The purpose of the present study was to investigate the effectiveness of different confidence enhancing techniques (Positive Self-Talk, Imagery, and Confidence Profiling) in amateur track and field athletes. Fifteen participants volunteered to take part in the study, five in each intervention group. A baseline measure using TSCI and SSCI has administrated prior to the intervention. Each athlete then completed a four-week intervention, completing the TSCI and SSCI again post-intervention. Results from a mixed model ANOVA yielded a significant difference in pre scores to post in each intervention, p < 0.05. Although no significant difference was found between groups, p > 0.05, meaning all groups were of equal effect. Despite not being statistically different, imagery improved scores the most. These results provide a protocol structure for psychologists and coaches to follow.

The purpose of the present study was to understand why secondary teachers are not using outdoor learning (OL) in their pedagogical practice. Through the lens of social constructivism (Vygotsky, 1986; Trowler, 2008) the research aims were to 1) examine the current benefits and drawbacks of OL, 2) distinguish factors that influence teachers’ perceptions of OL, and 3) determine, using teachers’ perceptions, if OL has a greater impact on child development than indoor learning (OL). Seven teachers were selected using purposeful sampling from a U.K secondary school. An adapted version of Fagerstam’s (2014) teachers’ perceptions questionnaire was administered to gather responses across social aspects, supporting environment, teacher-student relations, and teacher collaboration. Results from thematic analysis generated risk assessment, weather, time, flexibility, behavior, relationships, and definition as key themes. Furthermore, results showed that there is educational potential for OL, however, this does not have to be in the form of a Forest School Experience. Some teachers were in disagreement on whether the change in pupils’ behavior is perceived as positive or negative, although there were differences in year groups. The author proposes that there are educational, personal development, and fluidity factors that need to be addressed by policymakers and school leaders to encourage teachers to use the outdoor facilities more. Additionally, school leaders could use Kennedy’s (2005) award bearing model as professional development to standardize the quality of OL taking place in schools. Future research must examine the links between OL and cognitive development as much of the research in the area is through the lens of social constructivism.

There is a large body of international research on raising the quality of education, with particular emphasis on CPD to support professional and pedagogical growth. From an educator’s perspective, there is widespread agreement that effective CPD is an important component of educational success. Therefore, it is unsurprising that research interest in this area has grown, particularly in light of the digital agenda. In a TEL context, educators report one of the main barriers to effective use is the lack of training in this area. This review of literature will examine some of the key ideas that form successful TEL CPD delivery, more specifically with relation to transformative models of CPD. Likewise, the section attempts to understand the context in which educators are operating and make sense of the challenges that relate to continuing professional development (CPD). In order to fully explore this phenomenon, personal development (PD) frameworks are explored, with a specific focus on Aileen Kennedy’s (2005) 9 typologies.

Many social networking sites have been thought to break down traditional hierarchies in terms of society and global geography (Lewis 2017). As an example, Twitter empowers learners to engage with individuals from all over the world, often sharing educational resources for free. This ‘work in progress’ paper adopts a mixed-methods model to explore if social media can be incorporated successfully with pedagogy. In total, 431 participants took part in this study. Of those, 411 completed the survey, and 20 were subjects in the interviews. Teachers described professional reasons and social reasons why they do not use social media regularly in their pedagogy. One emerging theme is that CPD appears to be underdeveloped in this area, as teachers report that TEL training focuses on administrative uses of a product rather than pedagogical benefits. This has implications on how social media could be used as a pedagogical tool and addresses gaps in the literature in this area. This direction of social media in the classroom remains unclear, however, this study aims to offer a framework for educators when using social media strategies.

Educational research has several competing views of the social sciences, and these are often referred to as paradigms. Hammersley (2013, p. 13) portrays paradigms as ‘not simply methodologies; they are ways of looking at the world, different assumptions about what the world is like and how we can understand or know about it’.  The paradigm wars’ boils down to a simple conflict between academics and scholars of qualitative and quantitative research which concerns the relative merits of the different perspectives. In the 1980s, the objectivity-seeking quantitative researcher diminished, whilst, post positivists, interpretivists, and critical theorists flourished throughout this same period. Mixed methods research (MMR) combines elements of both qualitative and quantitative approaches and has often been branded as a ‘transformative paradigm’. The importance of MMR means that the author can combine knowledge sets and move away from one’s allegiance to a particular research perspective. This review of literature will examine the paradigms that are commonly associated with education research. There is an active debate in the research community on the paradigms wars, and this will also be examined in relation to MMR.