Browsing by Person "Allin, Linda"

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Adventure revisited: critically examining the concept of adventure and its relations with contemporary outdoor education and learning [editorial]
(Taylor and Francis Group, 2017-08-31) Beames, Simon; Humberstone, Barbara; Allin, Linda
Benefits and motives for peer mentoring in higher education: an exploration through the lens of cultural capital
(Taylor and Francis Group, 2022-03-27) Hayman, Rick; Wharton, Karl; Bruce-Martin, Claire; Allin, Linda
Despite the large and diverse cohorts recruited annually across the globe to university sport programmes, few studies have assessed the value of peer support within sports education settings. Even more surprising is the lack of research to have explored the encounters of peer mentors who help deliver these schemes and the impact it had on their professional development. Conducted at a post-92 English university, this study explored the benefits and motives of students volunteering to become peer mentors in their second year of university. Drawing on Bourdieu’s key concepts as the guiding theoretical framework, the study suggests that participants, who were predominantly first generation to attend university, engaged in peer mentoring to develop cultural capital for their chosen professional field, but also to give back and support the development of social and cultural capital for mentees. Practical implications for developing future peer support programmes are presented, as are future research avenues and limitations.
Careers in the outdoors
(2018) Allin, Linda; West, Amanda
Challenges and pedagogical conflicts for teacher-Forest School leaders implementing Forest School within the UK primary curriculum
(Taylor and Francis Group, 2021-06-16) Whincup, Victoria A,; Allin, Linda; Greer, Joanna M. H.
This paper focuses on challenges experienced by ‘teacher-FS leaders’ implementing Forest School within the neoliberal and risk-averse culture of UK primary school education. Thematic analysis of interviews with 12 ‘teacher-FS leaders’ identified five key themes: embedding Forest School within the curriculum is a long-term process; negotiating the performative culture and curriculum constraints; professional identities, values, and pedagogies; negotiating risk aversion; budget and time constraints. Teacher-FS leaders adapted FS principles to meet the needs of their primary school setting. However, they found ways of overcoming challenges, and sought to persuade others of the value of Forest School and outdoor learning.
Chancing your arm: the meaning of risk in rock climbing
(Taylor and Francis Group, 2010-09-10) West, Amanda; Allin, Linda
This paper explores the relationship between risk-taking and risk management by examining meanings attached to risk by a group of lifestyle sport participants. Drawing from in-depth interviews with male and female rock-climbers in the UK, it outlines the ways in which climbers' construction of risk and risk management were intimately related to broader discourses of risk and self-reflexivity in contemporary western society.Footnote 1 Analysing the data through reference to Douglas' work on risk and identityFootnote2 shows how climbers' discursive practices surrounding risk management are intrinsically related to their assumed identity as a competent, experienced and good climber. Consequently, this group of climbers established their credentials not by daring or risk-taking actions on the rock face but instead by demonstrating their competence in the way they managed and controlled risk.
Climbing Mount Everest: Women, career and family in outdoor education
(2004) Allin, Linda
For women outdoor educators, combining an outdoor career with family relationships appears contradictory. Long and/or irregular hours, residentials, and increasing work commitments are, for example, congruent with traditional notions of a career in the outdoors yet they clash with social constructions of women’s primary identities as partners, wives and/or mothers. In this paper, I explore how 21 women outdoor educators constructed connections and disconnections between career and family. In doing so, I uncover how they negotiated their career identities and show how contradictions between work and home were exacerbated due to the centrality of the body to their outdoor education careers.
Climbing Mountains Together: Developing Gender Parity Pathways in Mountaineering Leadership and the Role of Men
(Palgrave Macmillan Cham, 2023-06-11) Allwood, Cressida; Allin, Linda
This chapter contextualises the issue of gender parity in outdoor leadership and considers the role of men in actively advancing women in outdoor leadership contexts. We draw from research into gender and leadership in organisations, outdoor leadership pathways and male allyship. To this, we add our knowledge of current gender parity strategies in mountain leadership and training in the UK. We propose that addressing the issue of gender parity in mountain leadership can be started by building bridges across the gender divide and creating inclusive and psychologically safe spaces for conversations around gender. We provide examples of practical strategies that can be implemented in mountain leadership contexts and suggest how male allies, particularly those in positions of power, can create meaningful change in organisational and leadership cultures.
