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This Special Issue is part of "Educational Review's" Hall of Fame, comprising the journal's most read and highly cited papers. As part of this I will be critiquing a milestone paper within the field(s) of Sport, PE and (I will extend to) PA by Professor Richard Bailey. The paper (see EJ691124) has been amongst the most-cited in the journal and I have personally cited the paper numerous times in my own work thus far. Upon its original publication (nearly 13 years ago), the article (managed to provide a very useful distinction between PE and sport (and PA), which is important given the constant slippage between the terms in many articles since. In this response article, I will try to provide a brief summary of the paper from Bailey, but at the same time examine closely the notion of social inclusion through sport and PE by summarising work that has subsequently been conducted. I will conclude by summarising that some 13 years later spurious claims about effective inclusive practices through sport abound, and we still lack clear evidence to support the rhetoric about the ways in which sport and PE can contribute to social inclusion.

Critical theorists have called attention to the intensification of diversity that is now occurring inside and outside of school, while critically engaging with the detrimental effects of globalization on equity, diversity, and social justice. Globalization presents new challenges to education and to issues of social justice. In this article, we argue that there is a need for scholars in the field of physical education to re-think and re-frame the social-justice agenda to address current inequalities produced by globalization. To support this argument, we first reflect on the impact of global neoliberalism on physical education; second, we discuss the ways in which, as a result of global neoliberalism, public health discourses have an "othering" effect on ethnically diverse young people; third, we propose a theoretical shift from a focus on equality to a focus on difference; and finally, we conclude with considerations for future research and curricula in school physical education.

Social justice education recognizes the discrepancies in opportunities among disadvantaged groups in society. The purpose of the articles in this special topic on social justice is to (a) provide a critical reflection on issues of social justice within health pedagogy and youth sport of Black and ethnic-minority (BME) young people; (b) provide a framework for the importance of intersectionality research (mainly the intersection of social class, race, and ethnicity) in youth sport and health pedagogy for social justice; and (c) contextualize the complex intersection and interplay of social issues (i.e., race, ethnicity, social classes) and their influence in shaping physical culture among young people with a BME background. The article argues that there are several social identities in any given pedagogical terrain that need to be heard and legitimized to avoid neglect and "othering." This article suggests that a resurgence of interest in theoretical frameworks such as intersectionality can provide an effective platform to legitimize "non-normative bodies" (diverse bodies) in health pedagogy and physical education and sport by voicing positionalities on agency and practice.

Background: There is growing concern surrounding the "racialised" body and the way young people develop dispositions towards physical activity (PA) and sports, and more broadly to physical culture. This paper draws on Bourdieu's social theory in an effort to explore the ways in which the intersectionality of various "fields" (family, religion and school) and their dimensions (culture and social class) influence young Muslims' physical culture. Purpose: More specifically the paper examines the "racialised" pedagogic practices in various "fields" that influence young Muslims' dispositions to physical culture. Method: The study reports on the voices of 40 participants identifying as young Muslims (12-15 years old; 20 girls and 20 boys) from one secondary school in the South of England, UK. A case study approach was used to explore participants' understanding, meaning, structural conditions and personal agency with regard to physical culture and "racialised" body pedagogies. Data include semi-structured paired interviews with participants. Data were analysed using thematic analysis. More specifically, thematic analysis based on the notion of "fields" informed deductive and inductive procedures. Findings: Results suggested that religion had limited influence on the participants' agency when intersecting with schooling and social class with regard to embodiment of active physical culture. Economic capital, on the other hand, had a considerable influence on participants' physical culture as it contributed to young people's access to PA opportunities, agency and body pedagogies. In addition, the study concludes that "fields" outside the school play a significant role in influencing and enabling young Muslims' physical culture. Conclusions: One of the most significant implications of this study is emphasising that young Muslims should not be viewed as a homogenous group as various "fields" intersect to influence their participation in physical education and their embodiment of physical culture. Identified "fields" and their markers make dispositions unique, dependent upon characteristics and their relative influence.

Families are increasingly recognised as informal sites of learning, especially with regard to healthy eating. Through the use of Bourdieu's conceptual tools, this paper explores the role of family meals within different family structures and the informal pedagogic encounters that take place. How they help to construct young people's healthy eating beliefs, values and dispositions, together with what influences their ability to conduct healthy lifestyle practices within different social and material conditions, is also considered. This study draws from semi-structured interviews with students (n = 62) from three inner city comprehensive schools in the Midlands, UK, who were invited to interview with a friend from the same family structure. The interview protocol sought to uncover how often young people ate with their family and elicit their subjective views of family meals as a social context (pedagogical field) in which health messages were conveyed. Corresponding interview data were analysed using thematic analysis which revealed two main themes: (1) the importance of family meals as a pedagogic context for the (re)production of health-related beliefs, values and dispositions and (2) the influence of family structure on individual agency. The narratives illustrate the varying role of family meals for young people in different fields and suggest that family (as a primary field) with its particular practices can act as a site of informal pedagogy, but crucially, only for those whose social and material conditions allow. We should therefore not assume that family meals are "normative" for all families and may serve different functions for different families. Hence, in a period of economic depression and prolonged austerity, encouraging family units of any structure to invest in family meals from an early age will help to enhance young people's healthy dispositions.

