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Håkan Larsson & Britta Thedin Jakobsson. (2023) School-based physical activity interventions: a discourse analysis. Sport, Education and Society 0:0, pages 1-14.
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Evelyn Ríos-Valdés, Susanna Soler & Mercè Mateu. (2023) Capoeira as a critical pedagogy tool in physical education: from a continuing professional development program to the classroom. Physical Education and Sport Pedagogy 0:0, pages 1-13.
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Paul Godbout. (2023) Emergence of physical literacy in physical education: some curricular repercussions. Physical Education and Sport Pedagogy 28:5, pages 503-516.
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Cheng Deng, Rod Allan Philpot, Maureen Legge, Alan Ovens & Wayne Smith. (2023) Should primary school PE be outsourced? An analysis of students’ perspectives. Curriculum Studies in Health and Physical Education 14:3, pages 357-374.
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Joanne McVeigh & Michael Waring. (2023) Developing the pedagogical practice of physical education pre-service teachers in gymnastics: exploring gendered embodiment. Physical Education and Sport Pedagogy 28:4, pages 397-410.
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Michelle O’Reilly, Gareth Wiltshire, Nikki Kiyimba & Deirdre Harrington. (2023) “Is Everybody Comfortable?”#xd; Thinking Through Co-design Approaches to Better Support Girls’ Physical Activity in Schools. Qualitative Research in Sport, Exercise and Health 15:2, pages 248-263.
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Daniel Martos-García & Wenceslao García-Puchades. (2023) Emancipation or simulation? The pedagogy of ignorance and action research in PETE. Physical Education and Sport Pedagogy 28:1, pages 43-55.
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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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Cassandra Iannucci & Melissa Parker. (2022) Beyond Lip Service: Making Student Voice a (Meaningful) Reality in Elementary Physical Education. Journal of Physical Education, Recreation & Dance 93:8, pages 41-49.
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Jamie Jacob Brunsdon & David Ian Walker. (2022) Cultivating character through physical education using memetic, progressive and transformative practices in schools. Journal of Moral Education 51:4, pages 477-493.
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Dylan Scanlon, Kellie Baker & Deborah Tannehill. (2022) Developing a socially-just teaching personal and social responsibility (TPSR) approach: a pedagogy for social justice for physical education (teacher education). Physical Education and Sport Pedagogy 0:0, pages 1-13.
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Cameron Van der Smee, B. McDonald & R. Spaaij. (2022) ‘I play on a club team': examining the development of the physically active habitus in early primary education. Sport, Education and Society 0:0, pages 1-15.
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F. M. Leo, A. Mouratidis, J. J. Pulido, M. A. López-Gajardo & D. Sánchez-Oliva. (2022) Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy 27:1, pages 59-76.
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Fernando Manuel Otero-Saborido, Francisco Javier Vázquez-Ramos, José Manuel Cenizo-Benjumea & José Antonio González-Jurado. (2021) Analysis of the assessment in Physical Education curricula in Primary Education. Sport, Education and Society 26:8, pages 903-916.
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Cameron Smee, C. Luguetti, R. Spaaij & B. McDonald. (2021) Capturing the moment: understanding embodied interactions in early primary physical education. Physical Education and Sport Pedagogy 26:5, pages 517-532.
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Astrid Schubring, Heléne Bergentoft & Dean Barker. (2021) Teaching on body ideals in physical education: a lesson study in Swedish upper secondary school. Curriculum Studies in Health and Physical Education 12:3, pages 232-250.
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Oscar Chiva-Bartoll, María Luisa Santos-Pastor, L. Fernando Martínez-Muñoz & Pedro Jesús Ruiz-Montero. (2021) Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education students. Journal of Gender Studies 30:6, pages 699-712.
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David Hortigüela-Alcalá, Raúl A. Barba-Martín, Gustavo González-Calvo & Alejandra Hernando-Garijo. (2021) ‘I Hate Physical Education’; an analysis of girls’ experiences throughout their school life. Journal of Gender Studies 30:6, pages 648-662.
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Mara Simon, Risto Marttinen & Sharon Phillips. (2021) Marginalized girls’ gendered experiences within a constructivist afterschool program (REACH). Sport, Education and Society 26:6, pages 579-591.
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Javier Fernandez-Rio & Ashley Casey. (2021) Sport education as a cooperative learning endeavour. Physical Education and Sport Pedagogy 26:4, pages 375-387.
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Lorraine Cale. (2021) Physical education’s journey on the road to health. Sport, Education and Society 26:5, pages 486-499.
