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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]

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]

Intraspecific competition is believed to play a pivotal role in shaping the structure and resource use of migrant and resident bird communities. We compared seasonal movements and apparent survival of patagially-marked and radio-tagged individuals of a Neotropical subspecies of Turkey Vulture (Cathartes aura ruficollis) in central Venezuela in relation to the presence and absence of a larger, dominant, northern subspecies, C. a. meridionalis. We found that the ruficollis population was partially migratory during the periods when migrants arrived and departed. Tagged individuals used areas with higher and lower proportional forest and semi-open vegetation types, respectively, during the dry season than wet season months to avoid competition with migrants. Moreover, apparent survival of ruficollis was lower during sympatry than allopatry. Our study provided evidence that C. a. meridionalis competed with C. a. ruficollis during their tropical residence period, supporting the hypothesis that intraspecific competition contributes to niche separation between these subspecies. La competencia intraespecífica juega un papel fundamental en la estructura y uso de recursos de las comunidades de aves migratorias y residentes. Comparamos los movimientos estacionales y la sobrevivencia aparente de la cataneja cabeza roja neotropical (Cathartes aura ruficollis) marcada patagialmente y con radiotransmisores en el centro de Venezuela con relación a la presencia y ausencia de una subespecie boreal más grande y dominante, C. a. meridionalis. Encontramos que algunos individuos de ruficollis eran migrantes parciales durante la estación seca, utilizaban áreas con mayor y menor proporción de vegetación boscosa y ambientes semiabiertos, respectivamente, durante la estación seca en comparación con los meses de la estación húmeda para evitar la competencia con los migratorios boreales, y que la sobrevivencia aparente de ruficollis fue más baja durante simpatría que en alopatría. Nuestro estudio proporcionó evidencia de que C. a. meridionalis podría competir con C. a. ruficollis durante su período de residencia tropical, lo que respalda la hipótesis de que la competencia intraespecífica podría contribuir a la separación de nichos entre estas subespecies. Palabras clave: cobertura del suelo, competencia, Neotrópico, reparto de recursos, Venezuela. [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]

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]

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]

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]

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]

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]

BackgroundPurposeMethodsFindingsConclusion‘High-stakes’ testing is a common practice in China and is expanding worldwide. As part of these practices, physical education assessments are compulsory for all students. Given this, China provides a unique setting to explore students’ reflective experiences of mandatory ‘high-stakes’ assessment in physical education.The purpose of this paper was to explore Chinese students’ reflective experiences and perceptions of the physical education component of the Zhongkao (‘high-stakes’ senior high school entrance examination).This paper uses semi-structured group interviews with 24 students enrolled in a Year 11 physical education class in Shanghai. The transcripts from the interviews were analysed using concept coding, conceptual mapping, and analytical memos.This paper found ‘high-stakes’ assessment in Shanghai focused on physical performances and students felt this went against the perceived holistic aims of physical education. The students also reported teachers changed their pedagogical approach to focus on achieving higher fitness scores. Lastly, students stated the test lacked diversity and was not a fair measurement of learning.This study suggests ‘high-stakes’ testing practices in China are disconnected from the students’ beliefs about the value of physical education. As such, we contend that assessment practices in physical education should reflect the diverse forms of learning that happens in physical education. [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]

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]

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]

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]

I argue in this paper that sport should be retained as an important part of the educational rationale for physical education. I consider Siedentop's critique of physical education and his alternative in the form of Sport Education. Siedentop's goals for youth sport and physical education and use of the work of Alisdair McIntyre are explored. It is argued that if we work to experience activities that are inherently pleasurable and intrinsically satisfying, then there is a possible future for activities such as sport. I conclude that school physical education is well placed to take up this challenge of sustaining sport as a moral practice and that the pedagogical tools already exist to do this in the form of a critical pedagogy. [ABSTRACT FROM AUTHOR]

Presents an overview of the key theoretical perspective used in physical education pedagogy research. Significance of positivism for teaching research in physical education; Contribution of interpretative research on physical education pedagogy; Impact of gender relations of male dominance and female subordination on physical education.

Focuses on the social construction of physical education teacher education in Australia. Changes of curriculum in the physical activity field; Dimension of a research program centered on the social construction of the physical activity field; Evaluation of physical activity field in higher education.

