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In recent years, many Canadian universities have added a Fall Pause to their academic calendars. However, those who have been making these decisions have been doing so without having access to any resources that provide an overview of existing Fall Pause practices or models across the nation. Additionally, there exists a paucity of literature that provides a sound rationale for the introduction of a Fall Pause. This paucity of literature makes research-informed decision making about the introduction of a Fall Pause an especially difficult task. Given these observations, we have undertaken the task of writing this article with two goals in mind: (1) to provide an overview of the current Canadian university landscape with respect to the Fall Pause; and (2) to provide a scoping review of the related emerging literature related to the Fall Pause. With this information made available, it is our hope that university faculty and administrators will be better positioned to make informed decisions about the possible introduction or continued inclusion of a Fall Pause in their own universities' schedules. They, and we, might also then be able to have a better (informed) sense of the research-based outcomes for those who have already introduced and/or experienced a Fall Pause.

This article provides an account of a recent research study that investigated an international service learning internship for in-service teachers. Relying upon what we know to be the advantages and benefits of somewhat similar experiences (i.e., international internships for preservice teachers, internships for in-service teachers, and service learning opportunities for university students) to frame our investigation, we explored the impact upon in-service teachers, particularly as they relate to both professional and personal growth. Analysis of questionnaire responses revealed a number of prominent themes. Stories and accounts of professional growth were related to: (a) creating an engaging and safe learning environment, (b) (over)planning for the unexpected, and (c) teaching with (and in front of) others. Stories and accounts of personal growth were related to: (a) letting go of control, (b) facing fears and confronting anxieties while outside of one's comfort zone, and (c) recognizing privilege and the excess of possessions. Results from this study might appeal to those who similarly share an interest in international service learning internships, service learning generally, international internships, in-service teacher education, and/or international or global education.

This article discusses the importance of PE teacher embracement of AEAs, provides several specific practical examples for PE teachers looking to enhance AEA inclusion in their PE programs, and concludes with practical strategies to help overcome common PE teacher-cited barriers related to embracing AEAs.

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.

This article reports on results from a narrative inquiry into the experiences of four students who completed an elective yoga course as part of their high school program in the province of Nova Scotia, Canada. Semi-structured interviews were conducted to understand the participants' stories of their yoga experiences. Overall, students were able to express and give examples of how yoga made them feel stronger, happier, kinder, and more self-confident. We suggest that "Yoga 11" is a mindfulness curriculum, inherently. This research might be of particular interest to others similarly engaged in research related to mental health and mindfulness in education.

Our recent research study investigated an international field experience for preservice teachers, labelled as a service-learning internship, a term often used to refer to a student teacher in a Bachelor of Education (BEd) program. Relying on what we know to be advantages and benefits of similar international field experiences for preservice teachers to frame our investigation, we explored the impact of a service-learning internship upon beginning teachers, particularly as it related to their professional growth as teachers. To gain insight into teacher education, we drew on the work of Mollenhauer (2014) to critically examine the foundations of how we prepare teachers in our BEd program. Analysis of questionnaire responses, tracked by a digital discussion forum via Moodle™, revealed two dominant themes: (a) gaining a deeper understanding of children, and (b) learning to be flexible regardless of curricular constraints. Results from this study might be of interest to those who share a similar interest in international field experiences, teacher education, and pedagogy.

This article highlights results from a recent study that investigated Atlantic Canadian physical educators' adoption and implementation of various digital technologies. Employing a mixed-methods research design (survey participants, n = 206; focus group participants, n = 12), the research intended to provide a clear overview of physical educators' implementation of digital technologies--as well as an account of the factors that may enable or limit their use. Results suggest that some digital technologies are used more (e.g., audio players, computers) than others (e.g., Dartfish, iTouch). Moreover, a number of external barriers (limitations in time, expertise, resources) and internal barriers (teacher beliefs, established pedagogy) were identified. In light of these results, a number of observations and comments are offered. Results from this research might be of particular interest to those engaged with physical education and technology implementation.

The purpose of this study was to gather the thoughts and opinions of students and their teachers around the benefits of outdoor exploration time. Students within three grade 3 classes in one western Canadian province were afforded opportunities to connect with the outdoor elements and each other in designated forested areas near their school, while also enjoying free outdoor learning time. Semi-structured focus group interviews were conducted for participants to share their experiences. Using a thematic approach, four key findings emerged from these interviews: expanding perspectives, connection to nature, sense of choice, and enjoyment. According to the findings, affording an outdoor space and the opportunity for students to spend time outside on a consistent basis may be an important way to give students the chance to learn in an organic way from nature, form deep connections to nature, develop within themselves a sense of choice, and find enjoyment in the natural environment.

