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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.

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. [For Part 1, see EJ1056152.]

This paper explores the legacy of Dr Fritz Duras in order to address the issue of whether the implementation of a new curriculum for health and physical education in Australia represents a defining time for the subject. Dr Duras was Director of the first physical education teacher education course at the University of Melbourne during an earlier defining time, when a new sports and games-based form of physical education was created to replace an older drilling and exercising form of physical training. The paper interrogates what we might mean by the notion of a defining time before investigating key events in the history of Australian physical education between the 1940s and the 1970s. It considers the role of Australian Council for Health, Physical Education and Recreation and individual activism in relation to the new curriculum. The paper concludes with a detailed discussion of five things the new curriculum must do in order for it to build further on the legacy of Dr Duras and create a new defining time for the subject in Australian schools.

This lecture considers how it might be possible to make a career as a university scholar at a time when the university is becoming increasingly corporatised. Consistent with the intent of the Physical Education and Sport Pedagogy (PESP) Special Interest Group (SIG) Scholar Lecture, I draw on personal experiences from my own career as a university teacher, researcher, teacher educator and leader to consider the extent to which the hegemony of corporatisation might be challenged and subverted, the kinds of resistance that can and should take place, and the central importance of collegiality and scholarship to the sustainability of the university as an institution of higher learning. I will consider more specifically what it means to develop a career as a scholar in a practical and marginalised field such as PESP, and the possibilities that exist to secure the future of the field of research and praxis.

The purpose of this paper is to consider four pedagogical applications within the Sport Education model to examine the ways in which a young person can become a literate sports person and develop ethical behaviour through engagement in physical education and youth sport. Through a systematic review of the Sport Education research literature we present evidence to suggest that although notions such as inclusion, responsibility and ownership, personal and social development and social justice are part of the architecture of this pedagogical model, our findings show that rather than simply being caught, ethical conduct must be taught. Consequently, in the final part of the paper, we present four pedagogical applications within Sport Education that physical education teachers as well as youth sport practitioners and administrators may find useful to promote ethical development: (1) ethical contracts; (2) sports panels; (3) modified games; and (4) awards and rewards.

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.

Sport education (SE) is an instruction model developed amid concerns about the lack of authentic, legitimate opportunities for young people to experience sport through physical education and was designed to facilitate enhanced links between experiences in physical education and those in the wider world of sport. The paper discusses how one UK primary school delivered key citizenship education learning through the use of SE. The research reported here is based on interviews with teachers and students in Year 6 at one co-education, state-run primary school. The paper highlights the possibilities for teaching citizenship through the medium of sport while recognising the central importance of the creative teaching approach rather than the subject matter of sport in facilitating the development of active citizenship. The possibilities for citizenship education through sport to be celebratory and supportive of real-world discourses are highlighted. As a solution to the overcrowded curriculum in primary schools, SE has been embraced and developed by the teachers in "Forest Gate School". (Contains 1 note.)

The first interactions between teachers and pupils in physical education often take place in the changing rooms, and, as such, the changing rooms are a useful place to begin an exploration of the processes and practices of negotiation in physical education. Pupils are generally required to change their clothing for physical education lessons, an activity consistently identified as negatively experienced by many young people, and particularly girls (Kay, 1995; Flintoff & Scraton, 2001); hence the changing rooms are an important location to consider in determining young people's engagement with physical education. Throughout this paper, I foreground the naturally occurring interaction between teachers and pupils in the changing rooms of one suburban UK secondary school. This is supplemented by interviews with three teachers and pupils in year 7 (aged 11-12 years) throughout the Spring term. The paper examines how the young people attempted to modify participation requirements in a way that allowed them to pursue their own agendas, and yet also comply with the school, department and teacher rules. Throughout the paper, a consideration of the way in which the teachers held the pupils accountable for their attendance and dress in physical education is present. The orderliness of interaction sequences highlights the ritual nature of pupil-teacher talk in the changing room. The analysis of naturally occurring talk is interspersed with a consideration of how the teachers understood the young people's changing room behaviour. (Contains 4 notes.)

It is commonplace for politicians and the media to refer to elite sport as a means of framing discussions about physical education. This point is demonstrated by reference to recent policy documents and media reports containing statements by Tony Blair and Tessa Jowell. Their collective perspective is labelled the commonsense consensus on physical education and is the focus of a critique. Research evidence is assembled to show that some of the key assumptions of the commonsense consensus are factually incorrect and ethically questionable. Recent research on the practices of a professional football academy is presented to argue that elite sport is the wrong place to look for a model for framing quality physical education. Traces of these practices from elite sports such as football are identified in school physical education. The paper concludes with a brief description of the philosophy behind the Sport Education model as an alternative to the elite sport model and as an example of how sport may be retained in physical education in a way that stresses desirable educational and ethical outcomes.

