science education, to propose a conceptual model for the transfer of learning, which is central to TPSR ( Jacobs & Wright, 2018 ; Wright et al., 2019 ). Second, there is a growing connection between TPSR and the international sport for peace and development movement ( Kidd, 2013 ; Spaaij & Jeanes, 2013
Search Results
Don Hellison’s Scholarship Reconsidered
Paul M. Wright, Karisa Fuerniss, and Nicholas Cutforth
Conflict and Harm in the Context of Restorative School Physical Education
Michael A. Hemphill, Emily M. Janke, Santos Flores, and Barrie Gordon
students. Some physical education scholars have recognized the need to be more explicit about the role that conflict plays in physical education. Ennis, Solmon, Santina, and Loftus ( 1999 ), for example, developed a “Sport for Peace” curriculum integrating aspects of peace education ( Carson, 1992 ) with
One Physical Educator’s Struggle to Implement Restorative Practices in an Urban Intensive Environment
Michael A. Hemphill, Risto Marttinen, and K. Andrew R. Richards
responsive ways. Ennis ( 1999 ) overviewed the sport for peace approach that explicitly addresses conflicts that were commonly observed in this study. Hellison’s ( 2011 ) teaching personal and social responsibility model is also widely cited as a promising approach in urban physical education ( Wright
