Lifelong Participation Research Articles

How to re-engage older adults in community sport? Reasons for drop-out and re-engagement

ABSTRACT Internationally, many sport policies articulate a desire for lifelong participation in sport. However, participation often fluctuates throughout the lifespan and most people drop-out at some stage. Most research on drop-out of sport focuses on children and adolescents, with little attention towards other age groups. The aim of this study was to investigate why adults aged 50+ years dropped out of sport during their life, and how and why they may re-engage later in life. Eight focus groups (n = 49) were conducted, with Australian National Sporting Organisations; adults aged 50+ years, who were either currently involved in sport (e.g. player/volunteer/coach) or not currently involved. The Socio-Ecological Model was used to frame the interview questions, and Leisure Constraints Theory was used to analyse the results. The main themes on drop-out included lack of appropriate playing opportunities; competing priorities; and low priority from sporting organisations. The main themes for re-engagement in sport at an older age included improving physical health; social opportunities, especially with family/friends; and having more leisure time. It is recommended that to re-engage adults aged 50+ years in active sport participation, organisations should focus on providing age appropriate playing opportunities, whilst ensuring that social interaction is an integral focus.

Orienteering from Cradle to Grave—How a Sport Could Offer Lifelong Participation

Background: The aim of this present study is to explore what makes orienteering meaningful and rewarding to former elite athletes’ years or even decades after ending their elite careers. Methods: Applying a qualitative approach with a case study design, data was collected through semi-structured interviews with 11 former elite orienteers from Norway and Sweden, and the data was subsequently analyzed with thematic analysis, resulting in two main themes: individually matched challenges and a social community. Results: The character, structure, and culture of orienteering both enabled and encouraged former elite athletes to make the transition into recreational sport. Even so, the characteristics of the sport related to both its structure (range of ages, level, and ambition) and organization (well-organized) as well as the participants’ backgrounds (well-educated) and intrinsic motivation (satisfaction, enjoyment, mastery) seemed to match a lifelong sport participation. Conclusions: These factors could indicate that orienteering is a sport that can facilitate a lifelong sport participation for athletes with such a background.

Considerations and Guidelines on Athletic Development for Youth Gaelic Athletic Association Players

ABSTRACT Youth athletic development is important for sports performance and most importantly for life-long participation in sport and physical activity. The physical development of children and adolescents must be considered when programming different bio-motor qualities of physical training. The Gaelic Athletic Association and participation in Gaelic sports is an integral part of children and adolescents' formative years in Ireland with clubs the focal point of both urban and rural communities. This article will offer practitioners an overview of how to progress athletic development, physical literacy, and motor skills for preparation from grassroots to elite intercounty representation. Traditional athletic development models will be discussed and additional considerations, the importance of coaching styles will also be discussed. Practical recommendations are suggested such as the athletic motor skills competencies (AMSC) model (Figure 4), a differentiated movement matrix based on the AMSC from a movement motor skill and strength-based perspective (Tables 3 and 4). Practical guidelines and considerations on how to integrate strength and resistance training throughout stages of athletic development are also provided (Figure 7). This article aims to provide practitioners with an iterative, pragmatic, and evidence-based approach in the athletic development of youth Gaelic sports players from grassroots to elite level participation.

Leveraging sport events for sustainable sport participation: how schools contribute to sport development through events

ABSTRACT Research question Schools are recognized as a stakeholder in sport events; however, how their involvement can contribute to the leveraging processes remains unclear. This study explores the role of local schools in leveraging sport events for lifelong sport participation. Research methods The National Sports Festival of Japan was examined using a multiple case study approach. Six host cities were purposively selected, and semi-structured interviews were conducted with policy-makers and sport governing body representatives of these cities (N = 11). Results and findings Nine categories related to schools’ involvement in the event leveraging process were identified. These nine categories were further classified into four themes: (1) need for actions by or through schools, (2) presence of central actors, (3) intermediate outcomes for future promotional activities, and (4) supplemental conditions to amplify effects. Moreover, these themes and categories formed a framework illustrating a positive sustainable circular system that bolsters the event's impacts on sport participation in the host city. Implications Our findings contribute to the literature on sport event leveraging and sport development by showing the key administrative role of schools in increasing sport participation through the leveraging of events. For event organizers, this study highlights the importance of developing a continuous partnership with schools to implement the long-term policy for sport event's impact.

