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Purpose: In response to the limitations with what has been termed a "traditional" Physical Education method, in the last decade Models-Based Practice (MBP) has emerged as an alternative. However, these limitations were recognized by Mosston in 1966 and from which The Spectrum of Teaching Styles (The Spectrum) was presented as a means toward a more obvious educative focus in Physical Education. We propose that The Spectrum provides a bridge between the hope and happening of MBP suggested by Casey and colleagues. Method: Using a qualitative narrative approach, we construct a fictional discussion between two academics (one from a country with centralized, mandated curriculum and one without) through which to navigate the mythical island of quality Physical Education in order to analytically frame The Spectrum and the "happening" of teacher's implementation of MBP. Use of a fictional dialogue as a qualitative instrument enabled us to be provocative through the posing of questions in a novel fashion. Results: We suggest adopting a nonversus perspective reorients the view of model fidelity and, The Spectrum provides the "how" or micropedagogies to close the gap between the "hope" and the "happening." Conclusion: This conversation is timely considering reservations about the successfulness of "second-generation" MBP exist in the literature and evidence of the continuation of the historically common Physical Education method despite its well-recognized limitations. [ABSTRACT FROM AUTHOR]

Purpose: In this review, the three components of pedagogy (i.e., teaching, learning, curriculum) were used to critically investigate what is argued to be "enhanced" by digital technology. Method: Using a critical methodology, an answer was sought to the question, "What aspect(s) of pedagogy is claimed to be enhanced by the use of digital technology in PE?" The final set of papers are presented in terms of the claimed technological enhancement in teaching, learning, and curriculum. Findings: Interestingly, technology enhancements are presented most prevalently in terms of "enhancing student learning" in areas such as health or motivational variables. Technology was mainly used as a substitute for the teacher and not transformative of teaching and learning. Discussion/Conclusion: A critical analysis regarding what is done in the "name of PE." This paper concludes by presenting suggestions on how to move the field forward and to debate the roles of digital technology in PE. [ABSTRACT FROM AUTHOR]

Since 2015, the United Nations Education, Scientific and Cultural Organization has posited physical literacy as a central tenet and pedagogical reform initiative of quality physical education. An assessment of physical literacy is, therefore, becoming an increasingly important aspect of physical education in schools. Internal and external threats to assessment instrument validity are always important considerations in assessment tool development, but this paper identifies why particular attention needs to be paid to the content validity of one such instrument being used by physical educators and researchers. Specifically, this paper interrogates the content validity claims of the Canadian Assessment of Physical Literacy—Version 2 and discusses why greater attention needs to be paid to the content validity of this instrument if pedagogical reform in physical education is not to be undermined. [ABSTRACT FROM AUTHOR]

This paper begins with the premise that the purpose of physical education is to help young people grow personal and durable playgrounds. That is, its goal is to allow students in schools to develop the skills and understandings about various movement topics to the extent that they can engage with these in deep and meaningful ways long after their lessons in the gymnasium have concluded. The paper presents a schematic that links how a physical education curriculum should be framed with the necessary ingredients of high-quality teaching to allow for successful forays into various movement cultures. The next section includes a justification of the schema using the very best of research in sport pedagogy that has been translated into school physical education settings. Two specific grand adventures that are the vehicles for creating enduring playgrounds are presented, these being sport education and student-designed games. [ABSTRACT FROM AUTHOR]

In this paper, we provide an overview of physical education (PE) policy and advocacy research in the United States. We examine the past policy and advocacy work that has been completed in the field and make connections to international policy work. We examine the potential changes the future holds for developing scholarship in the area. We define policy and advocacy and explain how teachers as policy actors are key figures in any policy enacted. The paper also examines the relationship between PE and the public health arena, which completes a lot of PE-focused policy research. The paper concludes with a focus on PE teacher education and the work that higher education must do to help educate future professionals to be advocates for policy change. [ABSTRACT FROM AUTHOR]

In this special issue, which calls for a "more radical sociology of sport and physical culture," the purpose of this paper is to address how practices of reflexivity might be mobilized among critical sport scholars toward changing the intersectional, fragmented, and complex communities we inhabit inside and outside the academy. We begin by conducting a literature review of researcher reflexivity and positionality in Sociology of Sport Journal from 2000 to 2022. Utilizing Wanda Pillow's "reflexivities of discomfort," we interrogate our own research by engaging in a reflexive dialogue as "critical friends." Through this work, we try to make sense of the potential of these dialogues for shaping our ethical, political, and personal approaches to research, writing, methodology, and knowledge production. [ABSTRACT FROM AUTHOR]

