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The purpose of this paper is to introduce the Second Issue of our Double Special Edition on LGBTQIA+ Topics in Health, Wellbeing and Education. This special issue focuses on LGBTQIA+ Topics in Sport, Human Movement and Education. We introduce the issue by outlining the debate about the 'inclusivity' of queer bodies in sport. We then introduce each article and explain how they fit into these larger debates in sport and education. We conclude the paper by outlining key takeaways from the issue. We also provide recommendations for future LGBTQIA+ research in sport, human movement and education. [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]

The purpose of this paper is to introduce the First Special Issue of our Double Special Edition on LGBTQIA+ Topics in Health, Wellbeing and Education. This special issue focuses on LGBTQIA+ Topics in Physical Education. We introduce the Special Issue by describing the sociopolitical backdrop around the world more broadly and specifically in relation to LGBTQIA+ rights. Afterwards, we reflect on the process of choosing Sport, Education and Society as the journal to publish the Special Edition. Moving forward, we briefly summarise the different streams of LGBTQIA+ research in physical education and how this special issue extends our knowledge in these areas. Lastly, we contend that this Special Issue adds a new stream of research on LGBTQIA+ Topics in Physical Education. We conclude the introduction by considering how future research may continue to capitalise on the momentum that LGBTQIA+ research has built in the field. [ABSTRACT FROM AUTHOR]

This paper draws on two separate research projects, one with Black and Latinx youth in the United States and another with LGBTQ+ youth in New Zealand, to explore the affective experiences of young people with the FitnessGram® assessment. We specifically use affect theory through poetic inquiry to entangle interview data from young participants about their experiences with FitnessGram®. We then (re)present the data through poetic forms. We argue the turn to affect and poetic inquiry allows us, as researchers, to respond to dominant discourses around FitnessGram® (and young bodies) in critical and creative ways. And, we embrace the experimental, open-ended potential of poetic (re)presentation to bring awareness to the youths' experiences and to encourage others (researchers, educators, practitioners, policymakers) to engage differently as well. We hope, through such aesthetic forms, we can start to value the affects of FitnessGram® on youth and think divergently about this popular practice. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to introduce the special issue on equity and diversity in health, physical activity, and education. We (Dillon and Sara) start the introduction by explaining our relationship to sociocultural issues and the circumstances that led to this special issue. We then provide a broad overview of how this special issue is structured by linking the manuscripts that comprise this issue to the past, map out the present, and explore potential future directions. To conclude the introduction, we argue that equity and diversity research needs to develop creative research, pedagogy, and scholarship practices to meet the emerging needs of a progressively diversified population. [ABSTRACT FROM AUTHOR]

Background: LGBTQ scholarship in physical education has a history tracing back to 1982. Recently, however, there has been a 'rising tide' in LGBTQ studies in physical education. Despite this recent surge there has not been a genuine attempt to critically understand, track, and map the scope of this literature. Purpose: The purpose of this study was to identify, categorize, and analyze published scholarship and peer-reviewed research on LGBTQ issues in physical education. Design and Analysis: An exhaustive search was conducted on nine databases which produced 230 abstracts that was reduced down to 76 manuscripts chosen for inclusion. Articles were coded independently for numerous aspects of the scholarship and research. Data were analyzed using descriptive statistics and then deductively conceptualized drawing on critical social theories. Conclusions: Whilst there is a current surge in LGBTQ focused research in physical education, such work is met with a complex web of interconnected and staunch problems that limit researchers. As such, the authors end with suggestions that can make the field more amicable for LGBTQ inspired research and researchers. [ABSTRACT FROM AUTHOR]

Education has the ability to both reproduce and transform broader social structures. Yet, teachers' responsibilities are constantly increasing whilst budgets, resources, and staffing are depleted. We argue that we are living in a time of great uncertainty and precarity. As physical educators, we should make attempts to be socially conscious of this precarity and provide equitable environments for all students. This article (the second installment of a two-part series) is an attempt to make an important step in enacting a socially just and informed physical education program. In so doing, we highlight specific ways that teachers and teacher educators can prepare for and teach about precarity in physical education. By providing resources, readings, and examples from practice, we provide a framework that promotes ethics of value, care, and zeal for others. [ABSTRACT FROM AUTHOR]

Background: Physical education has historically been a repressive place for queer persons. Since physical education spaces are predominantly heteronormative, research on sexual identity management has shown lesbian teachers often try to ‘pass’ as straight or distance themselves from their sexualities. There has been no research to date that examines the experiences of queer male physical educators. Purpose: The purpose of this paper is to use Deleuzo-Guattarian theory to reflect on my affective experiences as a queer male physical educator. A secondary goal is to transcend binary theorising that has shaped previous research in the field. Design and Analysis: This paper uses autoethnographic examination to analyse experiences as a queer male physical educator. Data consists of narratives from my first year as a physical educator. These narratives are analysed using Deleuzo-Guattarian theory to map their affective implications. Conclusion: I conclude the paper by reflecting on and recommending several initiatives that can help shift our field toward a Queer Inclusive Physical Education. [ABSTRACT FROM PUBLISHER]

The COVID-19 pandemic is having profound effects on college students, and those with mental health conditions are more vulnerable to the impact of this stress. Objective: To study the impact of the COVID-19 pandemic on college students' mental health. Participants: Participants (n=489) were mostly female, undergraduate, and aged 18–25. Methods: Participants completed an online survey assessing symptoms of mental health problems including hopelessness, loneliness, sadness, anxiety, sadness, and anger. Results: Approximately 81.6 % self-reported at least one negative mental health symptom. Students reported increased feelings of hopelessness (+7.8%), loneliness (+6.7%), sadness (+8.8%), depression (+2.6%), anxiety (+5.2%), and anger (+14.6%) during the pandemic than before. LGBTQ students and Black students had significantly more mental health symptoms during the pandemic than straight and White students. Conclusions: Results of this study highlight the negative impact of the pandemic and resultant changes on college students' mental health. [ABSTRACT FROM AUTHOR]