#BalanceforBetter within sport

Research report


Howells, K., Gubby, L., Dray, K. and Mills, H. 2019. #BalanceforBetter within sport. CCCU website Media Department.
AuthorsHowells, K., Gubby, L., Dray, K. and Mills, H.
TypeResearch report
Abstract

For International Women’s Day Dr Kristy Howells, Dr Laura Gubby, Dr Katie Dray and Dr Hayley Mills explore how sport can become more gender-balanced.

The campaign theme for International Women’s Day 2019 is #BalanceforBetter which calls for a gender-balanced world. Within the broader context of gender-balance, particular areas in society seem to currently display a more exaggerated gender imbalance. For example, shining a spotlight on sport brings to light existing gender imbalances and indicates multiple areas that could benefit from strategies to redress the balance.

An indication of the magnitude of the gap can be seen by participation statistics which show that 1,551,400 more men participate at least once a week in sport compared to women (aged 16+ in England, Sport England 2016).

The trend appears to be further reflected in the positions held by men and women in sport boardrooms. For example, only 30% of national governing body (NGB) board positions are held by females, which is a drop of 6% since 2014, and only 36% of senior leadership level positions in NGBs are held by women.

Additionally, the issue of pay underlines a range of discrepancies. In 2017, only one woman, Serena Williams, made the top 100 paid athletes. Although it was reported in 2017 that 83% of sports do have equal prize money, there are still some dramatic comparisons in wages, for example, a win in the 2015 football World Cup earnt the women winning team £1.5 million, whilst the men received £26.5 million for the equivalent event.

Some may argue that lack of pay is related to lack of viewing figures and the revenue that it brings, but it could also be argued that this difference is fuelled due to a lack of media attention. For example, media coverage of women’s sport in the UK was only 7% of all sports media coverage: 10% of televised sports, 2% of newspaper coverage, 5% of radio sports and 4% of online sports coverage is dedicated to women’s sport (Women in Sport 2014 report).

But how should we make a difference to move somewhere nearer to gender-balance and #BalanceforBetter? Well perhaps Lori Lindsey (former US women’s national soccer team) put it the most succinctly: “Instead of writing about why women don’t receive coverage, [news networks] should just use that space to cover women’s sports”.

To move towards a better gender-balance in sport, we now need to inspire our girls and women by being role models and celebrating female successes as often as possible from participation sport all the way through to elite sport.

We need to show our next generation that sport has multiple routes and careers for those women and girls who wish to dedicate their lives to sport. We need to celebrate the vast array of female opportunities in the world of sport, from those related to physical activity, to physical education, to health and wellbeing. This will help recognise sport as a female career and readdress the gender-balance.

We need more attention on opportunities for women in sport officiating, sports reporting, leadership roles such as the UK Sports Minister, sports coaching, sports teaching, as well as a need to highlight the importance of careers in areas such as sport psychology and sport science.

We also need to recognise existing contributions such as the ‘Women in Sport Network’ and ‘Project 500’ which aims to have more women and better coaching within sport. These professions and networks deserve more recognition.

Here at CCCU we are ensuring that sport is no longer ‘just a boys’ club’ and instead, we are advocators for achieving better balance by offering routes into sport professions and increasing coverage and sport research that our women need and also deserve within sport, physical activity and physical education.

Together we can bring a #BalanceforBetter in order to enhance the future of the whole sporting sector.

