular choice for eating out (55%). In a study on the prevalence of metabolic syndrome of 69 Division I college football players, the mean BMI of offensive and defensive linemen was categorized as obese, with a significant amount of fat in the abdominal area (13).

Motivation

Researchers have asserted that family members encourage athletes to perform well more than coaches do (2). Thompson and Sherman (21) stated that coaching style along with positive feedback can play a significant role in a player’s weight management practices and motivation player’s weight management behaviors and self-perception. Pressures from teammates, either real or imagined, can cause an athlete to accept the notion that extreme weight management practices as necessary to participate in the sport (41).

The self-determination theory (SDT) is a general theory for assessing an individual’s personality and motivational orientation. The objective of the SDT is to determine if an individual’s motivational behavior is non self-determined or self-determined (4). Non self-determined behavior is behavior that is controlled by external factors in which the individual experiences an obligation to behave in a specific way and feels controlled by a reward or by constraints (10). Self-determined behavior is described as an individual’s understanding and fulfillment of his or her needs by being able to make psychologically free choices (10).

Ryan (38) examined the effects of scholarship on a variety of male and female, scholarship and non scholarship athletes. Results indicated that scholarship football players had lower levels of IM than non scholarship athletes. Conversely, male wrestlers and female athletes on scholarship reported higher IM than non scholarship athletes. Sloan and Wiggins (39)conducted a study using the SMS to assess the motivational differences between61 college football players and 60 professional football players. Results revealed that, overall, players scored higher on IM subscales than on EM subscales (39). Professional football players scored higher on IM subscales than college players (39).

The purpose of this study was to analyze the weight management practices and motivational orientation for participating in the sport of football from former and present high school and college football players. The study included an in-depth analysis of the practices of offensive and defensive linemen, because of the likelihood of these individuals having the most abnormal eating practices. The researcher also attempted to determine if there was a significant relationship between the eating patterns of all the players and their motivation to participate in football.

Methods

Selection of Participants

Participants were selected from a convenience sample of 387 former and present football players. Emphasis was placed on the participation of offensive and defensive linemen because they were more likely to have the most extreme eating behaviors.

Instrumentation

The Yale Eating Pattern Questionnaire (YEPQ) is designed to diagnose a wide variety of eating behaviors of nonclinical populations (23). The scale consists of eight subscales: (a) uninhibited, (b) over snacking, (c) bingeing, (d)dieting, (e) satiation–full, (f) satiation–nausea, (g)satiation– guilty, (h) attributions to physical and emotional causes of weight problems. For the purpose of this study the uninhibited, over snacking,and bingeing scales were used to assess football player eating behaviors.

The Sport Motivation Scale Revised (SMSR) consists of six, 3-item subscales that measure three types of motivation: Intrinsic Motivation (IM), External Motivation, and A motivation (AMO) The IM subscale identifies athletes who practice sport to experience personal pleasure. The scale identifies EM-athletes who participate in sport for external purpose such as a prize (17). AMO identifies athletes who do not know why they practice, sport (17).

Procedures

The researcher obtained permission to conduct the study through a local university’s Institutional Review Board. Upon confirmation the researcher made initial contact with football camp administrators at the college and high school age level to explain the nature of the research and to obtain permission to administer the survey to players. Former football players were contacted by the researcher via telephone to explain the nature of the study and to answer any questions about consent.

Statistical Analysis of Data

Data for this study were analyzed using the Statistical Package for the Social Sciences software program (SPSS) version 17.0. (IBM, Chicago, IL). An alpha level of .05 was used for all statistical analyses. Demographic profile was analyzed through the use of descriptive statistics. The research design included three analyses. A Multivariate Analysis of Variance (MANOVA) was performed with the three eating habits scales from the YEPQ as the dependent variables and player group (high school, college, and former) and position group (linemen versus others) as the independent variables. To follow up a statistically significant main effect for player groups, three one-way Analysis of Variance (ANOVA) were performed (one for each eating habits scale) to determine where the differences between the player groups occurred. A follow-up honest significance test, Tukey’s honestly significant difference (THSD),was used to find which means were significantly different from one another.