Swedish gymnastics has been reduced to a directory of progressive analytical movements intended to form the basis of what is known in French physical education as a global gymnastics. This article explains how Philippe Tissié was inspired by Swedish gymnastics in his development of a hybrid vision between the Swedish method of physical education and the French model that was largely derived from the works of Jean Saint-Martin Amoros and Philippe Sarremejane. The paper demonstrates how Tissié's French gymnastics was not only limited to analytical movements but also included the practice of sports. At the same time, it explains how the creation of this hybrid model meshed scientific findings from life sciences (biology and physiology) with human and social sciences (psychology and sociology). Between 1886 and 1935, Tissié's appropriation, thus, enabled him to structure his conceptions of physical education and to move from the Swedish to the Franco-Swedish method. [ABSTRACT FROM AUTHOR]

In 1981, George Brooks provided a review of the academic discipline of physical education and its emerging subdisciplines. Forty years later, the authors review how the field has changed from the perspective of one subdiscipline, motor development. Brooks's text sets the scene with four chapters on motor development from leaders in the field, including G. Lawrence Rarick, to whom the book is dedicated. From this beginning, the paper describes the evolving scientific perspectives that have emerged since 1981. Clearly, from its past to the present, motor development as a scientific field has itself developed into a robust and important scientific area of study. The paper ends with a discussion of the grand challenges for kinesiology and motor development in the next 40 years. [ABSTRACT FROM AUTHOR]

Purpose: Self-study is used to report Author 1's attempts at introducing Asian games in teaching a new unit as part of physical education teacher education at an Australian university. Method: Author 1's diary and reflective journal extracts as well as contemporary and historical documents were our data sources. Critical incidents were identified from Author 1's accounts and analyzed using the extant literature and figurational sociology. The authors' documents were analyzed using content analysis. Results: Limited information uncovered about these games in initial unit planning, subsequent searches for this paper and possible misrepresentation of one game, all served to reinforce normative knowledge. Such reinforcement simultaneously obstructs the decolonization of physical education curricula. Conclusion: Eurocentric knowledge appears to prevail as the knowledge that most matters in the physical education context we studied. Over the course of several deliveries of the unit described here, Author 1 experienced a shift in his pedagogy from "telling" students they should do critical pedagogy, to explaining how he does it in his own teaching. [ABSTRACT FROM AUTHOR]

Service learning has been recognized as a high-impact educational practice that promotes students' development of civic engagement and social justice outcomes. However, service-learning courses are not guaranteed to foster social justice outcomes and may perpetuate the very biases and stereotypes that social justice education is designed to counter. In addition, there is a lack of research assessing service-learning courses in sport management that are being used to promote a more critical form of social justice education rather than the mere awareness of social disparities. This article explores the ways in which an intentionally designed social justice service-learning course can potentially lead sport management students toward more equitable perceptions of service relationships. The research team analyzed reflection papers (N = 40) from students who each participated in one semester of the service-learning course across nine consecutive semesters. The following themes emerged from the data: charity-oriented relationship, social justice-oriented relationship, reciprocity, and a critique of paternalism. The findings in this study extend current sport management service-learning research by revealing how a social justice service-learning course can foster a more critical understanding of service through critical discussions, specific readings, critical reflection, and service activities. [ABSTRACT FROM AUTHOR]

Purpose: This paper aimed to examine moderate-to-vigorous physical activity (MVPA) levels in physical education. Method: A review of reviews was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The screening process, data extraction, assessment of the risk of bias, and analysis of the results were carried out independently by two reviewers. A total of eight systematic reviews from six databases, which included 224 studies, involving more than 80,000 students (elementary, middle, and high school), enrolled in more than 450 schools worldwide were unpacked. Results: Students fail to meet the 50% recommendation of MVPA lesson time, irrespective of country, school stage, gender, or MVPA measures. Physical education-based interventions increased students' MVPA during lessons (range 14.3%–24%) compared with control groups. Conclusion: Physical education is uniquely positioned to provide physical activity opportunities for students, but teachers must target the provision of adequate MVPA levels, which is not currently happening. [ABSTRACT FROM AUTHOR]

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date. [ABSTRACT FROM AUTHOR]

Purpose: The lesbian, gay, bisexual, transgender/transsexual, and queer/questioning students normally occupy a marginalized and at-risk position in classes and especially in physical education. In this paper, the authors explore the ways in which queer tango can contribute to counteracting heteronormativity and opening up students to new interactions and identifications through the performance of different gender performances in Physical Education and Sport Tertiary Education. Method: A queer tango session was carried out with 111 university students (91 men and 19 women aged 19–22 years). Data were obtained from interviews, video records, and open questionnaires about the practice. Results: The findings reveal that the performance of dance roles that are contrary to the heteronormative order reinforced both heteronormativity and queer embodiments in Physical Education and Sport Tertiary Education. Conclusion: An isolated activity is not enough, and more queer pedagogical practices should be introduced in order to make meaningful changes to mainstream students' ideology and behaviors. [ABSTRACT FROM AUTHOR]