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]

What is 'open design' and who gets to say what it is? In the emerging body of literature on open design, there is a clear alignment to the values and practices of free culture and open source software and hardware. Yet this same literature includes multiple, sometimes even contradictory strands of technology practice and research. These different perspectives can be traced back to free culture advocates from the 1970s to the 1990s who formulated the ideal of the internet as inherently empowering, democratizing, and countercultural. However, more recent approaches include feminist and critical interventions into hacking and making as well as corporate strategies of "open innovation" that bring end-users and consumers into the design process. What remains today seems to fall into two schools of thought. On one hand, we have the celebratory endorsements of 'openness' as applied to technology and design. On the other hand, we have a continuous and expanding critique of these very ideals and questions, where that critique identifies persisting forms of racial, gender, age, and class-based exclusions, and questions about the relationship between open design, labor and power remain largely unanswered. [ABSTRACT FROM AUTHOR]

Opinion. Examines five topics for research pertinent to forming a base of information for program reform in physical education teacher education. Information on Juan-Miguel Fernndez-Balboa's theories on the reform of physical education teacher education; Details on the physical activity field in higher education; Discussion on the changes to school physical education programs.

Examines socially critical work that has articulated a theoretical base for curriculum development in physical education that is too narrow. Outline of achievements; Ethic of justice and emancipation serving as the underlying moral basis for criticism; Equal emphasis to an ethic of care and responsibility; Process by which children experience physical education.

The hidden curriculum has served the very useful purpose in educational discourse of alerting educators to the complexity of physical education teaching and learning. However, the ambiguity of the phenomena the term attempts to describe has led to a certain notoriety, and there is now considerable confusion over the meaning of the term hidden curriculum. This paper reviews selected studies of the hidden curriculum in physical education and other literature. The aim of this review is to assess its potential for helping us to better understand physical education as a cultural practice. Building on this review, it is suggested that the terms discourse and ideology locate the hidden agendas of physical education teaching and learning within the realm of communication and meaning making. The implications of this perspective for physical education teaching and research are examined. It is suggested in conclusion that the more precise identification of the hidden curriculum as an aspect of communication and meaning making is important, given new pressures deriving from mass media and popular culture that impact on physical education teaching and learning in subtle ways. [ABSTRACT FROM AUTHOR]

As part of their quest to secure academic credibility, physical educators in Australia, Canada, Britain, and the United States have increasingly privileged empirical-analytical forms of research. We argue that this strategy has resulted in a montage of professional values and practices that we term technocratic physical education (TPE). We contend that TPE is based on ideologies of professionalism, scientism, and instrumental rationality, which articulate one-dimensional definitions of excellence in teaching, the body, and sport and also marginalize issues related to political and moral ends. By drawing on the traditions of critical pedagogy and reflective teaching, we suggest some ways in which the limits of TPE can be transcended in pre- and inservice teacher education curricula. [ABSTRACT FROM AUTHOR]

This paper reports on the responses from adolescent girls to the use of an activist approach (Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical education: An activist approach. London: Routledge) by their teachers over the course of one school year during their core physical education lessons. The study took place in four secondary schools in different areas of Glasgow city. Approximately 110 girls aged 13-14 participated in this study as part of their regular physical education classes. The themes arising from the data were: (1) through variety and choice the girls were opened up to a wider range of possibilities in physical education; (2) relationships between peers (pupil-pupil) and teachers-pupils were central to the girls’ engagement. We conclude that through the use of an activist approach, and in contrast to their experience of traditional, multi-activity physical education, girls responded positively to variety and choice as they co-constructed their physical education programme with their teachers, and the development of better relationships with their teacher and among themselves created a supportive learning environment. [ABSTRACT FROM AUTHOR]

