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Female learning of movement in elite combat sports has not been studied enough to date. Literature on movement learning and teaching of complex skills has not, to date, focused on karate, and the scarce literature on the learning of elite karate practitioners mostly does not focus on women. Nevertheless, women fighters participated in karate as an Olympic sport, even if such status was temporary, limited to Tokyo 2020 (2021). In an analogy with Iris Marion Young's (1980) publication 'throwing like a girl', our aim in this study was to investigate what it means to learn 'to fight like a girl' and if there is a feminine learned fighting style. We have carried out an ethnographic project focusing, due to the unexpected impact of COVID-19, mainly on interviewing the female Spanish karate team in preparation for the Olympic Games. We interviewed 14 women athletes of the team and their four male coaches twice each and analysed 28 videos of women athletes displaying their best athletic performances, according to themselves. In this article we are focusing on the analysis of 20 videos of the kumite modality, then reflecting on this analysis with data from interviews of the four coaches and ten of the athletes, the kumite athletes. We developed a series of criteria in order to carry out the task of observation and analysis of the gendered martial-sportive movement supported by the literature, coaches' perspectives and athletes' views. The main concepts derived from the video analysis were the use of space, restricted movements; absence of melee work; and difficulty in carrying out projections/sweeps. Sports karate is still configured as a (hetero)normative environment, supported in tradition, be that of martial art with its pedagogy and of sport as a male preserve. This context leads to a view of women's learning to perform as inferior to men's, perpetually comparing them, in the hierarchical structure established within the field. Concepts of equality and equity are undermined, and by performing differently, or not matching the male model, women have their performance of some complex movements qualified as a natural inability. We conclude that there is a feminine way of learning to fight, but only with generalized characteristics since there is a rich plurality of styles among these elite sporting women. For the field, to fight like a girl means inferior performance in comparison with men's performance, however, for us, it means really 'to fight', not just on the mat, and we see such comparison as untenable. [ABSTRACT FROM AUTHOR]

Evaluating the impacts of farming systems on biodiversity is increasingly important given the need to stem biodiversity loss, decrease fossil fuel dependency, and maintain ecosystem services benefiting farmers. We recorded woody and herbaceous plant species diversity, composition, and abundance in 43 wetland‐adjacent prairie remnants beside crop fields managed using conventional, minimum tillage, organic, or perennial cover (wildlife‐friendly) land management in the Prairie Pothole Region. We used a hierarchical framework to estimate diversity at regional and local scales (gamma, alpha), and how these are related through species turnover (beta diversity). We tested the expectation that gamma richness/evenness and beta diversity of all plants would be higher in remnants adjacent to perennial cover and organic fields than in conventional and minimum tillage fields. We expected the same findings for plants providing ecosystem services (bee‐pollinated species) and disservices (introduced species). We predicted similar relative effects of land management on alpha diversity, but with the expectation that the benefits of organic farming would decrease with increasing grassland in surrounding landscapes. Gamma richness and evenness of all plants were highest for perennial cover, followed by minimum tillage, organic, and conventional sites. Bee‐pollinated species followed a similar pattern for richness, but for evenness organic farming came second, after perennial cover sites, followed by minimum tillage and conventional. For introduced species, organic sites had the highest gamma richness and evenness. Grassland amount moderated the effect of land management type on all plants and bee‐pollinated plant richness, but not as expected. The richness of organic sites increased with the amount of grassland in the surrounding landscape. Conversely, for conventional sites, richness increased as the amount of grassland in the landscape declined. Our results are consistent with the expectation that adopting wildlife‐friendly land management practices can benefit biodiversity at regional and local scales, in particular the use of perennial cover to benefit plant diversity at regional scales. At more local extents, organic farming increased plant richness, but only when sufficient grassland was available in the surrounding landscape; organic farms also had the highest beta diversity for all plants and bee‐pollinated plants. Maintaining native cover in agroecosystems, in addition to low‐intensity farming practices, could sustain plant biodiversity and facilitate important ecosystem services. [ABSTRACT FROM AUTHOR]

Machine learning (ML)-derived notifications for impending episodes of hemodynamic instability and respiratory failure events are interesting because they can alert physicians in time to intervene before these complications occur. Do ML alerts, telemedicine system (TS)-generated alerts, or biomedical monitors (BMs) have superior performance for predicting episodes of intubation or administration of vasopressors? An ML algorithm was trained to predict intubation and vasopressor initiation events among critically ill adults. Its performance was compared with BM alarms and TS alerts. ML notifications were substantially more accurate and precise, with 50-fold lower alarm burden than TS alerts for predicting vasopressor initiation and intubation events. ML notifications of internal validation cohorts demonstrated similar performance for independent academic medical center external validation and COVID-19 cohorts. Characteristics were also measured for a control group of recent patients that validated event detection methods and compared TS alert and BM alarm performance. The TS test characteristics were substantially better, with 10-fold less alarm burden than BM alarms. The accuracy of ML alerts (0.87-0.94) was in the range of other clinically actionable tests; the accuracy of TS (0.28-0.53) and BM (0.019-0.028) alerts were not. Overall test performance (F scores) for ML notifications were more than fivefold higher than for TS alerts, which were higher than those of BM alarms. ML-derived notifications for clinically actioned hemodynamic instability and respiratory failure events represent an advance because the magnitude of the differences of accuracy, precision, misclassification rate, and pre-event lead time is large enough to allow more proactive care and has markedly lower frequency and interruption of bedside physician work flows. [Display omitted] [ABSTRACT FROM AUTHOR]

Aquatic invertebrates provide important ecosystem services, including decomposition and nutrient cycling, and provide nutrition for birds, fish, amphibians, and bats. Thus, the effects of agricultural land management practices on aquatic invertebrates are relevant to farmers, wildlife biologists, and policymakers. Here, we used data on aquatic invertebrates (159 taxa, 73 to species, 75 to genus/family) collected in 40 wetlands in the Canadian prairies to test for direct and indirect relationships among land management types (perennial cover, organic, minimum tillage, conventional), landscape structure (cropland and wetland cover within the surrounding landscape), and water quality (total nutrient levels, turbidity) on species richness of invertebrates using structural equation modelling. Additionally, we assessed variation in community composition within and among wetlands in different land use management types using a direct gradient analysis and variance partitioning. The direct effects of land management type were not supported but we found strong supportive evidence that effects of land management on richness were significantly mediated through cropland cover, nutrient levels, and turbidity. After controlling for these indirect effects, aquatic invertebrate richness decreased along a gradient from the lowest to the highest farming intensity, i.e., richness decreased from perennial cover sites to organic to minimum tillage to conventional sites. Support was also found for negative effects of nutrient levels and turbidity on richness. We did not find significant support for differences in gamma diversity or a simple test (homogeneity of multivariate dispersions) of differences in turnover among land management types; however, land management had a significant effect in distance-based redundancy analysis. Taken together, these results suggest that focusing conservation efforts on reducing cropland erosion and nutrient inputs to wetlands and creating more permanent cover may be effective strategies for conserving richness of aquatic invertebrates in agricultural landscapes in this region. [ABSTRACT FROM AUTHOR]

