Considering the youth voice: needs and asset assessment in sport for development using photovoice

With the growth of sport for development (SFD), it is increasingly important to ensure that programmes are intentionally designed to meet the needs of the communities they serve, in a way that helps build community capacity. Still, many programmes have been criticised for not considering the voices of marginalised individuals, specifically youth programme recipients, in the planning and development of SFDprogrammes. Additionally, programmes are developed from a deficit approach where only the needs or negative aspects of the community are being considered in the planning and development of programming. With these issues in mind, the purpose of this study was to assess the usefulness of photovoice as a strategic tool to give youth a voice in SFD needs and asset assessment. Additionally, it examined how practitioners can utilize the outcomes of a needs and asset assessment in planning and implementing SFD programming. The results highlight the assets and challenges that the youth participants identified and the practical use of the assessment from the perspective of programme administrators. The results suggest that photovoice can allow youth programme participants to have a genuine voice in programme development.

The European Society of Head and Neck Radiology Mentoring Programme: development and feedback during the first phase of the initiative

There is increasing awareness of the benefits of formal mentorship programmes in radiology. In the context of the COVID 19 pandemic which impacted on education, professional engagement and networking within the wider radiological community, the European Society of Head and Neck Radiology (ESHNR) decided to develop a formal mentoring programme. The ESHNR mentoring initiative is novel in its scope, whereby European and international members of a subspecialty radiology society are matched into mentor–mentee pairings to disseminate good practice, knowledge and ideas. The purpose of this report is to describe the motivations, planning, challenges and early experience of the ESHNR mentoring programme together with initial feedback from the scheme.The development of the programme and iterative modifications during the first phase of the scheme are described. The programme has enrolled 33 mentors and 27 mentees with international representation and 24 mentor–mentee pairs have participated in 2.6 (mean) meetings. The experience and benefits reported by the participating ESHNR members (mentees and mentors) were evaluated by a questionnaire at six months following the start of the programme. There were 80% of mentors and 88% of mentees who strongly agreed that the mentoring programme was rewarding rather than an obligation, and all participants reported that they would recommend the scheme to colleagues.A formal mentoring programme has been established for an international subspecialty radiology society. The early experience is encouraging and suggests that it is both useful and sustainable. Our experiences may be of benefit to other subspecialty societies considering a mentoring programme.

Between Horizontality and Centralisation: Organisational Form and Practice in the Finns Party

This article provides the first comprehensive analysis of the Finns Party’s (Perussuomalaiset [PS]) formal organisation and how it operates in practice. Following the framework of this thematic issue, to what extent does the PS’s organisation follow the mass-party model and how centralised is the party in its internal decision-making? Analysis of party documents, association registries, and in-depth interviews with 24 party elite representatives reveal that the PS has developed a complex organisational structure and internal democracy since 2008. However, the power of members in regard to the party’s internal decision-making remains limited, despite the party’s leadership having facilitated a more horizontal and inclusionary organisational culture after 2017. The study reveals how the party combines radically democratic elements of its leadership selection and programme development with a very high level of centralisation of formal power in the party executive, and how the party organisationally relies on a vast and autonomous but heterogeneous network of municipal associations. The article also discusses how PS elites perceive the advantages of having a wide and active organisation characterised by low entry and participation requirements, and how party-adjacent online activism both complements and complicates the functioning of the formal party organisation.

"Deaf is best": Exploring the sexuality experiences and knowledge of Deaf women in New Zealand

<p>This study has two primary purposes. Initially, it explores the accounts of sexuality-related experiences and knowledge of a group of Deaf women in New Zealand. The limited international literature available has primarily focused on Deaf sexuality in terms of deficits and vulnerabilities and no work has been carried out on the topic in New Zealand, so relatively little is known about an influential aspect of Deaf women’s lives. The second purpose for this study is to generate recommendations for improving the sexuality information and services available to the women. This study accomplished the two aims by using an action research framework in which Deaf Aotearoa New Zealand, the national organisation for the Deaf, was a collaborative research partner. The seven women who participated in the study were split into two focus groups, one for NZ European/ Pākeha women and one for Asian and Pacific women. The focus groups were conducted in August 2012 at a Deaf club. Also present during the focus groups were a professional New Zealand Sign Language interpreter, a Deaf woman who served as co-facilitator, and myself. In the focus groups, the women discussed their experiences and understanding of concepts with regard to intimate relationships, sexual experiences, and sexuality more generally. Their accounts revealed the potential impact their family’s cultural background, the ability of those around them to communicate through New Zealand Sign Language, and their personal English literacy levels had on their sexuality knowledge and development. Those who had greater access to information and support reported more positive experiences. As a result, recommendations are made for improving information accessibility across the lifespan, with a special emphasis on programming and services provided by Deaf Aotearoa. The recommendations conclude with a description of a programme developed alongside Deaf Aotearoa that addresses some of these areas and which will be implemented with regional groups of Deaf women. As a result, the contributions made by the Deaf women who participated in this project are already demonstrating an impact in programme development.</p>

"Deaf is best": Exploring the sexuality experiences and knowledge of Deaf women in New Zealand

