Anne Flintoff
Biographic Data
| ID | 259598 |
|---|---|
| NAME | Anne Flintoff |
| GIVEN NAMES | Anne |
| FAMILY NAME | Flintoff |
| SIGNATURE | FLINTOFF A |
| AFFILIATIONS | Leeds Beckett University |
| ORCID | 0000-0001-6796-9869 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 158 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 8 |
Gendered power alive and kicking? An analysis of four English secondary school PE departments
Scraton’s [1992. Shaping up to womanhood: Gender and girls’ physical education. Open University Press] ground breaking research highlighted how Physical Education (PE) contributed to the reproduction of gender power relations; more specifically, how three messages around motherhood, sexuality and physicality, reflected through PE’s structures, activities and delivery, contributed to young women’s sense of self. Twenty five years on, this paper ex…
Risk assessment practice within primary mental health care
From the 1980s onwards, discourses of risk have continued to grow, almost in ubiquity. Ideas and practices of risk and risk aversion have extended to UK mental health care where services are expected to assess and manage risks, and high-quality clinical assessment has been revised to incorporate risk assessment. This article problematises practices of risk assessment in mental health provision, focussing on the base-rate problem. It presents an a…
Gender, physical education and active lifestyles
The idea for this Special Issue, ‘Gender, Physical Education and Active Lifestyles: Contemporary Challenges and New Directions’ developed from the interest generated by a one day conference held at Leeds Beckett University in September 2017. The conference marked 25 years since the publication of Sheila Scraton’s ground breaking, feminist analysis of Physical Education. As a pivotal text that has contributed to the growth of gender research withi…
Challenging gender relations in PE through cooperative learning and critical reflection
Research continues to highlight how gender is reproduced through pedagogical practice in Physical Education (PE), but there has been much less focus on how it might be challenged. This paper reports on an intervention that used cooperative learning and critical reflection to challenge gender relations in PE, using football, in a school in Valencia, Spain. The intervention was specifically constructed as a form of critical pedagogy to create an in…
I don’t want my parents’ respect going down the drain’
Young women’s relationship with physical activity has been explored extensively, yet the focus is often upon young women who are White. This paper considers South Asian, Muslim young women’s experiences of physical activity and how these are influenced by family. A ‘middle ground’ feminist approach is used, drawing upon the work of Hill Collins [(2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. London: Rou…
I just treat them all the same, really’
This paper explores physical educators’ perspectives on race and racism as a first step towards disrupting whiteness and supporting the development of antiracist practice. With close links to sport, a practice centrally implicated in the creation and maintenance of racialised bodies and hierarchies, Physical Education (PE) offers an important context for a study of whiteness and racism in education. Using collective biography we examine physical …
The (in)visibility of gender knowledge in the Physical Activity and Sport Science degree in Spain
This paper draws on research that aimed to explore the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula. Spain is a useful case study through which to explore gender knowledge within sport and PE degrees, because, unlike many other countries, it has a common, national curriculum framework for its Physical Activity and Sport Science (PASS) degrees. In addition, it…
A whitewashed curriculum? The construction of race in contemporary PE curriculum policy
Analyses of curricula in a range of countries show how they tend to reinforce, rather than challenge, popular theories of racism. To date, we know little about the contribution of physical education (PE) curriculum policy to the overall policy landscape. This paper examines the construction of race and racism in two national contexts (Norway and England) as a means of putting race and anti-racism on the PE policy research agenda. It adopts a crit…
Narratives from the road to social justice in Pete
Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon how pedagogy for inclusion in the field of physical education (PE) teacher education (PETE) is defined…
Exclusionary power in sports organisations
This paper contributes to existing literature on gender equity within sporting organisations, focusing on the merger between the Women's Cricket Association (WCA) and the England and Wales Cricket Board in 1998. At the time of the merger those involved in the WCA debated whether the merger would be positive for the future of the women's game. In this paper we discuss the impact of the merger on the women's role in the governance of their sport th…
Narratives From YouTube