Recently, the Tactical Assessment Instrument in Football (TAIS) was developed to address football's tactical requirements in terms of game phases, learners' roles, and organizational levels of play. In this study, we sought to evaluate the psychometric properties of this existing instrument in the Physical Education (PE) context and for youth sport teams (ages 8 – 12 years). Our research design involved: (a) participants playing 37 football games, (b) assessing participants via observation with the TAIS and (c) conducting psychometric analysis on the obtained assessment data. For the psychometric analysis, we carried out our work in four phases: (a) a statistical analysis of the evaluation criteria, (b) analysis of the instrument's structural dimensions, (c) internal item reliability analysis, and (d) provision of evidence for external validity. Participants were 592 children (156 girls, 436 boys; ages 8 – 12 years) from 74 PE classes or sport teams (from three institutional contexts - schools, community-based sports, and sports clubs) in Spain. We selected 12 tactical criteria and grouped them into four theoretical dimensions (appropriate attack, inappropriate attack, appropriate defense, inappropriate defense) to confirm the instrument's structural dimensions. The Cronbach alpha and Omega McDonald coefficients were greater than.70. The TAIS discriminated between participants from the three institutional contexts, offering evidence of the instrument's external validity. Thus, the TAIS now has sufficient psychometric support for assessing learning of football tactics in PE and youth sport teams. This instrument facilitates an ecological assessment of youth players' understanding of football tactics through four theoretical tactical dimensions and 12 criteria involving information about four learners' roles (both attack and defense, on- and off-the-ball) and three organizational tactical levels of play (whole team, small groups of learners, and individual learners). [ABSTRACT FROM AUTHOR]

This study aims to investigate the complexity of the practices of pedagogies of affect in physical education in response to urgent mental health issues among children and young people. As a proxy for measuring the effects of pedagogies of affect on pupils' outcomes, self-determination theory (SDT) has informed teaching approaches for student motivation and psychological wellness and, thus, it could be an indicator perspective for mental health. Previous SDT studies in physical education have shown the relationship between pupils' perceptions of need-supportive and need-thwarting teaching behaviours and affective outcomes. Nevertheless, no attempts have been made to test this teacher–pupil relationship involving observations of naturalistic teaching behaviour. Accordingly, this study examined how these observed teaching behaviours relate to pupils' affective outcomes represented by basic psychological need satisfaction and frustration, (de)motivation, positive and negative affect, and sense of coherence. Employing a cross-sectional design, this study conducted observations of one indoor lesson per class and administered a set of questionnaires to pupils. In total, 20 teachers and 381 pupils aged 11 to 15 from seven different Scottish secondary schools participated in this study. The results showed that the factor of the observed structure before the activity was significantly related to affective outcomes, while the observed controlling teaching behaviour was related to negative outcomes. Although non-significant relationships between some factors of observed teaching behaviour and pupils' variables were also found, this observational study is significant as it provides direct evidence of teacher–pupil interactions in the real-life context for developing pedagogies of affect. [ABSTRACT FROM AUTHOR]

Affective learning has been recognised increasingly as a significant outcome of physical education. This focus on the affective domain comes at a time when there is increasing concern about health and wellbeing of children and young people and, in particular about the rising prevalence of mental health issues. The literature established that a number of approaches that could produce affective learning outcomes that may offer a positive contribution to children and young people's health and wellbeing. These approaches to physical education could be characterised as pedagogies of affect. One underpinning theory informing pedagogies of affect is Self-Determination Theory (SDT). Pedagogical research grounded in SDT has shown the significance of need-supportive teaching behaviour in physical education as it has a direct impact on pupils' positive affective learning outcomes. However, little has been known about what is happening right before need-supportive teaching behaviour occurs during class. This study aims to address the research questions of how aware are teachers of their own need-supportive teaching behaviour and why do they behave in the ways they do in practising pedagogies of affect. Data were generated through filmed videos and self-confrontation interviews. We filmed two indoor lessons which the same teacher delivered to the same classes. Within a month after the observations, the teachers participated in the self-confrontation interviews about their teaching behaviour and concerns that arose during the observed lessons while watching selected recorded video clips. The scenes were selected when teachers were offering meaningful choices of activities, offering feedback including either aspect of need-support or control, and interacting with pupils individually. This paper reported data from five physical education teachers in Scottish secondary schools. Thematic analysis was used to identify themes in relation to teachers' awareness of observed teaching behaviour. We highlighted how the teachers responded through the following three themes: (1) recognised benefits of offering meaningful choices; (2) different intentions of offering feedback and individual interactions; (3) the need for supporting pupils with behavioural issues. The first theme indicated teachers' knowledge in terms of being able to explain why offering meaningful choices works effectively in terms of pupils' affective learning. The second theme demonstrated teachers' intentions behind offering feedback and individual interactions. There were teachers' intentions of securing their pupils' confidence, motivation, positive mindset, and wellbeing as prioritised outcomes. In contrast, teachers offering feedback to keep running a lesson might not be effective for pupils' affective learning. The third theme highlighted teachers' expectations of pupils' behaviour to implementing need-supportive teaching, especially for pupils with additional support needs. Meanwhile, we remain alert to the possibility that some of the teachers' interactions with pupils who have additional support needs could be construed in SDT terms as controlling teaching. We conclude that how well teachers are willing to learn from their pupils and how well teachers know the contextual factors about pupils such as their feelings, needs, and interests could be a fundamental requirement for implementing need-supportive teaching behaviour for pupils' mental health and wellbeing within pedagogies of affect. [ABSTRACT FROM AUTHOR]