The development of feelings of identity, the sense of belonging to a team, and the growth of social skills are experiences that sport, if properly conducted, is well placed to offer (Siedentop, 1994). Evidence suggests that some characteristics of traditional, multiactivity forms of physical education work against realizing these goals (Locke, 1992). Siedentop's Sport Education (SE) model is one attempt to overcome this shortcoming by recasting units as seasons and maintaining persisting groups as teams throughout the season. Extended units intended to foster team affiliation while promoting affective and social development are common objectives in physical education. We report on a 16-week SE unit that includes over 70 Year-5 students (9- to 10-year-olds) from one UK school. Our findings show that the opportunity to become affiliated with a team was an attractive feature of the pupils' physical education experience and that, under the framework of SE, there was an obvious investment made by the Year-5 Forest Gate students in relation to their sense of identity and involvement as members of a persisting group.

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]

ABSTRACT: BACKGROUND: Significant proportions of young people experience body dissatisfaction, which has implications for psychological and physical well‐being. Lesson content and perceived competence may be important variables for the experience of body dissatisfaction, yet these have been underexplored in physical education. The aim of this cross‐sectional study is to identify the relationships between body dissatisfaction and perceptions of competence, and to explore whether body dissatisfaction depends on lesson content. METHODS: A paper‐and‐pencil questionnaire was completed by 446 (210 boys, 236 girls) 13‐ to 14‐year‐old pupils from 37 physical education classes. The questionnaire assessed body dissatisfaction and perceived competence in physical education. Lesson content was also recorded. Twenty‐nine of the classes were engaged in team activities, eg, ball games. Eight classes were engaged in individual activities, eg, fitness. RESULTS: Multilevel analysis identified a significant negative association between body dissatisfaction and perceptions of competence in physical education. Lesson content did not significantly predict variations in body dissatisfaction scores. CONCLUSIONS: Teachers should focus on enhancing pupils' perceptions of competence in physical education to support the development of body satisfaction. [ABSTRACT FROM AUTHOR]

This paper considers how to approach the design and development of sustainable communities as an integrated process of assessment and planning in the United Kingdom. First, we review the characteristics of communities and the market, social, regulatory, and political forces that change them. Then, we outline the strategic management and operational processes through which stakeholder actions can be directed using a combination of corporate governance and professional teamwork. We set out a sustainability assessment framework to support the provision of feedforward and feedback intelligence to planning and development processes. We then conclude by discussing the challenge of enhancing the skills of design and development professionals, drawing on the results of a survey concerning the perspectives of development professionals in the UK. [ABSTRACT FROM AUTHOR]

The author expresses his views on disclosure as an important issue in the criminal justice system in Great Britain. The 2013 version of the Attorney-General's Guidelines notes the importance of the application of proper and fair disclosure to the criminal justice system. The use of the Criminal Procedure and Investigations Act 1996 in court cases about disclosure is discussed. Moreover, the author addresses the impact of the explosion of digital media on the management of disclosure problems.

The author examines the suitability of juries to try complex fraud cases, based on the case of economist Vicky Pryce where the first jury at Southwark Crown Court in London, England failed to agree on a verdict on whether Pryce had taken speeding points for her partner, Chris Huhne. He discusses issues related to the jury system which need to be addressed, including the amount of cultural awareness of the workings of the system and the extent to which jurors use the Internet to research a case.

Practitioner inquiry has been offered as a meaningful and sustainable form of professional learning for a number of decades. However, in the context of physical education it has been recently argued that this is still underdeveloped and is far from being embedded into physical education teachers' practice. Time within the busyness of schools for any form of professional learning has been cited as an inhibiting factor. However, the purpose of this paper is to explore how four physical education teachers in the United Kingdom engaged with reflection and dialogue as part of their daily practice. Technology, in the form of a voice recorder and focussed questions for reflection, facilitated teachers' engagement and constructive reflection. Furthermore, teachers made time within the busy school day to informally discuss their pedagogical decisions with colleagues and formally listen to their students' perceptions of their practice. Consequently, the quality of teaching in a physical education department was enhanced and practitioner inquiry supported effective, enjoyable and relevant professional learning. [ABSTRACT FROM AUTHOR]

The article presents the author's views on the incidents which took place in the summer of 2011 in Great Britain and the role played by digital media in highlighting the events. According to the author, events including riots, phone hacking and the Wikileaks revelations, indicated that privacy of individuals is at risk. The author believes that public outrage over mobile phone hacking gave privacy a new respectability.