The fit-active profile to better reflect the benefits of a lifelong vigorous physical activity participation: mini-review of literature and population data.

Physical activity is favourably considered for its effect on metabolic fitness and body composition. This observation is generally supported by observational studies and is concordant with endurance-trained individuals' metabolic and morphological profiles. However, in some contexts, the measurement of physical activity habits may not provide an adequate representation of its benefits. In this paper, we review relevant literature on the respective effects of fitness and physical activity on anthropometric and metabolic variables and the informative potential of a classification based on aerobic fitness and activity indicators. The relevance to defining a profile based on both fitness and activity is reinforced by data from the Quebec Family Study showing that, in both men and women, "fit-active" individuals displayed a much more favourable morphological and metabolic profile than "unfit-inactive" individuals. Moreover, these benefits seemed to be more related to variations in fitness than in physical activity. In summary, evidence suggests that a profile combining information on aerobic fitness and physical activity may better reflect the lifelong impact of physical activity on body composition and health. Novelty: The fit-active profile better reflects the long-term benefits of vigorous physical activity participation on health. The reported benefits seem to be more related to variations in aerobic fitness than to those in physical activity.

Music facilitation for promoting well being through the lifecourse

A growing body of research is concerned with how lifelong music learning and participation in community contexts may support well being and quality of life. Research focused on how non-formal community music learning and participation can be supported and facilitated is more limited. This article sets out three case study examples of the ways in which facilitators of music learning in diverse community contexts (including the home) can be supported and trained. Following these examples, a model for music facilitation is presented and discussed, highlighting key tools for supporting active music-making across the lifecourse.

Promoting Participation in Physical Activity in Children and Adolescents With Down Syndrome.

Physical therapists are experts in exercise and physical activity and are thus uniquely qualified to promote participation in children with Down syndrome. Instead of focusing on impairments or "correct" movement patterns, physical therapists are encouraged to allow the child and the child's environment to direct the treatment plan.

Physical Activity and Aging: Exploring Motivations of Masters Swimmers.

Physical activity benefits the health of older adults (e.g., lowering risk of cardiovascular disease, depression, dementia, and falls). However, less than one in four Americans meets guidelines for physical activity and inactivity increases with age. Masters athletes are exemplary because of their remarkable physical functioning. Swimming is a global, fast-growing sport in Masters athletics. This qualitative study explored motivations and barriers of 18 older adult members of a Masters swim club in Southern California. Guided by a primary research question: Why do Masters swimmers choose swim late in life, when most of their age cohort are becoming less physically active, semi-structured interviews delved into the lived experiences of the participants, and solicited peer feedback. Four main themes emerged: (1) I Just Love the Sensation of Being in the Water, (2) Tell Your Body What to Do Instead of the Other Way Around, (3) Make a Commitment to Your Friends That You’re Going to be There, and (4) I’ve Never Gone This Long in My Life Without Swimming. Participants expressed longing and regret that they could not swim due to COVID risk and safety guidelines. These findings can be used to design community programs to promote lifelong physical activity participation.

Determinants of Physical Activity Engagement in Patients With Nonalcoholic Fatty Liver Disease: The Need for an Individualized Approach to Lifestyle Interventions.

