Equity and Inclusion in Physical Education and Sport, Second Edition
Understanding the Relationship Between Pet Ownership and Physical Activity Among Older Community-Dwelling Adults—A Mixed Methods Study
Mandy Peacock, Julie Netto, Polly Yeung, Joanne McVeigh, and Anne-Marie Hill
Pet ownership is associated with increased levels of physical activity (PA) in older adults. Studies have mainly focused on the association between PA and dog walking; however, broader aspects of pet ownership may influence PA. The purpose of this study was to explore the association between pet ownership and incidental and purposeful PA using a mixed methods approach. Participants’ (N = 15) PA was measured for 7 days using accelerometers and diaries. Semistructured interviews explored participants’ perspectives regarding pet-related activities. Participants’ mean (SD) daily step count was 14,204 (5,061) steps, and mean (SD) sedentary time per day was 8.76 (1.18) hr. Participants strongly concurred that their pets were an integral part of their daily lives. Incidental and purposeful PA resulted from participants undertaking pet care and socially interacting with their pets. Pets may interrupt sedentary behaviors by nudging older adults to engage in PA as part of their daily lived experience.
Recycling and Resistance to Change in Physical Education: The Informal Recruitment of Physical Education Teachers in Schools
Michelle Elizabeth Flemons, Joanne Hill, Toni O’Donovan, and Angel Chater
Purpose: Physical education (PE) teachers’ interactions with students were explored to examine self-selection for PE teaching as a career option during school. Method: Semistructured life story interviews were conducted with 29 PE teachers at different career stages. Complementing occupational socialization, Bourdieu’s habitus, capital, field, and practice were adopted as thinking tools to inform thematic analysis. Results: Three key themes were identified: (a) acceptance into the inner sanctum based on physical competence, effort, and enthusiasm for the traditional curriculum; (b) opportunities provided to students accepted into the inner sanctum, and (c) outside the inner sanctum: mismatched habitus and self-selection for PE teaching. Conclusion: Students exchanged competence, effort, and enthusiasm in the traditional curriculum for acceptance and opportunities to encourage self-selection for teaching PE. Without acceptance, individuals experienced challenges gaining career support. Dominated by a homogenous group resistant to change, PE needs independent careers information to promote change through heterogeneity.