The author discusses Great Britain's Bribery Act 2010, which will be implemented in July 2011. The Act repeals bribery and corruption legislation that had been deemed outdated. Concerns regarding the Act include its very stringent provisions, its complex and elusive definitions, its potential to greatly limit business opportunities, and the issue of corporate hospitality.

The author comments on the changes that had taken place in the criminal justice system in Great Britain from 1985 to 2008. He examines the effects of the changes on the quality of criminal justice. He mentions about his departure from the Office of the Director of Public Prosecutions (DPP) in 1985 which coincided with a massive reorganization of the prosecuting system brought about by the creation of the Crown Prosecution Service (CPS) and the Serious Fraud Office (SFO).

The management of long fraud trials has come under the spotlight again following the collapse of the Jubilee Line Extension case. Three major changes to fraud trials procedures are in the process of being introduced: the Lord Chief Justice's complex trials management protocol, a new offence of fraud (the Fraud Bill), and the removal of jury trial (implementing s. 43 of the Criminal Justice Act 2003). This article examines these initiatives and debates and considers whether they will improve the quality of justice. [ABSTRACT FROM AUTHOR]

The author offers his views on the issue of identity theft. He notes the difficulty and complexities involved in solving identity theft, and raises several definitions of the offense based on the United Nations (UN) Handbook on Identity-related Crime. He infers that identity theft is not a new concept with similar acts referenced in section 32 of the Larceny Act 1913, sections 15 and 16 of the Theft Act 1968, and Section 2 of the Fraud Act 2006.

The author argues niqab wearing, a cultural belief in Muslims during the Great Britain court proceedings, where the person is acting as a witness or defendant. He debates on the role of face expressions in determining the quality and content of what a human being is saying. He also discuses the philosophical aspects such as to what extent the way the defendant or witness dresses affects decision-making of the court. The veil issue in context of women medical staff is also argued.

The author presents insights into plans of the British Home Office to replace the anti-social behavior orders (ASBO) with a criminal behavior order (Crimbos) and a crime prevention injunction (CPI). The plans to replace the ASBO by Crimbos and CPI criticized by both the community and mass media, citing the effectiveness of the former in reforming juvenile delinquents. The role of lawyers, accountants and prosecutors in dealing with complex fraud and other economic crimes is discussed.

In this article, the author comments on the debate about crime and punishment in Great Britain. He criticizes the media's reporting of criminal justice. He welcomes a dialogue on crime and punishment initiated by Secretary of State for Justice and Lord Chancellor Kenneth Clarke to resolve issues affecting the criminal justice system.

The author comments on trends in criminal justice in Great Britain. Statistics published by the Home Office in July 2010 indicated that the crime rate had declined by about 9%, while a report from the National Fraud Authority stated that fraud costs Great Britain 30 billion British pounds annually. It is asserted that the general public appears to be sceptical about the claimed reduction in crime.

In this article, the author presents a criticism of English law, particularly with regards to the prosecution of Paul Chambers. He states that Chambers' threat to blow up the Robin Hood airport in Doncaster due to heavy snowfall, was made in jest. The police response, however, was not, resulting in Chambers being arrested, interrogated, fined and later fired from his job. He accuses British counter terrorism efforts as destroying the spirit of English common law, bringing the country into totalitarianism, and accuses the Freedom Bill of hypocrisy.

The author discusses the problems faced by student lawyers to gain access to a legal career particularly in criminal law in Great Britain. He cites that the changes in criminal legal aid funding including the Carter Review of Legal Aid Procurement in July 2006 lessened the opportunities for solicitors at entry level. He points that it was easier for him to practice law in the mid 1970s as he narrates how his legal career was launched. He notes that being a cum laude may not be an advantage to the career of the present law students.

The author comments on the effectiveness of creating criminal sanctions to regulate crime. He asserts that every aspect of life in Great Britain is regulated since there are so many laws that citizens can break. It is asserted that the levying of fines may be aimed more at balancing budgets than controlling criminal conduct.