<p>This study has two primary purposes. Initially, it explores the accounts of sexuality-related experiences and knowledge of a group of Deaf women in New Zealand. The limited international literature available has primarily focused on Deaf sexuality in terms of deficits and vulnerabilities and no work has been carried out on the topic in New Zealand, so relatively little is known about an influential aspect of Deaf women’s lives. The second purpose for this study is to generate recommendations for improving the sexuality information and services available to the women. This study accomplished the two aims by using an action research framework in which Deaf Aotearoa New Zealand, the national organisation for the Deaf, was a collaborative research partner. The seven women who participated in the study were split into two focus groups, one for NZ European/ Pākeha women and one for Asian and Pacific women. The focus groups were conducted in August 2012 at a Deaf club. Also present during the focus groups were a professional New Zealand Sign Language interpreter, a Deaf woman who served as co-facilitator, and myself. In the focus groups, the women discussed their experiences and understanding of concepts with regard to intimate relationships, sexual experiences, and sexuality more generally. Their accounts revealed the potential impact their family’s cultural background, the ability of those around them to communicate through New Zealand Sign Language, and their personal English literacy levels had on their sexuality knowledge and development. Those who had greater access to information and support reported more positive experiences. As a result, recommendations are made for improving information accessibility across the lifespan, with a special emphasis on programming and services provided by Deaf Aotearoa. The recommendations conclude with a description of a programme developed alongside Deaf Aotearoa that addresses some of these areas and which will be implemented with regional groups of Deaf women. As a result, the contributions made by the Deaf women who participated in this project are already demonstrating an impact in programme development.</p>

Virtue Education Programme e-TAP: Innovativeness and Thematic Fit in the Context of Preschool and Primary Education in Latvia

This study addresses the appropriateness (‘fit’) of the moral education programme e-TAP to the Latvian educational context from preschool till grade 3. Document analysis and a questionnaire were used for exploring two research questions: How do the topics of e-TAP fit the topics of the new competence-based curriculum Skola 2030? and what was the e-TAP fit the needs, expectations, and values of the educational context? The document base contained 20 Skola 2030 “Subject matter model programmes” (63 content-units in preschool and 174 topics in grades 1–3) and 64 e-TAP lesson plans (24 in preschool and 40 in grades 1–3). 138 teachers (78 form preschool and 60 from grades 1–3) piloted the e-TAP programme between February and April 2021 and filled 169 feedback questionnaires containing information about their interest in the programme, their motivations and satisfaction with the programme, and their suggestions for improving it. NVivo and MS Excel software were used for qualitative and quantitative data analysis. The results show the high thematic fit of e-TAP with Skola 2030: nearly half of the Skola 2030 topics had at least a thematic match with the e-TAP lesson plans, and 83% of e-TAP lesson plans match with at least one of the Skola 2030 topics. Almost all teachers agreed or rather agreed that the e-TAP programme fits to their needs, expectations, and values. The programme innovativeness, fit to teachers’ needs and relation to Latvian traditions are discussed, and directions for programme development and future research are suggested.

The Development of the Programme of Health-Recreating Activities for Children of Primary School Age with Emotional and Behavioural Disorders, Using Rock Climbing

The aim of this article was to theoretically justify and develop the programme of health-recreating activities for children with emotional and behavioural disorders, using rock climbing. For the research such methods were used – theoretical analysis of vocational educational and methodical literature and documentary materials, generalization, systematization, abstraction, synthesis, analogy, induction, deduction, logical method, comparative method, structural-functional analysis, physiological, pedagogical methods of research. The development of this programme was based on such principals of health-recreating activities: systematicity; accessibility; voluntarism; compliance of leisure services to local conditions; the principle of interest. Proposed programme allows to compensate the lack of physical activity, contributes to the development of healthy and harmonious person, organisation of healthy and active leisure, teaching positive moral and behavioural qualities, health promotion, engaging children into healthy lifestyle. For the programme development was used such an algorithm: questionnaire of parents about motives and interests of children about the kinds of physical activities, initial evaluation of physical and emotional state, programme development and its implementation, operational control during the activities, the programme correction, if necessary, progressing the programme. The programme of activities included elements of rock climbing, quests and games. The programme was developed taking according to the level of physical readiness and functional disabilities of each child. The activities at the rock climbing wall proceeded by small group method: 3 to 5 people in the group. In each group, the activities were held 3 times a week, during 60 minutes.

How do we engage people in testing for COVID-19? A rapid qualitative evaluation of a testing programme in schools, GP surgeries and a university

Background The UK Scientific Advisory Group for Emergencies (SAGE) emphasises the need for high levels of engagement with communities and individuals to ensure the effectiveness of any COVID-19 testing programme. A novel pilot health surveillance programme to assess the feasibility of weekly community RT-LAMP testing for the SARS-CoV-2 virus using saliva samples collected at home was developed and piloted by the University of Southampton and Southampton City Council. Methods Rapid qualitative evaluation was conducted to explore experiences of those who took part in the programme, of those who declined and of those in the educational and healthcare organisations involved in the pilot testing who were responsible for roll-out. This included 77 interviews and 20 focus groups with 223 staff, students, pupils and household members from four schools, one university, and one community healthcare NHS trust. The insights generated informed the design and modification of the Southampton COVID-19 Saliva Testing Programme and the next phase of community-testing. Results Conversations revealed that high levels of communication, trust and convenience were necessary to ensure people’s engagement with the programme. This suggests community leaders and stakeholder organisations should be involved throughout programme development and implementation to optimise these features of the testing. Conclusions Participants’ and stakeholders’ motivations, challenges and concerns need to be understood and these insights used to modify the programme in a continuous, real-time process to ensure and sustain engagement with testing over the extended period necessary.