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In this article, I reflect on the presence of ableism in the discourse surrounding physical education in Chile. The purpose of this article was to highlight three areas where ableism is ingrained. First, I examined historical actions within the Chilean physical education system that prioritize White ideals and able-bodied individuals. Second, I examined curriculum and evaluation recommendations that overlook the unique needs of disabled students. Finally, I critique pedagogical practices that, under the guise of inclusion, implicitly strive to meet normative levels of functionality. In conclusion, ableism intersects with colonialism in the Global South, specifically Latin America, leading to unreasonable expectations for all students, including disabled students, in the realm of physical education.

Whole-of-school approaches to physical activity and health promotion have the potential to promote physical literacy. However, for a variety of reasons there has not been widespread adoption of component whole-of-school frameworks to guide schools, such as the Comprehensive School Physical Activity Program. We argue that component frameworks have shortcomings and do not necessarily assist or support schools to take an approach that is consistent with how successful whole-of-school models or programs are created and built over time. In this paper, we argue that we need to apply guidance that resonates with stakeholders and stimulates schools to design their own unique whole-of-school physical activity model to provide equitable programming opportunities. We also present an argument on the need to incorporate improvement science and the use of social–ecological models to investigate the efficacy of this guidance model.

Across the academic landscape, scientific organizations host conferences that enable researchers to come together to foster learning, stimulate innovation, and promote change. Within the diverse field of kinesiology, conferences can help develop and disseminate knowledge on a range of issues such as athlete development and coach education. The purpose of the present article is to discuss the possibilities of thinking beyond conventional conferencing formats by creating dynamic social learning spaces that promote networking, critical thinking, and reflexivity. The theory underpinning social learning spaces is explained, followed by a narrative chronology of the three phases of evolution of the blue room group, an interdisciplinary collaboration of youth sport scholars who aim to foster innovation across subdisciplines of kinesiology. An interpretative summary of the blue room group as a social learning space is presented, in accordance with the principles of caring to make a difference, engaging uncertainty, and paying attention. The perceived benefits of kinesiology, as well as the challenges and limitations of the blue room, are discussed based on the authors’ experiences operating within a continuously evolving and shifting social learning space.

Physical activity is associated with improvements in both health and longevity and is highly recommended for older adults. Public health and nonprofit organizations have invested considerable efforts to promote physical activity among this population. The present manuscript describes the specifics of the first university-based adult fitness program (Lifetime Fitness Program) and how this program promotes healthy aging through physical activity while serving as an important venue for experiential learning among students. Thus, the goal of this paper is to provide a “road map” to guide strategies and methods to promote physical activity and healthy aging in an academic setting and provide students with meaningful experiential learning opportunities.