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Sport, Education and Society Volume 23, 2018 - Issue 8: Gender, physical education and active lifestyles: contemporary challenges and new directions
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‘Go for it Girl’ adolescent girls’ responses to the implementation of an activist approach in a core physical education programme

Cara A LambSchool of Education, University of Strathclyde, Glasgow, UKCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-9538-6038
ORCID Icon,
Kimberly L OliverDepartment of Kiniesiology and Dance, New Mexico State University, Las Cruces, NM, USA
&
David KirkSchool of Education, University of Strathclyde, Glasgow, UK;School of Human Movement and Nutrition Sciences, University of Queensland, Brisbane, Australia
Pages 799-811 | Received 01 Feb 2018, Accepted 01 Jun 2018, Published online: 05 Jun 2018

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Eishin Teraoka & David Kirk. (2024) Exploring physical education teachers’ awareness of observed teaching behaviour within pedagogies of affect. Physical Education and Sport Pedagogy 29:1, pages 38-50.
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Eishin Teraoka & David Kirk. (2022) Exploring pupils’ and physical education teachers’ views on the contribution of physical education to Health and Wellbeing in the affective domain. Sport, Education and Society 27:8, pages 935-945.
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Maria José Camacho-Miñano, Shirley Gray, Rachel Sandford & Sarah MacIsaac. (2022) Young women, health and physical activity: tensions between the gendered fields of Physical Education and Instagram. Sport, Education and Society 27:7, pages 803-815.
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Oscar Nuñez Enriquez & Kimberly L. Oliver. (2022) ‘Can we play the real sport?’ Co-creating a student-centered after-school sports club. Physical Education and Sport Pedagogy 27:3, pages 231-246.
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Jackie Beth Shilcutt, Kimberly L. Oliver & Raquel Aranda. (2022) “I Wish Dance Class NEVER Ended”: An Activist Approach to Teaching Dance. Journal of Dance Education 22:2, pages 108-118.
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A. Stride, R. Brazier, S. Piggott, M. Staples & A. Flintoff. (2022) Gendered power alive and kicking? An analysis of four English secondary school PE departments. Sport, Education and Society 27:3, pages 244-258.
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Grant Abt, Colin Boreham, Gareth Davison, Robin Jackson, Eric Wallace & A. Mark Williams. (2021) Equality, Diversity, and Inclusion: Policy Statement. Journal of Sports Sciences 39:24, pages 2847-2849.
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Oscar Nuñez Enriquez & Kimberly L. Oliver. (2021) ‘The collision of two worlds’: when a teacher-centered facilitator meets a student-centered pedagogy. Sport, Education and Society 26:5, pages 459-470.
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Tasha Guadalupe & Matthew D. Curtner-Smith. (2020) ‘It’s nice to have choices:' influence of purposefully negotiating the curriculum on the students in one mixed-gender middle school class and their teacher. Sport, Education and Society 25:8, pages 904-916.
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Aron Laxdal & Rune Giske. (2020) Gender and the perceived learning environment in upper secondary school physical education. Sport, Education and Society 25:7, pages 779-787.
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Maria José Camacho-Miñano, Sarah MacIsaac & Emma Rich. (2019) Postfeminist biopedagogies of Instagram: young women learning about bodies, health and fitness. Sport, Education and Society 24:6, pages 651-664.
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Mikael Quennerstedt. (2019) Healthying physical education - on the possibility of learning health. Physical Education and Sport Pedagogy 24:1, pages 1-15.
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