Background: The Foundation Phase in Wales is a play-based curriculum for pupils aged 3-7 years old. Children learn through more holistic areas of learning in place of traditional subjects. As such, the subject of physical education in its traditional form no longer exists for pupils under the age of 7 in Wales. In light of the role of physical education in developing physical literacy and in particular the importance of this age group for laying the foundations of movement for lifelong engagement in physical activity, the disappearance of physical education from the curriculum could be deemed to be a concern. Purpose: The purpose of this study was to explore the Foundation Phase as a naturalistic intervention and examine its contribution to the development of physical literacy. Participants and setting: Participants included year 1 pupils (N = 49) aged 5 and 6 from two schools in contrasting locations. A smaller group within each class was selected through purposive sampling for the repeated measures assessments (N = 18). Research design and methods: A complementarity mixed-method design combined quantitative and qualitative methods to study the Foundation Phase as a naturalistic intervention. Quantitative data were generated with the Test of Gross Motor Development-2 administered to the sample group of children from both schools as a quasi-repeated measure, the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance and the Leuven Involvement Scale for Young Children. Qualitative data were generated throughout the study from the analysis of video and field notes through participant observation. Data from the mixed methods were analysed through complementarity to give a rich insight into pupils' progress and experiences in relation to physical literacy. Results: Overall analysis of the data from TGMD-2 showed significant improvements in the Gross Motor Quotient and Locomotor skills from T1 to T3, but no significant improvement in object control. Data from qualitative methods were analysed to explore processes that may account for these findings. Video and field notes complement the quantitative data highlighting that children were developing their locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of involvement in their learning and apparent in video and field notes was pupils' motivation for movement. Paired sample t-tests (N = 18) conducted on the Harter and Pike perceived physical competence six-item score subscales (T1 and T3) indicated a significant difference in the mean perceived physical competence scores on the six-item scale between T1and T3. Qualitative data explored pupils' confidence for movement in many areas of learning. Conclusion: The combination of quantitative and qualitative data indicates that the Foundation Phase is an early childhood curriculum that lays the foundations of physical literacy with the exception of aspects of the physical competence, specifically object control skills. Although these skills only contribute to psychomotor aspects of physical literacy they are strongly associated with later engagement in physical activity. The development of specific physical skills such as object control skills may need more specialist input with early childhood pedagogy teachers trained in motor development to see significant improvements. [ABSTRACT FROM AUTHOR]

Purpose: This study discusses the process of co-constructing a prototype pedagogical model for working with youth from socially vulnerable backgrounds. Participants and settings: This six-month activist research project was conducted in a soccer program in a socially vulnerable area of Brazil in 2013. The study included 17 youths, 4 coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquiry-based activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions. Data collection/analysis: Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches’ work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert. Findings: The process of co-construction of this prototype pedagogical model was divided into three phases. The first phase involved the youth and coaches identifying barriers to sport opportunities in their community. In the second phase, the youth, coaches and researchers imagined alternative possibilities to the barriers identified. In the final phase, we worked collaboratively to create realistic opportunities for the youth to begin to negotiate some of the barriers they identified. In this phase, the coaches and youth designed an action plan to implement (involving a Leadership Program) aimed at addressing the youths’ needs in the sport program. Five critical elements of a prototype pedagogical model were co-created through the first two processes and four learning aspirations emerged in the last phase of the project. Implications: We suggest an activist approach of co-creating a pedagogical model of sport for working with youth from socially vulnerable backgrounds is beneficial. That is, creating opportunities for youth to learn to name, critique and negotiate barriers to their engagement in sport in order to create empowering possibilities. [ABSTRACT FROM PUBLISHER]

This study explores an activist approach for co-creating a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds. This paper addresses the key features that emerged when we identified what facilitated and hindered the boys’ engagement in sport. This study was an activist research project that was conducted between July 2013 and December 2013 in a soccer program in a socially and economically disadvantaged neighborhood in Brazil. The lead author, supervised by the second author, worked with a soccer class of 17 boys between ages 13 and 15, 4 coaches, a pedagogical coordinator and a social worker. Multiple sources of data were collected, including 38 field journal/observations and audio records of: 18 youth work sessions, 16 coaches’ work sessions and 3 combined coaches and youth work sessions. In addition, the first and second author had 36 90-minute debriefing and planning sessions. By using an activist approach, three features were identified as being essential: an ethic of care, an attentiveness to the community and a community of sport. Findings suggest that it is possible to use sport as a cultural asset to benefit youth from socially vulnerable backgrounds by offering them a place where they can feel protected and dream about possible futures. [ABSTRACT FROM PUBLISHER]

