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Due to the overemphasis of traditional sports at the expense of other movement domains in physical education (PE) programmes, there is a need to consider what factors might enable or limit PE teachers' incorporation of some of these other domains that can support student learning. The focus of this article is on one such marginalized domain -- alternative environment activities (AEAs). AEAs can afford students a breadth of opportunities for moderate-to-vigorous physical activity in different environments (i.e. land, snow and ice, water, air) and improve environmental awareness and stewardship. This article reports on a comparative investigation of Nova Scotian (Canadian) and Irish PE teachers' incorporation of AEAs in their PE programmes. To understand what similarities or differences might exist with respect to these PE teachers' incorporation of AEAs, along with existing enablers and barriers, a self-selected sample of current PE teachers (Nova Scotia = 53; Ireland = 64) completed a 22-item online questionnaire. Descriptive and inferential statistical analyses were employed to conduct comparisons among the two data sets. PE teachers' understandings of curricular requirements for AEAs were found to be an issue in both Nova Scotia and Ireland. Reported significant differences include: AEA-related professional development participation; most important factors for deciding not to include AEAs; and feelings of school administrative support towards AEA incorporation. Findings also suggest that various issues may be hindering incorporation of AEAs in PE programmes, and that some of these issues do differ based on where the PE programme is situated.

Objective: Within Canada, health education is generally taught by teachers who are subject generalists, or subject specialists within other disciplines, with little-to-no formal teacher training in health education. Without teacher training related to curriculum and instruction in health education, teachers are effectively required to adapt their developing pedagogies to unique health contexts. This article highlights findings from a recent study in which pre-service physical education (PE) teachers implemented interactive drama (ID) as a pedagogical practice to engage adolescent students (aged 13-16 years) in meaningful learning opportunities related to particular health education curricular outcomes. Design: The study was part of a Service Learning Project (SLP) within a secondary physical education curriculum and instruction course at Atlantic Canada University. During the SLP, pre-service PE teachers (n = 21) engaged adolescent students (n = 162) in ID presentations and discussions. After completion of the SLP, pre-service PE teachers shared their perspectives of ID as a pedagogical practice capable of meaningfully engaging themselves and their students within health education. Setting: Atlantic Canada University has a population of approximately 5,000 students, the majority of whom come from Atlantic and Eastern Canada. The SLP occurred at Melmerby School, a P-12 school with a student population of approximately 500 students. Method: Applying case study methodology, the researchers examined pre-service PE teachers' written responses to a post-SLP survey. These data were collected so as to gain an in-depth understanding of ID as a perceived appropriate pedagogical practice for health education. Results: Three primary themes were identified through the data analysis. These were: enabling teachers; engaging students; and real-life connections. Conclusion: ID can be a beneficial pedagogical practice for health education; it has the potential to benefit both pre-service PE teachers and their adolescent students. (Contains 1 table, 1 figure, and 2 notes.)

This research responds to calls for the decolonization and indigenization of education and higher education spaces and institutions within Canada, specifically within the physical education (PE) and physical education teacher education (PETE) sub-disciplines. Recognizing our own responsibility to attend to decolonization and indigenization, we recently engaged in a collaborative self-study of our own teaching practice so that we might be better able to appropriately infuse Indigenous content and Treaty Education into our university’s PETE program. We identified this goal – infusing Indigenous content and Treaty Education – as one that would support us on our reconciliatory journeys as we aim to decolonize and indigenize our PETE spaces in authentic, genuine, and meaningful ways. Our collaborative self-study yielded findings related to our PETE practice, framed herein as six themes. Four of these themes relate to the tensions observed and felt (pushing past performative fears, inviting imposter syndrome, honouring the local Mi’kmaq contexts/peoples, critical friend[ships] as key) and two of the themes relate to our perceived positive outcomes and additional potential happenings (knowing better/doing better, possibilities beyond ‘simply’ infusing Indigenous content and Treaty Education). A discussion of these findings is offered and would be especially insightful to others who are interested in or engaged with self-study, indigenization and decolonization, and/or PE and/or PETE. [ABSTRACT FROM AUTHOR]

Physical literacy is a term and concept that has, in recent years, been gaining in both usage and popularity in many physical education (PE) contexts. However, discussion, writing, and understanding of physical literacy have been marked by uncertainty, confusion, or resistance. Since physical literacy can be found in several curricular documents and outcome statements, it would certainly be ideal for PE teachers to share a common understanding. This article reports on a qualitative case study in which 12 lead PE teachers from four Canadian provinces were interviewed, the purpose of which was to acquire knowledge about PE teachers’ understanding of physical literacy. Results suggest that these leaders are largely unable to articulate conceptions of physical literacy that are in line with contemporary perspectives. In light of these findings, a discussion about these physical literacy (mis)understandings is also offered. [ABSTRACT FROM AUTHOR]

This article reports on results from a qualitative study of a two-week international internship for pre-service and in-service physical education (PE) teachers in a developing nation (Belize). Relying upon data from questionnaires that were administered before and after the short-term international internship, participants’ perspectives related to their professional and personal development were investigated. Understanding the overlap that necessarily exists between professional and personal growth, five themes are identified and discussed. These include: (1) Kids are Kids (Or are they?), (2) Relationships Matter, (3) Cooperation and Collaboration in Teaching: Learning Together, (4) Teaching without Bells and Whistles, and (5) Recognising One’s Own Privilege. In light of these findings, some suggestions for future practice and inquiry are offered. [ABSTRACT FROM PUBLISHER]

This article summarizes an action research project undertaken at a teacher education institution in Canada. The action research was implemented in an effort to respond to initial observations related to some practicum limitations. In an effort to seek a 'solution' to these limitations, a modified practicum model was piloted with a small group of mentors (teachers) and protégés (students). Results suggest that the 'intervention' introduced within this pilot practicum did have positive results--especially as they relate to encouraging mentor-protégé relationships and enabling school-site acclimatization and acculturation. In light of these findings, concluding thoughts and future recommendations are offered, for both our own institution as well as others. [ABSTRACT FROM AUTHOR]