This paper presents results from a recently completed inquiry that investigated culturally relevant physical education for Aboriginal students. Employing a decolonizing research methodology (storywork), we engaged seven Mi'kmaw Elders and three Mi'kmaw community physical activity/education leaders in conversations about culturally relevant physical education. Attending to Halas, McCrae, and Carpenter's (2012) framework for culturally relevant physical education, we share our findings related to Mi'kmaw students and school communities. The results ought to be of notable interest to those who share an interest in culturally relevant pedagogy, physical education, and/or Aboriginal education.

This article summarizes results from a recently completed study that focused upon the current state and possible future of physical education within Canada's four Atlantic provinces. Data from both large-scale surveys and eight follow-up focus group interviews are shared as they relate to the state and future of physical education, possible reforms in physical education, and two elements of NASPE's "PE2020" framework (physical education teacher education [PETE], curriculum). Results suggest physical educators within Atlantic Canada are largely satisfied with the state of physical education, with few (external) negative observations. Moreover, there is little-to-no perceived need for internal reform within the discipline. Physical educators also provided insightful information related to their beliefs and practices regarding PETE and curriculum. Results might be of particular interest to those similarly engaged in "futures" inquiry within physical education. More specifically, this research attends to the call for physical educator-informed reform efforts.

Background and Purpose: Despite widespread evidence suggesting the numerous benefits from being active in outdoor environments, children in many Western nations have recently been spending less time outdoors. This cross-sectional exploratory study provides a descriptive examination of physical education teachers' embracement of alternative environment activities (AEAs) in physical education programs. Method: Data were collected from 225 current physical education teachers in Alberta and Manitoba, Canada, through an online survey. Data were analyzed using descriptive statistics, factor analysis, Levene's tests, and independent t tests. Results: Significant differences were found in relation to teachers' experiences, or lack thereof, with professional development in relation to the extent to which teachers embraced AEAs. Furthermore, cost was discovered to be the greatest perceived barrier to teaching AEAs. Discussion and Conclusions: This study reveals an established need for teachers' professional development in teaching AEAs and for discovering ways to decrease cost barriers for teaching AEAs.

Gymnastics is named as one of four or five broad movement domains within all of Canada's provincial/territorial physical education (PE) curriculums. However, in practice gymnastics is afforded less relative instructional time than are all other movement domains. In light of this observation, we researched Atlantic Canadian PE teachers' gymnastics instruction, aiming to answer three primary research questions: (1) Why does gymnastics occupy such a limited (relative) amount of instructional time?; (2) What value do PE teachers see in teaching gymnastics?; and (3) How can PE teachers develop the requisite competence and confidence to offer more gymnastics instruction in their PE programs? Employing a series of on-line focus group interviews with purposefully selected PE teachers, our results indicated that participants did indeed value gymnastics. Participants also believed the lack of gymnastics instruction was due to PE teachers' strong focus on other areas/topics, as well as their lack of competence and confidence in teaching gymnastics. Herein, we offer a summary discussion of these results as well as suggestions for future practice and inquiry. The results and discussion should be of interest to those who share an interest in PE, curriculum inquiry, and gymnastics instruction, particularly within Western schooling contexts.

This article is drawn from a larger qualitative case study that examined the leadership context and leadership approaches of five Mi'kmaw women school principals in Mi'kmaw Kina'matnewey (MK), an Aboriginal educational authority, located in Nova Scotia, Canada. This article aims to identify the contextual supports within MK that have enabled Mi'kmaw women educators to obtain and retain positions as principals. The use of a decolonizing methodology positioned the participants to work in partnership with the researcher during data collection and analysis. Data collection and analysis involved the use of one-on-one and sharing circle conversations with the principals. Findings suggest that the social, cultural, and organizational contexts where women lead have had a significant influence on their lives. More specifically, familial, collegial, community, and organizational supports have enabled these women to hold positions as principals and enabled Mi'kmaw cultural revitalization to occur within their school communities. Although the contexts within MK are not reproducible, aspects of the supports within these contexts can be employed by schools and school districts to support the hiring and retention of minoritized members of society in educational leadership.

