References
- Aggerholm, K., Standal, O., Barker, D. M., & Larsson, H. (2018). On practising in physical education: Outline for a pedagogical model. Physical Education and Sport Pedagogy, 23(2), 197–208. https://doi.org/https://doi.org/10.1080/17408989.2017.1372408
- Armour, K. M. (1999). The case for a body-focus in education and physical education. Sport, Education and Society, 4(1), 5–15. https://doi.org/https://doi.org/10.1080/1357332990040101
- Arnold, P. J. (1979). Meaning in movement, sport and phyisal education. Heinemann.
- Azzarito, L., & Hill, J. (2013). Girls looking for a ‘second home’: Bodies, difference and places of inclusion. Physical Education & Sport Pedagogy, 18(4), 351–375. https://doi.org/https://doi.org/10.1080/17408989.2012.666792
- Azzarito, L., Simon, M., & Marttinen, R. (2016). “Stop photoshopping!”: A visual participatory inquiry into students’ responses to a body curriculum. Journal of Teaching in Physical Education, 35(1), 54–69. https://doi.org/https://doi.org/10.1123/jtpe.2014-0166
- Azzarito, L., & Solmon, M. (2009). An investigation of students’ embodied discourses in physical education: A gender project. Journal of Teaching in Physical Education, 28(2), 173–191. https://doi.org/https://doi.org/10.1123/jtpe.28.2.173
- Bailey, R., & Pickard, A. (2010). Body learning: Examining the processes of skill learning in dance. Sport, Education & Society, 15(3), 367–382. https://doi.org/https://doi.org/10.1080/13573322.2010.493317
- Benn, T., Dagkas, S., & Jawad, H. (2011). Embodied faith: Islam, religious freedom and educational practices in physical education. Sport, Education & Society, 16(1), 17–34. https://doi.org/https://doi.org/10.1080/13573322.2011.531959
- Bergentoft, H. (2018). Running: A way to increase body awareness in secondary school physical education. European Physical Education Review, https://doi.org/https://doi.org/10.1177/1356336X18814035
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/https://doi.org/10.1191/1478088706qp063oa
- Brown, T. D., & Payne, P. G. (2009). Conceptualizing the phenomenology of movement in physical education: Implications for pedagogical inquiry and development. Quest, 61(4), 418–441. https://doi.org/https://doi.org/10.1080/00336297.2009.10483624
- Cheville, J. (2005). Confronting the problem of embodiment. International Journal of Qualitative Studies in Education, 18(1), 85–107. https://doi.org/https://doi.org/10.1080/09518390412331318405
- Connolly, M. (1995). Phenomenology, physical education, and special populations. Human Studies, 18(1), 25–40. https://doi.org/https://doi.org/10.1007/BF01322838
- Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3–14. https://doi.org/https://doi.org/10.3102/0013189X031004003
- Dagkas, S., & Hunter, L. (2015). ‘Racialised’ pedagogic practices influencing young Muslims’ physical culture. Physical Education & Sport Pedagogy, 20(5), 547–558. https://doi.org/https://doi.org/10.1080/17408989.2015.1048210
- Depper, A., Fullagar, S., & Francombe-Webb, J. (2019). This girl can? The limitations of digital do-it-yourself empowerment in women’s active embodiment campaigns. In D. Parry, C. Johnson, & S. Fullagar (Eds.), Digital dilemmas (pp. 183–204). Palgrave Macmillan.
- Enright, E., & O’Sullivan, M. (2010). ‘Can I do it in my pyjamas?’ negotiating a physical education curriculum with teenage girls. European Physical Education Review, 16(3), 203–222. https://doi.org/https://doi.org/10.1177/1356336X10382967
- Enright, E., & O'Sullivan, M. (2012). Physical education “in all sorts of corners:” student activists transgressing formal physical education curricular boundaries. Research Quarterly for Exercise and Sport, 82(2), 255–267. https://doi.org/https://doi.org/10.1080/02701367.2012.10599856.
- Evans, A. B., Bright, J. L., & Brown, L. J. (2015). Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England. Sport, Education & Society, 20(6), 741–761. https://doi.org/https://doi.org/10.1080/13573322.2013.808620
- Fisette, J. L. (2011). Exploring how girls navigate their embodied identities in physical education. Physical Education & Sport Pedagogy, 16(2), 179–196. https://doi.org/https://doi.org/10.1080/17408989.2010.535199
- Fisette, J. L., & Walton, T. A. (2014). ‘If you really knew me’ … I am empowered through action. Sport, Education & Society, 19(2), 131–152. https://doi.org/https://doi.org/10.1080/13573322.2011.643297
- Fisette, J. L., & Walton, T. A. (2015). “Beautiful you”: Creating contexts for students to become agents of social change. Journal of Educational Research, 108(1), 62–76. https://doi.org/https://doi.org/10.1080/00220671.2013.838537
- Fitzgerald, H. (2005). Still feeling like a spare piece of luggage? Embodied experiences of (dis)ability in physical education and school sport. Physical Education & Sport Pedagogy, 10(1), 41–59. https://doi.org/https://doi.org/10.1080/1740898042000334908
- Fitzpatrick, K., & McGlashan, H. (2017). Rethinking straight pedagogy: Gender, sexuality and physical education. In L. Randall, & D. B. Robinson (Eds.), Social justice in physical education: Critical reflections and pedagogy for change (pp. 102–121). Canadian Scholars Press.