While there are numerous pedagogical innovations and varying forms of professional learning to support change, teachers rarely move beyond the initial implementation of new ideas and policies and few innovations reach the institutionalized stage. Building on both site ontologies and situated learning in communities of practice perspectives, this paper explores the theory of practice architectures to offer a different and legitimate perspective on sustainable curriculum renewal. Specifically, a practice architecture either enables or constrains particular practice and constitutes the construction of practice from semantic (e.g. language), social (e.g. power relations) and physical (e.g. materials) spaces. Through the juxtaposition of practice architectures with an empirical illustration of longer term pedagogical change, the paper argues that for pedagogical change to be sustained a practice architecture that relates to an innovation's intended learning outcomes and the contexts in which an innovation can be used needs to be created. Consequently, the theory of practice architectures can guide reform programmes. Curricularists can begin programmes with a pre-planned approach to assist, (a) teachers' understanding of how to use an innovation, and (b) the deconstruction and reconstruction of practice architectures to support an innovation's survival. [ABSTRACT FROM AUTHOR]

Purpose: This study was a 2-phase activist research project aimed at co-creating a prototype pedagogical model for working with youth from socially vulnerable backgrounds in a sport context. This article addresses the learning aspirations (learning outcomes) that emerged when we created spaces for youth to develop strategies to manage the risks they face in their community.Method: This study took place in a socially and economically disadvantaged neighborhood in a Brazilian city where we worked with a group of 17 boys aged 13 to 15 years old, 4 coaches, a pedagogic coordinator, and a social worker. During a 6-month period, we collected multiple sources of data including field journal entries/observations (38) and audio records of youth work sessions (18), coaches' work sessions (16), combined coaches and youth work sessions (3), and meetings between the lead and the 2nd author for debriefing and planning sessions (36).Results: By using an activist approach, 4 learning aspirations emerged: becoming responsible/committed, learning from mistakes, valuing each other's knowledge, and communicating with others.Conclusion: Findings suggest there is a need for more sports programs that start from young people's concrete needs and life situations and look to create places for youth to see alternative possibilities and take action. [ABSTRACT FROM AUTHOR]

This article questions how people will interact with a quantified past--the growing historical record generated by the increasing use of sensor-based technologies and, in particular, personal informatics tools. In a qualitative study, we interviewed 15 long-term users of different self-tracking tools about how they encountered and made meaning from historical data they had collected. Our findings highlight that even if few people are self-tracking as a form of deliberate lifelogging, many of them generate data and records that become meaningful digital possessions. These records are revealing of many aspects of people's lives. Through considerable rhetorical data-work, people can appropriate such records to form highly personal accounts of their pasts. We use our findings to identify six characteristics of a quantified past and map an emerging design space for the long-term and retrospective use of personal informatics. Principally, we propose that design should seek to support people in making account of their data and guard against the assumption that more, or "better," data will be able to do this for them. To this end, we speculate on design opportunities and challenges for experiencing, curating, and sharing historical personal data in new ways. [ABSTRACT FROM AUTHOR]

Background: According to the classroom ecology paradigm, teachers and students interpret, predict, and respond to each other repeatedly in a reciprocal way. Such a reciprocal relationship is reflected in bidirectional interactions between a teacher's behavior and student (dis)engagement, an issue that has been confirmed in longitudinal studies including measures at different moments in a school year. Aims: Starting from the perspective of self-determination theory, the aim of the present study was to investigate bidirectional relationships between student (dis)engagement and need-supportive and need-thwarting teaching behavior during the first 15 min of a lesson. Sample & method: The first three 5-minute intervals of 100 videotaped physical education lessons taught by 100 different teachers (51.9% male,Mage = 37.5 ± 10.9 years) were observed and coded for need-supportive and need-thwarting teaching behavior, student engagement, and student disengagement. Correlations were calculated to explore relationships between student (dis)engagement and teaching behavior over the first 15 minutes of a PE lesson. Next, path analyses were conducted to analyze 5-to-5 minute interactions between teaching behavior and student (dis)engagement. Results: Student engagement correlated positively and disengagement correlated negatively with need support, while engagement correlated negatively and disengagement correlated positively with need-thwarting over the first 15 minutes of the lesson. There were few significant relationships between student engagement and teachers’ behavior across and between each of the three 5-minute intervals. Only when teachers provided more need support during the first 5 minutes of the lesson, students were more engaged in the third 5 minutes of the lesson. When students were more disengaged during the first 5 minutes of the lesson, teachers displayed less need support in the following 10 minutes of the lesson. In contrast, student disengagement in the second 5 minutes of the lesson related to more need support in the next 5 minutes. Most of the within-interval relationships between student engagement and teachers’ behaviors were inconsistent, but we did find positive relationships between student disengagement and need-thwarting teaching behaviors in the first and third interval, suggesting a rather direct and momentary within 5-minute intervals interaction between teachers and students. Conclusions: Findings of the present observational study suggest that, although overall relationships between student (dis)engagement and teachers’ behavior were in the expected directions, the picture might become more complicated when relationships are investigated according to the timing of the lesson, an issue that has remained uncovered in self-reported studies. While student disengagement was related to less need support and more need-thwarting teaching behaviors, more detailed analyses showed that it was particularly student disengagement in the beginning of a lesson that elicited less positive teaching behaviors. When students display disengagement further along in the first 15 minutes of the lesson, teachers seemed to respond in a more need-supportive way to student disengagement. Such findings provide interesting insights to build interventions for teachers around certain critical moments during the lesson, for example when dealing with student disengagement at a specific moment in the lesson. [ABSTRACT FROM AUTHOR]