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Ashley Casey, Ann MacPhail, Håkan Larsson & Mikael Quennerstedt. (2021) Between hope and happening: Problematizing the M and the P in models-based practice. Physical Education and Sport Pedagogy 26:2, pages 111-122.
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Risto Marttinen, Kelly Johnston, Sara B. Flory & Brianna Meza. (2020) Enacting a body-focused curriculum with young girls through an activist approach: Leveraging the after-school space. Physical Education and Sport Pedagogy 25:6, pages 585-599.
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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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Sara B. Flory & Dillon Landi. (2020) Equity and diversity in health, physical activity, and education: connecting the past, mapping the present, and exploring the future. Physical Education and Sport Pedagogy 25:3, pages 213-224.
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Carla Luguetti & Kimberly L. Oliver. (2020) ‘I became a teacher that respects the kids’ voices’: challenges and facilitators pre-service teachers faced in learning an activist approach. Sport, Education and Society 25:4, pages 423-435.
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Hal A. Lawson. (2020) Social Determinants of the Physical Education System. Quest 72:2, pages 208-223.
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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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Miguel Pic, Pere Lavega-Burgués & Jaume March-Llanes. (2019) Motor behaviour through traditional games. Educational Studies 45:6, pages 742-755.
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Mikael Quennerstedt. (2019) Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society 24:6, pages 611-623.
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Shrehan Lynch & Matthew Curtner-Smith. (2019) ‘You have to find your slant, your groove:’ one physical education teacher's efforts to employ transformative pedagogy. Physical Education and Sport Pedagogy 24:4, pages 359-372.
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Vanessa Lentillon-Kaestner & Cédric Roure. (2019) Coeducational and single-sex physical education: students’ situational interest in learning tasks centred on technical skills. Physical Education and Sport Pedagogy 24:3, pages 287-300.
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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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José Devís-Devís, Sofía Pereira-García, Jorge Fuentes-Miguel, Elena López-Cañada & Víctor Pérez-Samaniego. (2018) Opening up to trans persons in Physical Education–Sport Tertiary Education: two case studies of recognition in queer pedagogy. Physical Education and Sport Pedagogy 23:6, pages 623-635.
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Sarah Metcalfe. (2018) Adolescent constructions of gendered identities: the role of sport and (physical) education. Sport, Education and Society 23:7, pages 681-693.
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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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Kenneth Aggerholm, Øyvind Førland Standal & Mats Melvold Hordvik. (2018) Competition in Physical Education: Avoid, Ask, Adapt or Accept?. Quest 70:3, pages 385-400.
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Bonnie Pang & Joanne Hill. (2018) Rethinking the ‘aspirations’ of Chinese girls within and beyond Health and Physical Education and physical activity in Greater Western Sydney. Sport, Education and Society 23:5, pages 421-434.
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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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Pedrona Serra, Susanna Soler, Maria Prat, María Teresa Vizcarra, Beatriz Garay & Anne Flintoff. (2018) The (in)visibility of gender knowledge in the Physical Activity and Sport Science degree in Spain. Sport, Education and Society 23:4, pages 324-338.
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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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Kelly Knez & Torun Mattsson. (2018) Putting gender back on the agenda: women in sport pedagogy. European Journal for Sport and Society 15:1, pages 111-113.
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Gareth Wiltshire, Jessica Lee & John Evans. (2017) ‘You don’t want to stand out as the bigger one’: exploring how PE and school sport participation is influenced by pupils and their peers. Physical Education and Sport Pedagogy 22:5, pages 548-561.
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Carla Luguetti, Kimberly L. Oliver, Luiz E.P.B.T. Dantas & David Kirk. (2017) ‘The life of crime does not pay; stop and think!’: the process of co-constructing a prototype pedagogical model of sport for working with youth from socially vulnerable backgrounds. Physical Education and Sport Pedagogy 22:4, pages 329-348.
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Carla Luguetti, Kimberly L. Oliver, David Kirk & Luiz Dantas. (2017) Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context. Sport, Education and Society 22:4, pages 493-510.
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Ellen Berg Svendby. (2016) (Re)Telling lived experiences in different tales: a potential pathway in working towards an inclusive PE. Sport, Education and Society 21:1, pages 62-81.
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Joanne Hill. (2015) Girls’ active identities: navigating othering discourses of femininity, bodies and physical education. Gender and Education 27:6, pages 666-684.
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Mikael Quennerstedt & Håkan Larsson. (2015) Learning movement cultures in physical education practice. Sport, Education and Society 20:5, pages 565-572.
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Victoria Goodyear & Dean Dudley. (2015) “I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models. Quest 67:3, pages 274-289.