MANOVA was used to analyze the differences in motivational orientation among the groups (types of football players and player positions). To follow up a statistically significant main effect for player group, six one-way ANOVAs were conducted: one for each of the six sports motivation dependent variables. These analyses were performed to determine which of the six dependent variables differed as a function of player group. A follow-up THSD was used to find which means were significantly different from one another. Pearson product-moment correlation coefficients were calculated to investigate the relationship between the YEPQ and SMSR subscale.

RESULTS

A total of 387 valid survey questionnaires were collected from former and present football players with a return rate of 95%. The study participants were equally distributed among the three player groups: 35.1% former players, 35.1%college players, and 29.7% high school players. Similarly, there were approximately equal numbers of offensive or defensive line players (50.6%) and players in other positions (49.4%). Most (69.3%) of the participants reported eating to maintain an ideal body weight for their position. The majority(73.4%) of participants also believed that unhealthy weight management practices pose a potential risk for football players. Most (72.9%) of the participants reported that receiving a scholarship or playing professional football was a career goal.

Coaches were the most likely individuals to influence a participant’s current weight management practices (47.3%), with parents and family also representing a significant influence (20.9%). Nearly all (85.3%) of the participants indicated that they would consider a weight management program after completing their football career, and very few (2.1%) had been diagnosed with an eating disorder.

Six of the scores in the SMSR scales had adequate reliability in this sample, whereas three did not. The internal consistency reliability coefficients for the intrinsic regulation (α = .74), extrinsic integrated regulation (α = .70), extrinsic identified regulation(α = .71), and a motivation (α = .72) scales from the SMSR were adequate, as were the reliability coefficients for the over snacking (α = .82) and bingeing (α = .81)scales from the YEPQ. The reliability coefficients for the extrinsic introjected regulation (α = .58) and extrinsic external regulation (α = .54) scales from the SMSR and the uninhibited scale (α = .48) from the YEPQ, however, were lower than the conventional criterion of .70. This finding represents a substantial limitation of this study, and the results related to these scales should be interpreted with caution.

DISCUSSION

Research Discussion One

The first research question asked if there were significant eating pattern differences among all groups of football players. The results indicate significant differences between high school, college, and former players on the eating pattern scales. High school players had higher scores on the uninhibited, over snacking, and bingeing scales than college and former players.The findings suggest that high school football players have more abnormaleating patterns than college and former football players. The findings support Henderson’s (8) examination of California’s Mater Dei high school football championship team in 2006; revealed that their starting offensive line outweighed the 1972 undefeated NFL Miami Dolphins’ Super Bowl championship team by 118 pound.

Descriptive statistics from this study’s demographic information sheet, support findings in the review of literature; statistics reveal that the coach (47.3%) was the most likely individual to influence players current weight management practices, followed by parents (20.9%). In relation, to parent and coach influence on high school football player’s weight management practices, peer pressure from teammates, either real or imagined,can cause athletes to accept the notion that extreme weight management practices as necessary to participate in the sport (21).

The findings also support body dissatisfaction research conducted by Pope(14). Adolescent males often feel pressure from social sources and the media to obtain the low body fat, “cut” or “ripped” muscular body (14). In relation, a significant amount of players from this study (69.3%)reported that they eat to maintain an ideal body weight for their position in football. In this case, high school football players eating patterns may express their desire to obtain the perceived prototype body they see in the media of football players.