Physical activity (PA) is an important non-pharmacological treatment for non-alcoholic fatty liver disease (NAFLD). This study investigated the determinants of PA engagement and awareness of the World Health Organization (WHO) PA guidelines in patients with NAFLD. Study participants were 101 patients with NAFLD (median age: 54 [IQR=15] y; 53 men and 48 women) who completed 4 questionnaires: (1) a PA guideline awareness questionnaire; (2) a PA questionnaire assessing PA levels; and (3) 2 questionnaires assessing perceived barriers and motivators for engaging in PA. Binary logistic regression was performed to assess predictors of PA levels. Twenty-four percent of participants correctly identified the recommended WHO weekly PA guidelines, and 39% adhered to the guidelines. Lack of willpower, time, and energy were the most frequently cited barrier domains. Scores for lack of willpower (odds ratio [OR]=1.445, 95% CI=1.088-1.919) and lack of resources (OR=1.378, 95% CI=1.003-1.893), and reporting 3 or more "significant" barrier domains (OR=5.348, 95% CI=1.792-15.873) were significant predictors of PA levels. Maintaining health and fitness was the most cited motivator domain and was a significant predictor (OR=2.551, 95% CI=1.253-5.208) of PA levels. This study highlights the lack of awareness of the WHO PA guidelines and the key determinants of PA participation in patients with NAFLD. Determinants of PA should be identified at the individual level to create a personalized approach for PA maintenance for people with NAFLD to promote lifelong participation in PA. This study closes a gap in the published data on the determinants of PA engagement in patients with NAFLD. Physical inactivity is the fourth leading cause of global mortality and contributes to many chronic inflammatory diseases, including obesity, type 2 diabetes, cardiovascular disease, and nonalcoholic fatty liver disease (NAFLD). People with NAFLD engage in less physical activity compared with people who are healthy, and this study provides new information that clinicians can use to help these patients increase their physical activity participation.

An examination of the changes on facilitators and constraints during lifelong participation in surfing

ABSTRACT Research question Continued sport participation hinges on facilitators and constraints, which may change throughout an individual’s life. The research question for this study was: ‘How do facilitators and constraints change over time in the pursuit of lifelong participation in sport?’ Research methods Interviews with 16 participants who commenced surfing as a child and continued to surf at middle adulthood revealed the facilitators and constraints that affected their commencement and continuation of surfing. Results and findings Findings showed that social factors (e.g. friends and family) facilitated surfing as a child and continued to do so in middle adulthood. However, a significant shift was noted in middle adulthood towards participants’ mental wellbeing as a strong facilitator for continued participation. Furthermore, middle-aged adults used other activities to develop competencies that would compensate for any loss of functional capacity and help them continue surfing. Implications The results offer an application of social ecology in sport which contributes to understanding facilitators and constraints within a sport-specific context over lifetime participation.

Understanding adult education in community contexts: A critical realist perspective

Third‐sector community organisations are important sites for learning, especially for the most excluded groups in society. However, scant attention has been paid to the various factors shaping educational provision in community contexts, and how these interact to shape the provision available to marginalised populations. This article presents new evidence addressing this gap, through drawing on interview data from practitioners working in the UK homelessness sector. It identifies a range of factors shaping educational provision in these community contexts. These are: service user need and demand; staff roles and capacity; organisational purpose and structures; national policies; support from other adult education providers; non‐governmental finance; and volunteers. With some modification, and placed within an overarching critical realist framework, it is argued that these findings are consistent with Boeren’s comprehensive lifelong learning participation model. The article concludes that so long as government policy and related funding continues to ignore and fails to support educational provision in these settings, it will remain piecemeal and highly contingent on the contribution of volunteers and short‐term funding.

Assessing physical literacy in health and physical education

ABSTRACT This paper utilises Bernstein's theorising of curriculum and pedagogical relations to analyse Physical Literacy (PL) assessment with implications for the field of Health and/Physical Education (H/PE). It acknowledges the significance of assessment for what knowledge and skills are valued in PL and in turn, H/PE. PL takes different forms and is assessed in a range of ways. Bernstein's concepts of classification and framing are used to analyse six PL assessment tools identified through a systematic review of literature. Findings suggest that current PL assessment tools mainly feature strong classification and framing, pointing towards enactment of PL that both tightens and narrows curriculum and pedagogic possibilities. Examples are also identified with weaker classification and framing. We conclude that PL and its assessment, could have a role to play in opening up the domains considered important for lifelong and life wide participation, across schooling and community, individually tailored to accommodate student ownership and voice. Or not.

