Living and Learning

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Ezzeldin R. Aly, Associate Professor, Health, Physical Education and Recreation, Florida A & M University, Florida, United States
Luisa Turbino Torres, Assistant Professor, Center for Women, Gender, and Sexualities Studies, Florida Atlantic University, Florida, United States

Movement and Sports Based Education Empowering Socioemotional Learning when Partnering with Aboriginal and Torres Strait Islander Children View Digital Media

Paper Presentation in a Themed Session
Emily Hall,  Murray Phillips,  Keane Wheeler,  Anita Lee Hong  

Health inequities reinforce intergenerational trauma and poor health for Aboriginal and Torres Strait Islander children. These poorly understood health inequities lead to teaching practices that fail to meet the needs of Aboriginal and Torres Strait Islander children. Targeted socio-emotional learning (SEL) has been shown to empower children through school preparedness, promoting prosocial behaviour, building identity, and developing self-confidence. New research, untested with Aboriginal and Torres Strait Islander peoples, highlights that movement-based educational practices can better facilitate SEL in the fight against health inequities. The current research will link the use of movement-based education practices and subsequent sports participation to the development of SEL. The inclusion of this pedagogical practice will target outcomes of long-term SEL benefits as well as enhance physical health outcomes. The aim of the current research is to investigate the importance of Educators utilising movement-based methods of teaching for Aboriginal and Torres Strait Islander children. Utilising Indigenist Research Methodology this study will uptake Dadirri (deep listening) and Ganma (Knowledge Sharing) ensuring voices of the Yarrabah community are privileged and empowered. This involves community co-design, delivery and evaluation of a movement-based program aiming to improve SEL and physical literacy, overall impacting health equity outcomes for Aboriginal and Torres Strait Islander children. This innovative work seeks to link between movement-based learning and SEL for Aboriginal and Torres Strait Islander children. This pedagogical style is investigated to determine a positive impact on health and wellbeing through physical literacy programs that develop SEL skills.

From Sport Science to Sport Coaching Bachelor Degrees: Examining the International Context View Digital Media

Paper Presentation in a Themed Session
Ana Santos  

The International Council for Coaching Excellence recently presented a position statement recognizing the professionalization of sport coaching as a global process. In this sense, tertiary education sector is presumed to be engaged in the education of coaches as well as in the production of an evidence-based knowledge foundation. Considering the scenario, the objective of this study is to investigate the specific characteristics of sport science current curriculum in Higher-Education Institutions. The method used was the content analysis. It was included institutions which presented the curriculum available in English in their official website were considered. Grounded on the inclusion criteria, the sample covered 39 universities in Oceania (n=5), Asia (n=6), Europe (n=8), and Americas (n=20). The curriculum of the high-quality universities were verified to detect which of them have sports disciplines as a curricular component in undergraduate courses in sport science. Additionally, disciplines that contained the term ‘sport’ or ‘sports’ in the title were identified. Taking into account the Summer and Winter Olympic sports, 32 sports are not included in any curriculum. The second category of disciplines was established from disciplines that had the words' sport or sports in the title. After excluding repeated titles, 386 disciplines were identified. Apparently, the results from this study suggest that current higher-education sport science curriculum might be reconfigured to comply with the Sport Coaching Bachelor Degrees standards of the International Council for Coaching Excellence.

Featured An Ice Hockey-Based Linguistic Persona : Like a Lot of Hockey Players Say [ˈhɑ̞ki] View Digital Media

Paper Presentation in a Themed Session
Andrew Bray  

In this paper, I argue that American-born ice hockey players produce tokens of hockey with a vowel distinct from the Low Back vowels BOT and BOUGHT. This paper argues that players do not adhere to the expected categorization but rather have established a novel third vowel produced lower in the vowel space than either BOT or BOUGHT. This vowel, reserved only for hockey tokens, henceforth HOCKEY, functions as an emerging third-order index (Silverstein, 2003) of players’ speech and therefore is indicative of a hockey-based linguistic persona easily identifiable to others in the community. Data from 20 sociolinguistic interviews with players from the American Hockey League and ECHL are included in this analysis. Interviews were transcribed, aligned with corresponding WAV files, and then uploaded to the Dartmouth Linguistic Automation (Reddy and Stanford, 2015) for forced alignment and extraction of acoustic vowel data. Formant values, sound wave frequencies heightened by the positioning of the tongue, were measured at five percentages of duration. Data was Lobanov-normalized following the Nearey (1977) formula. Mean formant values for each player were calculated and MANOVA tests were used to establish Pillai scores measuring the degree of overlap between HOCKEY-BOT and BOT-BOUGHT. Lower Pillai scores were indicative of more merged vowels. The results demonstrated that these players produced a HOCKEY vowel either entirely distinct from, or minimally merged with BOT. I argue this HOCKEY vowel functions as an emerging third-order index of an American hockey-based persona due to its uniformity and multiple players’ metalinguistic knowledge of this variation.

Featured The Application of Media Technology and the Improvement of Physical Activities and Bilingual Interaction in Child-friendly Communities in Chinese Coastal Cities: From the Perspective of Glocalization

Paper Presentation in a Themed Session
Yanying Chen  

This study explores existing problems of public space in child-friendly communities, especially the space for for bilingual interaction and physical education, further to consider about how to learn from the experience of cities having been award the certificate of child-friendliness. This study has reviewed the physical, functional and neighborhood characteristics of four kinds of communities identified under the framework of ‘public relation-- neighborhood’. Meanwhile, this study has also reviewed the mode for constructing a ‘child-friendly community’ (Zhou, 2021) and ‘an ideal mode of supportive conditions for locally dependent groups, such as families with children and youth’ (Horelli, 2007). There are three existing problems in communities listed in the plan of developing ‘child-friendly city’ in China. Firstly, community with exploration and participatory culture simply provide public service for kids to passively immerse into education and physical activities. Secondly, communities with poor environmental conditions and low extent of media and technology in physical activities use cannot make citizens form the sense of community. Additionally, communities filled with commercial residential buildings and dissociated citizens lacks participatory culture and collective consensus. As a consequence, it is suggested to set up managerial staff and a community service team with study experience in USA, UK, Canada and Australia to change the status of children’s passive learning; secondly, to form the new pattern of co-governance by government and society and sharing benefits of multiple communities; lastly, to improve user experience of media technology and to construct integrating ecosystem of multiple media to achieve different regions globally.

Featured Asking Athletes - Exploring the Types of Questions Asked in Sports Press Conferences View Digital Media

Paper Presentation in a Themed Session
Vincent Peña  

Sports press conferences are an understudied site for exploring the relationship between sports journalists and athletes. This study seeks to create a typology for the types of questions sports journalists ask in U.S. college sports press conferences as well as explore the differences that exist in questions based on the athlete. This study focuses on four major college football programs and examines the pre- and post-game press conferences for each for an entire season. The study examines these press conferences (n=44) to identity and categorize the types of questions the sports journalists ask athletes. In addition to looking at question topic, this study also seeks to explore whether the type of questions asked differ for players based on race or position. This author coded the questions into broad categories based on the topic, which resulted in the development of 11 specific topics divided into three groups: questions concerning physical aspects of the sport, mental aspects of the sport, and a miscellaneous category for personal or otherwise off-topic questions not related to the sport. This study creates a typology for question topics in sports press conferences. The findings suggest that significant statistical differences exist between the types of questions journalists ask to college football players based on their race or position. This research extends previous scholarship on questioning practices in journalism by focusing on sports and exploring how journalists might ask different questions based on identity of the source.

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