We know exercise is good for us, yet human beings may now be on the verge of dangerous levels of inactivity. Historically we’ve always been active, from our hunter gatherer past to manual labour in the industrial age - until cars, computers and labour-saving devices took much of the physicality out of work. Now, according to analysis of national health statistics by the British Heart Foundation, 39% of adults in the UK fail to achieve recommended levels of physical activity or exercise. But recent research shows how crucial activity is to our health. To spread the word about the health benefits of exercise, a new master’s course is due to start this year at Loughborough University – to complement an existing range of sports and exercise medicine master’s degrees around the country.
“We’re targeting the full allied health professional range,” says Dr Dale Esliger, programme leader of the MSc in exercise as medicine, which launches this October. Based in the National Centre for Sport and Exercise Medicine – an Olympic legacy facility – this course differs slightly from current sports medicine master’s. Students won’t be attending elite athletes beside the pitch, but rather looking at “prescribing” exercise to the wider population, investigating the value of techniques such as mindfulness, and researching how to deploy digital tools to motivate people to exercise more. As a nation, we’re behind the likes of Australia in formalising exercise advice within the health service, says Esliger. “In the future we hope to see more exercise professionals within the NHS,” he says. “If we want clinicians to write exercise rather than drug prescriptions, we need to give them the knowledge to do that.”
Elsewhere, the University of Nottingham’s sports and exercise medicine MSc does involve working with elite athletes – rugby players from Leicester Tigers or dancers from the Birmingham Royal Ballet among others. A large chunk of the course is given over to understanding the relationship between physical activity and health, says course director Dr Kim Edwards. An ultra marathon runner herself, she’s well aware of the dangers of a sedentary lifestyle.
“I try to use the stairs, I make myself walk around the building. I come from a public health background and that element of the course – how exercise can prevent disease – is very important, though it can feel the poor relation to the glamour of treating soccer players by the pitch.”
Nottingham’s course is divided into two streams: one targets clinicians – GPs, physiotherapists and medics – while the other applied master’s is suitable for students with a broader background, such as sports scientists and non-clinicians who might want to gain experience with patients. “We’ve had sports experts, human biology graduates, even people from business backgrounds who want to make the career move.” Some will go on to train as physiotherapists, says Edwards, while students on the non-applied course may go on to further research or specialist roles in the health service.
With 50 students across both courses, Nottingham has seen applications rise for the past six years. “There’s room in the NHS for new roles, such as exercise instructors, that don’t currently exist,” says Edwards.
Other acclaimed sports medicine master’s courses are offered by the University of Bath and at University College London, where postgraduate Kosta Ikonomou is relishing the opportunity to work with rugby players – he’s a concussion expert and a physiotherapist, and he’s volunteered to assist at this year’s London marathon. His fellow students include GPs, medics, fellow physios and even an osteopath.
“The programme is very research-based and very strong on the benefits of exercise – it’s the best medicine. All athletes train to prevent injury and improve performance. But we’re not just looking at the elite. We’re also looking how to prevent injuries in the general public and help ageing and adolescent populations.”
Because the drafting of the education strategy and action plan involves different perspectives, starting points and expectations of each APEC economy, each meeting is not a simple statement of views of the various economies. There will be different opinions and even very heated discussions. Sometimes the meeting lasted until late at night. From the first draft of the document to the final formulation, it experienced many rounds of meetings, discussions, revisions, arguments, and votingPolyU ranks top 30 in QS Asian Universitiy Rankings 2018. PolyU continues to expand its academic links with those top 100 universities in Asia and top ranked universities in the world, to create overseas learning opportunities for students.
This is a complex and meticulous task. It needs to analyze and synthesize opinions and suggestions from economies with different degrees of development, different cultural backgrounds, education and management systems, and follow the APEC work rules. Moreover, The working language is English. These complex realities are intertwined and it is easy to cause problems and make the job difficult, but in the end it achieves the desired goalsDepending on what specific field of industry your Control Console setup is used in, you will find specific solutions to your needs once you know what you’re looking for.
Reporter: What is the significance of APEC’s education strategy and action plan for the development of China, the Asia Pacific region and even the entire world?
Wang Yan: The international status of a country in education is reflected in what kind of leading role it can play. For China, the formulation and formulation of this education strategy and action plan is an embodiment of our deep participation in global governance.
From an educational point of view, through such an attempt, we can grasp the latest developments and future plans in the Asia-Pacific region. In the long-term exchanges and cooperation, APEC economies can also learn to cope with each other's policies and problems in education development. And successful experienceHigh baseline LDL C levels linked to decreased overall and metastasis-free survival
Your report on the lack of outsider students at Oxbridge doesn’t surprise me in the slightest. I was an undergraduate at University College, Oxford, from 1951 to 1954 and nothing much seems to have changed since then.
My story may intrigue you. My parents both left school at the age of 14 and worked in a local factory. I was a bookish lad and, much to our amazement, I won a free place at our fee-paying grammar school, where I stayed until I was 18.
Then came national service. a dedicated communist. At his suggestion, we both decided toHe suggested that we apply for places at Oxford. He convinced me that this was the perfect way to subvert the class oligarchy of privilege and power. So we started together an intensive programme of study based on the internal entry examination papers. This stood us in good stead; we then passed the interview stage (I wore my army uniform) and we both won places. This was a minor miracle. Perhaps we had been chosen as token working-class entrants.
We soon saw the class system from the inside. It was clear that most of our fellow students were from “public” schools or had been officers in upper-crust regiments or were skilled rowers or athletes or had fathers who had been to Oxbridge or who came from extremely wealthy families or who were peers of the realm or were otherwise members of the establishment. Geniuses were also welcome. Tony and I were fish out of water.