This study sought to examine the motivations middle-aged women give for belonging to an outdoor adventure group. As part of this, how the women were negotiating the ageing process was also examined. Fourteen women aged 36–64 (average age 51.4 years) were individually interviewed with the purpose of exploring their perceptions, values, motivations and the beliefs they attach to their participation. Findings highlight the women's belief that participation delays the ageing process, gives them confidence in their lives and offers social support from other group members. In addition, pride, satisfaction and pleasure were expressed in the belief that they challenged the cultural norms and expectations of older women. Whilst delaying the ageing process, they also highlighted that they thought about a time in the future when they would not be able to continue to participate. The study emphasises that more adventurous activities are becoming more normalised and can be undertaken by women in middle age. This may also suggest that more needs to be done to promote diverse activities such as outdoor adventurous activities to women.

Understanding the student learning experience is essential if Higher Education Institutions (HEI) are to provide an education for the 21 st century. This study investigated students' perspectives on their learning experiences and offered undergraduates a chance to influence the way academics think about learning and teaching.Participants were drawn from two UK HEIs and a semi structured focus group approach was adopted. A total of nine focus groups consisting of 3-7 participants were drawn from across all Sport degree year groups in both institutions. Assessment, pedagogy and teacher characteristics emerged as primary concerns across both institutions. Assessment was appreciated by all students as key to their learning but was exposed as being overly traditional and rigid in its application. Students were unanimous in their support for small group pedagogies, rejecting traditional powerpoint dominated lecturing styles. The emphasis on the behaviour of, and delivery by, tutors was noteworthy.Students appraised the development of their academic skills and confidence, linking these to motivation, knowledge, self-awareness and critical reflection. In doing so they understood the impact of inconsistencies in tutors' teaching practices. The onus is on every tutor to combine imaginative assessment with dynamic and relational experiences in order to provide a strong foundation for flexible, reflective and creative graduates.

(2018) An investigation into the comparative learning gain and 'value added' for students from widening participation and non-widening participation groups: a case study from sports degrees, Higher Education

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