Full-colour resources with high quality photos and line drawings, designed to be visually stimulating for the type of learner taking the course. Written specifically around the Foundation Degree framework to ensure that learners have both the theoretical and practical content they need. Also suitable for students taking a HND, and contains valuable further reading for BTEC Level 3 National and A Level students. Strong author team of industry specialists, who are experienced in how to deliver a Foundation Degree. A work based learning chapter equips learners with the necessary skills and guidance on getting into the work place. An extended case study with reflective questions adds a real-world focus enabling candidates to see and learn about real sporting issues in action. A Study Skills chapter explores key skills that Foundation Degree students need particular support with. Companion Website Additional free resources for tutors and learners who have bought the textbook that includes: a list of useful weblinks for further reading material answers to the 'Check your understanding' sections in the textbook.

Textbook Full-colour textbook with high quality photos and line drawings, designed to be visually stimulating for the type of learner taking the course. Written specifically around the Foundation Degree framework to ensure that learners have both the theoretical and practical content they need. Also suitable for students taking a HND, and contains valuable further reading for BTEC Level 3 National and A Level students. Strong author team of industry specialists, who are experienced in how to deliver a Foundation Degree. A work based learning chapter equips learners with the necessary skills and guidance on getting into the work place. An extended case study with reflective questions adds a real-world focus enabling candidates to see and learn about real sporting issues in action. A Study Skills chapter explores key skills that Foundation Degree students need particular support with. Companion Website Additional free resources for tutors and learners who have bought the textbook that includes: a list of useful weblinks for further reading material answers to the 'Check your understanding' sections in the textbook.

Digital worlds and cultures-social media, web 2.0, youtube, wearable technologies, health and fitness apps-dominate, if not order, our everyday lives. We are no longer 'just' consumers or readers of digital culture but active producers through facebook, twitter, Instagram, youtube and other emerging technologies. This book is predicated on the assumption that out understanding of our everyday lives should be informed by what is taking place in and through emerging technologies given these (virtual) environments provide a crucial context where traditional, categorical assumptions about the body, identity and leisure may be contested. Far from being 'virtual', the body is constituted within and through emerging technologies in material ways. Recent 'moral panics' over the role of digital cultures in teen suicide, digital drinking games, an endless array of homoerotic images of young bodies being linked with steroid use, disordered eating and body dissatisfaction, facebook games/fundraising campaigns (e.g. for breast cancer), movements devoted to exposing 'everyday sexism' / metoo, twitter abuse (of feminists, of athletes, of racist nature to name but a few), speak to the need for critical engagement with digital cultures. While some of the earlier techno-utopian visions offered the promise of digitality to give rise to participatory, user generator collaborations, within this book we provide critical engagement with digital technologies and what this means for our understandings of leisure cultures. The chapters originally published in a special issue in Leisure Studies.

This book raises critical questions about the explanatory framework guiding sports coaching research and presents a new conceptualization for research in the field. Through mapping and contextualizing sports coaching research within a corporatized higher education, the dominant or legitimate forms of sports coaching knowledge are problematized and a new vision of the field, which is socially and culturally responsive, communitarian and justice-oriented emerges.

Digital worlds and cultures-social media, web 2.0, youtube, wearable technologies, health and fitness apps-dominate, if not order, our everyday lives. We are no longer 'just' consumers or readers of digital culture but active producers through facebook, twitter, Instagram, youtube and other emerging technologies. This book is predicated on the assumption that out understanding of our everyday lives should be informed by what is taking place in and through emerging technologies given these (virtual) environments provide a crucial context where traditional, categorical assumptions about the body, identity and leisure may be contested. Far from being 'virtual', the body is constituted within and through emerging technologies in material ways. Recent 'moral panics' over the role of digital cultures in teen suicide, digital drinking games, an endless array of homoerotic images of young bodies being linked with steroid use, disordered eating and body dissatisfaction, facebook games/fundraising campaigns (e.g. for breast cancer), movements devoted to exposing 'everyday sexism' / metoo, twitter abuse (of feminists, of athletes, of racist nature to name but a few), speak to the need for critical engagement with digital cultures. While some of the earlier techno-utopian visions offered the promise of digitality to give rise to participatory, user generator collaborations, within this book we provide critical engagement with digital technologies and what this means for our understandings of leisure cultures. The chapters originally published in a special issue in Leisure Studies.

This book raises critical questions about the explanatory framework guiding sports coaching research and presents a new conceptualization for research in the field. Through mapping and contextualizing sports coaching research within a corporatized higher education, the dominant or legitimate forms of sports coaching knowledge are problematized and a new vision of the field, which is socially and culturally responsive, communitarian and justice-oriented emerges.