The delivery of primary school physical education in South African public schools: The perceptions of educators

Background: Physical Education (PE) is a fundamental cornerstone for childhood development as it promotes lifelong participation in physical activities for holistic health. School educators play a key role in creating school environments that lead to developmentally appropriate and high-quality PE lessons.Aim: The aim of this study was to determine educators’ perceptions on the state and status of PE in selected public primary schools in all nine provinces of South Africa.Setting: Data were collected on the campus of the selected primary schools within 150 km of a university. In the absence of a university within the stated radius, an airport was used as an initiated point of departure.Methods: The mixed-methods approach (quantitative: questionnaires and qualitative: semi-structured interviews and focus group discussions) was used to collect data. The purposive sampling method was used to select the participants. Quantitative data were analysed using descriptive statistics in the form of percentages, and presented using graphs and tables. Qualitative data were analysed using themes.Results: The findings revealed that the educators from quintile 4 and 5 schools especially are of the opinion that challenges, such as a lack of resources, qualified PE specialist educators, and facilities and equipment negatively affected the delivery of PE at their schools.Conclusion: Participants perceived that there are varying contextual and socio-economic school settings affecting the delivery of PE in the Curriculum Assessment Policy Statement (CAPS) curriculum. The researcher recommends that all learners have access to the adequate provision of PE programmes.

A research on aspects of early adulthood women’s lifelong education participation according to their awareness on developmental tasks

A research on aspects of early adulthood women’s lifelong education participation according to their awareness on developmental tasks

Rationalizing teacher roles in developing and assessing physical literacy in children

Physical literacy serves as the foundation for several skills or attributes needed for lifelong physical activity participation. Based on its connection to physical activity, physical literacy has been associated with a wide variety of positive health outcomes. While research suggests that teachers play a crucial role in fostering children’s physical literacy, however, few psychometrically sound measures have been designed for teachers to assess physical literacy in children. A teacher proxy-report instrument that assesses the four physical literacy domains (i.e., physical, psychological, social, and cognitive), along with the comprehensive set of 30 elements proposed by the Australian Physical Literacy Framework, could provide a useful metric for teachers to assess children’s physical literacy levels. Accordingly, this article provides a rationale for developing such a tool for physical literacy assessment, focusing on children aged 5–12 years, using Sport Australia’s definition and framework for physical literacy.

Physical Activity Preferences Of Urban, Middle School Students Students

PURPOSE: The purpose of this study was to investigate the physical activity preferences of middle school students. METHODS: Participants were 219 students in grades 6-8 at a public, urban middle school. Data were collected via self-report questionnaire that included questions with specified options and questions with write-in opportunities assessing demographic information, physical activity preferences, and activities students would like to learn. RESULTS: Results indicated that the middle school boys (n=113) were 12.65 (± 1.63) years old and overall preferred basketball (38.3%) and football (25.2%) and wanted to learn more about basketball (19.8%), football (12.9%) and soccer (11.9% ). Eighth grade boys (n=26) preferred basketball (19.8%) and football (12.9%) and wanted to learn basketball (21.7%), football (17.4%) and baseball (13.0%). Seventh grade males (n=45) preferred jogging (44.4%), basketball (28.9%) and football (15.6%) and wanted to learn basketball (20%), baseball (12.5%), soccer (17.5%), tennis (10.0%) and swimming (10.0%). Sixth grade boys (n=42) preferred basketball (32%) and football (28%) and wanted to learn basketball (21.7%), football (17.4%) and baseball (13.0%). Girls (n=106) were 12.57 (SD = 1.05) years old and overall preferred basketball (28.3%), jogging (23.2%) and dancing 12.1%, and wanted to learn about basketball (29.3%) tennis (15.2%) and soccer (13.0%). Eighth grade girls (n=28) preferred basketball (33.3%), jogging (29.6%) and dancing (11.1%) and wanted to learn baseball (30.4%) and soccer (13.0%). Seventh grade girls (n=30) preferred dancing (17.9%), jogging (17.9%), swimming (17.9%) and basketball (14.3%) and wanted to learn about baseball (36%), soccer (16%), swimming (12%) and tennis (12%). Sixth grade girls (n=47) preferred basketball (34.9%) and jogging (23.3%) and wanted to learn about basketball (25.6%), tennis (20.9%) and soccer (11.6%). CONCLUSIONS: In addition to population team sports, participants in this study indicated interests in individual and dual sports and fitness activities. Understanding preferences and interests is crucial to the development of population specific programs aimed at promoting current and lifelong physical activity participation.