Research Discussion Two

The second research question asked if there were significant eating pattern differences between all offensive or defensive linemen and other team players.Offensive and defensive linemen had lower scores on the uninhibited and bingeing scales compared to other players. The results indicate that smaller players who play positions other than offensive or defensive lineman have more abnormal eating patterns. The findings of the research support research conducted by Pope (15) on muscle dysmorphia. Males with muscle dysmorphia are obsessed with the idea that they are not muscular enough and see themselves as”skinny” or “too small” (15). In this case, smaller players who play position other than offensive/defensive line could be emulating perceived eating patterns of offensive/defensive linemen; in an attempt to obtain the prototype body to participate in football.

Research Discussion Three

Research question three asked if there were significant intrinsic or extrinsic motivational differences among all football players. High school and college players scored higher on the EM-introjected regulation and EM-external regulation scale than former players. The findings suggest that football players at the high school and college level have more non self-determined motivation than former players. The findings support research conducted by Hyman (9) on external influence student football players’ encounter in their participation in football. The findings are also supported by statistics in the demographic information sheet which show a large majority of players(72.9%) who reported that receiving a scholarship or playing professional football was a career goal.

A significant finding in the research was that college football players had higher mean scores on the EM-identified regulation, EM-integrated, and the IM-regulation scale than former and high school players. The finding suggests that college football players have more self-determined motivation than former and high school players. The findings are classic and supports Ryan’s(18) SDT which states, that intrinsic motivation can be improved with the introduction of performance-contingent rewards.

Research Discussion Four

The fourth research question asked if there were significant intrinsic or extrinsic motivational difference between all offensive and defensive linemen and other team players. The results indicate that offensive and defensive linemen did not differ from other players on any of the sports motivation scales. The findings suggest offensive/defensive linemen motivation to participate in football is no different in comparison to other team players. In this case, it was the researcher’s hypothesis that offensive/defensive linemen motivation to participate in football would be more non self-determined because they are routinely the heaviest players on a team. The results did not support the researcher’s hypothesis.

Research Discussion Five and Six

The fifth and sixth research questions asked if there was a significant correlation between eating patterns and motivation among all football players and if there was a significant correlation between extrinsic motivation and binge eating patterns among all football players. The results showed that there were significant correlations among the eating patterns and motivation scales.

Players with high scores on the YEPQ: uninhibited, overeating, and bingeing scale also had higher scores on the SMSR: EM-introjected regulation,EM-external regulation, AMO scales. The findings suggest that football players,who participate in football for non-self-determined reasons— to avoid criticism, to win a prize, or for no good reason, are also prone to abnormal eating patterns. Players with high scores on the YEPQ: bingeing scale and overeating scale tended to have lower scores on the SMSR: IM-regulation, EM-integrated regulation, and EM-identified regulation scales. The findings suggest that football players, who participate in football for self-determined reasons-to obtain personal goals, because its apart of you, to experience pleasure, do not show signs of abnormal eating patterns. In this sense performance contingent rewards in the form of food, can be introduced, for consistently adhering to the leisure activity or weight management plan.

CONCLUSION

The results indicate that there were significant eating pattern differences among the four independent groups. The results indicate that high school players had higher scores on the uninhibited, over snacking, and bingeing scales than did former players. College players-scores on all three scales were between high school and former players. Former players-had lower score on all three scales. The results also revealed that offensive/defensive linemen had lower mean scores on the uninhibited and bingeing scale compared to other player groups. Results indicate that high school and college players had higher scores on the EM-external regulation scale than former players. College players had higher IM-regulation, EM-identified regulation mean scores than high school and former players. Former players had lower EM-introjected regulation scores than high school and college players. Offensive and defensive linemen did not differ from other players on any of the sport motivation scales.

To investigate if there were correlations among the eating pattern and motivation scales, results revealed that individuals with higher scores on the uninhibited scale from the YEPQ tended to have higher scores on the SMSR, EM-introjected regulation, EM-external regulation, and the A motivation scale.Participants with higher on the over snacking scale tended to have lower scores on the IM-regulation, EM-integrated regulation, and EM-identified regulation,and higher scores on the EM-external regulation and A motivation scales.Participants with higher scores on the bingeing scale tended to have lower IM-regulation scores and higher EM- introjected regulation, EM-external regulation, and A motivation scores. A limitation is that this was a convenience sample and may not be representative of all players or former players.