Machine learning (ML) is increasingly being used in the social sciences to find patterns and make predictions. The use of ML methods has grown significantly in recent years, with a fourfold increase since 2017. This trend can be attributed to a shift in the appreciation of predictive algorithms, the development of ML training programs, and the availability of large datasets and computing power. However, it is important to address ethical concerns and ensure fairness and unbiasedness in the algorithms used. The use of ML in the social sciences has the potential to bring about significant changes in the research process. [Extracted from the article]

Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered. [ABSTRACT FROM AUTHOR]

The sports world has many prejudices that have been converted into common sense. Some relate to the idea of athletes being strong or pretty but endowed with little intelligence. There is another view, perhaps a little more accurate, around the reification of consciousness in the name of the automation and maximum outcome of the body. Both views are informed by Cartesian thinking, perpetuating the mind–body dichotomy. Such a dichotomy is spread in several other areas in our society, expressed as binaries. We meet a binary when conducting research as well, disembodying the researcher as someone who is neutral, objective, and highly rational, and someone who, in synthesis, performs good mental work, but who must not let feelings intrude. On the contrary, we argue that we are embodied beings who are often not able to (and maybe should not) become detached from previous experiences and knowledge when conducting research. Even though this can present itself as a challenge, we consider that a fluid non-binary positioning encompasses actions holistically and leads to tasks being performed on a continuum. The purpose of this paper is to explore the reflexive process embedded in carrying out a PhD project committed to studying the production of the embodied subjectivities of a group of women high-level athletes in karate. The researcher inserted in the researched environment was not a high-level athlete; however, she had several experiences competing at the amateur level in different countries and faced experiences that were, to some extent, similar to those of the elite athletes. She used her previous experiences as a karateka, researcher, and woman to inform her research-doing since the intersectional social issues faced by her and lived queer feelings motivated her research questions. She plunged into a process of self-reflection and counted on the guidance of the other authors to organise her learning in order to use it in her scholarship. That was, primarily, an experience of "practice" of subjectivity through examining others' production of subjectivity, besides strengthening a positionality that lacked self-confidence. Thus, we explore issues around the researcher–practitioner theoretical–practical continuum of research-doing, presenting a journey that became empowering. [ABSTRACT FROM AUTHOR]

Karate can be both a martial art and a combat sport. Male and female karate athletes attended the Tokyo Olympic Games 2020 (2021). Elite sport often portrays female athletes through the sexualization of their bodies, while the martial environment leaves them open to accusations of masculinization. In the process of constructing themselves as fighters, karateka women do produce new ways of performing femininities and masculinities, which is a hard-work process of negotiations, leading them to the construction of a particular habitus strictly linked to their performativity within the environment. They take part in a contested terrain that mixes several elements that are often contrasting. In this article, we aim to present factors identified with the women athletes of the Spanish Olympic karate team that affect the construction of their embodied subjectivities. We focus on two main topics, authenticity as the real deal to belonging, and a possible gendered habitus struggling with the achievement of the condition of a warrior. We carried out an ethnographic study with the Spanish Olympic karate squad supported by autoethnographic elements from the first author. We focus here on the data from double interviews with 14 women athletes and their four male coaches. Embodied subjectivity as a process of subject construction to disrupt objectification and forms of othering showed to be a challenge, a complex task, and embedded in contradictions. Karate women's embodied subjectivities are built in the transit between resisting and giving in. Despite several difficulties, through awareness and reflection on limitations, karateka may occupy their place as subjects, exerting agency, feeling empowered, and fighting consciously against the naturalized 'tide'. [ABSTRACT FROM AUTHOR]

Recent HCI research has addressed emerging approaches for public engagement. One such public-facing method which has gained popularity over the previous decade has been open design events, or hackathons. In this article, we report on DemVR, a hackathon event that invited designers, technologists, and students of these disciplines to design Virtual Reality (VR) environments for people with dementia and their care partners. While our event gained reasonable attraction from designers and developers, this article unpacks the challenges in representing and involving people with dementia in these events, which had multiple knockon effects on participant’s outputs. Our analysis presents insights into participants’ motivations, challenges participants faced when constructing their “absent user”, and the design features teams developed to address the social context of the user. We conclude the article by proposing a set of commitments for collaborative design events, community building through design, and reification in design. [ABSTRACT FROM AUTHOR]

Objectives: Understanding if police malfeasance might be "contagious" is vital to identifying efficacious paths to police reform. Accordingly, we investigate whether an officer's propensity to engage in misconduct is associated with her direct, routine interaction with colleagues who have themselves engaged in misbehavior in the past. Methods: Recognizing the importance of analyzing the actual social networks spanning a police force, we use data on collaborative responses to 1,165,136 "911" calls for service by 3475 Dallas Police Department (DPD) officers across 2013 and 2014 to construct daily networks of front-line interaction. And we relate these cooperative networks to reported and formally sanctioned misconduct on the part of the DPD officers during the same time period using repeated-events survival models. Results: Estimates indicate that the risk of a DPD officer engaging in misconduct is not associated with the disciplined misbehavior of her ad hoc, on-the-scene partners. Rather, a greater risk of misconduct is associated with past misbehavior, officer-specific proneness, the neighborhood context of patrol, and, in some cases, officer race, while departmental tenure is a mitigating factor. Conclusions: Our observational findings—based on data from one large police department in the United States—ultimately suggest that actor-based and ecological explanations of police deviance should not be summarily dismissed in favor of accounts emphasizing negative socialization, where our study design also raises the possibility that results are partly driven by unobserved trait-based variation in the situations that officers find themselves in. All in all, interventions focused on individual officers, including the termination of deviant police, may be fruitful for curtailing police misconduct—where early interventions focused on new offenders may be key to avoiding the escalation of deviance. [ABSTRACT FROM AUTHOR]