Self-efficacy theory assumes that students' efficacy beliefs affect their performance through process variables, including behavior, cognition, and affection. The purpose of this study was to utilize self-efficacy theory as a theoretical framework to propose a conceptual model of a mediating relationship among perceived motor skill competence, successful practice trials, and motor skill performance in physical education. In addition, the authors reviewed the literature to provide evidence to support the potential mediating relationship by following the steps recommended by Baron and Kenny. This paper is significant because the authors integrated the literature of motor development/learning and physical education pedagogy to propose a conceptual model where successful practice trials would act as a behavioral mediator through which perceived motor skill competence affects students' motor skill performance. This conceptual model can guide future research to identify students' behaviors affecting their skill development, thus helping teachers develop pedagogies to improve motor skill performance in physical education. [ABSTRACT FROM AUTHOR]

Background: Over the past several decades, scholars have regularly reviewed qualitative research published in the Journal of Teaching in Physical Education, among other outlets, to understand the developing role of qualitative methods in physical education and sport pedagogy. In this review, the authors present a descriptive and thematic analysis of qualitative research articles published between 2009 and 2019, extending previous reviews. Methods: A total of 137 empirical articles were published that included a qualitative component (38.48%). This included purely qualitative studies (28.37%) as well as those using mixed methods (10.11%). Results: Descriptive results include analyses of article classifications, authorship, participants, theoretical/conceptual frameworks, qualitative methodologies, data collection methods, and data analysis and trustworthiness strategies. Inductive analysis of the 137 qualitative containing articles resulted in six themes and corresponding subthemes of research foci. Conclusions: Suggestions for future submissions to the Journal of Teaching in Physical Education are also presented. [ABSTRACT FROM AUTHOR]

This paper is a reflection, a critique, and, hopefully, an inspiration to think about how future generations can reshape physical education in the United States. To do so, we first pay homage to our pioneers, who, we argue, were transformative leaders because they used research to respond to the sociopolitical issues of their time. In saying this, we reflect on how these ideas from that time were critically important but have also been developed for a different time, place, and demographic of people. We then trace the social justice research in the United States by highlighting the promises and pitfalls of current scholarship because it often asks "tough questions" but provides "weak solutions." To conclude, we believe that the future of physical education needs to be about allowing those "new voices" to become the future leaders of our field. In so doing, they will change the landscape of physical education knowledge, movement, and practices. [ABSTRACT FROM AUTHOR]

Demand for supporting the delivery of high-quality physical education (PE) has never been more important, and continuing professional development (CPD) that results in changes in PE teachers' practices and improvements in student learning outcomes is in short supply. PE-CPD has historically fallen short of meeting this end, though there are written descriptions of successful PE-CPD spanning the past 4 decades. In this paper, we examine shared features of effective PE-CPD, identify and review gaps in PE-CPD literature, and discuss lessons learned to enhance future efforts by policymakers and stakeholders responsible for designing, planning, and facilitating learning opportunities for physical educators. We conclude with a critical discourse challenging readers to consider the following four questions: (a) What is the purpose of CPD? (b) What is worth knowing regarding CPD? (c) What can be done to improve the quality and quantity of CPD? and (d) Who should be doing something about it? [ABSTRACT FROM AUTHOR]

Occupational socialization theory has been used to guide research related to the lives and careers of teachers and, more recently, teacher educators for around 50 years. Across this time, much has been learned about the factors that attract or deter prospective recruits from seeking occupations in the field, the effectiveness of professional development programming, and individuals' experiences working in educational systems or scholarly contributions toward larger institutional missions. In this paper, we provide an overview of research stemming from occupational socialization theory before presenting and discussing vignettes that provide illustrative examples of the socialization of physical education teachers and faculty members in action. Building from the discussion across these vignettes, we describe lessons learned related to applying the findings of socialization research in practice before closing with research recommendations. We emphasize topical and methodological diversity in socialization research and provide example studies linked to the current literature. [ABSTRACT FROM AUTHOR]

Pedagogical content knowledge is an incredibly useful construct to examine teaching and to design teacher education for preservice and continuing education settings. Although it has been central to discussions of teaching effectiveness since Shulman first proposed it in 1986, pedagogical content knowledge has been subject to considerable criticism and elaboration since then. In this paper, we discuss the research on pedagogical content knowledge in physical education, criticisms, and how it has been shaped by those criticisms. We examine pedagogical content knowledge beyond the traditional focus of pedagogy and content, discussing the role of knowledge of students, context, and curriculum as influences on pedagogical content knowledge. In doing so, we identify the strengths and weaknesses of the literature and propose directions for future research. [ABSTRACT FROM AUTHOR]

