Search results

Involvement of youth in electronic sports is increasing and outdoor sports are decreasing day by day. It not only affects their health but also leads them towards noncommunicable diseases. Risk of noncommunicable diseases is associated with physical inactivity and affects physical and mental health. It results in different personal and social implications. Therefore, the purpose of this paper is to highlight the importance of outdoor sports and risks of electronic sports for health.

The data for study is collected from 450 university students using purposive sampling technique. In order to measure outdoor sports, a four items instrument developed by Simon and Smoll (1974) is used. For electronic sports, instrument is adopted from Lemmens et al. (2009) and for health of youth, instrument by Bailis et al. (2003) is used. After reliability and validity check, structural equation modeling is used to analyze data.

The results reveal that perceived outdoor sports have significant positive impact on health, whereas electronic sports have negative impact on youth health that lead them to certain noncommunicable diseases. There is need to emphasize and encourage youth for outdoor sports and avoid indulging in esports that may lead to addiction.

Electronic games have various risks for the development of syndromes among younger generation. Awareness should be provided that physical activities are essential for healthy life and how risky be the esports for their health. This study may be helpful for government as well to reduce dependency of youth on technological devices and provide necessary recreation facilities to engage in. This research study validates that outdoor sports have significantly positive impact on health of youth and it reduces health related problems and destructive behaviors among youth.

Involvement of youth in electronic sports is increasing and outdoor sports are decreasing day by day. It not only affects their health, but also leads them toward non-communicable diseases. The present study examines the impact of esports and physical sports on youth health.

The purpose of this paper is to analyze if the sport trajectory could be an impact factor in leadership development.

A qualitative research method has been adopted by conducting 17 in-depth, semi-structured interviews. The data were analyzed with the program Open Code (4.03).

The findings of this study revealed that the interviewed managers perceived that their sport trajectory has had an important influence in the development of their leadership. This influence is determined by four factors: (1) sport profile, (2) sport referents, (3) competences, values and abilities and (4) experiences from different sport roles played during their lifespan.

The research is based on interviews with a small sample of managers. In order to develop the research further, a more extensive sample is required.

The paper is unique as it examines the impact of the sport trajectory as an impact factor in leadership development.

Rooting in the literature on training and laying on Kirkpatrick model, this paper aims to explore key drivers of corporate training to identify how they can be combined into an integrated framework of learning for human capital development.

By adopting the constructivist grounded theory, this contribution analyzes the experience carried out in the last ten years by Virvelle, an Italian corporate training firm.

Results show the rise of five core categories, g1iving rise to an integrated model of Kirkpatrick. Their dynamic interplay led to a new orientation of Kirkpatrick model giving rise to a metalearning ecosystem.

Managerial implications have identified key factors on which building and implementing appropriate corporate training programmes capable of triggering co-generative processes of value creation. Particularly, the essential role of learning quality culture, digital technology and personalization are detected in integrating not only hard but furthermore soft shades of learning. Concerning theoretical implications, the emergence of key structural and systems enabling dimensions for learning, and contextual mechanisms involved in reshaping training effectiveness and achieving integrated learning outcomes are detected. The main limitation of this study lies in the need to generalize results: the conceptualized framework needs to be empirically tested.

The value of this research is built along three main points. The first is the integration among the core categories that an integrated learning system can be built on, promoting learning quality culture through positive feedback loops. The second is represented by the chance to enhance an integrated mutual knowledge development among engaged actors, thereby shaping a more holistic and multidimensional learning model. The third is related to the transversal role that digital technology plays in all phases of the training process as it integrates and enriches them.

By drawing on current reports, this paper positions that Homo sapiens could in the near future be faced with an increasingly uninhabitable planet. It emphasises the importance of adventure tourism and its associated activities as a means of supporting individuals to develop more outdoor survival skills.

This study applies a scenario narrative approach in exploring and presenting potential future ideas. The significance of narratives lies at the essential examination of current trends and drivers that could be shaping future scenarios. This paper, through the exploration of past and current trends supports the researcher in presenting future views. The scenario narratives in this research are established via desk-based research and inspection of academic journals, industry reports, ideas and knowledge.

If society is pushed to the brink of extinction due to a catastrophic event(s), people will require survival skills, similar to those shared by our hunter-gather nomad ancestor. Thus, this paper highlights the value and importance of the industry in encouraging soft and hard outdoor adventure in the coming years. It recognises how different adventure travel activities can support people in rekindling with our more basic instincts and ultimately, surviving in different natural environments.

This paper offers original theoretical knowledge within the adventure tourism literature. Offering original consideration to the value of exploring the past as a method of understanding the future, the paper presents an original spectrum of soft and hard skills-based adventure tourism activities.