Background: The salience of physical education and school sport (PESS) in England changed dramatically in the 2000s in terms of central government investment and political interests. The government put in place the physical education, school sport and club links strategy and the physical education and sport strategy for young people for a wide-ranging array of social objectives. Although policy research relating to PESS has centred on the sport policy-making process and the role of government or agents, including teachers, has been growing from the 2000s, this paper argues for the need to explore the social construction and constitution of school knowledge underpinned and influenced by particular dominant vested interests and their associated discourses to understand certain pedagogical implications for young people. Method: Applying the educational policy sociology approach adapted from Basil Bernstein's work on the social construction of pedagogic discourse, the focus of this paper was to identify the main discourses which constructed and constituted policy for PESS from 2003 to 2010 in England. Qualitative content analysis on six policy documents and 467 media articles was conducted. Findings: This paper identifies five discourses constructing and constituting policy for PESS during the period under study: sport, health, citizenship, lifelong participation and Olympic legacy. These are sources of policy for PESS that were constructed in Bernstein's re-contextualising field. This paper also seeks to show the complexity of policies and strategies for PESS in that they are anchored in a web of significations in terms of complex connections between elements of discourses. It can be argued that as a structure-in-dominance, policies for PESS reinforced competitive sport-based conceptions of physical education and, arguably, created a limited universe of possibilities, of what was thinkable, for and as PESS. Conclusions: This paper argues that the inclusions and exclusions of discourses from policy for PESS are all politically charged, and will have an impact on the quality of young people's education and their life chances in the future. Furthermore, this paper proposes that we need to explore in further depth the processes of how to maximise the possibilities of realising quality PESS in order for young people to learn citizenship, foster health improvement and facilitate lifelong participation in physical activities. [ABSTRACT FROM AUTHOR]

While not wishing to cover old ground in articulating the promise or continued promise of phenomenology within the physical education and sports domains, this paper aims to explore the ‘human’ nature of the game-centred approach (GCA) from an existential-phenomenological perspective. In a recent review of literature on the current state of research on GCAs, Harvey and Jarrett made the call for phenomenological-oriented empirical studies. Urging the academic fraternity to embrace such ‘participatory epistemologies’ is an extremely positive and important step by the authors. This is because, although they do not explicitly make the point, to call for the embrace of phenomenological-oriented research into GCAs, the authors are accepting the fundamental importance of individual experience and meaning in games teaching. If we focus on the individual it then becomes a distinct possibility of structuring increasingly meaningful game-centred practice. In this respect we analyze Martin Heidegger's notion of ‘being-in-the-world’ and illustrate how Arnold's three categories of meaningful movement—primordial, contextual and existential—can help facilitate ideas for pedagogical practice and provide an appropriate interpretive lens for future research into GCAs. [ABSTRACT FROM PUBLISHER]

Background: Much research and practice in the field of physical activity and physical education for girls has been trapped in a reproductive cycle of telling the ‘same old story’ as if it is news over and over again, since at least the 1980s. A thread running through this narrative is that despite all of this research and related interventions, we have yet to find the ‘solution’ to the ‘problem’ of girls and physical education. As a result, little progress appears to have been made in terms of changing things for the better for the majority of girls. Purpose: We offer an activist approach to work with girls in physical education as one possible means of breaking the reproductive cycle of research and media reporting that we suggest has worked against improving the situation for girls. We take a pragmatist stance to ask ‘can we make the situation for girls better than it is currently?’ and ‘how might we go about this task?’ We propose an activist approach not as ‘the solution’ to the ‘problem’ of girls in physical education, but as one worthy of testing in practice. Process: We begin by outlining the broad features of an activist approach to working with girls in physical education. We then overview the findings of a growing body of activist studies in physical education and identify four critical elements that we believe need to be present in order to assist girls to identify, name and negotiate barriers to their engagements with physical education and their participation in physically active lifestyles. We highlight one example of an activist study that shows how the four critical elements interact in their work with girls. Discussion: We argue for the need for a consensus around improving the current situation of girls in physical education, for a scaling up of this activist work as it is tested in practice, and for the coincidental development of a pedagogical model for workingwithgirls in physical education. [ABSTRACT FROM PUBLISHER]