This paper overviews an intensive 1:1 coach development workflow developed and used in U.K. performance and high-performance sport. The workflow has been field tested with over 60 coaches in mainly Olympic and Paralympic settings in a variety of sports. The workflow proposes six main stages: "beginning new relationships," "seeking first to understand," "preparing for reflective conversations," "engaging in reflective conversations," "working with difference," and "supporting change." The stages are tailored pragmatically to context, and the workflow does not suggest a fixed sequence. The application of the workflow requires adaptive expertise based on considerable coach development experience and a breadth and depth of coaching and coach development knowledge. The workflow suggests the need for coach developers to build and support trusting, collaborative, and supportive relationships with the coach, as a foundation for the coach development task. Coach development practices and the workflow are continually being developed and refined in a U.K. context, and future work will provide case studies, evidence of outcomes, and refinements to the work. [ABSTRACT FROM AUTHOR]

Four decades have passed since the publication of Perspectives on the Academic Discipline of Physical Education: A Tribute to G. Lawrence Rarick—an edited text that offered a comprehensive overview of the field at the time. Missing, however, was any discussion of sport management. Therefore, the purpose of this paper was to overview sport management and the development of the field since the publication of Brooks's edited text. The authors summarize events in the field, including those related to educational advances and professional societies. Next, they highlight theoretical advances and then review the research in the field over time. In doing so, they categorize the scholarship into three groups: Young Field, Enduring Questions, and Emerging Trends. The authors conclude by identifying advances in the field and how sport management has emerged as a distinctive, robust discipline. [ABSTRACT FROM AUTHOR]

This paper provides reflections on the progress to date and current status of research in kinesiology. The accompanying overview articles in this special issue of Kinesiology Review show that the contemporary disciplinary/professional foci of kinesiology remain, by and large, the same as the initial research and teaching structures of 50 years ago, as outlined in the inaugural overviews. Nevertheless, within this prevailing disciplinary/professional structure, there have been many new developments in movement-related research, including the juxtaposition of novel alignments and integrations of certain specializations of kinesiology. There is general consensus that the quality and quantity of research in kinesiology have advanced substantially, albeit unevenly, on multiple fronts, both within and between the areas of specialization. The research agenda in kinesiology has benefitted from the growing realization of the centrality of human movement and physical activity in contributing to a healthy lifestyle for individuals and societies. [ABSTRACT FROM AUTHOR]

Physical activity programs in school and community settings have the potential to foster positive youth development related to social and emotional learning. However, research findings and best practices that promote these outcomes are often not implemented in practice. The field of implementation science can help researchers understand and navigate the barriers to implementing what we know from research into policy and practice (i.e., to bridge the know-do gap). In this paper, after describing positive youth development, social emotional learning, and their application in physical activity settings, I share reflections from my engaged scholarship with the teaching personal and social responsibility model to illustrate ways my collaborators and I have tried to address the know-do gap. Lessons learned about ways that kinesiology researchers can actively support the implementation of our research in society are discussed. [ABSTRACT FROM AUTHOR]

The past decade has seen an increased focus on student voice in physical education; yet, the majority reflects the thoughts, feelings, and experiences of agency of secondary-level students. It has been suggested that the perspectives and experiences of students in primary physical education remain largely absent from the literature. Therefore, the purpose of this review was to answer the question "what peer-reviewed data on student voice in primary physical education was published between January 1990 and March 2020?" This article provides a map of 89 articles that accessed student voice in primary physical education. Conclusions highlight a need for democratic possibilities for primary students to engage and contribute to their physical education learning experiences as well as a continued exploration of the implementation and impact of authentic methods of accessing and responding to student voice in primary physical education. [ABSTRACT FROM AUTHOR]

Emerging research suggests that the stress and complexities of the teaching profession contribute to early exits from the field. Stressors may be increased when individuals are tasked with teaching physical education and another school subject(s) concurrently. More specifically, role conflict in teaching multiple school subjects consists of three subdomains: status conflict, schedule conflict, and energy expenditure. The purpose of this paper is to propose a theoretically informed conceptual model of this type of conflict that better informs the professional lives and careers of teachers. The framework's three interrelated elements are dynamic and contextually bound and influence the experience of multiple subjects role conflict. These three elements include experiences of role conflict, contextual and individual factors, and an outer limit of individuals' capacity to manage stressors. Three vignettes are used to illustrate how teachers' experiences of conflict interact with contextual and individual factors to increase or decrease their capacity for stress. [ABSTRACT FROM AUTHOR]