The aim of this paper is to explore what is performed in students’ and teachers’ actions in physical education practice in terms of “didactic irritations,” through an analysis of YouTube clips from 285 PE lessons from 27 different countries. Didactic irritations are occurrences that Rønholt describes as those demanding “didactic, pedagogical reflections and discussions, which in turn could lead to alternative thinking and understanding about teac…
Tales from the playing field
This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth inter…
Introducing the physical education and sport pedagogy 2012 scholar lecture
This commentary introduces David Kirk's paper entitled ‘Making a career in Physical Education and Sport Pedagogy in the corporatized university: Reflections on hegemony, resistance, collegiality and scholarship’, which was presented in the 2012 Physical Education and Sport Pedagogy (PESP) ‘scholar lecture’ at the British Educational Research Association (BERA) conference. We briefly describe the origins of the scholar lecture and its link to the …
Playing the ‘Race’ card? Black and minority ethnic students' experiences of physical education teacher education
This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency—the government agency responsible for teacher education—for some years. However PETE programmes, designed to produce specialist physical educ…
Getting beyond normative interview talk of sameness and celebrating difference
The aim of this article is to problematise the use of the qualitative interview method within physical education (PE) research, but the discussion is equally relevant for the broader field of sport and exercise sciences. We argue that there is a tendency to pay lip‐service to the notion that knowledge is co‐constructed as multiple, contradictory, partial, cognitive, sensory and experienced in our research projects, whilst our interview practice c…
Just open your eyes a bit more’
In this paper we discuss some of the challenges of centralising ‘race’ and ethnicity in Physical Education (PE) research, through reflecting on the design and implementation of a study exploring Black and minority ethnic students' experiences of their teacher education. Our aim in the paper is to contribute to ongoing theoretical and methodological debates about intersectionality, and specifically about difference and power in the research proces…
Promoting and sustaining high quality physical education and school sport through school sport partnerships
School sport partnerships (SSPs) have been at the centre of a national strategy for Physical Education and School Sport (PESS) in England for the last seven years, aiming to improve both the range and quality of opportunities for young people to be physically active. While annual surveys show significantly increased opportunities for young people to be physically active, both in curriculum PE and outside of school sport ( Quick et al., 2010 ; The…
Targeting Mr average
The School Sport Partnership Programme (SSPP) is one strand of the national strategy for physical education and school sport in England, the physical education and school sport Club Links Strategy (PESSCL). The SSPP aims to make links between school physical education (PE) and out of school sports participation, and has a particular remit to raise the participation levels of several identified under-represented groups, of which girls and young wo…
The challenges of intersectionality
Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002 Maynard, M. 2002. Studying age, ‘race’ and gender: Translating a research proposal into a project. International Journal of Social Research Methodology, 5: 31–40. [Taylor & Francis Online] , [Google Scholar], 33) has recently argued that ‘difference is one of the most significant, yet unresolved, issues …
The School Sport Co-ordinator Programme
Over the last decade or so, young people have increasingly become a focus of UK sport policy. Fuelled in part by concerns such as the increasing levels of childhood inactivity and obesity, and the lack of international success in sport, a plethora of policy initiatives aimed at young people have been developed. In April 2000, the government published its sport strategy document, A Sporting Future for All, pulling together all the threads of recen…
Stepping into Active Leisure? Young Women's Perceptions of Active Lifestyles and their Experiences of School Physical Education
This paper reports the findings of a qualitative study which aimed to explore young women's perceptions of and attitudes towards involvement in physical activity and physical education (PE). Drawing on group and individual qualitative interviews with 21 15-year-old young women, it explores the nature, purpose and experiences of their physical activity involvement, both in and out of school. It examines how, in both settings, young women make cons…
The challenges of intersectionality
Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002 Maynard, M. 2002. Studying age, ‘race’ and gender: Translating a research proposal into a project. International Journal of Social Research Methodology, 5: 31–40. [Taylor & Francis Online] , [Google Scholar], 33) has recently argued that ‘difference is one of the most significant, yet unresolved, issues …
I just treat them all the same, really’
