Featured Articles

Richard F. Jowers and colleagues examined occupational socialization and life histories as two factors contributing to the evolving beliefs and actions of sport pedagogy doctoral students. This research has practical implications for doctoral programs and raises questions for future research. The second paper, authored by Tara B. Blackshear, utilizes critical race theory and Black feminist thought to examine the implications of being awarded physical educator of the year on Black women. Her research celebrates the success of one Black physical educator while also providing suggestions for normalizing Black excellence in physical education. Third, Michael A. Hemphill and colleagues describe a restorative justice approach to social and emotional learning that acknowledges both race and racism. The authors describe the importance of community engagement in the development of social and emotional learning initiative tailored to the needs of students.

A study led by Stacy Imagbe compares the knowledge and behaviors related to active living among Black and White middle school students. The authors highlight disparities in knowledge and physical activity among Black and White students and call for culturally relevant approaches to help eliminate disparities. Korey L. Boyd and his colleagues situate culturally relevant and sustaining pedagogies within the context of preparing Black and Latinx preservice physical educators. Their research illustrates the need to place cultural and ethnic identities of preservice teachers at the center of teacher education programs. Ray N. Fredrick and his coauthors broaden our horizons through a case study of how an evidence-based after-school program developed in the United States could be transformed to meet the needs of children in Paraguay. Their research illustrates how international partnerships can be leveraged to translate positive youth development across geographic borders.

Cory E. Dixon and colleagues explore how culturally relevant and sustaining pedagogies used in the training future professionals at a youth development center can be transferred into their careers as PETE Faculty. They explored the experiences of three graduate students as they navigate challenges teaching in a nontraditional setting and provide suggestions for culturally relevant and sustaining pedagogy. Robin J. Dunn studied how debriefing can be used as a tool for teaching children to transfer concepts of personal and social responsibility beyond physical activity contexts. Her study suggests that using scaffolding approaches to guided discovery can help in promoting the transfer of life skills beyond physical activity programs.

Using the metaphor of The Conveyor Belt, Javier L. Wallace and colleagues describe how Black males in physical education and related disciplines can benefit from PETE. As a marginalized community within a marginalized discipline, the Black scholars in PETE need systems that grant them to benefit from mainstream resources while simultaneously allowing them to advance their scholarship, teaching, and service to Black communities. Desmond W. Delk and colleagues seek to recalibrate our understanding of social justice through a review of current social justice literature in PETE. They end their review with recommendations for the direction of future research informed by social justice principles.