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The burden of sports injury in soccer is high, while return to sport outcomes following injury are often poor. This is compounded by a current lack of understanding surrounding the factors that may optimise psychological readiness to return to sport. Consequently, in the present study, we aim to further our understanding of these issues by examining the role of perceived social support in predicting psychological readiness to return to sport. In doing so, we extend previous research by examining whether re-injury anxiety is a mediating factor in this relationship. A sample of 150 previously injured soccer players (mean age = 25.32 years) completed measures of perceived social support (PASS-Q), re-injury anxiety during rehabilitation (RIA-R), and psychological readiness to return to sport (I-PRRS). Mediation analyses showed that re-injury anxiety partly accounted for the positive relationship between perceived social support and psychological readiness to return to sport. These findings suggest that injured soccer players with higher perceptions of social support will experience less re-injury anxiety during rehabilitation and, as a consequence, will be more psychologically ready upon return to sport.

The present study examined levels of emotional exhaustion, a key symptom of burnout, in Swedish professional and semiprofessional sport coaches in comparison to the normative values specified in the Maslach Burnout Inventory manual, and to the clinical cutoffs developed by Kleijweg, Verbraak, and Van Dijk. The sample contained 318 Swedish coaches (Mage = 42.7 years, 12% female) working at least 50% full time away from both team (60%) and individual (40%) sports. Our study shows that, in general, coaches in this sample experience lower average levels of exhaustion than normative samples both regarding the Maslach Burnout Inventory and clinical cutoffs. Two groups of coaches did, however, stand out. Coaches living in single households as well as coaches working part time had higher risk of severe levels of emotional exhaustion. These results place coach exhaustion levels in relation to other occupations and highlight that in this sample, the coaching profession does not stand out as more emotionally exhausting than other occupations.

This chapter presents a conceptual model representing bring your own device (BYOD) modes and their relationship to students’ control of an instructional task and their orientation to learn. The model argues that student control is a function of the degree of prescription on the specifications of the device to be brought. Operating system (OS) and technical specifications (TF) represent the two main variables that influence decisions taken by educational institutions such as schools and universities. The combination of these two variables with degrees of freedom/restriction provided to the students results in four spaces with their own instructional, curricular and logistic challenges. It is argued that spaces closer to providing students total freedom in selecting their device will result in more student-centred environments as opposed to locked-down models, which seem to embed educator centredness. Student’s age, however, will catalyse the model because cognitive developmental reasons require structured tasks, making common software/hardware preferable for younger students and therefore less choice in selecting their own device. This pattern is extended to university students who need to be provided with more choice for both device selection and instructional strategies. The recommendation of either various or just one particular device also influences students’ learning behaviour, making instruction either more self- or more educator-directed. The chapter recommends that Asia-Pacific educators open their classroom to a more embracing and diverse range of devices.

Reflexions sur les methodes de l'exegese coranique. Doit-on abandonner toute tentative de trouver un sens coherent par la methode Sitz im Leben ? La position de John Wansbrough est presentee