Background: In the United Kingdom (UK), it is predicted that economic cuts and a subsequent increase in child poverty will affect those already on the lowest incomes and, in particular, those living in lone-parent families. As a result, the informal pedagogic encounters within the family that contribute to the development of physical activity-related values, beliefs and dispositions from a very early age will be affected. Therefore, it is vital that we gain an understanding of the place and meaning of physical activity in the lives of young people, as well as the informal pedagogic practices and the socio-cultural forces that influence individual agency. Purpose: Based on Bourdieu's key concepts, this paper explores the interplay of structural conditions and personal agency with regard to physical activity in the lives of young people from low-income, lone-parent families. Methods: This study reports on the voices of 24 participants (aged 11-14) from low-income, lone-parent families in the West Midlands, UK. These participants were engaged in paired, semi-structured interviews to explore issues of personal agency by listening to how they reported on their present lives, past experiences and future possibilities with regard to physical activity. All corresponding interview data were analysed using analytical induction. Findings: This paper suggests that young people exhibited diminished desires to engage in activity due to structural constraints of time, parents' work commitments and a lack of transport that resulted in engagement in sedentary alternatives. Informal pedagogic practices within these families were restricted due to the associated structural conditions of living in a lone-parent family. As such, young people's choice to not seek out physical activities when at home reflected a "taste for necessity" resulting from a lack of cultural and economic capital, placing restrictions on physical activity opportunities that stemmed from their family "doxa." Conclusions: To succeed in fostering dispositions and opportunities to participate in physical activity, we must engage with young people from low-income, lone-parent families from an early age. Certainly though, further consideration of the informal pedagogic practices within, and the demands on, lone-parent families is required when designing any intervention or policy that seeks to enhance their current circumstances and provide opportunities for engagement in a variety of contexts.

This study reports on data from a larger-scale research project in one city in the West Midlands, England. The study was commissioned by the local education authority because of the rising incidence of parental withdrawal of Muslim girls from physical education. The aim was to provide evidence-based guidance to schools on improving the inclusion of Muslim girls in physical education and school sport. In-depth interviews in eight case study schools provided a thick description of the lived realities for 19 head teachers and teachers, 109 young people and 32 of their parents. Four additional focus group interviews were held with 36 Muslim young people in community/supplementary schools. Questionnaires were sent to 402 city schools and 12 supplementary schools (50 of which were returned). Methods focused on capturing views on experiences and concerns regarding the inclusion of Muslim girls in physical education. Content analysis and inductive and deductive analyses of data procedures were used. Responses indicated a diversity of positive and negative experiences across the community, with the majority of young people enjoying their school-based physical education lessons. Parental influences were strong across the age phases. Body and religious consciousness increased during adolescence. Common concerns centred on the need to improve recognition of religious requirements in schooling processes, policies and practices to provide inclusive learning environments for some Muslim young people. Problems such as poor communication, inflexible dress codes--particularly concerning wearing of the hijab (headscarf)--gender organisation and use of public swimming pools were identified. Patterns of good practice also emerged from across schools. Flexibility of approach, shared decision-making and situation-specific policies were most successful for supporting the inclusion of Muslim girls in physical education and school sport. Findings informed policy-orientated guidance for city schools

The growing incidence of withdrawal of Muslim girls from physical education prompted this study into tensions between religious freedom and educational practices. It was located in a city in the West Midlands of England. Data on experiences, issues, concerns and solutions related to participation of Muslim girls in physical education were collected by a team of eight researchers including Islamic studies and physical education subject specialists, city advisors and teachers. Methods used were: eight in-depth case studies across primary, secondary and Muslim state schools including interviews with 19 head teachers and teachers (two were Muslim), focus-group interviews with 109 pupils and 32 parents. In addition, four focus-group interviews were held with 36 young people in community/supplementary schools for Muslim communities. All city schools (402) and 12 community providers received questionnaires, 50 were returned. Consultations were held with key national associations including the Muslim Council of Britain and the National Subject Association for Physical Education. Empirical analysis is reported elsewhere. During the experience of conducting the study four problem areas emerged that required attention to effectively address tensions between religious freedom and educational practices in physical education: "bridging the gap between research and educational practice"; "the concept of embodied faith"; "the significance of context--physical education and religion in England"; and "finally widening researchers' frames of reference to include intersectionality and interdisciplinary approaches". The discussion exposes the complexity of pursuing social justice in a democratic society that embraces people of multiple ethnicities and religions. The paper concludes by exploring ways in which theoretical constructs increase understanding and can influence policy and practice.