School gardening and garden-based learning (GBL) have gained great popularity in recent years, and the COVID-19 pandemic forced many educators to think creatively about safe, outdoor education. Scholarship from diverse disciplines has demonstrated the positive impact of GBL on student learning, attitudes toward school and various health outcomes. Despite widespread interest in school gardening, GBL remains absent from most teacher education programs. This is a critical disconnect, as teacher education programs deeply inform the pedagogy of future teachers. In this article, the authors discuss an independent study course for pre-service teachers designed to bridge this gap and share the perspectives of the future teachers who completed the course.

To understand and evaluate the experiences of the preservice teachers engaged in the GBL independent study course, the authors conducted an exploratory qualitative case study.

The authors argue that GBL curriculum integration in teacher education programs, along with garden-focused PDS partnerships, can be powerful levers in expanding gardening initiatives and preparing pre-service teachers to garden with their future students.

The authors also provide GBL suggestions for universities and partnership schools.

The playground is a commonly advised means to integrate children into the public realm of “child-friendly cities”, yet research has tended not to examine it in relation to adjacent public space. This paper aims to understand the extent to which the playground – a socio-spatial phenomenon – facilitates children's integration into the public realm, enabling critical examination of the “child-friendly space” concept.

An ethnographic study was carried out across three sites in Athens, Greece, where typical neighbourhood playgrounds replicate features common across the global north. Methods combined observation (167 h; morning, afternoon, evening), visual-mapping and 61 semi-structured interviews with 112 playground users (including adults and children from the playgrounds and surroundings). Rigorous qualitative thematic analysis, involving an iterative post-coding process, allowed identification of spatial patterns and emergent themes.

Findings reveal perceptions surrounding the protective and age-specific aspects of child-friendly design, limit the playgrounds' public value. However, a paradox emerges whereby the playgrounds' adjacency to public spaces designed without child-friendly principles affords children's engagement with the public realm.

Reconceptualisation of the “child-friendly playground” is proposed, embracing interdependence with the public realm – highly significant for child-friendly urban design theory and practice globally. Researchers are encouraged to compare findings in other geographical contexts.

This original finding is enabled by the novel approach to studying the playground in relation to adjacent public realm. The study also offers the first empirical examination of child-friendly city principles – participation in social life and urban play – in a Greek context, addressing a geographical gap in literature on children's everyday spaces.

The present chapter explicates urban and rural childhoods in India. It presents childhood as a dynamic product arising out of an intersection of children's experiences in different familial–socio-cultural contexts, and children's positions within parent–child interactions and relations. These contexts and interactions tend to colour and shape the childhoods that children inhabit. Drawing on fieldwork conducted in urban and rural India, the chapter documents (1) nature of children's engagements and (2) parent–child relations, explicitly observed in parent–child interactions, provisioning warmth and care; parental control and supervision over children and children's participation in the overall fabric of family life and so forth. Forty-eight parents (24 urban and 24 rural) of children aged 7–11 years participated in the study. Qualitative data gathered through semi-structured interviews and home observations revealed distinctions in urban and rural Indian childhoods. Urban childhood is characterised by rights and privileges, and the centrality of academic pursuits, while rural childhood is featured with subtle induction into economic and social fabric of rural life. Although the world of ‘Indian childhood’ seemed plural, childhood playfulness and learning seemed to be the unifying themes. Geared to the fact that children have to make a living with limited means in the future, both childhoods were accelerated in preparation for future. Dwelling on the complexities in children's lives, this article appreciates diversity and multiplicity in childhoods.

This study aims to understand better the student awareness and knowledge on how the Sustainable Development Goals (SDGs) are used in higher education institutions (HEIs) to motivate students’ learning on sustainability. It is essential to consider students’ understanding of sustainability at the end of their studies to assess whether they feel prepared to apply sustainability in their daily work life.

The study has a quantitative case study design, and the specific method used is an online survey with masters’ students using the university student platform EvaSys. The study assesses approaching how students perceive the overall education integrating sustainability into programs and curricula.

The results showed that work-integrated learning (WIL) projects learning and real-life experiences as part of their studies enhanced the students’ understanding of sustainability. Moreover, the study showed that integrating an understanding of the SDGs in teaching offers universities a way to frame students’ key competencies in ways that allow them to develop their interpersonal competencies as ambassadors for sustainability in their future work life.

This study supports the argument that WIL and real-life university experiences enhance students’ key competencies critical for sustainability.

The pedagogical approach advanced in this paper addresses how WIL and real-life experiences might develop students’ key competencies on sustainability. This approach indicates that working with SDGs in teaching encourages students to promote their interpersonal competencies for sustainability.