Forming the second of two articles, this dialogue revisits and explores the educational value of physical education as a means to stimulate further discussion about what physical education is, or as Kirk states within this interview, what do 'we want physical education to be'. Although the theme of the second interview relates to the educative purpose of physical education and sport pedagogy, the dialogue concludes with some remarks about teaching as a profession and raises some serious concerns about physical education being 'outsourced' to external providers. [ABSTRACT FROM AUTHOR]

Forming the first of two articles, this dialogue begins from the dilemma posed in the writings of David Kirk that physical education is in crisis because the dominant practice of physical education as 'sport-techniques' is resistant to change. In order to make sense of crisis discourse, the discussion explores the potential for change in physical education by examining current practice and practices, and concludes with some remarks that physical education is part of a historical tradition that is dynamic and endlessly evolving due to ongoing and continuous debates surrounding what physical education is or ought to be. [ABSTRACT FROM AUTHOR]

Background Purpose Methods Findings Conclusions Physical education is seen as a subject that can both entrench but also challenge inequities. Within Spain, there is legislation requiring educators to teach about gender equity in schools across all subjects. Given this, topics around gender (and equity more broadly) are being taught in some Spanish Physical Education-Sport Tertiary Education (PESTE) programmes.The purpose of this paper is to explore university students’ experiences of engaging with a critical intersectional feminist pedagogy unit in a Spanish PESTE programme.This paper represents one participatory action research study that is part of a larger research project exploring equity in physical education. The authors use qualitative data generation methods (including interviews, evaluations, field notes, and others) as well as data analysis (narrative analysis, descriptive coding, concept coding) to develop the findings.The findings examine two teaching moments from the unit that students resonated with the most. In so doing, the authors examine the specific factors that the students discussed the most as affecting the way they think about equity in health, physical activity, and education.The authors conclude by arguing that critical approaches to physical education that draw on embodied pedagogies and emplaced criticality have the ability to make ripples of change that can help raise issues of equity amongst future physical education professionals. [ABSTRACT FROM AUTHOR]

Background Purpose Methods Findings Conclusion Various forms of social scientific approaches to the body, utilising concepts such as embodiment, embodied identity, and subjectivity have garnered increasing attention in physical education and physical education teacher education (PETE). On this backdrop, pedagogies of embodiment have been researched as an exciting, new topic in physical education. Nevertheless, little research on the topic has been carried out in PETE.The purpose of this project was to explore how PETE students experience learning new movements and to discuss the implications of these experiences for pedagogies of embodiment in PETE. Theoretical perspective: The study is framed with the help of Richard Shusterman’s philosophy of somaesthetics [Shusterman, R. 2012. Thinking Through the Body: Essays in Somaesthetics. Cambridge University Press.]. More specifically, we have been interested in the aspect of his theory that concerns the cultivation of embodied awareness during the learning of new movement activities, in particular the concepts of pragmatic somaesthetics and feeling better are helpful.we have followed a group of five students who were doing their first semester of physical education as a part of their general teacher education. We have generated and analyzed three different kinds of data from the students: (i) a written story about ‘a good physical education lesson’, (ii) a logbook from a project about alternative movement activities, and (iii) individual interviews. The data have been analyzed following the guidelines for ad-hoc meaning generation [Kvale, S., and S. Brinkmann. 2009. Det kvalitative forskningsintervju [The qualitative research interview]. Gyldendal akademisk.].A central analytical point in this paper is connection between the experiences that the students brought with them from their own histories in physical education and the experiences they had during the project where they explored a new movement activity. We have explored how this connection is expressed through emotion-words like enjoyment, fun, mastering, and more negatively loaded notions such as embarrassment and fear. We also find that the students’ express little explicit concern about learning. Rather than talking about their experiences of practising a new movement activity in terms of learning, the students mainly applied a language of mastering, which was more about having a sense of accomplishment, of being able to do something that they didn't believe they were able to do.Based on our analysis, we argue that the ability to notice, pay attention to and language one’s own experiences of moving is a form of embodied reflexivity, which must be considered as integral to pedagogies of embodiment. As such, an aspect of pedagogies of embodiment in PETE would be the development of empathy that enable future physical education teachers to become aware of and be in tune with bodily experiences of their pupils as well as themselves. [ABSTRACT FROM AUTHOR]