Year2019
PublisherMedia Department
Place of publicationCCCU website
Official URLhttps://blogs.canterbury.ac.uk/expertcomment/balanceforbetter-within-sport/
Output statusPublished
Publication dates
Online08 Mar 2019
Publication process dates
Deposited12 Mar 2019
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Evaluating Mums’ Zone: a combined intervention of physical activity and social support for new mums.
DeVivo, M. and Mills, H. 2020. Evaluating Mums’ Zone: a combined intervention of physical activity and social support for new mums.
Teachers' perceptions and understanding of children's fluid intake
Howells, K. and Coppinger, T. 2020. Teachers' perceptions and understanding of children's fluid intake. International Journal of Environmental Research and Public Health. 17 (11), p. 4050. https://doi.org/10.3390/ijerph17114050
UK Perspectives: physical education teacher education
Howells, K. 2020. UK Perspectives: physical education teacher education . in: Bobrik, M, Antala, B. and Pelucha, R. (ed.) Physical education in universities: researches - best practices - situation Bratislava Federation Internationale D'Education Physique. pp. 379-390
Pictorial scale of perceived water competence (PSPWC) testing manual
Morgado, L.D.S., De Martelaer, K., D'Hondt, E., Barnett, L.M., Costa, A.M., Howells, K., Sääkslahti, A. and Jidovtseff, B. 2020. Pictorial scale of perceived water competence (PSPWC) testing manual. Belgium University of Liege.
2019 Women in Sport and Exercise Conference abstracts: Introducing This Mum Moves: an educational campaign to support pregnant women and new mothers in enjoying and benefiting from an active lifestyle
DeVivo, M. and Mills, H. 2020. 2019 Women in Sport and Exercise Conference abstracts: Introducing This Mum Moves: an educational campaign to support pregnant women and new mothers in enjoying and benefiting from an active lifestyle. Women in Sport and Physical Activity Journal. 28 (1), pp. 55-65. https://doi.org/10.1123/wspaj.2020-0011
Infographic. Guidance for medical, health and fitness professionals to support women in returning to running postnatally
Donnelly, G. M., Rankin, A., Mills, H., DeVivo, M., Goom, T. and Brockwell, E 2020. Infographic. Guidance for medical, health and fitness professionals to support women in returning to running postnatally. British Journal of Sports Medicine.
Healthy families: the present and future role of the supermarket
All Party Parliamentary Group on a Fit and Healthy Childhood, Clark, H., Royal, P., West, H., Clothier, S., Smith, S., Chui, B., Howells, K., Hodgson, C., Porter, L., Albon, D., Bagnall, P., Mackay, E., Aagaard, P., Nguyen, A., Bradshaw, B. and Holt, A. 2020. Healthy families: the present and future role of the supermarket. Royal Public Affairs.
Helping children find their inner brave!
Howells, K. 2020. Helping children find their inner brave! Canterbury Christ Church University.
Exercise professionals' confidence in engaging women to be physically active during pregnancy
Draper, S., DeVivo, M. and Mills, H. 2020. Exercise professionals' confidence in engaging women to be physically active during pregnancy.
Young children's understanding of fluid intake
Williamson, J. and Howells, K. 2019. Young children's understanding of fluid intake. International Journal of Nutrition. 4 (4), pp. 1-8. https://doi.org/10.14302/issn.2379-7835.ijn-19-3006
Physical activity recommendations for early childhood: an international analysis of ten different countries’ current national physical activity policies and practices for those under the age of 5
Howells, K. and Sääkslahti, A. 2019. Physical activity recommendations for early childhood: an international analysis of ten different countries’ current national physical activity policies and practices for those under the age of 5. in: Physical Education in Early Childhood Education and Care. Researches - Best Practices - Situation Bratislava Federation Internationale D'Education Physique.
Understanding and perceived fluid intake of children in England and Ireland
Coppinger, T. and Howells, K. 2019. Understanding and perceived fluid intake of children in England and Ireland.
A case study of how daily physical activity initiatives of occupational therapy were used to help physical movements for a child with dyspraxia
Power, L. and Howells, K. 2019. A case study of how daily physical activity initiatives of occupational therapy were used to help physical movements for a child with dyspraxia.
The complexity of young children's physical education
Howells, K. and Jess, M. 2019. The complexity of young children's physical education.
4 and 5 year olds' understanding of fluid intake within England
Williamson, J. and Howells, K. 2019. 4 and 5 year olds' understanding of fluid intake within England.
The A, B, Cs of physical activity, play and motor learning
Howells, K., Sääkslahti, A., Jidovtseff, B. and Fjørtoft, I. 2019. The A, B, Cs of physical activity, play and motor learning. Early Years Special Interest Group Symposium within AIESEP (International Association of Physical Education in Higher Education) International Conference Building Bridges for Physical Activity and Sport. New York 19 - 22 Jun 2019
#Greatcoaching within sport