Offering children chances to optimize their engagement in physical activities during their life span is one of the major aims of school physical education (PE). To this end, the maximum development of motor performance skills can help primary school children participate in various physical activities throughout their lives. The purpose of this review was to examine the effects of plyometric training activities on motor performance skills of children and the application of plyometrics within the PE setting. Relevant studies on the topics of motor performance skills, plyometrics, athlete development, and motor development in children and adolescents were examined. The paper reveals that plyometric training activities can improve motor performance skills such as running, jumping, and kicking. The literature also suggests that children's exposure to plyometric exercises may result in an accelerated improvement in primary school PE class. This review concludes with a proposal to enhance children's motor performance skills using plyometric exercises in primary PE classes. [ABSTRACT FROM AUTHOR]

This special issue of Kinesiology Review celebrates the 40th anniversary of the publication of George Brooks's Perspectives on the Academic Discipline of Physical Education: A Tribute to G. Lawrence Rarick (1981). Written by many of the luminaries within kinesiology, the papers in this special issue highlight the tremendous growth of knowledge that has occurred in the subdisciplines of kinesiology over the last 40 years and the breadth of contexts in which new knowledge is now being applied. Kinesiology has rapidly become an influential discipline, and its breadth, depth, and influence continue to grow. Though not without challenges, there is much to be optimistic about concerning kinesiology's future. [ABSTRACT FROM AUTHOR]

The theme of the 2021 National Academy of Kinesiology meeting and this special issue, "Kinesiology's Social Justice Imperative," suggests we are moving toward social justice. In this paper, I look at kinesiology's social justice movement over the nearly 100 years of the Academy. More specifically, I consider the representation of women and racial minorities (specifically Black/African Americans) in kinesiology and the Academy throughout our history and social factors related to the changes (or lack thereof) in representation. To move toward social justice, we must learn from that history, highlight the social, and connect with our communities and professionals. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to engage the reader in a conversation about justice imperatives in education, disability, and health. As counternarrative to structured majoritarian scholarship and positioned in the expressed intent of the National Academy of Kinesiology's 90th annual meeting theme of Kinesiology's Social Justice Imperative, we express feelings about the urgency for social justice in teacher education. To start, we operationally define social justice as advocacy, agency, and action. Next, we recommend the application of critical theoretical frameworks in conceptualizing and conducting research involving historically marginalized and minoritized populations (e.g., African American students). This conversation is theoretically grounded in intersectionality to offer a nuanced understanding of social constructions, such as ethnicity (e.g., African American) and race (e.g., Black), gender, culture, disability, and sociometric positioning regarding justice imperatives in education, disability, and health. [ABSTRACT FROM AUTHOR]

Purpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators' use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education. [ABSTRACT FROM AUTHOR]

Background: Teacher education is a complex endeavor designed to prepare preservice teachers for the task of teaching physical education to students in K–12 schools. Yet, there is widespread criticism of teacher education outcomes within the United States and around the world. Consequently, teacher educators have been increasingly called upon to use evidence-based approaches in teacher education. Purpose: In this article, we discuss a teacher education reform called practice-based teacher education from macro and micro perspectives. Discussion: Practice-based teacher education emphasizes a curriculum that is focused on relevance defined in terms of what a teacher needs to know and do to be able to teach physical education. Evidence for curricular changes to physical education teacher education and to the content and pedagogies of methods and content classes are presented. We conclude with a discussion of how practice-based teacher education can address social injustice. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to investigate teacher and students' perspectives on their experiences within three consecutive hybrid sport education and cooperative learning pedagogical model units. Method: Fifty elementary school students (Mage = 10.52; SDage = 0.39) and a 36-year-old male teacher participated in three consecutive hybrid cooperative learning/sport education units (24 lessons). Semistructured interviews were conducted to gather data and gain a rich, insiders' perspective of their experiences. Results: Three main themes (including several subthemes) were generated from the data analysis: students' enthusiasm and involvement (autonomy support, motivation, and engagement); students' learning (technical–tactical learning, cooperative skills, and social learning); and teacher challenges. Conclusions: Findings from the current study showed that a teacher's use of three consecutive hybrid sport education/cooperative learning pedagogical model units promoted a learning environment where students were involved in authentic sport experiences that fostered the development of students' learning across all domains. [ABSTRACT FROM AUTHOR]

Purpose: Based on a multilevel approach (individual and class level), this study aimed to test which need-supportive/thwarting teaching styles were more closely associated with students' motivation and other positive physical education (PE) out-of-school consequences. Method: Participants were 654 primary (n = 385) and secondary (n = 269) PE students (Mage = 11.96 ± 1.95; boys = 317 and girls = 337). Results: The three need-supportive teaching behaviors were related to autonomous motivation, PE importance and usefulness, and the intentions to practice physical activity at the individual level; the role of competence support at both individual and class levels is highlighted. Competence-thwarting style was also negatively related to autonomous motivation at both levels, and jointly to relatedness-thwarting behaviors positively to a motivation at the individual level. Conclusion: Our results provide insight into how the specific type of interpersonal styles adopted by teachers can be decisive to achieve positive PE outcomes in and out of school. [ABSTRACT FROM AUTHOR]