Grassland birds have undergone widespread global population declines due to loss and degradation of native grasslands. Activities associated with non-renewable energy derived from oil and natural gas extraction have substantially increased on grasslands. The cumulative disturbance generated by natural gas development creates a network of non-linear (e.g., bare ground and exotic plant species) and linear (e.g., roads, trails, pipelines) features that may degrade habitat quality for grassland species. We quantified grassland songbird abundance in two areas of southwestern Saskatchewan, Canada, to determine whether variation in abundance 1) depended on the type and amount of disturbance at two spatial extents, and 2) was more affected by the cumulative impacts of natural gas development than any single type of disturbance. We found that specific types of disturbances impacted the abundance of most species to varying degrees. The cover of different types of linear disturbance had the strongest effect on the most species. Natural gas disturbance within 450 m of point counts was more influential than disturbance within 200 m for nearly all species in both areas. Only Savannah sparrow (Passerculus sandwichensis) abundance was most strongly influenced by the cumulative amount of disturbance with abundance decreasing with increased disturbance. Overall, we detected few consistent patterns among species, or within species between our two study areas. Our results indicated that the impact of natural gas infrastructure can extend beyond the local influences associated with well sites and that relatively small amounts of disturbance (<2%) may impact grassland songbird abundance. We recommend that researchers use caution when studying well-density effects or combining individual types of disturbance without understanding the separate effects each type of disturbance has on the species or community of interest. Not doing so may lead to investing resources into management practices that do not have the greatest possible benefit for grassland songbirds. [ABSTRACT FROM AUTHOR]

A Correction to this paper has been published: https://doi.org/10.1007/s11292-021-09481-y [ABSTRACT FROM AUTHOR]

According to the theory of practice architecture, every practice enacted in classrooms is a result of interaction between social, physical and spatial elements. In relation, from a practice-referenced perspective, it is necessary to know which teaching-learning implementation features could help teachers/coaches/researchers to assemble Teaching Games for Understanding (TGfU) interventions in relation to the institutional environment. Purpose: This review aimed to explore from a practice-referenced perspective how TGfU researchers reported their interventions based on the teaching-learning implementation features (intervention design as a function of the context, intervention length, lesson content, basic lesson elements, lesson alignment, teacher/coach experience with the approach, and lesson validation and treatment verification) and their association with learners' outcomes. Results: We found 20 studies that included some of the teaching-learning implementation features, but none of the studies included all of these features. We also found that studies of TGfU measured and reported learners' outcomes in a variety of ways. This creates difficulties for drawing conclusions about the relationships between the presence of teaching-learning implementation features and student learning outcomes. Conclusion: Further TGfU interventions should be planned to consider the following: (a) that lessons need to be designed as a function of the context; (b) the number of intervention lessons, their duration and the duration of each lesson task; (c) the concrete tactical and technique contents and goals per lesson; (d) the modified games, questions and achievable challenges as basic lesson elements; (e) the alignment between the basic lesson elements and the structure of lessons, based on the goals of each lesson; (f) that teachers/coaches need to have previous experience in TGfU and be trained on the specific study purpose; (g) that lessons should be validated before implementation and verified during intervention; (h) researchers should regulate the ways in which learners' outcomes are measured and reported within TGfU studies. [ABSTRACT FROM AUTHOR]

In this article, we present a tutorial overview of state-of-the-art radio frequency (RF) clutter modeling and simulation techniques. Traditional statistical approximation-based methods will be reviewed followed by more accurate physics-based stochastic transfer function clutter models that facilitate site-specific simulations anywhere on earth. The various factors that go into the computation of these transfer functions will be presented, followed by several examples across multiple RF applications. Finally, we introduce a radar challenge dataset generated using these tools that can enable testing and benchmarking of all cognitive radar algorithms and techniques. [ABSTRACT FROM AUTHOR]

Physical education is expected to play a significant role in developing pupils' health. This is the case in Scotland, where physical education is located in a prioritised cross-curricular area of Health and Wellbeing (HWB). However, there is a lack of evidence on the extent to which physical education contributes to pupils' HWB under the new curriculum. Given that there is a growing interest in exploring how teachers enact pedagogies as a response to mental health issues, this study seeks to examine the practices of teachers who identify as being committed to pedagogies of affect within a sample of Scottish secondary schools. The purpose of this study was to report how pupils and teachers talk about the contribution of physical education to pupils' HWB, with a particular focus on the affective domain. The study on which this paper is based used qualitative methods within a grounded theory approach. Six physical education teachers who were from four different secondary schools participated in semi-structured interviews. Pupils were selected by the teachers and participated in focus group interviews. We outlined two main themes: (1) teachers' and pupils' practices in building confidence in pupils, which was exclusive to the female pupils and teachers; (2) teachers' concerns with building relationships with pupils. A notable finding was that teachers who had an explicit and direct intention for affective learning among their pupils sought to build a trusting relationship with pupils as a basic concern to implement teaching for affective learning, rather than the need for an emphasis on lesson contents and specific teaching approaches. This study could be a valuable resource for teacher professional learning as the findings referred to teachers' regular practices and their knowledge of the curriculum, especially for those who recognise a need to enact pedagogies of affect. [ABSTRACT FROM AUTHOR]

Objectives: This study examines whether former police officers are stigmatized in the labor market, particularly following social unrest from lethal police violence. Methods: We conduct an experimental audit study, both before and after heightened unrest from police violence. For service-related job openings, we compare the likelihood of getting an affirmative response from a prospective employer to a job application from a fictitious former police officer (the treatment condition) to the response to one of two control conditions: a former firefighter or a former code enforcement officer. Results: We do not find evidence that former police officers are discriminated against in the labor market. This finding holds in periods characterized by relatively little social unrest due to police violence as well as periods of heightened protest activity. Conclusions: At least with respect to the labor market for certain service-related professions, former police officers do not appear tainted by any stigma associated with their prior profession. [ABSTRACT FROM AUTHOR]