This is a cross-cultural comparative study that sets out to explore teachers' knowledge, understanding and practices of the teaching of Physical Education (PE) to students from different cultural backgrounds. More specifically, it explores key issues in the teaching of PE to Muslim students. Thirteen PE teachers, six from England and seven from Greece were involved in face to face interviews exploring issues related to the teaching of PE to culturally diverse classes, their subject matter knowledge, pedagogical knowledge and knowledge of students' religion and culture. The findings suggest that teachers had a limited knowledge of their students' culture and religion. More specifically, "novice" teachers with modest cultural knowledge faced difficulties in teaching students from culturally diverse backgrounds. The study stresses the need to increase student teachers' knowledge and understanding --as part of their initial teacher education courses--to respond and operate effectively towards wider inclusion of students from ethnic/culturally diverse backgrounds in PE and extra-curricular activities (ECA).

This study explores the social factors that influence young people's participation in school and out of school physical activities. Fifty-two 16-year-old adolescents from different socioeconomic backgrounds in one suburban and one inner-city secondary school in the Midlands, UK, participated in group interviews which explored their perceptions about physical activity and the constraints they had experienced. The study suggests that involvement in physical activity is linked with students' social class, home environment and economic status. The level of participation of students from lower socioeconomic backgrounds was limited compared to their higher socioeconomic counterparts. Furthermore, adolescents' "cultural", "physical" and "economic" capital were salient factors in their involvement in physical activity settings. This study stresses the need for better and wider provision of structured physical activity in schools in economically deprived areas to compensate for lower participation levels.

This article addresses the tensions between Islamic requirements and state provision in physical education initial teacher training (PEITT). Physical education has a firm place in teacher training in England because of its status as a National Curriculum foundation subject which guarantees entitlement for all children. The recruitment and retention of ethnic minority teachers have been a national concern for many years and yet remain an under-researched area. Rising numbers of young Muslims, the majority of whom are of South Asian heritage, led to initiatives for attracting more trainees from this group into higher education. In England, the century-old provision of single-sex specialist physical education secondary training (for 11-18-year-olds) finally disappeared by the mid-1980s. Primary PEITT (for 5-11-year-olds) has traditionally been organized in mixed-sex groups. Therefore the current higher education training system for intending teachers provides only compulsory mixed-sex provision in PEITT at every level. The authors argue that the current situation excludes Muslim women who wish to enter the teaching profession and adhere to Islamic requirements. They recount a case study in one university that tracks policy development to make single-sex physical education available to Muslim women on a tradition ally mixed-sex primary course.

Previous research suggests that Muslim women can experience particular problems when taking physical education (PE) lessons, for example with dress codes, mixed-teaching and exercise during Ramadan; and they can face restrictions in extra-curricular activities for cultural and religious reasons. The area is under-researched and there is little evidence of comparative studies that explore similarities and differences in cross-national experiences, which is the aim of this paper. Two studies conducted in Greece and Britain that explored the views of Muslim women on school experiences of physical education are compared. Both studies focused on diaspora communities, Greek Turkish girls and British Asian women, living in predominantly non-Muslim countries. Growing concerns about global divisions between 'Muslims and the West' make this a particularly pertinent study. Qualitative data were collected by interviews with 24 Greek Muslim women, and 20 British Muslim women. Physical education has national curriculum status and a similar rationale in both countries but with different cultures of formality and tradition, which impacted on pupils' experiences. Data suggested that Greek and British groups held positive views towards physical education but were restricted on their participation in extra-curricular activities. For the British women religious identity and consciousness of Islamic requirements were more evident than for the Greek women. Differences in stages of acculturation, historical and socio-cultural contexts contributed to less problematic encounters with physical education for Greek Muslims who appeared more closely assimilated into the dominant culture.

