ORCID Profile
0000-0002-7848-7088
Current Organisation
Western Sydney University
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Publisher: Informa UK Limited
Date: 02-04-2016
DOI: 10.1080/02701367.2016.1163978
Abstract: In this article, we draw on current research to explore notions of socially just health and physical education (HPE) programs, in light of claims that a neoliberal globalization promotes markets over the states and a new in idualism that privileges self-interest over the collective good. We also invite readers to consider the UN Educational, Scientific, and Cultural Organization's ambition for physical education in light of preliminary findings from an Australian-led research project exploring national and international patterns of outsourcing HPE curricula. Data were sourced from this international research project through a mixed-methods approach. Each external provider engaged in 4 phases of research activity: (a) Web audits, (b) interviews with external providers, (c) network diagrams, and (d) school partner interviews and observations. We then used these data to pose what we believe to be three emerging lines of inquiry and challenge for a socially just school HPE in neoliberal times. In particular, our data indicate that the marketization of school HPE is strengthening an emphasis on in idual responsibility for personal health, thereby elevating expectations that schools and teachers will "fill the welfare gap" and, finally, influencing the nature and purchase of educative HPE programs in schools. The apparent proliferation of external providers of health work and HPE resources and services reflects the rise and pervasiveness of neoliberalism in education. We conclude that this global HPE landscape warrants attention to investigate the extent to which external providers' resources are compatible with schooling's educative and inclusive mandates.
Publisher: Human Kinetics
Date: 2009
DOI: 10.1123/JTPE.28.1.75
Abstract: Much of physical education curriculum in the developed world and specifically in Australia tends to be guided in principle by syllabus documents that represent, in varying degrees, some form of government education priorities. Through the use of critical discourse analysis we analyze one such syllabus ex le (an official syllabus document of one of the Australian States) to explore the relationships between the emancipatory/social justice expectations presented in the rubric of and introduction to the official syllabus document, and the language details of learning outcomes that indicate how the expectations might be satisfied. Given the complexity and multilevel pathways of message systems/ideologies we question the efficacy of such documents oriented around social justice principles to genuinely deliver more radical agendas which promote social change and encourage a preparedness to engage in social action leading to a betterment of society.
Publisher: SAGE Publications
Date: 03-2013
DOI: 10.1260/1747-9541.8.1.139
Abstract: David Clutterbuck is a prolific writer on management and business, who is also a thought leader, advocate and visionary in mentoring. He has distinguished between the traditional US sponsorship-based model of mentoring which emphasizes the use of the mentor's power, influence and authority on behalf of a protégé and the European, development-based model of mentoring which emphasizes the mentor's experience and wisdom to enable the mentee to become self-reliant and to take ownership of their personal and professional development. In order to stimulate commentaries from his peers in the world of mentoring, as well as stakeholders of mentoring in the world of sport, this article presents selected aspects of Clutterbuck's work on mentoring, such as formal vs. informal mentoring, mentoring vs. coaching, conversation, goals, and trends. A theme that runs through the article is the influence of Peter Drucker on Clutterbuck.
Publisher: Informa UK Limited
Date: 22-03-2016
Publisher: Routledge
Date: 15-03-2012
Publisher: Informa UK Limited
Date: 25-10-2018
Publisher: Wiley
Date: 27-06-2015
DOI: 10.1002/BERJ.3197
Publisher: Informa UK Limited
Date: 08-2008
Publisher: Informa UK Limited
Date: 27-02-2020
Publisher: Informa UK Limited
Date: 2012
Publisher: Routledge
Date: 05-12-2015
Publisher: Informa UK Limited
Date: 10-1997
Publisher: Routledge
Date: 08-12-2016
Publisher: Informa UK Limited
Date: 24-08-2017
Publisher: Elsevier BV
Date: 2020
DOI: 10.1016/J.JNEB.2019.08.012
Abstract: This study examines how fathers negotiate the role of feeding with other family members, and how this both impacts and is shaped by the structure of mealtimes. Six separate focus groups. South East Queensland, Australia. Fathers (N = 27) of children aged ≤12 years employed in blue-collar occupations or service industries. Fathers' perceptions of their role in family feeding. Grounded theory. Two major themes were identified: (1) mealtime structure, reflecting various arrangements and management procedures that give ultimate shape to mealtimes and (2) ision of labor, reflecting the work required to bring about such arrangements and how this work is allocated. These themes were interrelated and harmonized to create family mealtimes. Fathers felt that labor was assigned pragmatically designated roles around feeding within the family facilitated structured mealtimes. Fathers' roles in balancing the labor and structured mealtimes to feed the family require further research attention, particularly across different family structures, to enhance their engagement in and contribution to the family meal environment. Offering cooking programs and meal planning education to fathers may support them in their different roles and enhance efficiency.
