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Primary classroom teachers are increasingly moving to the side-line as physical education (PE) is outsourced to external providers. Although there are many critiques of external providers, few studies draw on primary school students' perspectives. This study calls on data from semi-structured focus group interviews with 24 students from four New Zealand primary schools to convey their perspectives on whom they prefer as their teachers of PE. Data were analysed through the constant comparative method within the concepts of inclusion and exclusion from the perspective of critical social justice. Three themes are presented and discussed: (1) 'Classroom teachers are better because they know us'; (2) 'External providers are better because they know sport'; (3) 'Classroom teachers should teach PE; External providers should teach sport.' The findings highlight the importance of listening to students' perspectives. We argue that classroom teachers should play a central role in teaching primary PE with assistance from external providers and HPE specialists to offer all students a socially just, inclusive, and equitable learning experience.

BackgroundCarotid-femoral pulse wave velocity (PWV) is the gold-standard noninvasive measure of arterial stiffness. Data comparing tonometry-based devices such as the SphygmoCor XCEL to simpler brachial-cuff-based estimates of PWV, such as from the Mobil-O-Graph in African populations are sparse. We therefore aimed to compare PWV measured by the Mobil-O-Graph and the SphygmoCor XCEL device in a sample of South African women and children.MethodsWomen (n = 85) 29 years [interquartile range (IQR): 29-69] and their children/grandchildren (n = 27) 7 years (IQR: 4-11) were recruited for PWV measurement with Mobil-O-Graph and SphygmoCor XCEL on the same day. Wilcoxon signed-rank test, regression analysis, spearman correlation and Bland-Altman plots were used for PWV comparison between devices.ResultsFor adults, the SphygmoCor XCEL device had a significantly higher PWV (7.3 m/s, IQR: 6.4-8.5) compared with the Mobil-O-Graph (5.9 m/s, IQR: 5.0-8.1, P = 0.001) with a correlation coefficient of 0.809 (P ≤ 0.001). Bland--Altman analysis indicated an acceptable level of agreement but significant bias (mean difference PWV: 0.90 ± 1.02 m/s; limits of agreement: -1.10 to 2.90). The odds of having a PWV difference more than 1 m/s decreased with a higher age [odds ratio (OR): 0.95, 95% confidence interval (95% CI) = 0.92-0.98] and increased with greater height (OR: 1.10, 95% CI = 1.01-1.21, P = 0.03) in multivariable analysis. In children, the Bland-Altman indicated an excellent level of agreement (-0.03 ± 0.63 m/s; limits of agreement: -1.26 to 1.21), but no correlation was found (rs = 0.08, P = 0.71).ConclusionParticularly in younger and taller women, the Mobil-O-Graph significantly underestimated PWV compared with the SphygmoCor. Although no correlation was found between the two devices for children, further research is required due to the small sample size. Furthermore, the clinical value of both methods in young African populations requires further investigation.

In this article, I argue for the adoption of enactive cognition (which includes emotional and social components) as a basis for understanding the nature of learning in, through and about movement in physical education. Enactivists argue that the process of learning is not one of developing an internal intellectualist understanding of the world or simply learning to adapt to and exploit affordances that exist in a detached external world, but rather a process of meaningfully "enacting a world" as consciously engaged individuals. For enactivists the world for all individuals is a self-centred world, it is not pre-existing, as the world does not exist as a single entity. In the enactive process, we create our world and ourselves simultaneously. Although our self-centred world is experienced through our biological embodiment within a physical surrounding, it is also embued with emotional and social couplings that impact differently on different individuals. One has to feel and experience one's emotional and social world through the enactive process. Our PE classes are physically enactive learning contexts that inherently involve embodied learning experiences. For this reason, this article aims to highlight the synergies, or natural coupling, between enactive theorising and school physical education.