Collaboration between staff and students in the Scholarship of Teaching and Learning: The potential and the problems
(University of Calgary, 2014-03-01) Allin, Linda
Collaboration is identified as a key feature of pedagogic action research (see Norton, 2009), which is often a core part of Scholarship of Teaching and Learning (SoTL) methodology. Despite this, there appear to be few articles which explore experiences of collaborative partnerships within SoTL. This paper is a personal reflective essay which critically examines the extent to which ‘collaboration’ occurred in a SoTL project designed to explore staff and student use of technology (Allin, Turnock & Thompson, 2011). I critically reflect on the nature of student involvement throughout the project and question whether true collaboration between staff and students can ever be achieved due to the power relations that exist within the current higher education system (Mann, 2001). Developing effective collaborations between students and lecturers matters for SoTL practice, as such collaborations have the potential to transform teaching and learning in Higher Education, and develop further our understanding of learning (Werder & Otis, 2009).
Conducting Evaluation Research With Exercise Referral Schemes as an Insider
(SAGE Publications, 2020-01-15) Hanson, Coral L.; Allin, Linda
The case study aims to highlight key methodological and ethical challenges faced while conducting mixed-methods evaluation research as an insider with a senior position in an exercise referral organization. This case derives from a PhD study exploring the expectations and experiences of participants in an exercise referral scheme for people with non-communicable diseases in northeast England. This case focuses mainly on the qualitative element of the evaluation and gives insight into the value of longitudinal semi-structured interviews as a research tool and the use of a framework approach to analyze the data. It explores some of the benefits and dilemmas involved in conducting insider research and discusses how using a reflective diary can raise awareness of bias, help develop research skills, and aid analysis.
Culture shock and the gendered teaching experiences of new academics.
(2021-12-07) Hooper, Helen; Mathieson, Susan; Black, Kate; Allin, Linda; Orme, Elizabeth; Anderson, Emma; Penlington, Roger; McInnes, Lynn
This study, by a group of academic developers investigating the experiences of academics of their induction to teaching, is underpinned by Cultural Historical Activity Theory. CHAT provides a framework for collaborative research for bringing about changes in thinking and practice through identification and understanding of contradictions in ‘activity systems’. The ‘activity system’ for induction to teaching was collaboratively mapped and used to interview academics. Interview transcript analysis surfaced typical patterns of experience and revealed academics experienced contradictions with both sociocultural and structural aspects of ‘activity systems’ for induction to teaching. Findings included gendered teaching experiences and the extent, nature and impact of the teaching and learning ‘culture shock’, such as perceived ‘power imbalance’ resulting from student feedback. Exploring these contradictions enabled academic developers to collaborate in developing interventions rooted in academics’ lived experiences. Reflections on the ‘expansive learning’ promoted by researcher engagement with CHAT will also be shared.
Developing and evaluating online resources to enhance learning in the workplace
(2008-05) Turnock, Chris; Allin, Linda
Resources produced by the FDTL Phase 4 project, Making Practice Based Learning Work, aimed to make health care practitioners more effective in their role at supporting & supervising students in the workplace across a range of healthcare disciplines. The project’s original work aimed to: • Identify and document good practice on preparing health care practitioners for their educational role. • Develop learning materials for practitioners. • Disseminate online materials across health and social care communities. • Evaluate online materials for enhancing role of practice educators. Subsequent institutional funding was used to develop the project’s original set of learning materials for use in a non-health context. The Sports Sciences programmes at Northumbria require students to undertake a work-based placement, and the programme of Sport Management was chosen as one for which learning materials could be developed. Three of the original project’s learning material themes were selected for development: Assessment, Reflection and Working with Others. This session will cover factors influencing the nature of the online resources that were developed plus the evaluation of the resources based upon student (n = 30) data collected using an online questionnaire, and informal feedback from staff. Key findings indicated most students using the materials found they were accessible and useable. Enhancement of learning was also perceived by 17 of the 21 students that used the materials. Perhaps unsurprisingly, the theme most students accessed was Assessment. However, almost one third of the students (n = 9) did not access the materials, with feedback suggesting a need to explore alternative ways to raise student and employer engagement with the materials. This is viewed as particularly important when transferring materials to contexts outside profession-based courses such as health.
