To address persistent health and physical activity issues, listening to the opinions and needs of a diverse population should be at the forefront of a social justice agenda. This article examines how a participant-centered photo exhibition, as the culmination of a two-year-long visual participatory research project, provided a site of public pedagogy for the audience to be acculturated around issues of ethnically diverse young people’s physical activity. Drawing from constructivist theory, I first present ethnically diverse young people as “experts of their own lives” and as active agents in their self-expression of their embodiments. I then demonstrate how young people’s visual narratives created alternative visions to media-driven body ideals, and to current schooling practices of body control and regulation. Last, I consider the benefits and limitations of organizing a photo exhibition as a pedagogical means to disseminate research findings to a larger audience, beyond the “academic monopoly,” for social change.
Sajad Bagherian, Nader Rahnama, Erik A. Wikstrom, Micheal A. Clark and Faroogh Rostami
. These compensations are consistent with the poor postural control associated with CAI. 13 Limitations This study is not without limitations. For example, we did not evaluate lower extremity alignment (e.g., pes planus or pes cavus), nor did we quantify the number of previous sprains and/or giving
David Brown and John Evans
Drawing on illustrations from a recent life history study that focused on male student teachers as they negotiated their way through a 1-year postgraduate certificate in education (PGCE) physical education teacher training course at a university in England, this paper explores how teachers are implicated in the social construction of gender relations in teaching physical education and school sport. The perspective forwarded is that the embodied gendered dispositions student teachers bring into the profession constitute a powerful influence on their professional behavior, and that the development and legitimation of these dispositions might be traced to key relationships with other physical education and coaching professionals. In so doing, we identify key moments in a process of cultural reproduction and conclude that teachers might be viewed as intergenerational living links or cultural conduits in the construction and transmission of particular gender orientations and practices in the profession. We conclude that future research needs to be intergenerational in focus if we are to better understand how these links act as channels in reproducing gender relations and how we might rupture and challenge them.
Aaron D. Sciascia
Jason Michael Mensinger
Joseph D. Shaffer
Sport-related concussions have recently been at the forefront of mainstream media, where the attention is now turning to the safety of our young athletes. With the recent rise of concussion lawsuits, coaches need to know concussion basics to protect their athletes and themselves. What we know about concussions has evolved, and it is critical that coaches understand these changes and how they impact the management of their teams’ injuries. In the absence of medical personnel, coaches are responsible for removing athletes from play if they have potentially sustained a concussion. Coaches must therefore understand the different mechanisms of injury, signs and symptoms, and the protocol to follow if they believe their athlete has sustained a concussion.
Stephanie Truelove, Andrew M. Johnson, Shauna M. Burke and Patricia Tucker
in the school environment, this is a valuable setting to promote and engage children in physical activity ( Pate et al., 2006 ). In particular, physical education (PE) class allows for regular and structured opportunities for students to be active and a chance to learn, practice, and execute new
Julianne A. Wenner, Kimberly M.B. Tucker, Hannah G. Calvert, Tyler G. Johnson and Lindsey Turner
students to accrue PA, as well as opportunities to learn the knowledge, skills, and dispositions for PA. These opportunities are regularly provided during physical education (PE) classes, but there is a growing recognition that cultivating a positive culture around PA cannot solely be accomplished within
Sarah Danthony, Nicolas Mascret and François Cury
numerous individual differences among students. The existing scales (e.g., Benson & El-Zahhar, 1994 ; Spielberger, 1980 ) assess test anxiety in general, regardless of the school discipline and its potential specificities, as may be the case for physical education (PE). PE is often considered an