Herein we examine the current state of gender (in)equity within Canadian interuniversity varsity sport (U SPORTS). In so doing, we build upon the previous work of Canada's Centre for Sport Policy Studies at University of Toronto (see Norman et al., 2021). In our examination, we accessed all 56 U SPORTS universities' Department of Athletics official webpages. We investigated the opportunities for women to participate as student-athletes on U SPORTS interuniversity varsity sport teams as well as opportunities for women to serve as sport leaders as their universities' Directors of Athletics (DAs) and head coaches. Our findings suggest the current situation in Canadian universities remains bleak. We also argue that immediate attention and action is needed--by multiple potential stakeholders--for meaningful change to occur. Finally, considering these findings, we offer suggestions for moving forward and creating change. [ABSTRACT FROM AUTHOR]

In recent years, physical education (PE) pedagogues and researchers have studied, theorized about and provided practical suggestions related to diverse and intersecting identities (e.g. class, [dis]ability, gender, racialized identity, sexual orientation, etc.). Such efforts have had a profound impact upon those who have suffered the consequences of being 'othered' within PE, and more globally within schools, communities and societies. This impact notwithstanding, few PE scholars have focused closely upon the role that religion, particularly as an other(ed) identity, might play within PE. Given this current context, I have undertaken the task of writing this article with two goals in mind: (a) to offer a scoping review of peer-reviewed literature about religion as it relates to PE; and (b) considering that scoping review, to offer suggestions for future practice and inquiry.

In this article, we report on a scoping review of empirical literature addressing the relationship between teachers' inclusion-related knowledge, skills, and attitudes and student outcomes. Using six common electronic databases for education (ProQuest, JSTOR, SAGE Journals Online, ScienceDirect, PsycINFO, PsycARTICLES), we searched for peer-reviewed, English-language publications between 1 January 2008 and 1 January 2018 (a 10-year period). A total of 25 articles met the search criteria for this scoping review and were consequently subject to a more detailed examination. This more detailed examination focused upon five student variables (intellectual disabilities [IDs], learning disabilities [LDs], autism spectrum disorder [ASD], other mental health disorders, and giftedness) and five possible student outcomes (social well-being, functional or life skills, academic achievement, post-secondary transitions, and exceptionality-related outcomes). These 25 articles include eight systematic or scoping reviews, two that report on experimental studies, nine that report on quasi-experimental studies, and six that report on correlational-descriptive research studies. A summary account of these 25 articles is offered, as is a list of related implications, for both practice and inquiry. Some of the most significant implications are related to the limited body of evidence related to a number of variables; these include teachers' attitudes and resultant student outcomes, giftedness, and post-secondary transitions. Additionally, these implications also offer cautionary considerations related to teachers delivering mental health-related programs and utilizing technology-related interventions for students with ASD.

Though physical education instructional time varies across Canada, an idealised standard of 150 minutes per week has been identified, followed, and aspired to by many. For example, Canada's 'best performers' with respect to physical education instructional time achieve 150 minutes of weekly instruction. Moreover, Canada's national association for physical and health education supports this same benchmark, offering awards to schools that achieve it. However, while this standard exists in practice for some and as a goal for others, it exists without any notable or significant evidence underpinning the proposed standard. Consequently, the 150-minute standard seems to be a target number lacking substantiation. Given these observations, the purpose of the study was twofold. First, we aimed to conduct a scoping literature review so that it might be possible for one to more clearly rationalise this 150-minute position suggested by many. Second, within the sourced body of evidence, we sought to identify and describe what relationship, if any, exists between instructional time (particularly 150 minutes of instructional time) and familiar physical education-related variables (i.e. physical fitness, physical activity, movement competence, movement confidence, academic learning/readiness). Considering our findings from this literature review, we also offer insights and possibilities for future inquiry, practice, and advocacy.

The Canadian Journal of Action Research has published a special issue focusing on school community health and wellness. The issue includes seven articles that cover various aspects of health and wellness in schools, such as teacher wellness, student perspectives on well-being, kindness instruction, nature-based learning, and community sport and recreation provisions. The articles utilize action research methodologies and offer insights into the relationship between health and education. This special issue contributes to the limited literature on action research and school community health and wellness and provides valuable information for educators and researchers. [Extracted from the article]