For more than 40 years, health and physical education (HPE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway and New Zealand designed HPE curricula that address social justice. However, limited research has focused specifically on the enactment of social justice in HPE practice. Drawing on a larger international project involving Sweden, Norway and New Zealand the aim of this article is therefore to explore the constitution of social justice pedagogies across these three different HPE contexts and more specifically how HPE teaching practice may be understood from regulative, normative and cultural perspectives on social justice. The data reported on in this paper were generated from educational acts, curriculum documents, observations of HPE lessons in each of the three countries and follow-up teacher interviews. In order to analyse the data, we employed Scott's (2008. "Institutions and organizations: Ideas and interests" (3rd ed). Sage) institutional theory to further understand and discuss the enactment of social justice across the three different countries in HPE practice. In our representation and analysis of the findings we draw attention to how social justice pedagogies are informed differently by institutionalised governing systems and therefore they may be enacted differently by teachers in different societies. In particular, we highlight the influence of (i) regulative; (ii) normative; (iii) cultural-cognitive elements on practice. We conclude by pointing out the complex interplay between regulative, normative and cultural-cognitive elements that both enable and constrain HPE teachers' enactments of social justice in HPE practice.

In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call 'social justice pedagogies'. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

This paper reports the findings of a research project that sought to understand how a group of 19 graduating physical education teacher education (PETE) students' biographies served to mediate their understanding of the messages of their PETE programme, which was underpinned by a critical pedagogy philosophy. We use the Bourdieuian concepts of habitus, field, pedagogical action and pedagogical work to represent the similarities and variation in the student's reading of the PETE programme and its intension to foreground critical pedagogy. The five themes produced through an analysis of individual and focus group interview data informed by Bourdieu's theory of practice are; 'Individual programme readings', 'Pedagogical work (that matters)', 'Pedagogical work beyond the pedagogic actions of the teacher educators'; 'No certainty of a critical perspective' 'Kicking at one's habitus: Kicked, shaken and unstirred'. The findings demonstrate that students biographies have influenced and been reaffirmed or disrupted by both the formal PETE programme coursework and practicum experiences and as a result, the PETE programme impacts differently on different students. The authors are guardedly buoyed by the possibility that the structuring structure of habitus will have been sufficiently shaken by the PETE programme to allow for new possibilities yet we recognise that there will be no encounter that can claim pedagogical work on the habitus of all students. Our hope is that this critical pedagogy in PETE has given these participants the 'tools', that is, the insight, and perspective, needed to kick at their own habitus as they graduate and move beyond the intervention of PETE.

In a world of increasing diversity in which many established democracies are now consumed by capitalist individualism and protectionist ideals, a focus on equity and social justice is particularly pertinent. For many years, scholars have proposed that schools have the educational responsibility to prepare children for peaceful living in a heterogeneous society and claimed that health and physical education (HPE) activities at school can enhance interpersonal relations, and social cohesion. This paper explores the definition of social cohesion, as well as theories that support its inclusion in school practices before drawing on observational and interview data from of an international project that reveal how HPE teachers across three different countries teach for social cohesion. In our analysis of the data, we employ Allport's 'Contact Theory' (1954) and Pettigrew's (1998) extension of this theory to conceptualise and interpret the teaching for social cohesion in HPE practice. Within the overarching theme of teaching for social cohesion we present and discuss five sub-themes as examples of the teachers' pedagogies: (1) a focus on inclusiveness; (2) the inclusion of culturally inclusive practices; (3) building teacher/student and student/student relationships; (4) planning and structuring activities for students to work together in heterogeneous teams while focusing on cooperation; and (5) focusing on personal and social responsibility by encouraging adherence to the principles of fair play and democratically determined rules. We conclude by stating that HPE should be recognised for its role in creating opportunities for constructive social interaction between students of difference, which can contribute to greater inclusion, social cohesion and ultimately social justice in society.

