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Valeria Varea, Ana Riccetti, Gustavo González-Calvo, Marcela Siracusa & Alfonso García-Monge. (2023) Physical Education and COVID-19: what have we learned?. Curriculum Studies in Health and Physical Education 0:0, pages 1-18.
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Blake Bennett, Shengnan Wang & Glenn Fyall. (2023) Coach perceptions of child safeguarding policy in New Zealand’s youth sport sector. Sports Coaching Review 0:0, pages 1-29.
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Juyoung Ryou, Euichang Choi & Okseon Lee. (2023) Pedagogical touch: exploring the micro-realities of coach–athlete sensory interactions in high-performance sports. Physical Education and Sport Pedagogy 0:0, pages 1-17.
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Valeria Varea & Marie Öhman. (2023) ‘Break the rules or quit the job’: physical education teachers’ experiences of physical contact in their teaching practice. Sport, Education and Society 28:4, pages 395-406.
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Annica Caldeborg, Joacim Andersson & Marie Öhman. (2023) Physical contact in physical education, sports coaching and the preschool – a scoping review. Sport, Education and Society 28:3, pages 326-340.
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Caroline Johansson, Magnus Åberg & Maria Hedlin. (2021) Touch the Children, or Please Don’t – Preschool Teachers’ Approach to Touch. Scandinavian Journal of Educational Research 65:2, pages 288-301.
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Marie Öhman & Ann Quennerstedt. (2017) Questioning the no-touch discourse in physical education from a children's rights perspective. Sport, Education and Society 22:3, pages 305-320.
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Lisa L. Edwards, David H. K. Brown & Lauren Smith. (2016) ‘We are getting there slowly’: lesbian teacher experiences in the post-Section 28 environment. Sport, Education and Society 21:3, pages 299-318.
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Jesper Andreasson & Thomas Johansson. (2016) ‘Doing for group exercise what McDonald's did for hamburgers’: Les Mills, and the fitness professional as global traveller. Sport, Education and Society 21:2, pages 148-165.
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Tine Vertommen, Jan Toftegaard-Stoeckel, Lore Vandevivere, Filip Van Den Eede & Kristine De Martelaer. (2016) A green flag for the Flag System? Towards a child protection policy in Flemish sport. International Journal of Sport Policy and Politics 8:1, pages 15-31.
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Nicholas Chare. (2013) Handling pressures: analysing touch in American films about youth sport. Sport, Education and Society 18:5, pages 663-677.
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Dean Garratt, Heather Piper & Bill Taylor. (2013) ‘Safeguarding’ sports coaching: Foucault, genealogy and critique. Sport, Education and Society 18:5, pages 615-629.
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Articles from other publishers (8)
Magali Boizumault. (2020) Le toucher en éducation physique et sportive : analyse d’une démarche de formation pour développer la pensée critique des enseignants stagiairesTouch in Physical Education: analysis of a training approach to develop the critical thinking skills of trainee teachers. Recherche & formation:95, pages 41-55.
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Valeria Varea, Gustavo González-Calvo & Lucio Martínez-Álvarez. (2018) Exploring Touch in Physical Education Practicum in a Touchy Latin Culture. Societies 8:3, pages 54.
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Marie Öhman. (2016) Losing touch – Teachers’ self-regulation in physical education. European Physical Education Review 23:3, pages 297-310.
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Joseph Brennan. (2016) ‘Shouldn’t Tom Daley be a bottom?’: Homosexual stereotyping online. Sexualities 19:7, pages 853-868.
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Margo Mountjoy, Celia Brackenridge, Malia Arrington, Cheri Blauwet, Andrea Carska-Sheppard, Kari Fasting, Sandra Kirby, Trisha Leahy, Saul Marks, Kathy Martin, Katherine Starr, Anne Tiivas & Richard Budgett. (2016) International Olympic Committee consensus statement: harassment and abuse (non-accidental violence) in sport. British Journal of Sports Medicine 50:17, pages 1019-1029.
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Heather Piper. (2014) Touch, Fear, and Child Protection: Immoral Panic and Immoral Crusade. Power and Education 6:3, pages 229-240.
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James R. Duggan & Heather Piper. (2013) Interrupting the Immoral Panic around Child Abuse and Professional Touch. International Review of Qualitative Research 6:3, pages 440-459.
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Heather Piper, James R. Duggan & Stephen Rogers. (2013)
Managerial Discourse, Child Safeguarding, and the Elimination of Virtue from
In Loco Parentis
Relationships: An Example from Music Education
. Power and Education 5:3, pages 209-221.
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