Howells, K., Gubby, L., Dray, K. and Mills, H. 2019. #Greatcoaching within sport. Expert Comments
International comparison of children’s knowledge, barriers and reported fluid intake across the school day.
Coppinger, T. and Howells, K. 2019. International comparison of children’s knowledge, barriers and reported fluid intake across the school day. International Journal of Nutrition. 4 (1), pp. 1-9. https://doi.org/10.14302/issn.2379-7835.ijn-19-904
'Fat' bodies: where do they stand?
Gubby, L. and Hornsey, R. 2019. 'Fat' bodies: where do they stand? 3rd Annual Learning and Teaching Conference and Scholarship Day (Faculty of Education). Canterbury Christ Church University 07 Feb 2019
Iron girl – patronising or inclusive?
Howells, K. and Gubby, L. 2019. Iron girl – patronising or inclusive? CCCU website Canterbury Christ Church University.
Developing a ‘students as partners’​ approach in the ​ student research journey​
Dray, K. 2019. Developing a ‘students as partners’​ approach in the ​ student research journey​.
Mental health through movement
Clark, H., Royal, P., West, H., Randall, V., Silk, M., Patnaik, A., Shahid, S., Yelling, M., Coleman, N., Wright, C., Kay, S., Bagnall, P., Sigman, A., Adams, S., Albon, D., Murray, A., Murray, P., Hodgson, A., Hill, R., Whewell, E., Palmer, G., Lee, D., Javor, A., Lubrano, M., Salt, K., Lochrie, P., Thomas, J., Jephcott, M., Norman, A., Manners, L., Pearson, J., Murray, J. and Howells, K. 2019. Mental health through movement . London All Party Parliamentary Group.
OECD future of education 2030: making physical education dynamic and inclusive for 2030 international curriculum analysis
Howells, K. 2019. OECD future of education 2030: making physical education dynamic and inclusive for 2030 international curriculum analysis. Paris OECD.
You're pregnant, are you sure you should be doing that?
Mills, H. and DeVivo, M. 2019. You're pregnant, are you sure you should be doing that? Human Kinetics.
Physical activity during and beyond pregnancy: The importance of consistent and clear messages
Mills, H. and DeVivo, M. 2019. Physical activity during and beyond pregnancy: The importance of consistent and clear messages.
Physical activity and pregnancy
Mills, H., DeVivo, M., Tillet, E. and Johnson, B. 2019. Physical activity and pregnancy. Royal College of General Practitioners.
Should physiotherapists recommend swimming to patients with low back pain (LBP) and is further research warrented?
Oakes, H., DeVivo, M., Mills, H. and Stephensen, D 2019. Should physiotherapists recommend swimming to patients with low back pain (LBP) and is further research warrented?
“They turn to you first for everything”: insights into midwives’ perspectives of providing physical activity advice and guidance to pregnant women.
De Vivo, M. and Mills, H. 2019. “They turn to you first for everything”: insights into midwives’ perspectives of providing physical activity advice and guidance to pregnant women. BMC Pregnancy and Childbirth.
Bump start needed: linking guidelines, policy and practice in promoting physical activity during and beyond pregnancy
Mills, H., Atkinson, L, Olander, E.K, Smith, D, Hayes, L, Currie, S, Newham, J, Foster, C and De Vivo, M. 2019. Bump start needed: linking guidelines, policy and practice in promoting physical activity during and beyond pregnancy. British Journal of Sports Medicine.
The adoption of daily mile as an active mile initiative: the children’s and teachers’ voices
Howells, K., Bowen, J., Mannion, K. and McMartin, C. 2019. The adoption of daily mile as an active mile initiative: the children’s and teachers’ voices. Physical Education Matters. Autumn 2019, pp. 37-39.
Exploring the use of e-portfolios in higher education coaching programs
Dray, K. and Howells, K. 2019. Exploring the use of e-portfolios in higher education coaching programs. International Sport Coaching Journal. 6 (3), pp. 359-365. https://doi.org/https://doi.org/10.1123/iscj.2018-0082
Assessing the psychosocial factors associated with adherence to exercise referral schemes: a systematic review
Eynon, M., Foad, J., Downey, J., Bowmer, Y. and Mills, H. 2019. Assessing the psychosocial factors associated with adherence to exercise referral schemes: a systematic review. Scandinavian Journal Of Medicine & Science In Sports. 29 (5), pp. 638-650. https://doi.org/10.1111/sms.13403
Supporting children inside and out with physical activity
Howells, K. 2019. Supporting children inside and out with physical activity. CCCU Media Pages Canterbury Christ Church University.
Beyond Jonny’s story: a whole class physical activity intervention
Howells, K. 2018. Beyond Jonny’s story: a whole class physical activity intervention.
How physically active are boys and girls are during playtimes in primary school?
Howells, K. 2018. How physically active are boys and girls are during playtimes in primary school?
Resisting dominant gender discourse in physical education
Gubby, L. 2018. Resisting dominant gender discourse in physical education. Scholarship Day: Critical Pedagogies. Canterbury Christ Church University 01 Feb 2018
Does korfball have the potential to resist current gender discourses in PE?: perspectives of junior korfball players