- Francombe-Webb, J., & Toffoletti, K. (2018). Sporting females: Power, diversity and the body. In L. Mansfield, J. Caudwell, B. Wheaton, & B. Watson (Eds.), The Palgrave Handbook of feminism and sport, leisure and physical education (pp. 43–55). Palgrave Macmillan.
- Gard, M. (2003). Being someone else: Using dance in anti-oppressive teaching. Educational Review, 55(2), 211–223. https://doi.org/https://doi.org/10.1080/0013191032000072236
- Garrett, R. (2004). Negotiating a physical identity: Girls, bodies and physical education. Sport, Education & Society, 9(2), 223–237. https://doi.org/https://doi.org/10.1080/1357332042000233958
- Gorely, T., Holroyd, R., & Kirk, D. (2003). Muscularity, the habitus and the social construction of gender: Towards a gender-relevant physical education. British Journal of Sociology of Education, 24(4), 429–448. https://doi.org/https://doi.org/10.1080/01425690301923
- Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108. https://doi.org/https://doi.org/10.1111/j.1471-1842.2009.00848.x
- Hill, J. (2015). ‘If you miss the ball, you look like a total muppet!’ boys investing in their bodies in physical education and sport. Sport, Education and Society, 20(6), 762–779. https://doi.org/https://doi.org/10.1080/13573322.2013.820695
- Hill, J., & Azzarito, L. (2012). Representing valued bodies in PE: A visual inquiry with British Asian girls. Physical Education and Sport Pedagogy, 17(3), 263–276. https://doi.org/https://doi.org/10.1080/17408989.2012.690381
- Hills, L. (2007). Friendship, physicality, and physical education: An exploration of the social and embodied dynamics of girls’ physical education experiences. Sport, Education & Society, 12(3), 335–354. https://doi.org/https://doi.org/10.1080/13573320701464275
- Kirk, D. (2010). Physical education futures. Routledge.
- Kirk, D. (2020). Precarity, critical pedagogy and physical education. Routledge.
- Kirk, D., & Tinning, R. (1994). Embodied self-identity, healthy lifestyles and school physical education. Sociology of Health & Illness, 16(5), 600–625. https://doi.org/https://doi.org/10.1111/1467-9566.ep11348096
- Lambert, K. (2018). Girls on fire: Alternative movement pedagogies to promote engagement of young women in physical activity. Sport, Education and Society, 23(7), 720–735. https://doi.org/https://doi.org/10.1080/13573322.2018.1483909
- Leder, D. (1992). A tale of two bodies: The Cartesian corpse and the lived body. In D. Leder (Ed.), The body in medical thought and practice (pp. 17–36). Kluwer academic publishers.
- Light, R. (2007). Re-examining hegemonic masculinity in high school Rugby: The body, compliance and resistance. Quest (00336297), 59(3), 323–338. https://doi.org/https://doi.org/10.1080/00336297.2007.10483556
- Lindgren, R., & Barker, D. (2019). Implementing the movement-oriented practising model (MPM) in physical education: Empirical findings focusing on student learning. Physical Education and Sport Pedagogy, 24(5), 534–547. https://doi.org/https://doi.org/10.1080/17408989.2019.1635106
- Lisahunter. (2004). Bourdieu and the social space of the PE class: Reproduction of Doxa through practice. Sport, Education & Society, 9(2), 175–192. https://doi.org/https://doi.org/10.1080/1357332042000175863
- Nyberg, G. (2014). Exploring “knowings” in human movement: The practical knowledge of pole-vaulters. European Physical Education Review, 20(1), 72–89. https://doi.org/https://doi.org/10.1177/1356336X13496002
- Nyberg, G., Barker, D., & Larsson, H. (2020). Exploring the educational landscape of juggling – challenging notions of ability in physical education. Physical Education and Sport Pedagogy, 25(2), 201–212. https://doi.org/https://doi.org/10.1080/17408989.2020.1712349
- Nyberg, G., & Carlgren, I. (2015). Exploring capability to move – somatic grasping of house-hopping. Physical Education and Sport Pedagogy, 20(6), 612–628. https://doi.org/https://doi.org/10.1080/17408989.2014.882893
- Nyberg, G., & Meckbach, J. (2017). Exergames ‘as a teacher’ of movement education: Exploring knowing in moving when playing dance games in physical education. Physical Education and Sport Pedagogy, 22(1), 1–14. https://doi.org/https://doi.org/10.1080/17408989.2015.1112778
- O’Connor, J. (2018). Exploring a pedagogy for meaning-making in physical education. European Physical Education Review, https://doi.org/https://doi.org/10.1177/1356336X18802286
- Oliver, K., & Hamzeh, M. (2010). “The boys won’t let us play”: Fifth-grade mestizas challenge physical activity discourse at school. Research Quarterly for Exercise and Sport, 81(1), 38–51. https://doi.org/https://doi.org/10.1080/02701367.2010.10599626
- Oliver, K., Hamzeh, M., & McCaughtry, N. (2009). Girly girls can play games / Las Niñas Pueden Jugar Tambien: Co-creating a curriculum of possibilities with fifth-grade girls. Journal of Teaching in Physical Education, 28(1), 90–110. https://doi.org/https://doi.org/10.1123/jtpe.28.1.90
- Oliver, K., & Kirk, D. (2015). Girls, gender and physical education. Routledge.
