The University of Worcester is a public research university, based in Worcester, England. Worcester is the only university based in the counties of Worcestershire and Herefordshire. With a history dating back to 1946, the university began awarding degrees in 1997 and was granted full university status in 2005.
Artificial intelligence (AI) is increasingly embedded within entrepreneurial practice, reshaping opportunity recognition, innovation processes, and venture-level decision-making. This transformation creates a clear need for entrepreneurship education (EE) to adopt theoretically coherent and developmentally structured approaches to AI integration. Although scholarship recognises the growing importance of AI-related knowledge, applied integration, and responsible judgement, integrative frameworks explaining how these capabilities can be progressively cultivated within EE remain limited. This paper addresses that gap by developing the AI-Enabled Entrepreneurial Learning Progression Framework. Building on the established about–for–through tradition, the framework reconceptualises AI integration as a staged capability-development process rather than a discrete curricular addition. It articulates how AI capability can be systematically developed from conceptual literacy and analytical understanding to applied integration and evaluative judgement, and ultimately to entrepreneurial capability, identity formation, and responsible agency within AI-enabled venture contexts. By aligning learning purpose, learning development, pedagogical orientation, AI positioning, curriculum focus, teaching activities, and assessment across stages, the framework advances a theory-building account. It explains how AI reshapes the developmental logic of EE. It provides a structured foundation for curriculum design and assessment alignment and establishes a platform for future empirical research on AI-enabled entrepreneurial capability formation.
Whilst performance analysis is a key component of sport science and coaching practice, the novelty of this research is its focus on the often-overlooked skills and competencies needed to operate effectively within applied environments. The study explored how performance analysts collaborate with coaches and athletes in high performance sport, emphasising the relational, practical and technical competencies that underpin successful practice. Thirty-eight (38) performance analysts (experience 7.2 +/- 3.8 years) in the elite UK performance analysis system completed semi-structured interviews (24 questions, lasting 38 +/- 12 min), which were analysed using Braun and Clarke (2006) six-step approach. Findings highlighted that effective performance analysis relies on technical expertise, practical skills, and relational competencies. Trust, openness, and credibility were central to collaboration, while technical skills such as data collection, analysis, and tailored feedback ensured outputs were accurate and actionable. Analysts navigated organisational, technological, and resource constraints, with soft skills including adaptability, resilience, and communication critical to overcoming barriers and achieving applied impact. A tree analogy illustrates the main thematic areas ([1] data and video, [2] analysis, [3] feedback, [4] trust and openness, [5] knowledge, [6] culture, and [7] challenges), their sub-components, and the interwoven soft/hard skills underpinning effective daily practice. These findings have clear implications for educational providers and practitioners across all career stages, offering practical guidance to enhance applied practice.
This study investigates how Rosenshine's (2012) Principles of Instruction can support trainee primary teachers in developing their teaching of physical education (PE). Twelve PGCE trainees on a PE specialism pathway participated in a Rosenshine-inspired immersion programme, combining theoretical input with practical application through games-based approaches. Data were collected via three focus groups and analysed using thematic analysis. Findings indicate that trainees valued Rosenshine's principles as a structured framework for lesson design and delivery, particularly in scaffolding, modelling and questioning. The integration of non-linear pedagogy and the STEP model enhanced independent practice and engagement. However, challenges emerged around curriculum planning, effective questioning and limited opportunities to teach PE during school placements. The study highlights the importance of sustained professional development and practical teaching opportunities to embed pedagogical strategies. Recommendations include prioritising PE teaching in initial teacher education and further research into questioning techniques and curriculum design.
Drawing on Goffman's dramaturgical framework, this study examines collective face-work within a high-performance coaching team, advancing understanding of how coaches' decision-making is collaboratively produced, negotiated, and sustained in practice. The study explored the relationship between collective impression management and three defensive strategies: dramaturgical circumspection, loyalty, and discipline. Data were generated through extensive fieldnotes, professional discussions, semi-structured interviews, and observations across a season-long ethnographic endeavour. Findings revealed how collective performances were planned, managed, and controlled within the coaching context, forming three overlapping themes: (a) "Behind the coaching scenes: an office to think, plan, and rest", (b) "The unwritten solidarity", and (c) "The cap, it's almost a safety blanket". Each theme illustrates how the coaches enacted three defensive strategies to preserve performances during critical moments, whilst revealing episodes of fracture, dissent, and uneven loyalty. Collectively, the findings offer functional accounts of organisational life, challenging bounded conceptualisations of coaches' decision-making.
This study aimed to identify the Greatest of All Time (GOAT) athlete in running events held at the Olympic Games and World Athletics championships. The achievements of 1294 men and 824 women who won at least one medal in any sprint, hurdles, or distance event at major global championships since 1896, or set a World Record (WR) since 1912, were collated. A scoring system was used to award points, with Olympic gold medals and WRs ranked joint highest. Fewer points were awarded for Olympic silver and bronze medals and for medals in World Championships (outdoor, indoor, and cross-country). Bonus points were awarded for WR longevity and the setting of WRs during Olympic finals. Athletes were also ranked by event and within historical eras. As of March 2026, Usain Bolt (Jamaica) was ranked as the male GOAT, and the highest-scoring woman was Faith Kipyegon (Kenya). Both athletes notably won “doubles” during their careers (over 100/200 m and 1500 m/5000 m, respectively) and set WRs over both distances. Marathon, steeplechase, and hurdle specialists usually competed in one event only. In an earlier era, Paavo Nurmi (Finland) had the highest combined Olympic Games/WR score across a range of distances. Athletes who successfully competed over physiologically and tactically similar events (“doubles”), such as Bolt and Kipyegon, had a greater opportunity to become the GOAT. An increase in global competition since 1972 meant greater opportunities for winning medals, especially for women. This study provides a foundation on which future performances could be evaluated.