Gubby, L. 2018. Does korfball have the potential to resist current gender discourses in PE?: perspectives of junior korfball players.
Castle’s competition model for building confidence and competence in action
Castle, N., Howells, K. and Gubby, L. 2018. Castle’s competition model for building confidence and competence in action.
‘Elite athlete to disabled athlete to adaptive athlete. ’how coaches and teachers can help support the road to recovery
Howells, K. 2018. ‘Elite athlete to disabled athlete to adaptive athlete. ’how coaches and teachers can help support the road to recovery.
'Drive to drink!'
Coppinger, T. and Howells, K. 2018. 'Drive to drink!'.
The impact of wellbeing on the physical activities of occupational therapy (OT) for a child with dyspraxia
Power, L., Howells, K. and Gubby, L. 2018. The impact of wellbeing on the physical activities of occupational therapy (OT) for a child with dyspraxia.
Are you ready? physical readiness is there a mismatch in understanding and knowledge?
Howells, K. 2018. Are you ready? physical readiness is there a mismatch in understanding and knowledge?
Early years symposium: physical readiness and physical curiosity
Howells, K. 2018. Early years symposium: physical readiness and physical curiosity. AIESEP (International Association of Colleges of Physical Education) World Congress. Edinburgh Jul 2018
The future of education and skills: education 2030: the future we want
Howells, K. 2018. The future of education and skills: education 2030: the future we want. Paris OECD.
In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education
Meehan, C. and Howells, K. 2018. In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2018.1490702
What is the impact of wellbeing on the physical activities of occupational therapy for a child with dyspraxia?
Power, L., Howells, K. and Gubby, L. 2017. What is the impact of wellbeing on the physical activities of occupational therapy for a child with dyspraxia?
What’s even possible? how physical active are our 21st century children?
Howells, K. 2016. What’s even possible? how physical active are our 21st century children?
What’s even possible? how physical active are our 21st century children? (AIESEP)
Howells, K. 2016. What’s even possible? how physical active are our 21st century children? (AIESEP).
Physical activity and self-esteem. Jonny's story (AIESEP)
Howells, K. and Bowen, J. 2016. Physical activity and self-esteem. Jonny's story (AIESEP).
Physical development, health and well-being. AIESEP
Howells, K. 2016. Physical development, health and well-being. AIESEP.
Physical development, health and well-being.
Howells, K. 2016. Physical development, health and well-being.
Physical activity and self esteem, Jonny's story
Howells, K. and Bowen, J. 2016. Physical activity and self esteem, Jonny's story.
Walk it, like you talk it.
Howells, K. and Meehan, C. 2016. Walk it, like you talk it.
Can break times (recess) help children's physical activity levels?
Howells, K. 2017. Can break times (recess) help children's physical activity levels?
What is being healthy within UK primary school setting?
Howells, K. 2017. What is being healthy within UK primary school setting?
Using basic biomechanics to support observation, assessment and progression of learning
Howells, K. 2017. Using basic biomechanics to support observation, assessment and progression of learning. CIAPSE2 – Children’s Physical Activity and Sport. University of Jyväskylä, Jyväskylä 26 - 28 Jan 2017
Beyond Jonny's story
Howells, K. and Bowen, J. 2017. Beyond Jonny's story.
The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school
Howells, K. 2017. The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school.
'Becoming' a disabled athlete
Howells, K. 2017. 'Becoming' a disabled athlete.
Adventures in coach learning: considering new approaches
Dray, K., Foad, A., Secker, M. and Weed, M. 2018. Adventures in coach learning: considering new approaches. Applied Coaching Research Journal. 1, pp. 8-13.
We need a revived importance of PE to help children be active
Gubby, L. 2018. We need a revived importance of PE to help children be active.
This girl can
Gubby, L. 2018. This girl can.
Embodied learning through climbing
Gubby, L. 2018. Embodied learning through climbing. Sport and Body Cultures Embodied Thought of the Month.
Can korfball facilitate mixed-PE in the UK? the perspectives of junior korfball players
Gubby, L. 2018. Can korfball facilitate mixed-PE in the UK? the perspectives of junior korfball players. Sport, Education and Society. https://doi.org/10.1080/13573322.2018.1519506
Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children?
Howells, K., Wellard, I. and Woolf-May, K. 2018. Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children? Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1490899
We need more female role models in sport to inspire the next generation
Howells, K., Gubby, L., Dray, K. and Mills, H. 2018. We need more female role models in sport to inspire the next generation. Canterbury Christ Church University.
Chapter 14 - planning physical education in the national curriculum