Background: For many years, skill learning has been an important component of primary school physical education (PE) with most lessons focused on the teaching of fundamental movement skills (FMS) or sports techniques (Kirk 2010). Increasingly, the generalist primary school teachers who are responsible for delivering the PE curriculum are facing multiple constraints that impact the quality of their children's skill learning experiences. In Aotearoa New Zealand, the context on which this paper reports, primary school Health and Physical Education (HPE) is dominated by a focus on sports skills and fitness lessons (Dyson, Landi, and Gordon 2018a) taught through teacher directed approaches (Petrie 2008; 2016), and often delivered by external organisations. Purpose: The purpose of this paper is to present the philosophy, content, and trialling of a new movement education resource, titled 'Movewell', which is being developed for Aotearoa New Zealand primary teachers. The resource focuses on learning through games and has been designed to support and educate teachers to think differently about the purposes and pedagogies of movement education. The underpinning philosophy of the resource is that through interactive play in inclusive game environments, children not only develop physical skill but also a positive sense of self, sense of belonging and sense of community. Framework: The Movewell resource is based on contemporary skill learning theory, which proposes that learning needs to be situated in well-structured games experiences that are appropriate to the learners' interests and capabilities. The resource promotes a more encompassing definition of skill and outcomes from movement education than is the norm in Aotearoa New Zealand primary school HPE at present. It promotes the view that playing games offers children opportunities to develop their 'imagination of possibilities' as games players as an integral part of skill learning. Importantly, a core design principle is that 'learning to be skilful is not about learning fundamental movement skills'. Conclusion: The process of designing the resource has demonstrated overwhelmingly that 'ease of use' is a primary consideration for teachers and that issues such as access to equipment, access to novel learning activities and their suitability for learners, play a significant role in the uptake and acceptance of the resource. 'Movewell' is an initiative that signals a shift from teaching fundamental movement skills to a focus on solving the situational problems inherent in games. It seeks to encourage teachers to reflect on the nature and potential of HPE and ultimately change their practice.

Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of teachers enacting critical pedagogies in HPE classrooms. Purpose: To identify school HPE teaching practices that promote social justice through practical enactment across three different participating countries. Participants and Setting: The investigation involved classroom observations of and post-lesson interviews with 13 purposively selected high school health and physical education teachers from three different countries. A total of 20 HPE lessons were observed. The participants included seven male and six female teachers ranging in age from 25 to 55 years with between 3- and 25-years teaching experience. The setting for data collection was compulsory co-educational practical HPE classes with 13-15-year-old students in four schools in New Zealand, four schools in Sweden and three schools in Norway. Data Collection and Analysis: This study employed Critical Incident Technique (CIT) methodology (Flanagan 1954), involving data collection through exploratory observations and stimulated-recall interviews (Lyle 2003). The classroom observations focused on identifying incidents that appeared to be addressing issues of social justice. The use of a multi-national observer team was a key principle of the study and was based on the proposition that local researchers familiar with context come with taken-for-granted assumptions about teachers' practices. Data were analysed through a six-phase thematic analysis approach (Braun and Clarke 2013). This involved three stages: individually, collectively by the researchers in each country, and finally through the whole multi-national research team. Findings: The data analysis resulted in three primary themes; (1) relationships, (2) teaching for social cohesion, and (3) explicitly teaching about and acting on social inequities. This paper uses critical pedagogy as a lens to report on the third theme. In this paper, we present three subthemes; (1) Teaching as 'equity not equality', (2) promoting marginalised groups (3) and teacher critical reflection as examples of explicit critical pedagogies taking action for social justice in HPE. Conclusions/Implications: Although, the findings presented in this paper are examples of explicit teacher actions that aim to address social inequity, we suggest that teaching for social justice requires teachers to "take action" on social inequities and also to "teach about social injustice" to prepare students to become agents for change and act on social inequities themselves, beyond HPE.

Counseling graduate students may begin practicum with low self-efficacy regarding their counseling abilities and skills. In the current study, we implemented a small-series (N = 11) single-case research design to assess the effectiveness of the practicum experience to increase counseling students' self-efficacy. Analysis of participants' scores on the Counselor Activity Self-Efficacy Scale yielded treatment effects indicating that the practicum experience encompassing direct services, group supervision, and triadic supervision may be effective for increasing counselor self-efficacy. Given that the practicum experience with triadic supervision was a promising approach for improving counseling graduate students' self-efficacy, we provide implications for counselor educators to integrate triadic supervision and self-efficacy to the forefront of discussions.