- Oliver, K., & Kirk, D. (2016). Transformative pedagogies for challenging body culture in physical education. In C. D. Ennis (Ed.), Routledge handbook of physical education pedagogies (pp. 307–318). Routledge.
- Oliver, K., & Lalik, R. (2001). The body as curriculum: Learning with adolescent girls. Journal of Curriculum Studies, 33(3), 303–333. https://doi.org/https://doi.org/10.1080/00220270010006046
- Oliver, K., & Lalik, R. (2004a). ‘The beauty walk, this ain’t my topic’: Learning about critical inquiry with adolescent girls. Journal of Curriculum Studies, 36(5), 555–586. https://doi.org/https://doi.org/10.1080/0022027032000139397
- Oliver, K., & Lalik, R. (2004b). Critical inquiry on the body in girls’ physical education classes: A critical poststructural perspective. Journal of Teaching in Physical Education, 23(2), 162–195. https://doi.org/https://doi.org/10.1123/jtpe.23.2.162
- Pronger, B. (1995). Rendering the body. The implicit lessons of gross anatomy. Quest, 47(4), 427–446. https://doi.org/https://doi.org/10.1080/00336297.1995.10484168
- Quennerstedt, M. (2019). Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society, 24(6), 611–623. https://doi.org/https://doi.org/10.1080/13573322.2019.1574731
- Rich, E. (2018). Healthism, girls’ embodiment, and contemporary health and physical education: From weight management to digital practices of optimization. In L. Mansfield, J. Caudwell, B. Wheaton, & B. Watson (Eds.), The Palgrave Handbook of feminism and sport, leisure and physical education (pp. 523–536). Palgrave Macmillan.
- Shilling, C. (2010). Exploring the society–body–school nexus: Theoretical and methodology issues in the study of body pedagogics. Sport, Education and Society, 15(2), 151–167. https://doi.org/https://doi.org/10.1080/13573321003683786
- Smith, S. J. (2007). The first rush of movement: A phenomenological preface to movement education. Phenomenology & Practice, 1(1), 47–75. https://doi.org/https://doi.org/10.29173/pandpr19805
- Standal, ØF. (2015). Phenomenology and pedagogy in physical education. Routledge.
- Standal, ØF. (2020). Embodiment: Philosophical considerations of the body in adaptive physical education. In S. R. Hodge, J. A. Haegele, & D. R. Shapiro (Eds.), Routledge Handbook of adapted physical education (pp. 227–238). Routledge.
- Standal, ØF, & Aggerholm, K. (2016). Habits, skills and embodied experiences: A contribution to philosophy of physical education. Sport, Ethics and Philosophy, 10(3), 269–282. https://doi.org/https://doi.org/10.1080/17511321.2016.1220972
- Stolz, S. A. (2015). Embodied learning. Educational Philosophy and Theory, 47(5), 474–487. https://doi.org/https://doi.org/10.1080/00131857.2013.879694
- Stride, A. (2016). Centralising space: The physical education and physical activity experiences of South Asian, Muslim girls. Sport, Education and Society, 21(5), 677–697. https://doi.org/https://doi.org/10.1080/13573322.2014.938622
- Tinning, R. (2010). Pedagogy and human movement. Theory, practice, research. Routledge.
- Tischler, A., & McCaughtry, N. (2011). PE is not for me: When boys’ masculinities are threatened. Research Quarterly for Exercise & Sport, 82(1), 37–48. https://doi.org/https://doi.org/10.1080/02701367.2011.10599720
- Whitehead, M. (1990). Meaningful existence, embodiment and physical education. Journal of Philosophy of Education, 24(1), 3–14. https://doi.org/https://doi.org/10.1111/j.1467-9752.1990.tb00219.x
- Windram-Geddes, M. (2013). Fearing fatness and feeling fat: Encountering affective spaces of physical activity. Emotion, Space and Society, 9(1), 42–49. https://doi.org/https://doi.org/10.1016/j.emospa.2013.06.006
- Wright, J. (2000). Bodies, meanings and movement: A comparison of the language of a physical education lesson and a Feldenkrais movement class. Sport, Education & Society, 5(1), 35–49. https://doi.org/https://doi.org/10.1080/135733200114424