Background: Physical education (PE) classes in schools are considered relevant to implement interventions, especially focused on physical activity. However, evidence overviews on how PE classes contribute to general health (physical, social, affective, and cognitive domains) are still needed. Thus, we summarized evidence synthesis (eg, systematic reviews) that addressed the contribution of PE classes to the health of school-aged children and adolescents. Methods: We performed a scoping review with searches in 8 databases and institutional websites to find systematic reviews or meta-analyses that answered this review's research question. Data charting form included the identification of the study, health outcomes, and PE classes' strategies (policies and environment, curriculum, appropriate instructions, and evaluation). An interactive process was performed to build the evidence summary. Results: An initial search yielded 2264 titles, and 49 systematic reviews (including 11 with meta-analysis) were included in this review. Most documents reported the main benefits of PE classes on physical domain outcomes (eg, physical activity, cardiorespiratory fitness, body mass index, and fundamental motor skills). However, evidence on the benefits of PE classes in affective (eg, enjoyment, motivation, and autonomy); social (eg, cooperation, problem-solving, and making friends); and cognitive (eg, memory, attention, concentration, and decision making) domains were found. Strategies on PE classes for health benefits were highlighted. Conclusions: These elements were detailed in the evidence summary, which may be considered to guide researchers, teachers, and practitioners to define research and practice priorities on PE class interventions for health in the school context. [ABSTRACT FROM AUTHOR]

This article considers if sport, broadly defined, can be constructed as a decolonizing practice for Indigenous Peoples incarcerated in Canadian prisons. Situating our analysis within transformative and decolonizing approaches to sport for development, we bring together disparate literatures—on settler colonialism and Indigenous incarceration, decolonization and Indigenous resurgence, and sport and incarceration—to critically analyze possibilities and limitations of sport as a vehicle for decolonization in an inherently colonial institution. Recognizing the structural constraints to such a process, we also critique the settler colonial state and criminal justice system in which many Indigenous Peoples are enmeshed. The article contributes to sport for development's ongoing engagement with issues of decolonization and criminal justice. [ABSTRACT FROM AUTHOR]

Background: Emerging evidence indicates that the provision or experience of "variety" may be an important determinant of physical activity behavior. Variety refers to diverse endeavors, opportunities, or tasks and, in the context of physical activity, has been examined as a feature of an activity or environment (i.e., variety support) and an experience (i.e., one's felt experience or perceived variety). Objective: The primary aim of our review was to synthesize studies investigating the provision or experience of variety in physical activity settings on health and well-being, behaviors, and motivation. Our secondary aim was to examine quantitative data reporting on different facets of variety in physical activity settings. Methods: We conducted a systematic search of five electronic databases (Scopus, SPORTDiscus, Science Direct, MEDLINE, and the Human Kinetics Library) to identify studies providing a quantitative or qualitative assessment of variety in physical activity settings. Results: We identified 5,576 potentially relevant articles to examine. After title and abstract screening (and removal of duplicates), 74 articles remained for full-text screening, from which 28 studies were deemed eligible. Our findings from qualitative and quantitative (experimental and cross-sectional) studies demonstrate that the provision and experience of variety relates to participation and engagement in physical activity, motivation for exercise and physical activity, and well-being outcomes. Our results also indicate that the provision of variety can increase enjoyment, interest (i.e., motivation), and adherence to a physical activity program. Conclusion: Our findings support the assertion that variety should be considered during planning, implementation, and evaluation of physical activity programs. Additional experimental studies are needed to gain a better understanding of how elements of physical activity and exercise programs, delivery, and environment can be manipulated to increase variety and foster participation in physical activity. [ABSTRACT FROM AUTHOR]

This study explores the development of women's physical education (PE) in Taiwanese schools during the Japanese colonial period. It seeks to understand how Japanese colonizers cultivated and shaped Taiwanese women's bodies through PE in schools. First, Japanese colonizers faced the challenge of dismantling footbinding customs when implementing women's PE and body engineering policies. However, when women were liberated from footbinding and the concept of natural feet emerged among the population, women's PE came out of the shadow of footbinding. Second, as the natural feet generation arose, Taiwanese women started participating in physical activities and competitive sports while still abiding by the canons of the "Japanese woman." Third, during the Pacific War, improving one's physique and developing PE policies became part of a national defense strategy and the main focus in the process of producing imperial citizens. The body was given different meanings, yet its control and standardization were omnipresent under colonial governance. [ABSTRACT FROM AUTHOR]