The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called 'EDUHEALTH' [Education for Equitable Health Outcomes -- The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in this paper were generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand. In our analysis of the data, we employed Nel Noddings 'Care Theory' [(1984. "Caring, a feminine approach to ethics & moral education." Berkeley, CA: University of California Press; 1997). Pedagogisk filosofi [Philosophy of education]. Oslo: Ad Notam Gyldendal] to study the constitution of relationships and caring teaching in HPE practice. The findings demonstrate that caring teaching is inevitably built on developing good relationships, and that developing such good relationships is a complex process influenced by three key elements. First, teachers have to develop knowledge about their students on a societal, group and personal level; second, teachers have to reflect on the individual, environmental and relational aspects required for building good relationships; and third, teachers have to implement caring teaching strategies, such as planning, caring actions and doing 'the little things'. Drawing on Nodding's care theory, we conclude that pedagogies for social justice are enacted when teachers use their own knowledge and knowledge about the students, together with reflection and caring teaching strategies, to arrange a learning environment that promotes inclusion and equitable outcomes for all students.

This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps. The bush camps were situated in an outdoor education programme contributing to a four-year undergraduate teacher education Bachelor of Physical Education in Aotearoa New Zealand. The research method involved photo-elicitation of selected photographs representing students' experiences and our practices. We each wrote about the photographs using introspection and recall to create a layered narrative analysis reflecting on the educative focus of the images. We responded to one another's narratives, challenging and/or supporting the reflexivity, to interpret our joint perspectives about the learning context, pedagogic rationale and outcomes. The research highlights our teacher educator perspectives about experiential learning. Some of this learning was directly attributed to our intentional pedagogy and some to the unpredictable, incidental, situated experience made possible by engagement in the outdoor environment.

The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called 'Education for Equitable Health Outcomes -- The Promise of School Health and Physical Education' involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers' presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens's concepts of "non-affirmative" and "non-hierarchical" education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

The paper explores the concept of social justice in Health and Physical Education (HPE) as constituted and addressed across three different countries -- Sweden, Norway and New Zealand -- and how HPE teaching practices for social justice may be understood from regulative, normative and cultural/cognitive perspectives. Although much has been written about social justice in the field of HPE over the last three decades, there is little research that has examined how teachers operationalise teaching for social justice. Drawing on the experiences and insights gained from an international collaboration project, that sought to address this knowledge gap, this paper examines what constitutes pedagogies for social justice in HPE across different contexts. The aim of this paper is to discuss: (i) our conceptualisation of social justice; and (ii) how this can be understood in relation to HPE practice across different contexts. We conclude that what is regarded as important content for the teaching of social justice varies from one context to another although there are also similar approaches. Additionally, there is much to learn by seeing 'it', that is, the nature of social justice and how this is played out in school HPE -- from the 'others' perspectives'.

'Southern hospitality' is a central pillar of tourism and culture in the southern U.S. Traditionally associated with a rural, southern style of politeness, it is unclear how this regional form of hospitality is influenced by externally-driven growth. Also, some perceive it as a romanticized myth built upon racial injustice. This study explored the meanings of southern hospitality in Charleston, South Carolina, a rapidly growing city that has become a popular tourism destination partly due to its reputation for southern hospitality. An initial research phase asked 730 U.S. travellers via survey to define southern hospitality. It was found to be associated with host kindness and food/beverage, and respondents who had visited Charleston were more likely to hold positive views towards it. A second research phase involved asking about southern hospitality in oral history interviews with 55 Charleston residents. Five underlying themes were revealed – kindness and openness, a (possibly disappearing) way of life, food and beverage, the hospitality and tourism sector, and veneer and façade. Overall, southern hospitality was seen as a genuine cultural attribute present in both the private and commercial spheres, and as a mostly positive trait that also contained some problematic elements. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

This Letter updates and expands a study conducted during the early days of the COVID-19 pandemic. That study confirmed the applicability of Plog's model of Allocentricity and Psychocentricity within the context of the pandemic, as Allocentrics were found to be much more open to travel during the first 4 months of the pandemic, as the theory would predict. The current research, employing the identical survey instrument and research method, extended the data collection for an additional year as the pandemic evolved. This has allowed a far more extensive examination that confirmed and expanded the earlier findings, providing significant value to both academics and practitioners while again affirming the value of Plog's model for destination marketers during a period of crisis. [ABSTRACT FROM AUTHOR]