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In this paper, we reflect on SHAPE America's K-12 National Standards and its connection to physical literacy. We argue physical educators in the United States have primarily engaged with the "term" physical literacy without engaging with the theoretical and pedagogical depth of the "concept." Despite this, SHAPE America does explicitly endorse an adapted version of Whitehead's definition of the physical literacy "concept." In drawing on feminist intersectional thought, we make an argument that SHAPE America's adoption of physical literacy has produced an era of 'disorientation' in United States physical education. Within this disorientation, much of the advancements made in theory, pedagogy, sociocultural issues, as well as curriculum have been lost. We conclude by calling for a revamping of the standards that are not bound to a single concept, model or theoretical paradigm.

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.

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]

In this critical reflection, we consider physical education policy research in the United States (U.S.) using a sociocritical lens. Our aim is to extend the discussion and critiques of physical education policy research by exploring how it is conducted in the U.S. Instead of asking 'What is physical education policy research?', we are more concerned with the complex, imbalanced, and unpredictable affects of physical education policy research in the U.S. Thus, we ask questions like, 'How is physical education policy research working in different contexts?', 'What counts as policy research?' and 'Who is doing policy research?' We examine how physical education policy research is being taken up across the U.S. and the orientation – or direction – those studies take. As such, we conclude by considering what directions, people, and elements are not included in the current orientation. [ABSTRACT FROM AUTHOR]