The focus on tactics has made assessment more difficult due to the lack of knowledge in the topic and the limitations of current tactical assessment instruments. Purpose: To design and validate a tactical assessment instrument in youth football (TAIS) following an exhaustive, ecological and meticulous process and dealing with the limitations found in the literature. Method: The design was divided in two stages related to its development and validation. During the development stage: (a) a preliminary list of criteria was determined through a literature review; (b) the criteria were delimited through an exploratory observation; and (c) the adequacy of the criteria was determined by consulting experts. In the validation stage: (a) content and comprehension validity were obtained by consulting experts and through a systematic game observation; (b) construct validity was obtained by comparing the tactical outcomes from two groups with different skill levels; (c) criterion validity was established by comparing the tactical outcome using Game Performance Assessment Instrument and the present instrument, and (d) the reliability was obtained through inter-rater reliability. Results: The research process showed that the instrument is a valid and reliable tool comprised of 22 criteria to assess tactical outcomes in 8–12 years old youth football. Conclusion: The TAIS presents several advantages in practical terms with respect to assessment. First, it allows assessment of the three tactical levels nested in the unit of observation. Second, it considers all the player roles. Third, results are presented without general indexes. Fourth, it can be used to assess participants from all the institutional contexts. Finally, it includes contextual variables. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate coaches' perceptions of using sport education (SE) for the first time with socially vulnerable children in order to explore its suitability for equipping young people living in precarity with the skills they need to take positive action to challenge their socially vulnerable backgrounds. In doing so, we want to explore what experiences of learning to use SE these coaches had and what their perspectives of the children's learning were. The study developed in a community-based program in three economically disadvantaged neighbourhoods with high rates of delinquency in a city in Central Spain. The programme is run by a non-governmental organization and is funded by several public institutions and private donations. The study included three youth workers who acted as coaches and 31 nine- to eleven-year-olds from different ethnic groups. The SE season comprised 36 one-hour sessions which included an introduction to SE and the activity called ringo (two lessons), a pre-season (14 lessons), a season (18 lessons) and culminating event preparation and celebration (two lessons). Ringo is a net game, which was chosen to improve participation. Four focus groups were conducted with the coaches and an open analysis format was followed, using open-ended questions. The first author also kept a diary of his experience as a participant observer, including field notes and participation in focus groups. The data were transcribed verbatim and analysed through thematic analysis. Three major results were found. First, although coaches perceived that sport had a great potential for children to get several benefits, the quality of the pedagogical strategies they used to implement before the study did not allow them to reach those benefits. Second, SE gave the coaches the possibility to enact an ethic of care with participant children; emotional labour played a key role in that process, allowing coaches to care both for children and for themselves. Third, coaches appreciated how SE features, especially competition, teams, festivity, and the culminating event, favoured motivation and engagement, what improved behaviour and the assumption of roles responsibilities. Sport per se is not enough to teach ethical conduct. However, a quality programme which exposes young people to the stimuli they need, and efficient physical educators who can develop the programme properly and with a coherent attitude are necessary. Pre-service education for any future professional working with youth from socially vulnerable backgrounds (teachers, coaches, youth workers) should consider the need of teaching pedagogies of affect like SE as well as the development of an ethic of care and emotional labour. [ABSTRACT FROM AUTHOR]

Given the rapid growing number of the ageing population worldwide, it has been questioned how health and wellbeing in old age can be improved, especially for women in socially vulnerable contexts. Research have shown that social aspects are key determinants for older-age groups' engagement in an active life. It is crucial to understand older people's experiences with physical activity in order to develop interventions that contribute to health promotion beyond disease prevention. The study's purpose was to explore the experiences of middle-aged and older socially vulnerable women with physical activity within a public-funded programme under the Sistema Único de Saúde – SUS [Brazilian public healthcare system]. The study involved a Health and Physical Education professional and 16 women (43–66y) who regularly attended the programme. Data were generated through condensed fieldwork, employing semi-structured interviews and non-participant observation of sessions. Drawing on salutogenesis theory and a critical gender perspective, a qualitative analysis was conducted using the constant comparative method. From the women's experiences, a major finding was the construction of a community of active women, which served as a collective resource to support them in the process of health development. Relating to the emerging community, another three themes were developed. The first was dancing and challenging the gender order, referring to women's experiences of negotiating a collective identity and disrupting the invisibility of their bodies. The second was the HPE professional's dialogical pedagogies as emancipatory, revealing the ways in which the community was supported. The third was the empathetic relationships among the women as a way of coping, representing the women's positive experiences of social support, connectedness and resilience. The findings supported the conclusion that there are promising possibilities for research and practice in socially vulnerable contexts to widen the contributions to health promotion that are not limited to exercise prescription. [ABSTRACT FROM AUTHOR]

Sport and physical education are considered a powerful tool to empower children from socially vulnerable backgrounds (SVB). The purpose of this study was to analyse coaches' perceptions of the effect of the Sport Education (SE) pedagogical model, and use of the allocation of roles beyond player in particular, on the empowerment of children from SVB who participated in a community-based programme. Participants included three coaches, the lead researcher and 31 nine- to eleven-year-olds (17 boys and 14 girls) from diverse ethnic groups (Roma, North African, Latin-American, Caucasian and sub-Saharan). A 36 one-hour session's SE season was implemented. The data were obtained by four focus groups (before implementing the programme; at the end of the pre-season; after the first round of the formal competition; when the programme was completed) and a diary of the lead researcher who participated as participant observer. Coaches' perceived that SE roles were authentic empowering strategies to help children from SVB to have experiences of meaningful participation in a safe environment, sharing power through the responsibilities they assumed, collaboration, and challenging gender stereotypes. In order to accomplish those results, SE had a flexible implementation in terms of duration and roles assignment to become more student-centred, roles were clearly defined to guarantee a safe environment for the children coaches showed an authentic ethic of care, and gender stereotypes were broken through going beyond the equality of opportunities. [ABSTRACT FROM AUTHOR]

Co-design with communities interested in heritage has oriented itself towards designing for polyvocality to diversify the accepted knowledges, values and stories associated with heritage places. However, engagement with heritage theory has only recently been addressed in HCI design, resulting in some previous work reinforcing the same realities that designers set out to challenge. There is need for an approach that supports designers in heritage settings in working critically with polyvocality to capture values, knowledges, and authorised narratives and reflect on how these are negotiated and presented in the designs created. We contribute "Designing with Genius Loci" (DwGL)—our proposed approach to co-design for polyvocality. We conceptualised DwGL through long-term engagement with volunteers and staff at a UK heritage site. First, we used ongoing recruitment to incentivise participation. We held a series of making workshops to explore participants' attitudes towards authorised narratives. We built participants' commitments to collaboration by introducing the common goal of creating an interactive digital design. Finally, as we designed, we enacted our own commitments to the heritage research and to participants' experiences. These four steps form the backbone of our proposed approach and serve as points of reflexivity. We applied DwGL to co-creating three designs: Un/Authorised View, SDH Palimpsest and Loci Stories, which we present in an annotated portfolio. Grounded in research through design, we reflect on working with the proposed approach and provide three lessons learned, guiding further research efforts in this design space: (1) creating a conversation between authorised and personal heritage stories; (2) designing using polyvocality negotiates voices; and (3) designs engender existing qualities and values. The proposed approach places polyvocality foremost in interactive heritage interpretation and facilitates valuable discussions between the designers and communities involved. [ABSTRACT FROM AUTHOR]

