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Iselin Aartun, Karen Lambert & Kristin Walseth. (2023) How pupils’ playfulness creates possibilities for pleasure and learning in physical education. Physical Education and Sport Pedagogy 0:0, pages 1-18.
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Karen Lambert, Shirley Gray, Justen O’Connor & Lisa Young. (2022) How is embodiment in physical education theoretically conceptualised? A concept analysis. Physical Education and Sport Pedagogy 0:0, pages 1-19.
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Göran Gerdin & Richard Pringle. (2022) Towards more equal power relations in physical education: power, resistance and social transformation. Sport in Society 25:6, pages 1193-1210.
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Corina van Doodewaard & Annelies Knoppers. (2021) Shaping students for inclusion: a gift and a project. Dutch preservice teachers and the complexity of inclusive teaching practices in physical education. International Journal of Inclusive Education 0:0, pages 1-16.
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Howard Prosser. (2021) Friendly fields: the promissory joy of playing soccer outdoors. Sport, Education and Society 26:4, pages 378-388.
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Susannah Ruth Stevens & Ian Culpan. (2021) The joy of movement: the non-participant in physical education curriculum design. Curriculum Studies in Health and Physical Education 12:1, pages 80-93.
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D. Barker, G. Nyberg & H. Larsson. (2020) Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach. Sport, Education and Society 25:8, pages 872-888.
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Karen Lambert. (2020) Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement. Physical Education and Sport Pedagogy 25:2, pages 154-173.
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Zoe Avner, Jim Denison & Pirkko Markula. (2019) “Good Athletes Have Fun”: a Foucauldian reading of university coaches’ uses of fun. Sports Coaching Review 8:1, pages 43-61.
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Karen Lambert. (2018) Girls on fire: alternative movement pedagogies to promote engagement of young women in physical activity. Sport, Education and Society 23:7, pages 720-735.
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Kristin Walseth, Berit Engebretsen & Lisbeth Elvebakk. (2018) Meaningful experiences in PE for all students: an activist research approach. Physical Education and Sport Pedagogy 23:3, pages 235-249.
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Dillon Landi. (2018) Toward a queer inclusive physical education. Physical Education and Sport Pedagogy 23:1, pages 1-15.
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Göran Gerdin & Håkan Larsson. (2018) The productive effect of power: (dis)pleasurable bodies materialising in and through the discursive practices of boys’ physical education. Physical Education and Sport Pedagogy 23:1, pages 66-83.
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Göran Gerdin. (2017) ‘It's not like you are less of a man just because you don't play rugby'—boys' problematisation of gender during secondary school physical education lessons in New Zealand. Sport, Education and Society 22:8, pages 890-904.
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Malcolm Thorburn & Steven Stolz. (2017) Embodied learning and school-based physical culture: implications for professionalism and practice in physical education. Sport, Education and Society 22:6, pages 721-731.
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Stephanie Beni, Tim Fletcher & Déirdre Ní Chróinín. (2017) Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature. Quest 69:3, pages 291-312.
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Joacim Andersson & Jim Garrison. (2016) Embodying Meaning: Qualities, Feelings, Selective Attention, and Habits. Quest 68:2, pages 207-222.
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Göran Gerdin. (2016) A ‘culture of everyone doing it’ and ‘playing games’ – discourses of pleasure in boys’ physical education. Asia-Pacific Journal of Health, Sport and Physical Education 7:1, pages 55-75.
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Dennis G. Slade, Louisa A. Webb & Andrew J. Martin. (2015) Providing sufficient opportunity to learn: a response to Grehaigne, Caty and Godbout. Physical Education and Sport Pedagogy 20:1, pages 67-78.
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Malcolm Thorburn & Andrew Horrell. (2014) Grand designs! analysing the conceptual tensions associated with new physical education and health and well-being curriculum. Sport, Education and Society 19:5, pages 621-636.
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Caroline Brooks & Maree DinanThompson. (2013) Professional insiders/outsiders? Teacher professionalism and the primary school Physical Education specialist. Asia-Pacific Journal of Health, Sport and Physical Education 4:3, pages 235-248.
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Malcolm Thorburn & James MacAllister. (2013) Dewey, Interest, and Well-Being: Prospects for Improving the Educational Value of Physical Education. Quest 65:4, pages 458-468.
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Cathy Devine. (2013) London 2012 Olympic legacy: a big sporting society?. International Journal of Sport Policy and Politics 5:2, pages 257-279.
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TrentD. Brown. (2013) ‘In, through and about’ movement: is there a place for the Arnoldian dimensions in the new Australian Curriculum for Health and Physical Education?. Asia-Pacific Journal of Health, Sport and Physical Education 4:2, pages 143-157.
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Gregg Twietmeyer. (2012) The Merits and Demerits of Pleasure in Kinesiology. Quest 64:3, pages 177-186.
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Andrew Hawkins. (2011) Kinesiology for Humans. Quest 63:3, pages 249-264.
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Romana Puchegger & Toni Bruce. (2021) Reconceptualizing Teacher Identity: Teachers’ Becoming in the Dynamic Complexity of Teaching Situations. Journal of Teaching in Physical Education 40:2, pages 178-189.
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Douglas L. Gleddie & Andrew Morgan. (2020) Physical literacy praxis: A theoretical framework for transformative physical education. PROSPECTS 50:1-2, pages 31-53.
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Kristi A. Allain. (2020) Winter of our contentment: Examining risk, pleasure, and emplacement in later-life physical activity. Journal of Aging Studies 55, pages 100895.
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