Howells, K. 2018. Chapter 14 - planning physical education in the national curriculum. in: Sewell, K. (ed.) Planning the Primary National Curriculum A complete guide for trainees and teachers,Second Edition (Revised and Updated Edition) London SAGE. pp. 266-280
Physical activity and mental health of school-aged children andadolescents: A rapid review
Bailey, R., Howells, K. and Glibo, I. 2018. Physical activity and mental health of school-aged children andadolescents: A rapid review. International Journal of Physical Education. LV (1), pp. 1-14.
Sporting equality and gender neutrality in korfball
Gubby, L. and Wellard, I. 2017. Sporting equality and gender neutrality in korfball. in: Channon, A., Dashper, K., Fletcher, T. and Lake, R. (ed.) Sex Integration in Sport and Physical Culture: Promises and Pitfalls London Routledge.
New teaching resource for promoting physical activity in pregnancy
De Vivo, M. and Mills, H. 2017. New teaching resource for promoting physical activity in pregnancy. Canterbury Christ Church University.
A mixed methods approach to advance the understanding of physical activity behaviour during pregnancy
De Vivo, M. and Mills, H. 2017. A mixed methods approach to advance the understanding of physical activity behaviour during pregnancy. Journal of Sports Sciences. 35 (S1), pp. 22-23. https://doi.org/10.1080/02640414.2017.1378421
Mastering primary physical education
Howells, K., Carney, A., Castle, N. and Little, R. 2017. Mastering primary physical education. London Bloomsbury.
Supporting physical development, health and well-being through the use of outdoor environments
Howells, K. 2016. Supporting physical development, health and well-being through the use of outdoor environments. in: Ritchie, C. (ed.) Exploring Children's Learning 3 - 11 Routledge.
Benefits of swimming for young children
Howells, K. and Jarman, D. 2016. Benefits of swimming for young children. Physical Education Matters. 11 (3), pp. 20-21.
Embodied practices in korfball
Gubby, L. 2015. Embodied practices in korfball. in: Wellard, I. (ed.) Researching Embodied Sport: Exploring Movement Cultures London Routledge. pp. 86-100
Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children
Howells, K. and Meehan, C. 2017. Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1299146
Experiences of physical activity during pregnancy resulting from in vitro fertilisation: an interpretative phenomenological analysis
Walker, C., Mills, H. and Gilchrist, A. 2017. Experiences of physical activity during pregnancy resulting from in vitro fertilisation: an interpretative phenomenological analysis. Journal of Reproductive and Infant Psychology. https://doi.org/10.1080/02646838.2017.1313968
Embodied learning through HIIT
Gubby, L. and Wellard, I. 2017. Embodied learning through HIIT. Sport and Body Cultures Embodied Thought of the Month.
Why absence of evidence of risk is not the same as evidence for absence of risk
Mills, H., De Vivo, M. and Beedie, C. 2017. Why absence of evidence of risk is not the same as evidence for absence of risk. Canterbury Christ Church University.
What really matters to freshers? An evaluation of first year student experience of transition into university
Meehan, C. and Howells, K. 2017. What really matters to freshers? An evaluation of first year student experience of transition into university. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2017.1323194
Informal and non-formal learning in sport coach education
Dray, K., Weed, M., Fullick, S. and UK Sport 2016. Informal and non-formal learning in sport coach education. Canterbury The United Kingdom Sports Council.
“Already tired – do I need to be more tired?!” Eliciting the modal salient exercise beliefs of pregnant women in East Kent (United Kingdom).
De Vivo, M. and Mills, H. 2015. “Already tired – do I need to be more tired?!” Eliciting the modal salient exercise beliefs of pregnant women in East Kent (United Kingdom).
How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.
Howells, K. 2016. How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.
Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’.
Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'?
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'? International Journal of Sport and Exercise Sciences. 2 (5), pp. 125-125.
Chapter 7 – An introduction to physical education
Howells, K. 2015. Chapter 7 – An introduction to physical education. in: Driscoll, P., Lambirth, A. and Roden, J. (ed.) The Primary Curriculum: A Creative Approach London SAGE. pp. 137-155
Physical education planning
Howells, K. 2015. Physical education planning. in: Sewell, K. (ed.) Planning the Primary National Curriculum: A complete guide for trainees and teachers London SAGE. pp. 262-276
Can sport provide a space for gender equality?: A qualitative study of children who play korfball
Gubby, L. 2016. Can sport provide a space for gender equality?: A qualitative study of children who play korfball. PhD Thesis Canterbury Christ Church University Faculty of Education
Physical activity and self-esteem: ‘Jonny’s story’
Howells, K. and Bowen, J. 2016. Physical activity and self-esteem: ‘Jonny’s story’. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2016.1171572
