Introduction: Athletes are at increased risk of disordered eating compared to non-athletes. Inspired by previous investigation into quantitative work on an etiological model of disordered eating in athletes, the current study aimed to explore a problematic aspect of the model: athletes' lived experiences of social and sport pressures in relation to the onset of disordered eating and differing eating behaviors.Methods: Nine (N = 9) male and female athletes representing a range of endurance sports took part in semi-structured interviews. Thematic analysis was utilized.Analysis: Analysis revealed two main themes each with two corresponding subthemes (1) Conflating physical appearance and sporting ability with the subthemes of (1a) social comparison in a sporting world and (1b) societal notions of “the athlete body” and (2) Living as an athlete with the corresponding subthemes of (2a) discipline and sacrifice and (2b) the balancing act.Discussion: It is the complex interaction between societal expectations as lived out in social messages and comparisons, and sport pressures that contributes to the development of disordered eating behaviors. These findings suggest that prevention and treatment of disordered eating in athletes can be applied from those already established in non-sporting realm.
The development of students' mathematics skills in Higher Education is often the topic of professional debate in learning development circles. Less prevalent are discussions taking place around the interpersonal dynamics that occur during one-to-one (tutorial) sessions. This case study explores these dynamics. It arose from the continuing professional development activities of an adviser (learning developer) at a UK university. As a result of recording one-to-one mathematics sessions it was found that the adviser was unconsciously competent and that, although she was adept at identifying her areas for development, she struggled to articulate the considerable strengths of her practice. We wanted to find a way of describing, analysing and evaluating her competence and alighted upon the person-centred approach.The aim of this paper, therefore, is to present the synthesis of maths skills practice with this approach in the hope of stimulating further research and professional conversation in the learning development community. The report offers novel idiographic findings through the application of person-centred theory to one practitioner's experience of delivering maths skills development. We conclude by suggesting that focusing on the relationship between adviser and student can help to create conditions conducive to successful one-to-one education.
Mental ill-health is an escalating problem in higher education. Not only does this impact students’ ability to learn, it can lead to poor completion, with learners opting to withdraw from studies, even if attainment has been satisfactory. The aim of this study was to gain insight about perceptions of poor mental health from postgraduate research students in a diverse UK university and canvas opinion regarding how the University could improve this. A short, pragmatic survey with basic quantitative and qualitative responses was distributed. This was analysed by a team comprising the learning developer responsible for postgraduate researcher learning development, academics and a doctoral student. The study found that poor mental health was evident, with over three quarters of respondents reporting some experience of mental ill-health. We identified five areas in need of attention: University Systems, Supervisor Training, Well-being Monitoring, Building Networks, and Finance. Sources of University-based stress were finance, administrative support, and an environment where a perception that poor mental health was an expectation rather than a problem was experienced. Students preferred to access support outside the academic environment. This is the first study of its kind at a diverse, plate-glass UK university, to consider research student mental ill-health, with a staff-student team working with data, and the learning developer spear-heading changes across postgraduate research. These findings have already influenced university strategy, staff training, and induction practices. The synthesis of the five areas could be used to visualise where further work is needed to improve mental health in these learners.
This is a lived experience analysis of male binge-eating disorder. The researcher and researched are one and the same, using autoethnography. BED insights are seldom found due to the related shame and stigma, hence this paper’s contribution to understanding.
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