This study uses an experimental audit design, implemented both before and during the heightened unrest following the murder of George Floyd, to gauge the impact of Black Lives Matter and associated protests against police brutality and anti-Black racism on racially disparate hiring practices. We contrast treatment of fictitious Black and White job applicants in the labor market for service-related job openings, specifically applicants with prior experience as a police officer, firefighter, or code enforcement officer. Results reveal that the White advantage in employer call-backs and requests for an interview receded during the protests and unrest following the killing of George Floyd, even to the point of producing a Black advantage. [ABSTRACT FROM AUTHOR]

Ride-hailing businesses, including Uber and Lyft, have reshaped road traffic since they first began operating in the United States approximately a decade ago. It follows that ride-hailing may also alter the incidence and distribution of road traffic crash injuries and deaths. The available evidence relating ride-hailing to crashes is critically reviewed in this article. We present a theoretical model that synthesizes the hypothesized mechanisms, and we identify common methodological challenges and suggest priorities for future research. Mixed results have been reported for the overall incidence of road traffic crash injuries and deaths, likely due to heterogeneous impacts on vehicular traffic flow (e.g. increasing the volume of vehicles); on vehicle-, person-, and event-level characteristics (e.g. reducing alcohol-impaired driver crashes); on road-user types (e.g. increasing pedestrian crashes); and on environmental conditions (e.g. reducing crashes most substantially where public transit access is poorest). The lack of a well-developed theory of human mobility and methodological challenges that are common to many ecological studies impede exploration of these sources of moderation. Innovative solutions are required to explicate ride-hailing's heterogeneous impacts, to guide policy that can take advantage of the public health benefits of ride-hailing, and to ensure that research keeps pace with technological advances that continue to reshape road traffic use. [ABSTRACT FROM AUTHOR]

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent technological advances have demonstrated the feasibility of deploying spaceborne optical detectors with full polarimetric capabilities. The measurement of all four Stokes coefficients opens significant new opportunities for atmospheric aerosol studies and applications. While considerable amounts of attention have been dedicated to sensors with sensitivity to the total intensity and linear polarization (represented by Stokes coefficients I, U, Q), there has been less attention to the additional information brought by measuring circular polarization (coefficient V). This report fills this gap in knowledge by providing an overview of aerosol sources of circular polarization in the atmosphere and discusses possible remote sensing signatures. In this manuscript, circularly polarized radiation that results from the interaction of incident unpolarized radiation are considered in three physical settings: optical activity originating in biogenic aerosols, alignment of non-spherical particles in the presence of electrical fields (such as dust, smoke, and volcanic ash) and aerosol multiple scattering effects. Observational and theoretical evidence of, and the settings and conditions for non-zero aerosol circular polarization generated from incident unpolarized radiation are here gathered and discussed. In addition, novel radiative transfer simulations are shown to illustrate notable spectral and other features where circular polarization may provide additional information that is possibly independent from total intensity and linear polarization only observations. Current techniques for detection of aerosol composition (also referred as aerosol type) from space provide limited information. Remote identification of aerosols such as smoke, volcanic ash, and dust particles can only be accomplished with some degree of confidence for moderate to high concentrations. When the same aerosols are found at lower concentrations (but still high enough to be of importance for air quality and other concerns), these methods often produce ambiguous results. Thus, the exploration of additional optical techniques is of interest to improve remote detection of aerosol composition. This study is presented as an overview with a goal to provide a new perspective on an overlooked optical property and to trigger interest in further exploration of this subject. [ABSTRACT FROM AUTHOR]

Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, 'enabling critical reflection', highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss 'taken for granted' understandings of gender, health, and body ideals within physical education. The second main theme, 'Exploring (new) movements', shows how pupils' exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed. [ABSTRACT FROM AUTHOR]

Graphics processing units (GPUs) power today's fastest supercomputers, are the dominant platform for deep learning, and provide the intelligence for devices ranging from self-driving cars to robots and smart cameras. They also generate compelling photorealistic images at real-time frame rates. GPUs have evolved by adding features to support new use cases. NVIDIA's GeForce 256, the first GPU, was a dedicated processor for real-time graphics, an application that demands large amounts of floating-point arithmetic for vertex and fragment shading computations and high memory bandwidth. As real-time graphics advanced, GPUs became programmable. The combination of programmability and floating-point performance made GPUs attractive for running scientific applications. Scientists found ways to use early programmable GPUs by casting their calculations as vertex and fragment shaders. GPUs evolved to meet the needs of scientific users by adding hardware for simpler programming, double-precision floating-point arithmetic, and resilience. [ABSTRACT FROM AUTHOR]

This paper examines teachers' use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on teachers' pedagogical roles and tasks linked to PCM in PE. Results indicated that while PCM were used very frequently for registering students' attendance and recording observational notes from lessons, textbooks were less and infrequently used. Both, 'materials for data registration' and 'student textbook' showed the highest and lowest level of teachers' satisfaction, respectively. 'Student diary' was the PCM used more by female and less experienced teachers than their counterparts, while textbooks were used more by experienced teachers than those with less years of teaching experience. Over fifty percent of teachers considered PCM to be 'Quite important' because they facilitate students to study theoretical knowledge, investigate and be creative. The paper discusses the contribution of teachers' use of PCM to the enacted curriculum and their participation in the social construction of PE knowledge through Bernstein's theory of pedagogic device. In particular, it indicates that PE teachers are relatively independent from external agencies in curriculum development and participate in the social construction of pedagogical knowledge. Female and less experienced teachers' use of PCM facilitated students' participation in the construction of knowledge, which suggests weaker framing of the teaching-learning process.. [ABSTRACT FROM AUTHOR]

Memoryscapes presents a detailed case-study of a design-led inquiry concerning the development of immersive experiences to support city-center urban redevelopment, to encourage visiting and touristic activity. Our approach sought to explore how we might make innovative use of local heritage assets, within these digital experiences, to enhance engagement with place. We brought historians, "placemakers", design-creatives, and technology-developers into dialogue, in a series of co-design sessions (over 9 months, through 6 workshops and with 77 participants). Our initial workshop allowed us to explore and develop extant theories of trajectories and immersive experiences, which led to the development of a design toolkit. The toolkit facilitated further co-design sessions with stakeholder communities. This paper contributes a deepening and nuancing of theory of trajectories by applying it in a specific context, namely heritage-led immersive experiences for use in urban areas; and provides critical reflections on the design toolkit to support interdisciplinary stakeholder development of immersive urban experiences. [ABSTRACT FROM AUTHOR]