This paper explores physical educators’ perspectives on race and racism as a first step towards disrupting whiteness and supporting the development of antiracist practice. With close links to sport, a practice centrally implicated in the creation and maintenance of racialised bodies and hierarchies, Physical Education (PE) offers an important context for a study of whiteness and racism in education. Using collective biography we examine physical …
Targeting Mr average
The School Sport Partnership Programme (SSPP) is one strand of the national strategy for physical education and school sport in England, the physical education and school sport Club Links Strategy (PESSCL). The SSPP aims to make links between school physical education (PE) and out of school sports participation, and has a particular remit to raise the participation levels of several identified under-represented groups, of which girls and young wo…
Just open your eyes a bit more’
In this paper we discuss some of the challenges of centralising ‘race’ and ethnicity in Physical Education (PE) research, through reflecting on the design and implementation of a study exploring Black and minority ethnic students' experiences of their teacher education. Our aim in the paper is to contribute to ongoing theoretical and methodological debates about intersectionality, and specifically about difference and power in the research proces…
Challenging gender relations in PE through cooperative learning and critical reflection
Research continues to highlight how gender is reproduced through pedagogical practice in Physical Education (PE), but there has been much less focus on how it might be challenged. This paper reports on an intervention that used cooperative learning and critical reflection to challenge gender relations in PE, using football, in a school in Valencia, Spain. The intervention was specifically constructed as a form of critical pedagogy to create an in…
Playing the ‘Race’ card? Black and minority ethnic students' experiences of physical education teacher education
This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency—the government agency responsible for teacher education—for some years. However PETE programmes, designed to produce specialist physical educ…
The School Sport Co-ordinator Programme
Over the last decade or so, young people have increasingly become a focus of UK sport policy. Fuelled in part by concerns such as the increasing levels of childhood inactivity and obesity, and the lack of international success in sport, a plethora of policy initiatives aimed at young people have been developed. In April 2000, the government published its sport strategy document, A Sporting Future for All, pulling together all the threads of recen…
The (in)visibility of gender knowledge in the Physical Activity and Sport Science degree in Spain
This paper draws on research that aimed to explore the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula. Spain is a useful case study through which to explore gender knowledge within sport and PE degrees, because, unlike many other countries, it has a common, national curriculum framework for its Physical Activity and Sport Science (PASS) degrees. In addition, it…
Gendered power alive and kicking? An analysis of four English secondary school PE departments
Scraton’s [1992. Shaping up to womanhood: Gender and girls’ physical education. Open University Press] ground breaking research highlighted how Physical Education (PE) contributed to the reproduction of gender power relations; more specifically, how three messages around motherhood, sexuality and physicality, reflected through PE’s structures, activities and delivery, contributed to young women’s sense of self. Twenty five years on, this paper ex…
Promoting and sustaining high quality physical education and school sport through school sport partnerships
School sport partnerships (SSPs) have been at the centre of a national strategy for Physical Education and School Sport (PESS) in England for the last seven years, aiming to improve both the range and quality of opportunities for young people to be physically active. While annual surveys show significantly increased opportunities for young people to be physically active, both in curriculum PE and outside of school sport ( Quick et al., 2010 ; The…
A whitewashed curriculum? The construction of race in contemporary PE curriculum policy
Analyses of curricula in a range of countries show how they tend to reinforce, rather than challenge, popular theories of racism. To date, we know little about the contribution of physical education (PE) curriculum policy to the overall policy landscape. This paper examines the construction of race and racism in two national contexts (Norway and England) as a means of putting race and anti-racism on the PE policy research agenda. It adopts a crit…
Narratives from the road to social justice in Pete
Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon how pedagogy for inclusion in the field of physical education (PE) teacher education (PETE) is defined…
Exclusionary power in sports organisations
This paper contributes to existing literature on gender equity within sporting organisations, focusing on the merger between the Women's Cricket Association (WCA) and the England and Wales Cricket Board in 1998. At the time of the merger those involved in the WCA debated whether the merger would be positive for the future of the women's game. In this paper we discuss the impact of the merger on the women's role in the governance of their sport th…