Publisher: Informa UK Limited
Date: 18-10-2014
Publisher: Informa UK Limited
Date: 22-12-2006
Publisher: Springer Science and Business Media LLC
Date: 18-08-2014
Publisher: Springer Science and Business Media LLC
Date: 11-07-2018
Publisher: Informa UK Limited
Date: 17-02-2023
Publisher: Routledge
Date: 04-01-2013
Publisher: Routledge
Date: 14-06-2012
Publisher: Informa UK Limited
Date: 05-2013
Publisher: Informa UK Limited
Date: 2013
Publisher: Informa UK Limited
Date: 27-07-2023
Publisher: Informa UK Limited
Date: 23-12-2018
Publisher: Informa UK Limited
Date: 15-02-2018
Publisher: Springer Science and Business Media LLC
Date: 11-2001
DOI: 10.1007/BF03219762
Publisher: Informa UK Limited
Date: 08-12-2016
Publisher: Elsevier BV
Date: 05-2008
Publisher: Routledge
Date: 02-10-2012
Publisher: Informa UK Limited
Date: 06-2006
Publisher: Informa UK Limited
Date: 1998
Publisher: SAGE Publications
Date: 06-2012
DOI: 10.1260/1747-9541.7.2.227
Abstract: This study examines the implementation of Triathlon Canada's novel coach education program within the competition-development context from the perspective of the program designer the High Performance Director (HPD). An interpretive approach was utilized to create a series of narratives to examine the background, perspectives and approaches used to construct the coach education program. Findings include the unique educational and practical background of the HPD and how it influenced him to design the coach education program the way he did. We also highlight a series of unique innovations for the Triathlon coaches entering the program including, a) submitting a portfolio of prior experiences, b) deemphasizing evaluation and certification and c) the HPD's experiences of getting others to ‘buy’ into the program. We also discuss the various instances of resistance encountered with implementing this type of program and contrast it with other types of conceptualizations of how coaches' learn.
Publisher: Informa UK Limited
Date: 20-03-2018
Publisher: SAGE Publications
Date: 06-2015
DOI: 10.1260/1747-9541.10.2-3.577
Abstract: Literature that frames coaching practice and specifically the formation and determination of expert coaching practice reveals a body of research that generally lacks continuity. Importantly, arguments relating to the instability of professional interpretations of coaching practice appear to stem from a penchant for subjective investigation. This analysis draws on an extensive review of peer-reviewed articles, chapters and books – all published within the last 35 years that address the notion of coaching practice. The key themes to emerge point to the idea that much of the research used to establish conceptual clarity fails to distinguish between highly organised or efficient coaching practice and expert coaching practice. This paper concludes with some suggestions from alternate paradigms and disciplines that suggest that expertise in interceptive sports coaching may be better theorised and suitably identified through a lens of the growing ideas surrounding the concept of ‘emergence’.
Publisher: Informa UK Limited
Date: 18-01-2011
Publisher: Routledge
Date: 02-05-2011
Publisher: Informa UK Limited
Date: 08-12-2016
Publisher: Informa UK Limited
Date: 07-2008
Publisher: SAGE Publications
Date: 12-2010
Publisher: Informa UK Limited
Date: 20-10-2014
Publisher: Informa UK Limited
Date: 09-2009
Publisher: SAGE Publications
Date: 09-2006
DOI: 10.1260/174795406778604591
Abstract: The last two decades has seen a proliferation in the provision of and importance attached to coach education in many Western countries [1] Pivotal to many coach education programmes is the notion of apprenticeship [2,3,4]. Increasingly, mentoring is being positioned as a possible tool for enhancing coach education and professional expertise [5]. However, there is a paucity of empirical data on interventions in and evaluations of coach education programmes. In their recent evaluation of a coach education programme, Cassidy, Potrac & McKenzie [6] conclude that the situated learning literature could provide coach educators with a generative platform for the (re)examination of apprenticeships and mentoring in a coach education context. This paper discusses the merits of using Situated Learning theory [7] and the associated concept of Communities of Practice (CoP) [8] to stimulate discussion on developing new understandings of the practices of apprenticeship and mentoring in coach education.
Publisher: SAGE Publications
Date: 28-03-2019
Abstract: In its contemporary form, sport for development has been positioned as an important part of strategic policy for a variety of governmental and sporting organisations. One area that has been targeted by governments and a variety of sporting partners has been the impact of sport on non-communicable diseases (NCDs, sometimes colloquially referred to as ‘lifestyle diseases’ such as obesity). However, relatively little evidence exists for the impact of sport programmes on the reduction of NCDs and future health burden. This study sought to examine the physical activity levels of school-aged children in Papua New Guinea (PNG) during their participation in a targeted sport programme operating during school hours. Data collection methods employed were physical activity recall and pedometer counts, as well as perceptions, intentions, and knowledge of participants. Children in this study were found to have lower physical activity levels during the after-school period than has been reported in the literature for children in other countries. Overall, children were active during the sport programme, completing 1179 steps on average (which constitutes 10% of the suggested daily values for children of a similar age). No profound differences were observed in either the qualitative or quantitative data across different schools, regions, or genders. The responses from children regarding the sport programme were notably positive.
Publisher: Informa UK Limited
Date: 2010
Publisher: Informa UK Limited
Date: 03-2011
Publisher: Wiley
Date: 12-07-2019
DOI: 10.1002/BERJ.3548
Publisher: Emerald
Date: 12-08-2019
Abstract: Most contemporary research in medical education focuses on the undergraduate component conducted within medical schools. The purpose of this paper, however, is to better understand how medical residents and practicing attending physicians learned to practice within the context of the emergency medicine department (ED) workplace. In all, 18 residents and 15 attending physicians were interviewed about their learning in the ED. Interviews were digitally recorded and transcribed verbatim then analysed using an iterative approach. Emergent themes were shared with the participants to ensure they were an accurate representation of their lived experiences. The first of the three main findings was that the ED learning environment was characterised as “messy” because of the inherently chaotic nature of the workplace. The second finding was that patients and nurses were informal partners in learning. The third main finding was that learning and working in the ED can be difficult, isolating and often lacks continuity. The main limitation associated with this research relates to the highly situated and contextually bound nature of this study. Nevertheless, the findings should be generative for others interested in supporting the work and learning of health professionals. This study shifts the focus in medical education research from formal undergraduate education to learning in high stress and chaotic workplaces. Accordingly, this work provides valuable insights for others interested in the messy realities of learning in professional practice.
Publisher: Informa UK Limited
Date: 08-12-2016
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Rossi Tony.