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The aim of this research is to further enhance our understanding of the construct mental toughness in professional rugby union teams. While mental toughness is synonymous with sporting success, considerable ambiguity exists concerning what it actually is, how it is developed and, most pertinently in the demanding environment of professional rugby, how it can be elicited on a game-to-game basis. To achieve these aims, an initial semi-structured interview-based study with nine elite players and three elite coaches explored their understanding of mental toughness. The results highlight that mental toughness involves player-specific processes and coaching processes along with an emphasis upon group processes. Building on these results, a second interview-based study was conducted with five super-elite coaches. The results from this cohort reaffirm the importance of group identity in consistently eliciting mental toughness. The results highlight the integral role that the coach plays in challenging group standards and in fostering togetherness and respect. Moreover, the results identify processes that coaches may utilise in developing, integrating and harnessing mentally tough leaders, the alignment of formal leaders and, crucially, how coaches communicate mentally tough messages to their players via the media. In conclusion, in order to elicit mental toughness in rugby union the coach needs to manage the multiple messages within the team environment that enhances group identity and the motivation to act mentally tough. In this regard, in order to elicit mental toughness in a rugby team on a consistent basis, it is essential that the coach is aware of, and manages, individual processes, coaching processes and, most importantly, the wider environment and social milieu. This requires coaches to create an aligned leadership and to manage the multiple messages that players receive, including those from the media, in order to create a mentally tough mindset.

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In the beginning of my clinical education I got the chance to spend time in the school and act as a teacher in physical education. That made me learn a lot of different teaching methods sincerely because earlier years I’ve acted pupil.For me it’s important to pay attention on experiences and opinions on how teachers and pupils are reacting to different teaching methods so I later on can teach pupils on a effective way as a future physical teacher. The purpose with my investigation is to investigate physical educated teachers in Varmland and two pupils in the ninth grade to take part from their experiences and opinions related to integrated groups respective mixed groups.I’ve investigated this through interviews with teachers in physical education as well as pupils to obtain detailed and depth to the answers that were given related to my purpose. The result from my investigations meant that teachers in physical education as well as pupils have different opinions about different theoretical concepts.One of the schools are using integrated groups because it’s traditional whilst the other school is using mixed groups because it’s important for the future so they can be interacting with different genders.

Sammanfattning Syfte och frågeställningar Syftet med studien är att undersöka hur fem tonårstjejer (13 - 19 år) som för närvarande inte är aktiva i en idrottsförening uppfattar organiserad idrott och idrottande i förening. Frågeställningarna är: Varför är inte dessa tonårstjejer aktiva inom föreningsidrotten? Vilka faktorer påverkar viljan att delta i föreningsidrott? Hur förhåller sig dessa fem tjejer till organiserad idrott som fenomen? Metod Fem semistrukturerade intervjuer om vardera cirka trettio minuter genomfördes. Bekvämlighetsurval användes som metod för att med hjälp av sociala medier samt närstående efterfråga lämpliga informanter. Urvalskriterier var att tjejerna skulle vara mellan 13 - 19 år och för närvarande inte vara aktiva inom någon föreningsidrott. Resultat De olika anledningarna till att inte vara aktiv inom föreningsidrotten som framkommit i studien är ekonomi, geografi, toppning inom laget samt tidsbrist. Några faktorer som påverkar viljan att delta i föreningsidrott är en känsla av tvång, elitsatsning, tävlingsmoment, otrevlig fysisk och social miljö. Tjejerna i studien hade delade meningar, av vissa uppfattas idrottande som naturligt och roligt, av andra som alltför tävlings- och betygsinriktat. Hos vissa tjejer fanns en önskan om att delta i föreningsidrott i framtiden medan andra inte uttryckte någon sådan önskan. Samtliga informanter berättade att de var fysiskt aktiva på fritiden, dessa aktiviteter var bland annat gym, dans, hemmaträning och promenader. Slutsats Tjejer som inte är aktiva inom en idrottsförening har en överlag negativ bild av idrott i organiserad form men tycks trots detta vilja vara aktiva och träna även om de inte kan identifiera sig som en idrottsperson. Det framkommer en bild av att föreningsidrotten inte är anpassad för personer som vill satsa på skolan, eller inte vill elitsatsa.

2º Ciclo em Atividade Física para a Terceira Idade

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Introduction: The problem area in this essay is about Muslim girls' participation in school Physical Education (PE) and physical activity. According to various studies Muslim girls participate to a lesser extent in PE and physical activity in society.  Aim: The purpose of this literature study is to develop a broader understanding of how Muslim girls are included or excluded in physical activities at school as well as in society. The question that the study tries to answer is: What contextual conditions enable or limit the active participation of Muslim girls in physical education and physical activities in society? Method: This study is a literature review and includes a sample of 20 articles. The material was collected through various databases, such as ERIC (EBSCO), PsycINFO and SPORTDiscus.  Results: The results show that Muslims girls face several obstacles when trying to participate in PE and physical activity. The main findings were classified into three major categories: 1. "The impact of the family on the physical activity of Muslim girls", 2. "The conditions for Muslim girls to participate in school sports education", and 3. "gender stereotypes in connection with physical activity".  Conclusion: The conclusions reveal that the relationship between PE, physical activity and Muslim girls are very complex. There are tendencies for Muslim girls to be included and excluded from school sports and physical activity for various reasons. Some of the difficulties identified in this study include the dress-code, traditional gender norms in PE and physical activity and Muslim families setting guidelines for which sports lessons their girls may or may not participate in. Finally, the results show the importance of teachers in school having a good knowledge of Islam as well as a good relationship and communication with Muslim parents to contribute to an inclusive PE for Muslim girls.

Since the passage of Title IX, there has been a steady decline of women head coaches in intercollegiate athletics. Previous research indicated that perceived treatment and access discrimination may be a plausible cause of the decline; however, research has not identified the antecedents of discrimination. Research indicates that sexism levels are associated with hiring intentions, ascription of attributes to managers, and performance appraisals. This study attempted to identify sexism as one possible antecedent of discrimination. A dyadic study between head and assistant collegiate coaches was utilized to determine the relationship between hostile and benevolent sexism, treatment and access discrimination, and intentions to leave the profession. I sampled 364 head coaches and 163 assistant coaches, creating 71 dyads. Each of the measures was validated in previous research. Results indicated that men possessed higher levels of hostile (M = 2.02, SD = 1.02) and benevolent (M = 2.33, SD = 1.01) sexists beliefs than females (M = 2.00, SD = .97, M = 1.62, SD = 1.00). Additionally, females coaches indicated significantly higher levels of perceived access discrimination (F [1, 384] = 38.05, p < .01), treatment discrimination (F [1,384] = 7.353, p < .01) and intentions to leave (F [1, 384] = 13.146, p < .01) than men. Results indicate that there is a correlation between benevolent sexism and access discrimination (r = .322, p < .001) within the coach dyads. Further, to support previous literature, this study found that 17% of the variance in intentions to leave the profession was explained by perceived treatment and access discrimination. Though the results of this study show only one relationship between sexism and perceived discrimination, the results that sexism is present in intercollegiate athletics and that females perceive higher levels of discrimination and intentions to leave the profession are an interesting finding. Sexism may have an effect on perceived discrimination; however, the relationship may be mediated through other variables such as group identity or organizational citizenship behavior. Ultimately, this study has indicated that sexist beliefs are present in intercollegiate athletics and has negative implications that should be further researched.