The current study examined potential psycho-physiological benefits from exercising in simulated natural environments among a sample of post-menopausal women using a laboratory based protocol. Participants cycled on a stationary exercise bike for 15 min while facing either a blank wall (Control) or while watching one of three videos: Urban (Grey), Countryside (Green), Coast (Blue). Blood pressure, heart rate and affective responses were measured pre-post. Heart rate, affect, perceived exertion and time perception were also measured at 5, 10 and 15 min during exercise. Experience evaluation was measured at the end. Replicating most earlier findings, affective, but not physiological, outcomes were more positive for exercise in the simulated Green and, for the first time, Blue environment, compared to Control. Moreover, only the simulated Blue environment was associated with shorter perceived exercise duration than Control and participants were most willing to repeat exercise in the Blue setting. The current research extended earlier work by exploring the effects of “blue exercise” and by using a demographic with relatively low average levels of physical activity. That this sample of postmenopausal women were most willing to repeat a bout of exercise in a simulated Blue environment may be important for physical activity promotion in this cohort.
The primary aim of this research was to investigate students' views of using published research and their attitudes towards the research activities of their lecturers. Although this has been examined often in university settings the focus here was on science students undertaking foundation degrees in Further Education Colleges (FECs). This was done through open question questionnaires at three FECs in one college partnership. A secondary aim was to examine the feasibility of developing a journal for the college partnership which would enable staff and students to submit manuscripts. Attitudes were sought through homogeneous focus groups with science students and staff at colleges within one college partnership. Lecturers and students showed strong support for the proposal. Students indicated that lecturers who had published would be seen as more credible and would link their research activity to the learning experience more effectively. Students believed that the possibility of publishing their work in such a journal would be a wonderful opportunity which would make them work harder. Staff saw the journal as an opportunity to publish work they had undertaken for postgraduate qualifications and encourage them to seek other research opportunities. It now needs strategic investigation regarding the practicalities of producing such a journal.
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Purpose -This paper investigates the confidence of foundation degree (FdSc) and top-up degree students in using and applying research methods within a sport and exercise discipline. Design/methodology/approach -Closed questionnaires determined FdSc (n ¼ 24) and top-up degree (n ¼ 21) students' confidence in five domains of research methods: using research literature, designing research studies, analysing data, interpreting research findings, presenting research findings. Confidence was rated using a seven-point Likert scale anchored by "most confident" (1) and "clueless" (7). Findings -FdSc and top-up students were most confident in using research literature and presenting research findings, respectively. Both FdSc and top-up students were least confident in data analysis. Compared to FdSc, top-up students were less confident in data analysis (FdSc: 3.470.29 vs top-up: 4.3870.39, po0.01), interpreting research findings (FdSc: 2.9970.39 vs top-up: 3.6270.42, p ¼ 0.02) and presenting research findings (FdSc: 2.9070.17 vs top-up: 3.3370.15, po0.01).Research limitations/implications -These data outline a need to address the teaching of research methods within FdSc and top-up degrees in order to enhance student confidence. Originality/value -Research methods are a defining feature of higher education degrees yet remain a challenging subject for many lecturers and students. Progression through FdSc and top-up programmes provides an interesting transition with regard to research methods due to more diverse student cohorts and different research experiences. Limited insight into the experience and confidence of students studying for sport related FdSc or top-up programmes, with regard to research methods, is currently available.
PurposeBased on the experiences of those delivering the dissertation module on a level 6 BSc sport top‐up year, where students progress from many further education colleges and higher education institutions, from differing foundation degrees, it was observed that there was a variable comprehension of research methods by the progressing students. It was felt that this lack of knowledge and confidence with respect to research methods had a negative impact on their ability to undertake research and to produce scientific reports for the dissertation. This paper aims to investigate this issue.Design/methodology/approachAfter investigating the levels of confidence of FdSc sport science students and lecturers with respect to their research methods knowledge and understanding, a research methods teaching toolkit was developed using sport‐specific examples and activities to increase the amount of experiential learning.FindingsThe paper finds that in the design and construction of this initial toolkit it has become apparent that there are a vast number of approaches that can be taken to encourage student engagement with research methods within a sport and exercise science discipline.Research limitations/implicationsAs the development stage of the toolkit is completed the authors aim to evaluate the toolkit during the next academic year, assessing students' progress by comparison to a matched control group. This will be supplemented by lecturers' evaluation in order to refine the toolkit and make it available in varying formats to all institutions within University of Plymouth Colleges and beyond.Originality/valueThis paper provides information on the development stage of a toolkit aimed at supporting the research methods of sport science undergraduates and lecturers.
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