Purpose: We examined the variables of common content knowledge, specialized content knowledge, and performance that preservice teachers had acquired from their K–12 physical education and extracurricular experiences and the effects of a content course on improving their content knowledge and performance. Method: Nineteen preservice teachers were assessed during a half a semester long content course using pre- and posttests of common content knowledge, soccer performance, and two specialized content knowledge variables: instructional tasks and error analysis. Relationships between experience in playing and coaching for each assessment were conducted. Data are reported descriptively and inferentially. Results: Preservice teachers had poor pretest scores on all variables except performance. Posttest scores following the content class showed substantive, highly significant relationships with large effect sizes. Yet, the levels obtained were less than desirable for all common content knowledge and specialized content knowledge variables, except performance. A number of relationships were found between experience and the measures. Discussion/Conclusion: Our results suggest that more research needs to be conducted on the design of content courses in physical education teacher education. [ABSTRACT FROM AUTHOR]

Purpose: The context personalization approach refers to matching educational content with characters, objects, and themes of students' out-of-school interests. Considering the positive effects of individual interest on the regulation of student-in-context experiences, this study used the context personalization approach to match physical education (PE) lessons with students' out-of-school interest for video games. The purpose was to explore the effects of a context personalization approach through a gamified PE unit on students' interests and perceived competence. Method: One hundred and eighty-four students from eight PE classes were allocated to either an experimental group or a control group. All classes experienced a handball unit (six lessons), inspired by the Games-Centered Approach. The only difference between the experimental classes (N = 5) and the control classes (N = 3) was the presence or the absence of a context personalization approach centered on students' out-of-school interest for video games. The effects were assessed on three outcomes variables: students' individual interest, situational interest, and perceived competence. Results: The gamified PE unit resulted in positive effects on students' individual interest, situational interest, and perceived competence in handball, since the experimental classes reported higher scores for all variables compared to the control classes. However, the effects on students' situational interest were principally moderated by students' individual interest, indicating that the effect of the context personalization approach was higher for the students having low preintervention individual interest. Discussion/Conclusion: Using a context personalization approach based on a gamified unit is a promising strategy in PE to impact students' interests and perceived competence. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to critically examine previous studies' claims about the magnitude of gender differences and gender inequality in physical education (PE) in Sweden. Method: The data were based on students' (N = 39,980) perceptions of PE and were gathered from four large research projects in Sweden. Three effect size measures (Cramer's V, r squared, and Cohen's d) were calculated for gender differences. Results: In general, there are small gender differences; and after controlling for students' grade, "sports capital," and parents' "educational capital," the differences are practically irrelevant. Conclusion: This study provides compelling evidence that there are small, or even irrelevant, gender differences in students' perceptions of PE in Sweden. Moreover, given that previous research asserts that large gender differences can be used as an indicator of inequality, this study suggests that gender inequality issues related to students' perceptions of PE are relatively small. [ABSTRACT FROM AUTHOR]

Purpose: To examine the current pedagogical practices among physical educators with different dispositions toward the change process and belonging to different demographic categories. We hypothesized that change-disposed, nonchange-disposed, and neutral change disposition teachers, along with teachers of different gender identities and student grade level(s), implement "best practices" with differing frequencies. Methods: Eight hundred thirty U.S. physical educators completed the Teacher Change Questionnaire-Physical Education and a 15-item adaption of Society of Health and Physical Educators America's 20 Indicators of Effective Physical Education Instruction. Results: Nonchange-disposed teachers more frequently provided objective-related feedback, provided assessment for differentiation and summative evaluation, ensured 50% student moderate to vigorous physical activity during physical education classes, and set student learning goals than change-disposed or neutral change disposition teachers. Female and elementary teachers reported more frequent use of written curriculum and assigned grades based on student knowledge/skill assessment than male and secondary counterparts. Discussion: Continuing professional development initiatives should be designed with consideration given to change disposition, gender identity, and grade level. [ABSTRACT FROM AUTHOR]

Background: The Global Matrix 4.0 on physical activity (PA) for children and adolescents was developed to achieve a comprehensive understanding of the global variation in children's and adolescents' (5–17 y) PA, related measures, and key sources of influence. The objectives of this article were (1) to summarize the findings from the Global Matrix 4.0 Report Cards, (2) to compare indicators across countries, and (3) to explore trends related to the Human Development Index and geo-cultural regions. Methods: A total of 57 Report Card teams followed a harmonized process to grade the 10 common PA indicators. An online survey was conducted to collect Report Card Leaders' top 3 priorities for each PA indicator and their opinions on how the COVID-19 pandemic impacted child and adolescent PA indicators in their country. Results:Overall Physical Activity was the indicator with the lowest global average grade (D), while School and Community and Environment were the indicators with the highest global average grade (C+). An overview of the global situation in terms of surveillance and prevalence is provided for all 10 common PA indicators, followed by priorities and examples to support the development of strategies and policies internationally. Conclusions: The Global Matrix 4.0 represents the largest compilation of children's and adolescents' PA indicators to date. While variation in data sources informing the grades across countries was observed, this initiative highlighted low PA levels in children and adolescents globally. Measures to contain the COVID-19 pandemic, local/international conflicts, climate change, and economic change threaten to worsen this situation. [ABSTRACT FROM AUTHOR]