Tales from the playing field
This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth inter…
Risk assessment practice within primary mental health care
From the 1980s onwards, discourses of risk have continued to grow, almost in ubiquity. Ideas and practices of risk and risk aversion have extended to UK mental health care where services are expected to assess and manage risks, and high-quality clinical assessment has been revised to incorporate risk assessment. This article problematises practices of risk assessment in mental health provision, focussing on the base-rate problem. It presents an a…
Gender, physical education and active lifestyles
The idea for this Special Issue, ‘Gender, Physical Education and Active Lifestyles: Contemporary Challenges and New Directions’ developed from the interest generated by a one day conference held at Leeds Beckett University in September 2017. The conference marked 25 years since the publication of Sheila Scraton’s ground breaking, feminist analysis of Physical Education. As a pivotal text that has contributed to the growth of gender research withi…
Stepping into Active Leisure? Young Women's Perceptions of Active Lifestyles and their Experiences of School Physical Education
This paper reports the findings of a qualitative study which aimed to explore young women's perceptions of and attitudes towards involvement in physical activity and physical education (PE). Drawing on group and individual qualitative interviews with 21 15-year-old young women, it explores the nature, purpose and experiences of their physical activity involvement, both in and out of school. It examines how, in both settings, young women make cons…
Stepping into Active Leisure? Young Women's Perceptions of Active Lifestyles and their Experiences of School Physical Education
This paper reports the findings of a qualitative study which aimed to explore young women's perceptions of and attitudes towards involvement in physical activity and physical education (PE). Drawing on group and individual qualitative interviews with 21 15-year-old young women, it explores the nature, purpose and experiences of their physical activity involvement, both in and out of school. It examines how, in both settings, young women make cons…
The School Sport Co-ordinator Programme
Over the last decade or so, young people have increasingly become a focus of UK sport policy. Fuelled in part by concerns such as the increasing levels of childhood inactivity and obesity, and the lack of international success in sport, a plethora of policy initiatives aimed at young people have been developed. In April 2000, the government published its sport strategy document, A Sporting Future for All, pulling together all the threads of recen…
Targeting Mr average
The School Sport Partnership Programme (SSPP) is one strand of the national strategy for physical education and school sport in England, the physical education and school sport Club Links Strategy (PESSCL). The SSPP aims to make links between school physical education (PE) and out of school sports participation, and has a particular remit to raise the participation levels of several identified under-represented groups, of which girls and young wo…
The challenges of intersectionality
Researching the intersection of class, race, gender, sexuality and disability raises many issues for educational research. Indeed, Maynard (2002 Maynard, M. 2002. Studying age, ‘race’ and gender: Translating a research proposal into a project. International Journal of Social Research Methodology, 5: 31–40. [Taylor & Francis Online] , [Google Scholar], 33) has recently argued that ‘difference is one of the most significant, yet unresolved, issues …
Getting beyond normative interview talk of sameness and celebrating difference
The aim of this article is to problematise the use of the qualitative interview method within physical education (PE) research, but the discussion is equally relevant for the broader field of sport and exercise sciences. We argue that there is a tendency to pay lip‐service to the notion that knowledge is co‐constructed as multiple, contradictory, partial, cognitive, sensory and experienced in our research projects, whilst our interview practice c…
Just open your eyes a bit more’
In this paper we discuss some of the challenges of centralising ‘race’ and ethnicity in Physical Education (PE) research, through reflecting on the design and implementation of a study exploring Black and minority ethnic students' experiences of their teacher education. Our aim in the paper is to contribute to ongoing theoretical and methodological debates about intersectionality, and specifically about difference and power in the research proces…
Promoting and sustaining high quality physical education and school sport through school sport partnerships
School sport partnerships (SSPs) have been at the centre of a national strategy for Physical Education and School Sport (PESS) in England for the last seven years, aiming to improve both the range and quality of opportunities for young people to be physically active. While annual surveys show significantly increased opportunities for young people to be physically active, both in curriculum PE and outside of school sport ( Quick et al., 2010 ; The…
Playing the ‘Race’ card? Black and minority ethnic students' experiences of physical education teacher education