Examining the effectiveness of the theory of planned behaviour in explaining exercise intention and behaviour during pregnancy: a meta-analysis
De Vivo, M., Hulbert, S., Mills, H. and Uphill, M. 2016. Examining the effectiveness of the theory of planned behaviour in explaining exercise intention and behaviour during pregnancy: a meta-analysis. Journal of Reproductive and Infant Psychology. https://doi.org/10.1080/02646838.2015.1118022
Sporting equality and gender neutrality in korfball
Gubby, L. and Wellard, I. 2015. Sporting equality and gender neutrality in korfball. Sport in Society. https://doi.org/10.1080/17430437.2015.1096261
Public attitudes toward people with intellectual disabilities after viewing Olympic or Paralympic performance
Ferrara, K., Burns, J. and Mills, H. 2015. Public attitudes toward people with intellectual disabilities after viewing Olympic or Paralympic performance. Adapted Physical Activity Quarterly. 32 (1), pp. 19-33. https://doi.org/10.1123/apaq.2014-0136
Shorts and Skorts: Endeavouring to Eliminate Difference on the Korfball Pitch
Gubby, L. 2013. Shorts and Skorts: Endeavouring to Eliminate Difference on the Korfball Pitch.
The historical contextualisation of korfball
Gubby, L. 2011. The historical contextualisation of korfball.
'Gender, What's that?': Working together and eliminating gender difference in junior korfball
Gubby, L. 2013. 'Gender, What's that?': Working together and eliminating gender difference in junior korfball.
Mind the Gap: An analysis of how quality assurance processes influence programme assessment patterns
Jessop, T., McNab, N. and Gubby, L. 2012. Mind the Gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education. 13 (2), pp. 143-154. https://doi.org/10.1177/1469787412441285
Moving from the playing field and into the dugout: Exploring the contributions of the 2013 DSEP conference to our understanding of the psychology and sport coaching relationship
Dray, K. 2014. Moving from the playing field and into the dugout: Exploring the contributions of the 2013 DSEP conference to our understanding of the psychology and sport coaching relationship. Sport and Exercise Psychology Review. 10 (2), pp. 8-16.
Current discussions on the pressures for, and the potential impacts of, korfball being awarded entry into the sport-gender-media nexus
Gubby, L. 2012. Current discussions on the pressures for, and the potential impacts of, korfball being awarded entry into the sport-gender-media nexus.
“I could have gone off much harder”. Post-race counterfactual thinking in indoor rowers.
Dray, K., Uphill, M., Mills, H. and Southam, M. 2015. “I could have gone off much harder”. Post-race counterfactual thinking in indoor rowers.
Can break times help children's physical activity?
Howells, K. 2015. Can break times help children's physical activity? in: Sangster, M. (ed.) Challenging Perceptions in Primary Education: Exploring Issues in Practice Bloomsbury.
Experiences of blended learning and support mechanisms
Howells, K. 2014. Experiences of blended learning and support mechanisms. Blended Learning: The Thoughtful Fusion of Face to Face and Online Learning Experiences. Faculty of Health and Social Care
Experiences of blended learning
Howells, K. 2014. Experiences of blended learning. Approaches to Feedback and Blended Learning.
Responsible citizens who make a positive contribution to society
Howells, K. 2007. Responsible citizens who make a positive contribution to society.
The use of technology in recording physical activity levels of primary aged children
Howells, K. 2012. The use of technology in recording physical activity levels of primary aged children.
The effect of hemparesis on sitting to standing
Howells, K. 2004. The effect of hemparesis on sitting to standing. Masters Thesis University of Birmingham Health Sciences
The contribution of the primary school setting and physical education lessons to children's physical activity levels
Howells, K. 2014. The contribution of the primary school setting and physical education lessons to children's physical activity levels. PhD Thesis Canterbury Christ Church University Faculty of Education
Examining the effectiveness of the Theory of Planned Behaviour in predicting exercise intention and behaviour during pregnancy: Preliminary findings from a random effects meta-analysis
De Vivo, M., Hulbert, S., Mills, H. and Uphill, M. 2014. Examining the effectiveness of the Theory of Planned Behaviour in predicting exercise intention and behaviour during pregnancy: Preliminary findings from a random effects meta-analysis.
Space frontiers for new pedagogies: a tale of constraints and possibilities
Jessop, T., Gubby, L. and Smith, A. 2011. Space frontiers for new pedagogies: a tale of constraints and possibilities. Studies in Higher Education. 37 (2), pp. 189-202. https://doi.org/10.1080/03075079.2010.503270
The thrill of defeat and the agony of victory: towards an understanding and transformation of athletes’ emotional experience
Uphill, M. and Dray, K. 2013. The thrill of defeat and the agony of victory: towards an understanding and transformation of athletes’ emotional experience. Reflective Practice. 14 (5), pp. 660-671. https://doi.org/10.1080/14623943.2013.835720
Science in physical education or physical education in science