APPLICATIONS IN SPORT

Because the coach was reported to have the most influence on players’weight management practices (47.3%); and players reported eating to maintain an ideal body weight for their position (69.3%); and because nearly all participants (85.3%) reported they would consider a reconditioning plan after their playing career is over; future research could investigate the role coaches can play in the establishment of reconditioning plans once a player’s football career ends. Future research also could focus on making players aware that BED is a diagnosed eating disorder.

Tables

Table 4.2. Descriptive Statistics for Demographic and Background Characteristics (N = 387)

Variable Frequency Percentage
Player group    
High school player 115 29.7
College player 136 35.1
Former player 136 35.1
     
Position group    
Not offensive or defensive line 191 49.4
Offensive or defensive line 196 50.6
     
Ethnicity    
African American 289 74.7
Caucasian 74 19.1
Hispanic 10 2.6
Other 14 3.6
     
Do you eat to maintain an ideal body weight for your position?
Yes 268 69.3
No 107 27.6
Missing 12 3.1
     
Do you feel that unhealthy weight management practices are a potential health risk for football players?
Yes 284 73.4
No 95 24.5
Missing 8 2.1
     
Do you have hereditary health issues that contribute to weight gain?
Yes 44 11.4
No 339 87.6
Missing 4 1.0
     
Is earning a scholarship or playing professional football a career goal?
Yes 282 72.9
No 99 25.6
Missing 6 1.6
     
The individual who has influenced your current weight management practices the most:
Teammates 16 4.1
Peers 26 6.7
Parents/Family 81 20.9
Coach 183 47.3
Nobody 77 19.9
Missing 4 1.0
     
Would you consider a weight management program after you football career?
Yes 330 85.3
No 43 11.1
Missing 14 3.6
     
Have you ever been diagnosed with an eating disorder?
Yes 8 2.1
No 373 96.4
Missing 6 1.6
     
Height in inches 71.44 3.36
     
Age in years 25.05 10.49
     
Weight in pounds 214.63 48.31

Table 4.3. Descriptive Statistics for Composite Scores (N = 387)

Variable Items Min. Max. M SD α
Sports Motivation (SMSR)            
Intrinsic regulation 3 1.33 7.00 5.53 1.30 .74
Extrinsic integrated regulation 3 1.00 7.00 5.34 1.29 .70
Extrinsic identified regulation 3 1.33 7.00 5.49 1.28 .71
             
Sports Motivation (SMSR)            
Extrinsic introjected regulation 3 1.00 7.00 4.24 1.53 .58
Extrinsic external regulation 3 1.00 7.00 3.20 1.52 .54
Amotivation 3 1.00 6.67 2.17 1.37 .72
             
Eating Patterns (YEPQ)            
Uninhibited 9 1.44 4.89 2.90 .52 .48
Oversnacking 12 1.17 5.00 2.74 .67 .82
Bingeing 13 1.00 4.54 2.61 .68 .81

Table 4.4. Descriptive Statistics for Eating Patterns Composite Scores as a Function of Player Group and Position Group (N = 387)

Variable High school College Former
  M SD M SD M SD
Uninhibited            
Other than linemen 3.09 .56 3.01 .55 2.83 .54
Linemen 2.87 .46 2.86 .51 2.76 .46
             
Oversnacking            
Other than linemen 2.99 .73 2.82 .69 2.48 .64
Linemen 2.84 .65 2.63 .58 2.68 .62
             
Bingeing            
Other than linemen 2.93 .79 2.65 .69 2.48 .58
Linemen 2.60 .77 2.51 .61 2.52 .56

Table 4.5 Results from ANOVAs for the Eating Habits Dependent Variables (N = 387)