The Relationships between Lifelong Learning Participation Motivation, Self-Esteem, Psychological Empowerment and Quality of Life of Chinese Elderly

The Relationships between Lifelong Learning Participation Motivation, Self-Esteem, Psychological Empowerment and Quality of Life of Chinese Elderly

평생학습 참여에 대한 토대역량 접근

기술이 빠르게 진보하면서 숙련의 상실과 양극화가 심화되었고 이에 따라 평생학습을 통한 생애 전반에 걸친 재숙련과 향상숙련의 중요성이 부각되고 있다. 이러한 맥락에서 본 연구에서는 발전을 경제적 진보로 국한하여 협소하게 규정하기보다 다방면으로 인간의 실질적 자유가 증진되는 것이라고 폭넓게 정의하는 Sen의 토대역량중심 접근법에 기초하여 우리나라 성인의 직업 목적 평생학습 참여역량에 관련된 인구학적, 사회․경제적 요인을 탐색하고자 하였다. 참여 토대역량의 가장 기본적인 지표로서 참여율의 변화 추이를 보면, 2012～2018년 동안 대략 20% 수준으로 유지되고 있다. 또한 참여에 대한 프로빗 분석 결과로 보면, 평생학습의 도구적 필요성이 더 큰 상대적 저학력, 무직, 중소기업 재직자 집단의 참여 토대역량이 유의미하게 낮은 것으로 나타났다. 이로 미루어 평생학습을 도구로만 인식할 것이 아니라 그 자체가 실질적 자유의 증진에 기여한다는 구성적 측면으로 볼 필요가 있다. 또한 참여역량의 부족이 다른 부문 역량의 부족과 밀접하게 연관되어 나타난 포괄 결과로 보아야 한다. 따라서 평생학습 참여 토대역량을 증진하기 위해서는 기회의 확대와 더불어 사회적, 경제적, 정치적 토대역량이 함께 확장되도록 조치해야 한다.

“Ten and Under Tennis” for ALL Ages!

The United States Tennis Association (USTA) began an initiative that encouraged professionals to teach tennis using a modified method to students ten years of age and under. Termed “Ten and Under Tennis,” “QuickStart,” and now, currently modified to include students 5–18 years of age, “Net Generation,” this adaptable system aims to teach toward the development and lifelong participation of beginning youth players. Variations of this teaching methodology were also expanded to teach all ages of beginning tennis students, including young adults, yielding positive results.

해운·항만물류 관련 성인학습자의 평생교육 참여의도와 학습성과에 관한 연구

최근 정부는 대학이 학령인구 감소와 등록금 수입 감소로 위기에 직면할 것이라 전망하였으며, 이러한 학령인구 구조 변화와 4차 산업혁명에 대응하기 위해 대학이 평생교육 중심의 학사구조와 교육과정으로 개편하도록 지원하고 있다. 그러나 본 연구의 대상인 해운·항만물류 관련업에 종사하는 성인학습자의 경우 열악한 근무환경, 주야간 교대근무, 주말이나 야간근무 등으로 일과 학습을 병행하는데 많은 한계가 있다. 따라서 본 연구는 여수·광양항 해운·항만물류 관련업에 종사하고 있는 평생교육에 참여하고 있거나 참여한 경험이 있는 직장인을 대상으로 평생교육 참여의도와 학습성과 간의 관계를 분석하였다. 성인학습자들의 평생교육 참여 기회를 증대시키고 학습문화를 형성하기 위해서는 이들의 평생교육 참여의도와 이들이 학습성과를 어떻게 인식하고 있는지 분석할 필요가 있다. 분석결과, 학습참여 의도의 목표지향형이 학습성과의 개인적 특성에 유의한 영향을 미치고 있으며, 학습지향형이 학습성과의 사회적 특성에 유의한 영향을 미치고 있는 것으로 분석되었다. 그리고 학습성과와 학습참여 의도의 학습지향형이 학습지속의향에 유의한 영향을 미치고 있는 것으로 분석되었다. 특히, 학습한 후 얻게 되는 개인적 변화나 이익을 반영하는 학습성과가 학습지속의향에 영향을 미치고 있는 결과는 시사하는 바가 매우 크다. 따라서 본 연구에서는 분석결과를 중심으로 성인학습자들의 평생교육 참여 증대를 위한 시사점을 제시하였다.