Sport- and physical activity-related participatory action research (PAR) often involves voluntary partnerships spanning institutions, organizations, and jurisdictions. Negotiating and maintaining multi-stakeholder and multi-jurisdictional research partnerships can be likened to a delicate balancing act fraught with potential challenges and strains impacting project outcomes (e.g., waning commitment, emerging external factors, new and/or revised stakeholder/organizational requirements, fidelity to the necessary care given when working with community partners and participants). This article presents PAR as a methodology in sport and physical activity that can potentially engage all research participants as coresearchers, sharing power equitably. Recognizing the need for continued attention and action in this area, we provide an overview of PAR in practice, identifying significant ideas and principles. Additionally, we outline Game Changers—a PAR project involving students with various disabilities, schools, PE teachers, coaches, national and community sport partners, and university researchers. Based on lessons learned from this multi-stakeholder and multi-jurisdictional research project, we interrogate the possibilities associated with engaging in PAR by exploring challenges and opportunities related to sport and physical activity-focused PAR. [ABSTRACT FROM AUTHOR]

This paper focuses on the perspectives of adolescents attending a private Christian single-sex secondary school. The research literature into the impact of single-sex schooling upon learners, while plentiful, is equivocal and few scholars have delved into the views of adolescents in such contexts. To demonstrate their perspectives of single-sex schooling, the findings are represented as poetry clusters, grouped together to highlight the ways in which the adolescents teetered amongst competing views. Better understanding the related formative presence of societal messages and gendered expectations shaping single-sex learning environments offers possibilities for teachers to disrupt these norms. [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.

In British Columbia (BC), Canada, a school district effort was launched to focus on mental wellbeing in middle and senior secondary schools. The initiative "Got Health?" was intended to help students take the lead, through action research, in program development and delivery of information. The purpose of this action research project was to evaluate, assess, and report student and staff perceptions of "Got Health?" Particular focus lay with student and staff thoughts concerning the inspiration, benefits, and challenges of the student-led mental health initiative across multiple and diverse schools. Focus group interviews were conducted involving student and teacher members of "Got Health?" teams. Results revealed that the majority of participants believed a positive change occurred in their school environments, which included a favourable impact on the mental wellbeing messages shared throughout their school communities. This suggests that a student-led inquiry approach can be an effective means of promoting mental wellbeing in school settings.

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Although outdoor play has been widely recognised for the many benefits it affords children, some have rationalised the need for it based on goals related to physical health. More specifically, these instrumental goals have been closely related to obesity, overweight, and/or physical (in)activity. Adhering to obesity discourses and the notion of a childhood obesity epidemic, such instrumentalisation of outdoor play unnecessarily positions it as a biopedagogical task. Herein we have identified three relatively recent and notable institutes of truth that perpetuate this instrumentalisation of play into a biopedagogical task. Through our consideration and analysis of the initial conception of nature-deficit disorder, subsequent research into outdoor playgrounds and natural play spaces in schools, and a recent national report on physical activity, we hope to initiate and invite candid contemplation, reflection, and critique for and from those within the physical and health education field.

In recent years, the concept of creating and sustaining healthy school communities (HSC) has increased in popularity and acceptance as a way to link health and education outcomes within school communities across the globe. With the dual goal of enhancing student learning and facilitating action for health through education, schools with integrated, holistic and strategic HSC approaches have become exemplars for many others. Nonetheless, the introduction of an initiative such as HSC generally necessitates a change of practice and vision within already-established school communities and contexts. To address the resistance that might occur in such a scenario, this article provides a commentary on, and practical applications for, three aspects of school change that ought to be closely considered when implementing the concept of HSC within educational jurisdictions--namely, the important role of professional development, leadership capacity building, and cultural change in school settings.

Margaret Whitehead first introduced the concept of physical literacy over 20 years ago. Since that introduction, physical literacy has been gaining in popularity within many Western physical education and sport contexts. This is particularly true within Canada, where physical literacy has been embraced by two of the nation's most notable national physical education and sport organizations (i.e., Physical and Health Education Canada, Canadian Sport for Life). As physical literacy has been generating interest and action by these organizations, they, and others, have been quick to also seek methods by which to measure it. However, it is our observation that despite the promises and possibilities of physical literacy resources, initiatives, and programs, Canada's most accessible physical literacy assessment instruments are wanting for focused and direct contemplation. In this article, we offer a conceptual critique of the physical literacy assessment instruments being developed for and practices being encouraged within Canadian school communities. Our contemplations consider three physical literacy assessment instruments, and they are focused, principally, upon usability, trustworthiness, and fidelity to Whitehead's conception of physical literacy. We conclude that the instruments differ in their ease of use and usefulness, some are lacking, markedly, with respect to trustworthiness, and some fail to capture physical literacy as Whitehead intended it. Finally, in light of these conclusions, we offer suggestions for future practice and inquiry.