The author reflects on the debate over the conviction and acquittal of those involved in rape cases in Great Britain. It cites statistics on rape cases, complaints linked to it and the percentage of those accused who were convicted. It mentions the measures taken to address the growing problem when it comes to punishing those involved in rape cases, including the passage of the Sexual Offences Act 2003, the introduction of specially trained officers by the police and the establishment of sexual assault referral centres.

The author considers the media coverage of crime cases. He comments on the increasing number of knife- and gun-related murders in Great Britain. He believes the media is obsessed with sensational murders. He describes the media coverage of the investigation and trial of Amanda Fox and Raffaele Sollecito for the murder of Meredith Kercher in Italy.

The author comments on the challenges in fraud prevention in Great Britain. He notes that fraudulent crimes are more prevalent during recession. He observes that the police authority is not aggressively working on fraud cases. He also thinks that fraud prevention is not a national priority as evidenced by the decline in the number of police fraud squads.

The author offers his views on the recent spate of legislation creating orders including the anti-social behaviour order (ASBO) introduced by British Home Secretary Jack Straw in the Crime and Disorder Act 1998. He finds that the one thing all these orders have in common, in addition to not requiring a criminal conviction, is a growing impatience with due process and a recognition that the criminal trial is not the answer to a large number of society's concerns about unlawful and quasi-unlawful behaviour.

In this article, the author deals with the road traffic offenses stipulated in Great Britain's Road Safety Act 2006. He claims that the principal reason why road traffic issues are controversial is because most of the adults in the country are drivers and almost everyone is a road user. The author says the prosecution of people charged with causing death in a road traffic accident where dangerous driving cannot be proved is difficult. He argues that legislating based on a popular cause will lead to bad law.

The author presents his views on the Corporate Manslaughter and Corporate Homicide Bill of Great Britain. He cites that the efforts of the Home Office to introduce legislation to deal with the problem of corporate responsibility for systems failures leading to mortality has led to tragic loss of life and seemingly endless investigations and public inquiries. He asserts that the efforts have not led to a criminal conviction for manslaughter of the senior officers of major corporations. He recalls an incident where a chimpanzee escapes and bit a person.

The nature of transportation has fundamentally transformed in recent years with the rise of ridehailing providers such as Uber. Yet, few studies have examined whether there is an association between ridehailing and rates of road accident injuries, and virtually all of the existing studies focus on the exceptional case of the United States. In this study, we exploit differences in the timing of the deployment of Uber across Britain to test the association between the advent of Uber's ridehailing services and rates of fatal and non-fatal road accidents. We find that the deployment of Uber in Great Britain is associated with a marginally significant reduction in the number of serious road accident injuries (e.g., fractures and internal injuries), although not the number of serious accidents. Slight injuries (e.g., sprains and bruises) declined outside of London after the rollout of Uber, but increased within London. We do not observe a statistically significant association between Uber and traffic fatalities. One interpretation for the decline in serious road injuries is that Uber may be a substitute form of transportation for risky drivers, including drink-drivers. However, ridehailing is also a substitute for public transit, particularly buses. The increase in the number of cars on the road may explain why slight injuries increased in London following Uber's rollout. • Traffic fatalities are among the leading causes of death of 15–29 year olds. • Study examines consequences of Uber's rollout in Great Britain for road accidents. • Uber associated with a 9% decline in serious road accident injuries. • Slight injuries declined outside of London with Uber, but increased within London. • No effect of Uber on traffic fatalities. [ABSTRACT FROM AUTHOR]

Focuses on the physical education ans sporting excellence in Great Britain. Definition of excellence; Efforts of physical educators in developing sporting excellence; Discussions on the issues for consideration.

Focuses on ways to improve the management of superficial bladder cancer in Great Britain. Limitations of regular cystoscopy as preventive medicine; Problems in identifying and preventing tumor progression; Cost effectiveness of the use of flexible cystoscopy under local anesthesia.

This paper reports on a 16-week sport education (SE) unit with just over 70 year 5 students (M age = 10.04 years) in one United Kingdom school during the spring and summer terms and discusses students' SE experiences. Student interviews were conducted throughout the season and a questionnaire on different motivation aspects was administered prior to and before completing the SE season. We report and examine the data in relation to hypothesized influences on fun and enjoyment, including being part of a team, autonomy, and improving game play. The principal reasons SE may be more enjoyable than previous physical education lessons include the greater opportunities for autonomy, affiliation, and competition, plus perceived learning. [ABSTRACT FROM AUTHOR]