Howells, K. 2010. Science in physical education or physical education in science. We're Going on a Bear Hunt. East Sussex May 2010
Initial teacher education in the South East. Opportunities and challenges for enhancing public health content
Howells, K. 2008. Initial teacher education in the South East. Opportunities and challenges for enhancing public health content.
Primary school pilot case study on physical education’s contribution to physical activity levels
Howells, K. 2009. Primary school pilot case study on physical education’s contribution to physical activity levels.
The contribution of physical education lessons to physical activity levels of primary aged children
Howells, K. 2011. The contribution of physical education lessons to physical activity levels of primary aged children.
Using technologies to support in physical education lessons: primary education trainee teachers' views
Howells, K. 2011. Using technologies to support in physical education lessons: primary education trainee teachers' views.
Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?
Howells, K. 2011. Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?
What happens in physical education of primary aged children?
Howells, K. 2012. What happens in physical education of primary aged children?
What happens in physical education of primary aged children?
Howells, K. 2012. What happens in physical education of primary aged children?
Beyond the fridge freezer
Howells, K. 2013. Beyond the fridge freezer.
Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings
Howells, K., Wellard, I. and Woolf-May, K. 2009. Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings. in: MacPhail, A. and Young, A. (ed.) Promoting Physical Education Across Schools and Communities. Proceedings of the Fourth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 23-31
Do physical education lessons contribute to children's physical activity levels?
Howells, K., Wellard, I. and Woolf-May, K. 2010. Do physical education lessons contribute to children's physical activity levels? in: Enright, E. and Tindall, D. (ed.) A Shared Vision for Physical Education, Physical Activity and Youth Sport. Proceedings of the Fifth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 46-53
A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE)
Howells, K. 2007. A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE). Primary Physical Education Matters. 2 (1), pp. ii-iii.
CPOW! The superhero method for inspiring learning in literacy
Howells, K. and Sweatman, D. 2010. CPOW! The superhero method for inspiring learning in literacy. Literacy Today.
Are boys more physically active than girls during a primary school day?
Howells, K., Caple, A. and Jones, M. 2010. Are boys more physically active than girls during a primary school day? Primary Physical Education Matters. 5 (3), pp. xvii-xix.
An introduction to physical education
Howells, K. 2012. An introduction to physical education. in: Driscoll, P., Roden, J. and Lambirth, A. (ed.) The Primary Curriculum: A Creative Approach London SAGE. pp. 118-136
Placing an importance on health and physical activity
Howells, K. 2012. Placing an importance on health and physical activity. in: Griggs, G. (ed.) An Introducation to Primary Physical Education London Routledge. pp. 207-220
The use of technology in promoting physical activity of primary aged children
Howells, K. 2012. The use of technology in promoting physical activity of primary aged children.
Using accelerometers and Qwizdom to measure the physical activity levels of primary aged children
Howells, K. 2012. Using accelerometers and Qwizdom to measure the physical activity levels of primary aged children.
Is physical education more than just being physically active?
Howells, K. 2012. Is physical education more than just being physically active? in: Sangster, M. (ed.) Developing Teacher Expertise: Exploring Key Issues in Primary Practice London Bloomsbury Academic. pp. 78-82
Ensuring all children - including a child with ADHD - can access physical education
Howells, K. and Barton, K. 2012. Ensuring all children - including a child with ADHD - can access physical education. Primary Physical Education Matters. 7 (3), pp. 57-59.
The influence of reputation information on the assessment of undergraduate student work
Batten, J., Batey, J., Shafe, L., Gubby, L. and Birch, P. 2013. The influence of reputation information on the assessment of undergraduate student work. Assessment & Evaluation in Higher Education. 38 (4), pp. 417-435. https://doi.org/10.1080/02602938.2011.640928
The engagement of further and higher education with the London 2012 Olympic and Paralympic Games
Weed, M., Wellard, I., Dowse, S., Mansfield, L., Swain, J. and Gubby, L. 2011. The engagement of further and higher education with the London 2012 Olympic and Paralympic Games. Podium.
Exploring perceptions of success within an exercise referral scheme: a mixed method investigation
Mills, H., Crone, D., James, D. and Johnston, L. 2012. Exploring perceptions of success within an exercise referral scheme: a mixed method investigation. Evaluation Review. 36 (6), pp. 407-429. https://doi.org/10.1177/0193841X12474452