Effect Sum of
squares
df Mean
squares
F p
           
Between groups 2.56 2 1.28 4.77 .009
Within groups 103.05 384 .27    
Total 105.61 386      
           
Oversnacking          
Between groups 6.83 2 3.42 7.98 < .001
Within groups 164.39 384 .43    
Total 171.22 386      
           
Bingeing          
Between groups 4.61 2 2.30 5.12 < .001
Within groups 172.70 384 .45    
Total 177.30 386      

Table 4.6. Descriptive Statistics for Sports Motivation Composite Scores as a Function of Player Group and Position Group (N = 387)

Variable High school College Former
  M SD M SD M SD
Intrinsic regulation            
Other than linemen 5.41 1.36 5.72 1.15 5.23 1.50
Linemen 5.51 1.25 5.88 1.24 5.41 1.24
Extrinsic integrated regulation            
Other than linemen 5.29 1.14 5.39 1.18 5.14 1.47
Linemen 5.22 1.29 5.51 1.26 5.44 1.37
Extrinsic identified regulation            
Other than linemen 5.21 1.32 5.67 1.09 5.08 1.71
Linemen 5.47 1.09 5.84 1.03 5.59 1.22
Extrinsic introjected regulation            
Other than linemen 4.49 1.41 4.45 1.41 3.80 1.57
Linemen 4.23 1.67 4.65 1.65 3.85 1.35
Extrinsic External Regulation
Other than linemen
 
 
3.60
 
 
1.48
 
 
3.60
 
 
1.44
 
 
    
2.40
 
 
1.34
Linemen 3.54 1.55 3.30 1.61 2.84 1.35
Amotivation            
Other than linemen 2.44 1.50 2.19 1.47 2.18 1.31
Linemen 2.39 1.55 2.06 1.34 1.86 1.02

Table 4.7. Results from ANOVAs for the Sports Participation Dependent Variables (N = 387)

Effect Sum of squares df Mean squares F p
Intrinsic regulation          
Between groups 15.56 2 7.78 4.71 .010
Within groups 634.38 384 1.65    
Total 649.94 386      
Extrinsic integrated regulation          
Between groups 2.58 2 1.29 .77 .462
Within groups 639.48 384 1.67    
Total 642.06 386      
Extrinsic identified regulation          
Between groups 14.11 2 7.06 4.41 .013
Within groups 613.88 384 1.60    
Total 628.00 386      
Extrinsic Introjected Regulation          
Between groups 37.57 2 18.78 8.31 < .001
Within groups 867.61 384 2.26    
Total 905.18 386      
Extrinsic External Regulation          
Between groups 67.57 2 33.78 15.79 < .001
Within groups 821.45 384 2.14    
Total 889.01 386      
Amotivation          
Between groups 10.80 2 5.40 2.91 .055
Within groups 711.75 384 1.85    
Total 722.55 386      

Table 4.8. Correlations Among Composite Scores (N = 387)

Variable 1. 2. 3. 4. 5. 6. 7. 8. 9.
Sports motivation (SMSR)                  
1. Intrinsic regulation 1.00                
2. Extrinsic integrated regulation .67*** 1.00              
3. Extrinsic identified regulation .73*** .73*** 1.00            
4. Extrinsic introjected Regulation .47*** .44*** .44*** 1.00          
5. Extrinsic external regulation .09 .11* .15** .46*** 1.00        
6. Amotivation -.29*** -.33*** -.30*** .07 .39*** 1.00      
Eating Patterns (YEPQ)                  
7. Uninhibited .01 .00 -.01 .21*** .23*** .13* 1.00    
8. Oversnacking -.13* -.10* -.10* .06 .29*** .24*** .60** 1.00  
9. Bingeing -.11* -.06 -.09 .13* .25*** .24*** .58** .75*** 1.00

*p < .05, **p < .01, ***p < .001

REFERENCES

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC.