Efficacy of the family initiative supporting children’s health (FISCH) pilot programme in the north east of England
(2011-07) Reynolds, Caroline; Allin, Linda; Allen, Dave
The enactment of setting policy in secondary school physical education
(Taylor and Francis Group, 2020-06-23) Wilkinson, Shaun D.; Penney, Dawn; Allin, Linda; Potrac, Paul
The micro-level enactment of educational policy has received little attention in the physical education [PE] literature, particularly as it relates to setting policy. This study employs enactment theory to provide original insights into the ways in which setting policy was enacted by PE teachers in three mixed-gender secondary schools in England. The work of Stephen Ball and colleagues is used to examine the distinct and combined influence of the situated, material, professional and external dimensions of context on setting policy and practices in PE in these three schools. Data were generated through in-depth, semi-structured interviews with 15 PE teachers who were responsible for delivering the Year 9 PE curriculum. Our findings highlight notable variation in the ways in which setting policy was translated and enacted in PE in these three schools and the multiple factors shaping decisions about groupings and, in turn, teaching and learning for students in different sets. This study also provides novel findings regarding the dynamic interplay between the external dimensions of context (i.e. neoliberal policy making and pressures and supports from the local education authority [LEA] and the school inspectorate) and the internal dimensions of context (i.e. school-based traditions, school demographics, and support and resourcing for PE) in policy enactment. Attention is drawn to equity issues inherent in, and arising from, the varied enactment of setting policy in PE. The paper concludes by arguing for greater scholarly engagement with policy enactment, grouping strategies and constructions of ability in PE.
Engaging sport students in assessment and formative feedback
(2009-06) Allin, Linda; Fishwick, Lesley
Sport as a discipline in higher education is grappling with the challenge of providing authentic and relevant assessment that engages students in their learning. The centrality of assessment to the student experience is now well accepted within the research literature (Brown and Knight, 1994; Rust, 2002). In particular, formative assessment, or assessment that creates feedback to support future teaching and learning experiences, can be a powerful tool for enhancing learning (see Black and Wiliam, 1998). Given that feedback is most effective if it is considered or reflected upon, one of the key challenges is to actively engage sport students in formative assessment processes. This guide offers advice in designing and facilitating sport students’ involvement in assessment and enhancing their engagement with the feedback they receive. The aim is to support sport programme teams by taking a pragmatic approach, combining a clear academic rationale based on assessment for learning principles with case study examples of successful formative assessment exercises emphasising innovative approaches to giving feedback. The guide consists of three key sections focused on: 1) Providing staff in HLST with background knowledge of formative assessment and formative feedback and how it relates to their subject. 2) Providing case study examples of how to effectively engage sport students with assessment feedback so that it feeds-forward to aid learning. 3) Providing a resource of references and sources of support for tutors wishing to further their learning in this area.
Engaging the wider academic community in a postgraduate certificate in academic practice: the issue of standards
(Taylor and Francis Group, 2017-10-06) Reimann, Nicola; Allin, Linda
This paper critically reflects on the challenges associated with academic standards in a postgraduate certificate in academic practice, which involved the wider academic community of the institution. It is underpinned by a socio-cultural constructivist view that suggests standards do not exist independently of assessors, but are co-constructed by participation in communities of practice through the process of making assessment judgements. Following an outline of the programme design, the discussion focuses on the uncertainties around standards arising from the fragility and fragmentation of a nascent community of practice comprised of a multiplicity of personal standards frameworks and disciplinary perspectives.