Background: It is well established in the literature how exercise prevents chronic diseases. Nevertheless, we still lack knowledge about the ways in which health-related bodily practices might contribute to health promotion. Less is known about pedagogies in public health directed at adult and older-age groups, within non-formal educational settings. Considering a lack of tailored and attractive approaches to health-related bodily practices for adults and older people [Pettigrew et al. 2019. "Encouraging Older People to Engage in Resistance Training: A Multi-Stakeholder Perspective." Ageing & Society 39 (8): 1806–1825; Van Dyck, D., L. Mertens, G. Cardon, K. De Cocker, and I. De Bourdeaudhuij. 2017. "Opinions Toward PhysicalActivity, Sedentary Behavior, and Interventions to Stimulate Active Living During Early Retirement: Qualitative Study in Recently Retired Adults." Journal of Aging and Physical Activity 25 (2): 277–286], we argue that there is a need to explore pedagogical practices that might further health promotion with this target group. Purpose: Drawing on Antonovsky's theory of salutogenesis [1996. "The Salutogenic Model as a Theory to Guide Health Promotion." Health Promotion International 11 (1): 11–18], the purpose of the study was to investigate how health and physical education (HPE) professionals delivered health-related bodily practices for adults and older people in community-based programmes. Data collection and analysis: A qualitative and grounded theory study design was employed. Participants included six HPE professionals, three health centre coordinators and thirty-four adults and older people enrolled in four community-based programmes from Brazil. Condensed fieldwork was adopted to generate data through three-days visits to each programme. Multiple data sources comprised semi-structured interviews, non-participant observation of health-related bodily practices sessions and documents/materials produced by participants. Data were analysed through open, axial and selective coding, using the constant comparative method [Charmaz 2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Book. Vol. 10. London: Sage Publications]. Findings: Three themes were generated to explain the ways HPE professionals worked with adults and older people in health promotion: adopting a holistic view of health, serving as a health resource and nurturing further health resources. These practices included caring attitudes, such as listening carefully to adults and older people, showing attentiveness and responsiveness to them. Moreover, a key finding indicated that the HPE professionals served in their pedagogical practices as health resources, which the adults and older people learned to draw on to cope with life situations and experience health development. Conclusion: The HPE professionals in the four programmes demonstrated they were capable of moving beyond a solely biomedical approach to health and focus on the salutary factors that enable health promotion through the development of a combination of pedagogical practices that were consistent with salutogenesis. [ABSTRACT FROM AUTHOR]

The growth of immersive technologies offers new ways in which heritage can be made usable. Virtual, augmented and mixed reality experiences are the latest media forms through which historical narratives can be told and heritage experienced. There are many challenges to create experiences which engage users in a meaningful way from the origination stage, through design and content creation to delivery, all of which bring together practitioners from disparate fields. Drawing on the concept of usable pasts, this article examines how disciplinary differences create tensions, challenges and productive outcomes in the generation and design of immersive experiences intending to take heritages out of museums to allow publics to experience them within the built environment. We draw on Brown and Knopp's approach of productive tensions and colliding epistemologies which helps highlight and understand the constraints and opportunities of cross-disciplinary work in the creation of usable pasts. Through our exploration of how to develop a design methodology for producing heritage-led immersive experiences we argue for the importance of understanding the philosophical approaches used by different stakeholders in the design process, highlight the importance of non-digital technologies and discuss how practical issues can produce ontological clashes. [ABSTRACT FROM AUTHOR]

Invasion by generalist tree species can cause biotic homogenization, and such community impoverishment is likely more important in rare forest types. We quantified changes in tree diversity within Carolinian (range in Central Hardwood Forest), central (range in Central Hardwood Forest and Northern Hardwood‐Conifer Forest), and northern species [range reached Northern‐Conifer‐Hardwood/closed Boreal (spruce‐Fir) Forest] in an old forest tract in southern Canada at points surveyed 24 years apart. We asked: How did mature tree and sapling composition and abundance change for the three species' groups? Did those changes lead to biotic homogenization? Can species' changes be explained by community traits? We tested for differences in temporal and spatial tree β‐diversity, as well as forest composition and structure, using univariate/multivariate analyses and a community trait‐based approach to identify drivers of change. Major increases occurred in abundance for mature Acer rubrum (northern), while other species decreased (Fraxinus americana, Populus grandidentata); declines were found in A. saccharinum (central) and Cornus florida (Carolinian). Species composition of saplings, but not mature trees, changed due to replacement; no evidence for biotic homogenization existed in either cohort. As a group, northern mature tree species increased significantly, while central species decreased; saplings of pooled Carolinian species also declined. Shade tolerance in mature trees increased, reflecting successional changes, while drought tolerance decreased, perhaps due to changing temperatures, altered precipitation or ground water levels. Saplings showed declines in all traits, probably because of compositional change. Our results demonstrated that saplings can more closely reflect change in forest dynamics than mature trees, especially over short time periods. Based on sapling trends, this remnant could ultimately transition to a mesophytic hardwood stand dominated by A. rubrum and other shade‐tolerant species, creating a more homogeneous forest. While encouraging regeneration for Carolinian and central tree species could ensure high levels of diversity are conserved in the future, it is important to balance this with the primary management goal of maintaining the forest's old‐growth characteristics. [ABSTRACT FROM AUTHOR]

The assessment of tactics is a subject of great interest in physical education and sport pedagogy. However, the lack of knowledge of the topic and the variety of assessment instruments make the assessment of tactics difficult. This study aimed to describe assessment in relation to tactical learning outcomes through an analysis of assessment instruments, based on variables that must be considered when using an instrument: (a) criteria definitions; (b) tactical levels; (c) indexes; (d) units of observation; (e) player/learner roles; and (f) institutional contexts. Hence, the following instruments were found: Game Performance Assessment Instrument, spatial location instruments, game performance evaluation tool, team sport assessment procedure, and system of tactical assessment in Soccer. Building on the review's purpose, the following issues were found. First, some studies reviewed used non-validated criteria. Second, not all studies considered the three tactical levels (match level, partial forefront level and primary level). Third, the majority of the studies used indexes that masked the results. Fourth, the individual unit of observation was widely used to assess global tactical learning outcomes. Fifth, many instruments were used in contexts for which they were not validated. According to these limitations, general recommendations are proposed. First, researchers should use validated instruments as long as the characteristics of the instruments are aligned with the nature of the study. Second, it is recommended when validating an instrument to consider the following general guidelines: (a) only use validated criteria descriptions; (b) include all three tactical levels; (c) do not use indexes; (d) use the team as the unit of observation; (e) assess both defender and attacker roles; (f) develop the instrument in the same institutional context as the study context; (g) include context variables if applicable. [ABSTRACT FROM AUTHOR]