Brustad, R. J. (1988). Affective outcomes in competitive youth sport: The influence of interpersonal and socialization factors. Journal of Sport& Exercise Psychology, 10, 307-321.

Colaianni, R. (2005, December 1). Pounds of performance. The University Daily Kansan, Retrieved fromhttp://www.kansan.com/news/2005/dec/01/sp_football_health/

Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.

George C. F., Kab V., & Levy A. M., (2003). Increased prevalence of sleep-disordered breathing among professional football players. New England Journal of Medicine. 348, 367-368.

Hargrove, T. (2006). Heavy NFL players twice as likely to die before 50. Scripps Howard News Service. Retrieved from http://sports.espn.go.com/nfl/news/story?id=2313476

Harp, J., & Hecht L. (2005). Obesity in the NFL. The Journal of the American Medical Association, 293, 2999-3002.

Henderson, M. (2006). Carrying a hefty amount of risk: Large young athletes face obesity problems after playing days end. The Los Angeles Times,p. A-25.

Hyman, M., (2009). The kids are n’t alright: They’re getting hurt more than ever, often because parents push them too hard. Sports Illustrated, 110(15), 4.

Jonnalagadda, S. S., Rosenbloom R., & Skinner, R. (2001). Dietary practices, attitudes, and physiological status of collegiate freshman football players. Journal of Strength and Conditioning,15, 507-513.

Mathews, M., & Wagner, D. (2008). Overweight and obesity among youth participants in American Football. Journal of American College Health,151(4), 378-382.

National Strength and Conditioning Association. (2011). NSCA sports nutrition education program, sponsored by EAS. Retrieved from: http://athletics.macalester.edu/custompages/Deno_Videos/nutrition nutrition_for_strength_and_power_athletes.pdf

Noel, M. B., Vanheest, J. L., Zanetas P., & Rogers, C. D. (2003). Body composition in Division I A football players. Journal of Strength and Conditioning, 17, 228-237.

Pope, H. G. Jr., Gruber, A. J., Choi, P., Olivardia, R., & Phillips, K.A. (1997). Muscle dysmorphia: An under recognized form of body dysmorphic disorder. Psychosomatics, 38, 548-557.

Pope, H. G., Phillips, K. A., & Olivardia, R. (2000). The Adoniscomplex: The secret crisis of male body obsession. American Journal of Psychiatry, 158, 1947-1948.

Pytel, B. (2008). Obese HS football players: High school linemen are far too heavy. Educational Issues. 4(23), 5-6.

Rocchi, M., Pelletier, L., Vallerand, R., Deci, E., & Ryan, R. (2007). Validation of the Revised Sport Motivation Scale. Psychology of Sport and Exercise, 14(3), 329-341.

Ryan, E. D. (1977). Attribution, intrinsic motivation, and athletics. In L.I. Gedvilas & M. E. Kneer (Eds.), National College Physical Education Association for Men/National Association for Physical Education of College Women. Champaign, IL: Human Kinetics.

Ryan, E. D. (1980). Attribution, intrinsic motivation, and athletics: A replication and extension. In C. H. Nadeau, W. R. Halliwell, K. M. Newell,& G. C. Roberts (Eds.), Psychology of Motor Behavior and Sport(pp. 19-26). Champaign, IL: Human Kinetics.

Sloan, R. B., & Wiggins, M. S. (2001). Motivational differences between American collegiate and professional football players. International Sports Journal, 5(1), 17-24.

Thompson, R., & Sherman, R. (1999). “Good” athlete traits and characteristics of anorexia nervosa: Are they similar? Eating Disorders: The Journal of Treatment & Prevention, 7(3), 181-190.

 

2016-10-21T08:35:51-05:00May 16th, 2013|Contemporary Sports Issues, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on An Analysis of Weight Management and Motivation of Former and Present High School and College Football Players
Go to Top