During the past decades, significant progress has been made in the development of physical education and sport pedagogy (PESP) research with the field reaching a level of maturity and critical mass. In light of this development, it seems worthwhile to take an overarching view on existing evidence in order to identify a number of emerging challenges that researchers in PESP might want to address in future studies. We argue that there is an emerging consensus (in the English-language research community) that pedagogy is the proper object of study of educational research in physical education and sport, confirmed by the increasing prevalence of studies that explore relations between the components of teachers, teaching and teacher education, curriculum and learners and learning. At the same time, and despite evidence of development, we acknowledge that compared with other Kinesiology fields, PESP research has lacked influence and impact. In the present contribution, three features of future research in PESP are considered: practice-referenced research, a programmatic approach and interdisciplinary research. We conclude that strong leadership will be required to facilitate a future agenda, and that PESP researcher may need to begin to scale up their work and publish it in a wider range of educational research journals. [ABSTRACT FROM PUBLISHER]

While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to explore how social media operates as a communicative space, external to the physical site of an emerging community of practice (CoP) that supported teachers' professional learning and their subsequent longer term changing practice. This study is nested within a wider longitudinal project that explores how teachers learnt and refined their use of a pedagogical innovation (Cooperative Learning) through the overarching methodology, participatory action research. Social media emerged as a form of communication that was not in the study's original design. The paper explores 2125 interactions, through Facebook and Twitter, between five physical education teachers and a facilitator over a two-year period. Through social media, the facilitator re-enforced teachers changing practice, aided the development of the practices of an emerging CoP, and by the CoP situating their use of the innovation in the virtual world, teachers were supported in changing their practice over time, and the use of the pedagogical innovation was sustained. Interactions promoted teacher inquiry, challenged teachers to develop their existing use of the innovation further and encouraged them to work together and develop shared practices. Therefore, social media is presented here as a ‘new’ method for professional learning that supports pedagogical change and overcomes some of the financial and time implications of facilitators and teachers working together. [ABSTRACT FROM PUBLISHER]

Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education. Furthermore, when cooperative group work has been combined with technology, student engagement with learning is heightened. This article discusses the use of Cooperative Learning and video cameras to bring about a positive change to the learning environment for girls who were identified as being disengaged in physical education. Two classes of adolescent girls were taught an eight-lesson unit of Basketball using Cooperative Learning. Students worked in learning teams, participating in different roles, such as a coach or a camerawoman, to help each other learn and to film video clips of their learning. Data collection included a teacher's reflective journal, post-lesson teacher analysis tool, student interviews and the analysis of learning teams' movies. Inductive analysis and constant comparison was used for data analyses. Findings suggest that the role of the coach and the camerawoman was pivotal to girls' engagement. Some girls only ‘fully’ participated in lessons when learning was within the social and cognitive domains, since they could ‘hide behind the camera’ and were not required to participate physically. We controversially suggest that, in order to engage girls in physical education, we may have to temporarily remove the physical domain of learning (at least for some girls) in order to positively affect their longer term engagement in the subject. [ABSTRACT FROM PUBLISHER]

This paper was developed at the request of the Organising Committee for the 27th Australian Council for Health, Physical Education and Recreation International Conference, in Melbourne, 2013. Its genesis was as a feature forum, wherein a panel of curriculum experts were bought together to discuss the emergence of the Australian Health and Physical Education (HPE) curriculum. The title of the paper emerged as an alliteration of three panellist's first names beginning with the letter 'D' As well as this, the respective and collective expertise that Doune, David and Dawn brought to the forum covered the necessary depth, width and breadth to warrant the use of this multidimensional metaphor. While their collective experience with major curriculum reform is truly diverse and international, they had each worked together at various points of their esteemed careers. The presentation of this, somewhat unique, paper provides some rich insights into the opportunities and challenges that await the roll-out of the HPE curriculum across Australia. [ABSTRACT FROM AUTHOR]