The potential power of the Paralympics - changing attitudes towards people with intellectual disabilities
Parrot, K., Burns, J., Mills, H. and Baker, P. 2012. The potential power of the Paralympics - changing attitudes towards people with intellectual disabilities.
'Even if you can’t skip, you have a skip in your step when you walk out of the gym': a study into patients' perceptions of an exercise referral scheme
Mills, H., Crone, D., Johnston, L. and James, D. 2007. 'Even if you can’t skip, you have a skip in your step when you walk out of the gym': a study into patients' perceptions of an exercise referral scheme.
Reflecting on reflections: the role of ‘what might have been’
Dray, K. and Uphill, M. 2012. Reflecting on reflections: the role of ‘what might have been’. The Sport and Exercise Scientist. 33, pp. 9-10.
Emotional intelligence: associations with emotions, emotion regulation and rowing performance
Uphill, M. and Mills, H. 2011. Emotional intelligence: associations with emotions, emotion regulation and rowing performance. British Journal of Sports Medicine. 45 (15). https://doi.org/10.1136/bjsports-2011-090606.36
Response to article: Effect of exercise referral schemes in primary care on physical activity and improving health outcomes: systematic review and meta-analysis
Crone, D., James, D., Mills, H. and Johnston, L. 2011. Response to article: Effect of exercise referral schemes in primary care on physical activity and improving health outcomes: systematic review and meta-analysis. British Medical Journal (BMJ). 2011 (343). https://doi.org/10.1136/bmj.d6462
Building Bridges - An innovative tool to capture small health behaviour changes; the development process
Mills, H., Uphill, M. and Weed, M. 2011. Building Bridges - An innovative tool to capture small health behaviour changes; the development process.
Primary school case study on physical education's contribution to physical activity levels
Howells, K., Wellard, I. and Woolf-May, K. 2009. Primary school case study on physical education's contribution to physical activity levels.
Primary school case study on physical education's contribution to physical activity levels
Howells, K., Wellard, I. and Woolf-May, K. 2009. Primary school case study on physical education's contribution to physical activity levels.
Factors associated with exercise referral scheme success
Mills, H. 2009. Factors associated with exercise referral scheme success.
Counterfactuals: Contexts and consequences
Dray, K. and Uphill, M. 2009. Counterfactuals: Contexts and consequences.
'Even if you can't skip, you have a skip in your step when you walk out of the gym': a study into patients' perceptions of an exercise referral scheme
Mills, H., James, D., Chrone, D. and Johnston, L. 2007. 'Even if you can't skip, you have a skip in your step when you walk out of the gym': a study into patients' perceptions of an exercise referral scheme. Journal of Sports Sciences. 25 (S2), pp. 108-109.
Defining the specialist teacher of primary physical education
Carney, P. and Howells, K. 2008. Defining the specialist teacher of primary physical education. Primary Physical Education Matters. 3 (3), pp. iii-iv.
The agony and ecstasy of what might have been
Dray, K. 2010. The agony and ecstasy of what might have been.
A mixed method investigation into the perception and measurement of success in an exercise referral scheme
Mills, H., Crone, D., James, D. and Johnston, L. 2010. A mixed method investigation into the perception and measurement of success in an exercise referral scheme.
‘Like I say to my dad, it’s not you’re fat, it’s probably muscle’ – exploring young boys’ perceptions of the physical activity and health relationship
Mills, H. and Mendez, K. 2010. ‘Like I say to my dad, it’s not you’re fat, it’s probably muscle’ – exploring young boys’ perceptions of the physical activity and health relationship.
Public health and physical activity
Mills, H., Crone, D. and El Ansari, W. 2009. Public health and physical activity. in: Wilson, F. and Mabhala, M. (ed.) Key Concepts in Public Health Los Angeles SAGE Publications Ltd. pp. 202-206
Focus groups and young peoples' views of the Olympic and Paralympic Games
Mansfield, L., Chatziefstathiou, D., Curtis, H., Dray, K., Fiore, J. and Weed, M. 2009. Focus groups and young peoples' views of the Olympic and Paralympic Games.
Giving yourself a good beating: appraisal, attribution, rumination, and counterfactual thinking
Uphill, M. and Dray, K. 2009. Giving yourself a good beating: appraisal, attribution, rumination, and counterfactual thinking. Journal of Sports Science and Medicine. 8 (CSSI 3), pp. 5-12.
A survey of athletes' counterfactual thinking: precursors, prevalence and consequences
Dray, K. and Uphill, M. 2009. A survey of athletes' counterfactual thinking: precursors, prevalence and consequences. Sport and Exercise Psychology Review. 5 (1), pp. 16-26.
Factors associated with physical activity referral completion and health outcomes
James, D., Mills, H., Crone, D., Johnston, L., Morris, C. and Gidlow, C. 2009. Factors associated with physical activity referral completion and health outcomes. Journal of Sports Sciences. 27 (10), pp. 1007-1017. https://doi.org/10.1080/02640410903214248