Enhancing teaching and learning with technology through collaborative research with students
(2010-05) Turnock, Chris; Allin, Linda
There is increasing awareness that technological developments should enhance student learning experience and compliment traditional teaching methodologies (McGugan and Peakcock, 2005). The recently published JISC inquiry into the implications of Web 2.0 technology for higher education (2009), highlighted how learners make effective use of Web 2.0 technology in social contexts. However, at present our knowledge of how university students and staff engage with and use technologies, including Web 2.0 technology, both through the Virtual Learning Environment (VLE) and outside of it is limited. This project aimed to explore how Sport Sciences students expect, use, and would like to see, technologies used to enhance their learning whilst at university. The project adopted a collaborative approach by involving students in development of the study, particularly in assisting with design of data collection tools, participant recruitment and interpretation of findings. The study involved interviewing twenty-one students about their familiarity and use of Web 2.0 technologies. These students also gave ideas for potential technological enhancements within the sport curriculum. This data then formed the basis of a staff and a student questionnaire used to ascertain broader views of technologies as well as the perceived potential of such technologies to enhance student learning. The findings from this wider survey of staff (n = 17) and students (n = 323) informed curricular innovations in teaching and learning that involved introduction of Frequently Asked Questions (FAQs) and discussion boards in the institutional VLE as well as use of Facebook for specific student learning activity. The presentation will include a demonstration of how FAQs and Facebook have been utilised and report on initial staff and student evaluation of how these particular approaches to using technology enhance student learning. Issues associated with the use of these technologies are discussed.
Enhancing University mentoring practice through Activity Theory analysis of the lived experiences of Learning and Teaching mentors
(2023-12-04) Hooper, Helen; Allan, Jaden; Allin, Linda; Elsdon, Michael; Mathieson, Susan; Penlington, Roger
Evaluating the effectiveness of a penalty, Feedback and support system in addressing the grammar, spelling and academic writing of sport students
(Higher Education Academy, 2008-04) Allin, Linda; Macfadyen, Gordon
An evaluation of the efficacy of the exercise on referral scheme in Northumberland, UK: association with physical activity and predictors of engagement. A naturalistic observation study
(BMJ Publishing Group, 2013-08-02) Hanson, Coral L.; Allin, Linda; Ellis, Jason G.; Dodd-Reynolds, Caroline J.
Objectives: Exercise on referral schemes (ERS) are widely commissioned in the UK but there is little evidence of their association with physical activity levels. We sought to assess the Northumberland exercise on referral scheme in terms of increased levels of physical activity and identify predictors of engagement. Design: A naturalistic observational study. Setting: 9 local authority leisure sites in Northumberland. Participants: 2233 patients referred from primary and secondary care between July 2009 and September 2010. Intervention: A 24-week programme including motivational consultations and supervised exercise sessions for participants. Outcome measures: Uptake, 12-week adherence, 24-week completion, changes in Godin Leisure-Time Exercise Questionnaire scores after 24-weeks and attendance levels at supervised exercise sessions during the scheme. Three binary logistic regressions were used to examine demographic and referral factors associated with initial uptake, 12-week adherence and 24-week completion. Results: Uptake was 81% (n=1811), 12-week adherence was 53.5% (n=968) and 24-week completion was 42.9% (n=777). Participants who completed significantly increased their self-reported physical activity levels at 24-weeks t (638)=−11.55, p<0.001. Completers attended a mean of 22.87 (12.47 SD) of a target 48 supervised sessions. Increasing age, being female and leisure site were associated with uptake, increasing age, Index of Multiple Deprivation and leisure site were associated with 12-week adherence and Body Mass Index and leisure site were associated with 24-week completion. Each regression significantly increased the prediction accuracy of stage of exit (non-starters vs starters 81.5%, dropouts before 12 weeks vs 12-week adherers 66.9%, and dropouts between 13 and 24 weeks 82.2%).
An evaluation of the Northumberland exercise on referral scheme: Preliminary results on predicting dropout for overweight and obese referrals
(2012) Hanson, Coral; Allin, Linda; Ellis, Jason; Reynolds, Caroline