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Articles from other publishers (22)
Lorraine Cale. (2023) Physical Education: At the Centre of Physical Activity Promotion in Schools. International Journal of Environmental Research and Public Health 20:11, pages 6033.
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María Oliveros & Javier Fernandez-Rio. (2022) Pedagogical models: Can they make a difference to girls’ in-class physical activity?. Health Education Journal 81:8, pages 913-925.
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Cameron Van der Smee & Ben Williams. 2022. Assessment and Data Systems in Early Childhood Settings. Assessment and Data Systems in Early Childhood Settings
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Jennifer Gruno & Sandra L Gibbons. (2021) Using discussion to inform action: Formative research on nature-based physical activity as a means of fostering relatedness for girls in physical and health education. European Physical Education Review 27:4, pages 743-760.
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Donal Howley, Ben Dyson, Seunghyun Baek, Judy Fowler & Yanhua Shen. (2021) “This Is Not Gym”: Enacting Student Voice Pedagogies to Promote Social and Emotional Learning and Meaningful Physical Education. Frontiers in Sports and Active Living 3.
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Göran Gerdin, Rod Philpot, Wayne Smith, Katarina Schenker, Kjersti Mordal Moen, Lena Larsson, Susanne Linnér & Knut Westlie. (2021) Teaching for Student and Societal Wellbeing in HPE: Nine Pedagogies for Social Justice. Frontiers in Sports and Active Living 3.
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Leah K. May & Matthew D. Curtner-Smith. (2020) “My mindset has completely shifted from asking what to asking why and how”: Influence of two effective and expert teachers’ value orientations on their curricula and pedagogies. European Physical Education Review 27:3, pages 543-558.
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Pål Lagestad, Eero Ropo & Tonje Bratbakk. (2021) Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority. Frontiers in Psychology 12.
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Eve Bernstein. (2021) Students’ Perceived Experiences of Competitive Activities Through Electronic Platforms. Kinesiology Review 10:1, pages 101-108.
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Carolina Nieva Boza & Teresa Lleixà Arribas. (2021) Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders. Journal of Teaching in Physical Education, pages 1-9.
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Cathal Óg O’Sullivan, Melissa Parker, Tom Comyns & Annmarie Ralph. (2021) Enhancing Fundamental Movement Skills: Understanding Student Voices. Journal of Teaching in Physical Education 40:1, pages 126-135.
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Ramón Spaaij, Jora Broerse, Sarah Oxford & Carla Luguetti. 2021. The Palgrave Handbook of Globalization and Sport. The Palgrave Handbook of Globalization and Sport
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Berit Engebretsen, Kristin Walseth & Lisbeth Elvebakk. (2020) Jenter og kroppsøving. Norsk pedagogisk tidsskrift 104:4, pages 361-375.
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K. Andrew R. Richards, Chad M. Killian, Christopher J. Kinder, Kaizeen Badshah & Casey Cushing. (2020) Chapter 4: Twitter as a Professional Development Platform Among U.S. Physical Education Teachers. Journal of Teaching in Physical Education 39:4, pages 454-463.
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Antoine Bréau. (2020) La conquête du pouvoir. Analyse de l’activité située d’un adolescent au sein d’une classe non mixte en éducation physique et sportive. Genre Éducation Formation:4.
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Sarah Nicola Metcalfe & Iain Lindsey. (2019) Gendered trends in young people’s participation in active lifestyles: The need for a gender-neutral narrative. European Physical Education Review 26:2, pages 535-551.
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Júlio César Nasário, Victor Zaia, Camila Martins Trevisan, Simone Garzon, Antonio Simone Laganà & Erik Montagna. (2020) Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion. International Journal of Environmental Research and Public Health 17:7, pages 2288.
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Aron Gauti Laxdal. 2020. The learning environment in upper secondary school physical education: The student perspective. The learning environment in upper secondary school physical education: The student perspective.
Katie Fitzpatrick. (2018) What happened to critical pedagogy in physical education? An analysis of key critical work in the field. European Physical Education Review 25:4, pages 1128-1145.
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Charlotte Kerner, David Kirk, An De Meester & Leen Haerens. (2018) Why is physical education more stimulating for pupils who are more satisfied with their own body?. Health Education Journal 78:3, pages 251-265.
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Shane Pill & Stephen Harvey. (2019) A Narrative Review of Children’s Movement Competence Research 1997-2017. Physical Culture and Sport. Studies and Research 81:1, pages 47-74.
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Victoria A. Goodyear & Kathleen M. Armour. (2018) Young People’s Perspectives on and Experiences of Health-Related Social Media, Apps, and Wearable Health Devices. Social Sciences 7:8, pages 137.
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