Critical theorists have called attention to the intensification of diversity that is now occurring inside and outside of school, while critically engaging with the detrimental effects of globalization on equity, diversity, and social justice. Globalization presents new challenges to education and to issues of social justice. In this article, we argue that there is a need for scholars in the field of physical education to re-think and re-frame the social-justice agenda to address current inequalities produced by globalization. To support this argument, we first reflect on the impact of global neoliberalism on physical education; second, we discuss the ways in which, as a result of global neoliberalism, public health discourses have an “othering” effect on ethnically diverse young people; third, we propose a theoretical shift from a focus on equality to a focus on difference; and finally, we conclude with considerations for future research and curricula in school physical education. [ABSTRACT FROM PUBLISHER]

Background: The Newman's Every Child a Sports Person (NECaSP) intervention aspires to increase sport and physical activity (PA) participation among young people in the United Kingdom. The aims of this article are to report on a summative process evaluation of the NECaSP and make recommendations for future interventions. Methods: Seventeen schools provided data from students aged 11 to 13 years (n = 1226), parents (n = 192), and teachers (n = 14) via direct observation and questionnaires. Means, SDs, and percentages were calculated for sociodemographic data. Qualitative data were analyzed via directed content analysis and main themes identified. Results: Findings indicate further administrative, educational, and financial support will help facilitate the success of the program in improving PA outcomes for young people and of other similar intervention programs globally. Data highlighted the need to engage parents to increase the likelihood of intervention success. Conclusions: One main strength of this study is the mixed-methods nature of the process evaluation. It is recommended that future school-based interventions that bridge sports clubs and formal curriculum provision should consider a broader approach to the delivery of programs throughout the academic year, school week, and school day. Finally, changes in the school curriculum can be successful once all parties are involved (community, school, families). [ABSTRACT FROM AUTHOR]

Drawing from Bourdieu, this study investigated the multifaceted influences that operate in and through combinations of family and social class with regard to the embodiment of physical activity in young adolescents in the UK. The findings suggest that pedagogical practices within the family environment are crucial to the development of embodied dispositions toward physical activity and health. The results illustrate that the family operates as a "pedagogical" field where personal histories and prevailing social circumstances exert a strong influence on children's embodied physicalities. [ABSTRACT FROM AUTHOR]

Objectives:Little is known about the physical activity (PA) and sedentary time (ST) habits of adolescents from superdiverse communities in the UK. The objectives of this study are to examine and report the patterns of PA/ST among adolescents in East London living in superdiverse communities, to identify opportunities/barriers to PA and inform policy/practice. Design: A total of 1260 young people (aged 11–13 years) from seven secondary schools in East London completed a questionnaire on PA/ST over the past seven days as part of the Newham’s Every Child a Sports Person (NECaSP) intervention. Socio-demographic and anthropometric data were obtained. Significance tests were conducted to determine differences between socio-demographic and anthropometric predictors and PA/ST. Multinomial logit regression was used to explore the effects of ethnicity, sex, and body mass index (BMI) on PA levels. Results: Males were significantly more likely to engage in PA at least five times during school in the past week (U = 5.07,z = −11.76,p < .05). Obese participants were less likely to report engaging in PA five times in the past week (U = 4.11,z =−1.17,p < .05). Black Caribbean girls (U = 5.08,z = −1.92,p < .05) were significantly more likely to report engaging in no activity. Multinomial logit regression analyses revealed that girls with higher BMI were less likely to engage in PA at least four times after school in the last week than boys (b = .11, WaldX2(1) = 9.81,p < .01). Walking (36.4%), jogging/running (29.9%), and football (28%) were the most frequently reported activities. Conclusion: Engaging girls in PA during and after school is important and making sports clubs and activities available and attractive to this target group may help increase engagement in PA and reduce ST. Findings support the need for more sex-specific and culturally responsive pedagogy in schools with curricula that respects diversity and individuality and has meaning and value amongst superdiverse young people. Finally, we need to extend current work presented and provide substantial evidence of the ways young people from minority ethnic groups process and act on the public health policy and the ways they understand and enact PA. [ABSTRACT FROM AUTHOR]

Families are increasingly recognised as informal sites of learning, especially with regard to healthy eating. Through the use of Bourdieu's conceptual tools, this paper explores the role of family meals within different family structures and the informal pedagogic encounters that take place. How they help to construct young people's healthy eating beliefs, values and dispositions, together with what influences their ability to conduct healthy lifestyle practices within different social and material conditions, is also considered. This study draws from semi-structured interviews with students (n =62) from three inner city comprehensive schools in the Midlands, UK, who were invited to interview with a friend from the same family structure. The interview protocol sought to uncover how often young people ate with their family and elicit their subjective views of family meals as a social context (pedagogical field) in which health messages were conveyed. Corresponding interview data were analysed using thematic analysis which revealed two main themes: (1) the importance of family meals as a pedagogic context for the (re)production of health-related beliefs, values and dispositions and (2) the influence of family structure on individual agency. The narratives illustrate the varying role of family meals for young people in different fields and suggest that family (as a primary field) with its particular practices can act as a site of informal pedagogy, but crucially, only for those whose social and material conditions allow. We should therefore not assume that family meals are ‘normative’ for all families and may serve different functions for different families. Hence, in a period of economic depression and prolonged austerity, encouraging family units of any structure to invest in family meals from an early age will help to enhance young people's healthy dispositions. [ABSTRACT FROM PUBLISHER]