This article recounts a five-year journey connecting Acadian and Mi'kmaw schools in Nova Scotia, Canada. We trace the unfolding of relationships between minority school students and administrators through both natural and semi-structured dialogues. We believe this work contributes to the emerging field of research called for by the Truth and Reconciliation Commission of Canada, TRC (2015) "to advance understanding of reconciliation" (p. 331). Drawing upon Battiste (2000), our research design represents a journey in the four directions of the Medicine Wheel. This journey is superimposed on an action research cycle. Three primary recommendations are offered for future research, whether it is collaborative, community-based, or for independent academic requirements.

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.

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]

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.

In recent times, not-for-profit organisations have been partnering with for-profit corporations to create educational resources. This has been especially true in physical and health education, particularly within Canada. For example, Physical and Health Education Canada has recently endorsed a number of corporate-sponsored educational resources related to health and wellness. Given this observation, we have recognised a need to theorise about how such resources--when considered as pedagogical texts--do pedagogical work. Ascribing to the belief that such resources are shaped by corporations' biased, value-laden, and ideological views, we suggest that the desired knowledge(s) of corporations are necessarily present, if not influential or foundational, when such resources are conceived, produced, and distributed. By turning our attention to this belief and suggestion, we provide a necessary critique of these resources and the pedagogical work they achieve. We have done this by attending to the scholarship of Bernstein [2000. "Pedagogy, Symbolic Control and Identity: Theory, Research, Critique." Lanham, MD: Rowman and Littlefield], with some additional attention to curriculum theorising done by Tinning [2010. "Pedagogy and Human Movement: Theory, Practice, Research." New York, NY: Routledge]. We are hopeful that our analysis promotes discussion, debate, and potential (re) action in response to this current practice.

This article presents an action research project focused on improving physical education (PE) for adolescent female students. One university researcher, three male PE teachers, and 13 of their most disengaged female students participated in the one-year, two-cycle, action research project. The process and results are offered so that future PE teacher educators and PE teachers might recognize action research as a possibility for effecting positive change within PE programs. The results suggest PE teachers and their students can benefit from similar action research projects. (Contains 1 table and 2 figures.)

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.)

In this article, we explore the absence of understanding related to culturally responsive pedagogy in physical education for Aboriginal students. In so doing, we examine the limited literature related to culturally responsive physical education and the especially limited literature dedicated to Aboriginal students within physical education. Recognizing that this absence should present a very obvious concern for pre-service physical education teachers, in-service physical education teachers, teacher educators, and most importantly, Aboriginal students themselves, we borrow from the few most notable pedagogues who share our concern and offer a framework and suggestions for future practice and inquiry. We make these suggestions for future practice and inquiry with the wholehearted belief that a commitment to culturally responsive pedagogy can improve upon the immediate and long-term physical education experiences of Aboriginal and non-Aboriginal students.

This article describes a recent study that investigated the physical education (PE) beliefs of a particular population of students (i.e., female and male students in Grades 4 through 10 from a single school stream). Through their completion of an adapted survey, students (N = 506) were able to share their PE beliefs in relation to five separate subscales: PE Interest, PE Status, PE Connotations, PE Teachers, and PE Curriculum. Results suggest that grade and gender differences exist with respect to these subscales. Consequently, it is herein suggested that the discovery of such differences within this case study merits considerations for educational change, as well as continued and deeper inquiries into understanding the nature of PE beliefs for female and male students in various grade levels.

Enabling preservice physical education teachers to critically consider questionable and taken-for-granted practices is an important component of a physical education teacher education (PETE) program. In an effort to offer a teaching and learning context in which to introduce such critical consciousness, the authors have included a staged physical education lesson (Gym Class with Ed Fizz) as an introduction to their physical education curriculum and instruction courses. This article details the lesson, including its background and rationale, student responses, and possible future directions for practice and research. The purpose of this article is to explore how participation in a unique pedagogical process (a staged lesson) can improve students' understanding of various concepts, including hidden curriculum, personal biographies, and cultural reproduction.

The intent of this article is to generate thought and discussion about Alberta Education's Daily Physical Activity (DPA) initiative. Compelling reasons as to why the implementation process may be considered problematic are presented as the role and influence of institutional discourse in the implementation of new programming is explored. Through a discussion of the dominant discourses of authority, experience, and the physical education profession, the reaction and response of secondary school physical educators to this provincially mandated initiative come to be understood. In these prevailing discourses of the teaching-learning environment and the presence of competing institutionalized ways of thinking, teacher identity negotiation is examined, particularly in the light of the distinction between physical education and physical activity and the role that physical educators might play in the implementation process of DPA.