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Don Hellison’s Scholarship Reconsidered

Paul M. Wright, Karisa Fuerniss, and Nicholas Cutforth

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

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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

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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