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers' attitudes. [ABSTRACT FROM AUTHOR]

Purpose: The purposes of this research were to design a professional development (PD) initiative to introduce teachers to a pedagogical innovation—the Meaningful Physical Education (PE) approach—and to understand their experiences of the PD process. Method: Twelve PE teachers in Canada engaged in an ongoing PD initiative, designed around characteristics of effective PD, across two school years as they learned about and implemented Meaningful PE. Qualitative data were collected and analyzed. Findings: This research showed that teachers valued a community of practice and modeling when learning to implement Meaningful PE. While teachers were mostly favorable to the PD design, there were several tensions between ideal and realistic forms of PD. Discussion: This research offers support for several characteristics of effective PD to support teachers' implementation of a novel pedagogical approach and highlights the need to balance tensions in providing forms of PD that are both effective and practical. [ABSTRACT FROM AUTHOR]

Purpose: Education policies require inclusive practices across student learning environments internationally. In Canada, provinces and territories oversee their own curriculum development. This study presents a critical discourse analysis of how inclusive education is addressed within Ontario's 2015 Health and Physical Education Curriculum, Grades 9–12. Method: Fairclough and Chouliaraki's approach to critical discourse analysis, which encompasses structural, linguistic, and interdiscursive analysis, was used to show how language is interwoven within ideologies of physical education to represent inclusivity. Results: Three discourses were identified: (a) the discourse of equity and inclusion, (b) the discourse of opportunity, and (c) the discourse of positive outcomes. The curriculum reflects inclusivity through overt language and intention, holding the possibility for choice and opportunities beyond traditional notions of physical education. Discussion: Concerns included whether ideals presented in the curriculum reflect the realities of "discourse in action." Transformative discourses within physical education should emerge from the student voice. [ABSTRACT FROM AUTHOR]

Purpose: Our purpose was to investigate the effect of generalization of participation in parkour from physical education classes to organized parkour recess. Methods: A total of 143 (64 girls and 79 boys) third-grade elementary school children received a 12-lesson parkour sport education season in physical education. Voluntary participation in five organized parkour recess sessions was investigated. Moderate to vigorous physical activity (MVPA) data in physical education, organized parkour recess, and traditional recess were collected. Results: Girls participated significantly more in organized parkour recess compared with boys (53% vs. 35%, p =.034). Boys achieved significantly higher MVPA than girls in physical education (47% vs. 42%, p =.045), organized parkour recess (73% vs. 65%, p =.003), and traditional recess (56% vs. 36%, p <.001). Children generated on average 22% of MVPA through performing parkour-specific skills in organized parkour recess. Conclusion: Generalization of participation from physical education classes to organized recess programs is a promising strategy to increase children's daily MVPA. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to explore primary teachers' perspectives of implementing cooperative learning (CL) to accomplish social and emotional learning (SEL) in Aotearoa New Zealand physical education. Method: A qualitative case study design gathered data from 21 teachers at four primary schools using interviews, focus groups, and field notes. Inductive and deductive analysis were used for data analysis. Findings: Four primary themes are presented: emotional processes, social and interpersonal skills, students working it out, and taking time. Findings show that using CL as a pedagogical approach allowed teachers to teach for and accomplish SEL outcomes while accomplishing broader learning outcomes in physical education. However, there appeared to be shortcomings and constraints in the implementation of CL to accomplish SEL outcomes comprehensively. Conclusion: Future research should look to examine and connect professional learning involving pedagogical approaches like CL in physical education to SEL theory and school settings to enhance learning. [ABSTRACT FROM AUTHOR]

Purpose: Grounded in self-determination theory, this study examined gender latent mean differences in students' perceptions of externally and internally controlling teaching behaviors, basic psychological need frustration, controlled motivation, amotivation, and oppositional defiance in the physical education context. Moreover, it analyzed the differentiated role that internal and external controlling behaviors play on these self-determination theory-related variables among girls and boys. Method: A sample of 1,118 students (Mage = 14.11 ± 1.50; 50.9% girls) participated in this research. A multigroup structural equation modeling approach was used to respond to the research questions. Results: Analyses revealed that girls reported more maladaptive outcomes in most self-determination theory-related variables than boys. Although externally and internally controlling behaviors of physical education teachers were positively related to maladaptive outcomes, the behaviors correlate differently between boys and girls. Conclusion: Findings highlight the importance of reducing externally controlling behaviors in boys and internally controlling behaviors in both genders, but particularly in girls. [ABSTRACT FROM AUTHOR]