Ridehailing services such as Uber have been promoted as viable interventions for curbing alcohol-involved driving fatalities. However, evidence of ridehailing's impact has been mixed, with some studies finding no association but others finding either an increase or a decrease in fatalities. We contribute to this literature by examining more recent years of data, which capture a period during which Uber ridership has grown substantially and alcohol-involved fatalities have increased. Furthermore, we test whether the relationship between Uber availability and traffic fatalities depends on local characteristics. We employ multivariate regression models to test the association between Uber availability and total, alcohol-involved, and weekend and holiday-specific traffic fatalities in the 100 most populated metropolitan areas in the United States between 2009 and 2017. We find that Uber availability is not associated with changes in total, alcohol-involved, and weekend and holiday-specific traffic fatalities in aggregate, yet it is associated with increased traffic fatalities in urban, densely populated counties. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Applied Ecology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is apparent that the dimensions of health within and under the auspices of schooling are open to contributions by other providers that exist outside of school systems. We acknowledge schools often resort to outside providers for a number of reasons; for example, to broaden the curriculum experiences for children, or to compensate for the absence of expertise within a school. The central focus for this paper is to try to understand these phenomena with particular reference to the Stephanie Alexander Kitchen Garden initiative. through the theoretical work of Basil Bernstein. Specifically, we were interested in the source of particular kinds of health knowledge for the purposes of acquisition by children, what journey does such knowledge travel to arrive in school classrooms and in the process, how and in what ways is it pedagogised under the conditions of outsourcing? [ABSTRACT FROM AUTHOR]

This paper provides an account of programmes in schools developed by the Mindfulness in Schools Project (MISP) as an example of the outsourcing of Health and Physical Education. The purpose of the paper is to show that outsourcing, is complex and does not match some of the expectations associated with this neoliberal practice. Responding to the argument that outsourcing is a form of curriculum development from the 'outside-in', I suggest that the MISP's work with schools is in contrast a form of 'turning outsourcing inside out'. I show that the success of the MISP programmes rested on teacher advocacy and commitment from inside schools. I argue that the practices of the MISP placed limits on the extent to which it might generate revenue to protect the integrity of its approach. I conclude by considering whether these practices to safeguard integrity were justified, or whether they were another example of what have been called 'intrusive pedagogies'. [ABSTRACT FROM AUTHOR]

As new markets and opportunities for profit are being sought within and around schools, boundaries between private and public, profit and philanthropy are blurring and the boundaries that circumscribe knowledge and expertise are being reconstituted. This paper considers how expertise is constituted when curriculum work is outsourced to new actors in the Global Education Industry (GEI). Our findings suggest that, in the context of the GEI, conventional understandings of expertise are problematic. Our data show that under conditions of neoliberalisation and in relation specifically to the outsourcing of Health and Physical Education, expertise was distributed and expressed in at least four forms: personal experiential knowledge; artefacts and resources; professional expertise (such as teaching) within partnerships as forms of extended complementarity; and the application of science and reverence for research evidence. We advocate for a reconceptualisation of expertise in education in ways that recognise its personal, relational and material nature. [ABSTRACT FROM AUTHOR]

A response is offered to the article "Do Police Brutality Stories Reduce 911 Calls? Reassessing an Important Criminological Finding," by Michael Zoorob, which appears within the issue. It examines Zoorob's study on whether a report of police violence against the African American Mr. Jude increased the crime rate in Milwaukee, Wisconsin through lessening 911 emergency telephone calls. It comments on the role that weather temperature and seasonality play in crime.

The Welsh foundation phase is a play-based curriculum for 3–7-year-olds advocating outdoor and experiential approaches to learning. Play-based outdoor learning increases interaction with a range of affordances giving opportunities for movement in learning. Children assign activities as either play or not play-based on a series of cues. Teaching approaches that incorporate cues associated with play can influence pupil engagement and involvement in learning. This paper draws on data from a three-year study of the implementation of the foundation phase. Analysis of data from observations, field notes and video suggest pupils were more involved in tasks with higher levels of well-being when tasks were perceived as play. Leavres suggests increased involvement in learning may result in deeper learning. [ABSTRACT FROM AUTHOR]

School-community partnerships have shown their potential as incubators for innovations and for contributing to comprehensive physical activity (PA) programs. However, implementation frameworks for school-community partnerships that allow local tailoring of PA programs remain scarce. The present paper aims at documenting the composition of a framework for PA programs within schoolcommunity partnerships. The framework addresses socioecological strategies to promote extracurricular PA opportunities for pupils, which are integrated into five complementary components. To implement and reinforce the five components of the framework, involvement of schools, pupils, family, and community is facilitated by sustainable partnerships between these stakeholders. Partnerships are not only recommended on the school and community level, but also on a broader regional level that covers multiple communities. The development of the framework was an effort to integrate school-community partnerships into a flexible implementation framework for PA promotion. Implications of the framework for research agendas, professional education, and policy are formulated. [ABSTRACT FROM AUTHOR]

The purpose of this advocacy paper is to make a case for the development of a pedagogical model for Health-Based Physical Education (HBPE) drawing on Jewett, Bain and Ennis's (1995) and Metzler's (2005) ground-breaking work on models-based practice in physical education. A selective review of what has been learnt about HBPE was made to be able to define the central theme for the model as 'pupils valuing a physically active life, so that they learn to value and practice appropriate physical activities that enhance health and wellbeing for the rest of their lives.' This theme requires that teachers' beliefs are oriented toward selfactualization and social reconstruction. It also suggests that the affective domain (valuing physical active) is prominent in planning for learning. The discussion focuses on identified tensions related to the central theme and its associated value orientations and learning domain priorities. A stepwise research agenda for progressively developing the model through implementation by teachers in different contexts is proposed. [ABSTRACT FROM AUTHOR]