This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency—the government agency responsible for teacher education—for some years. However PETE programmes, designed to produce specialist physical educ…
Narratives From YouTube
The aim of this paper is to explore what is performed in students’ and teachers’ actions in physical education practice in terms of “didactic irritations,” through an analysis of YouTube clips from 285 PE lessons from 27 different countries. Didactic irritations are occurrences that Rønholt describes as those demanding “didactic, pedagogical reflections and discussions, which in turn could lead to alternative thinking and understanding about teac…
Tales from the playing field
This article presents findings from recent research exploring black and minority ethnic (BME) students’ experiences of Physical Education teacher education (PETE) in England (Flintoff, 2008). Despite policy initiatives to increase the ethnic diversity of teacher education cohorts, BME students are under-represented in PETE, making up just 2.94% of the 2007/8 national cohort, the year in which this research was conducted. Drawing on in-depth inter…
Introducing the physical education and sport pedagogy 2012 scholar lecture
This commentary introduces David Kirk's paper entitled ‘Making a career in Physical Education and Sport Pedagogy in the corporatized university: Reflections on hegemony, resistance, collegiality and scholarship’, which was presented in the 2012 Physical Education and Sport Pedagogy (PESP) ‘scholar lecture’ at the British Educational Research Association (BERA) conference. We briefly describe the origins of the scholar lecture and its link to the …
Narratives from the road to social justice in Pete
Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon how pedagogy for inclusion in the field of physical education (PE) teacher education (PETE) is defined…
Exclusionary power in sports organisations
This paper contributes to existing literature on gender equity within sporting organisations, focusing on the merger between the Women's Cricket Association (WCA) and the England and Wales Cricket Board in 1998. At the time of the merger those involved in the WCA debated whether the merger would be positive for the future of the women's game. In this paper we discuss the impact of the merger on the women's role in the governance of their sport th…
A whitewashed curriculum? The construction of race in contemporary PE curriculum policy
Analyses of curricula in a range of countries show how they tend to reinforce, rather than challenge, popular theories of racism. To date, we know little about the contribution of physical education (PE) curriculum policy to the overall policy landscape. This paper examines the construction of race and racism in two national contexts (Norway and England) as a means of putting race and anti-racism on the PE policy research agenda. It adopts a crit…
The (in)visibility of gender knowledge in the Physical Activity and Sport Science degree in Spain
This paper draws on research that aimed to explore the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula. Spain is a useful case study through which to explore gender knowledge within sport and PE degrees, because, unlike many other countries, it has a common, national curriculum framework for its Physical Activity and Sport Science (PASS) degrees. In addition, it…
I don’t want my parents’ respect going down the drain’
Young women’s relationship with physical activity has been explored extensively, yet the focus is often upon young women who are White. This paper considers South Asian, Muslim young women’s experiences of physical activity and how these are influenced by family. A ‘middle ground’ feminist approach is used, drawing upon the work of Hill Collins [(2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. London: Rou…
I just treat them all the same, really’
This paper explores physical educators’ perspectives on race and racism as a first step towards disrupting whiteness and supporting the development of antiracist practice. With close links to sport, a practice centrally implicated in the creation and maintenance of racialised bodies and hierarchies, Physical Education (PE) offers an important context for a study of whiteness and racism in education. Using collective biography we examine physical …
Gender, physical education and active lifestyles
The idea for this Special Issue, ‘Gender, Physical Education and Active Lifestyles: Contemporary Challenges and New Directions’ developed from the interest generated by a one day conference held at Leeds Beckett University in September 2017. The conference marked 25 years since the publication of Sheila Scraton’s ground breaking, feminist analysis of Physical Education. As a pivotal text that has contributed to the growth of gender research withi…
Challenging gender relations in PE through cooperative learning and critical reflection
Research continues to highlight how gender is reproduced through pedagogical practice in Physical Education (PE), but there has been much less focus on how it might be challenged. This paper reports on an intervention that used cooperative learning and critical reflection to challenge gender relations in PE, using football, in a school in Valencia, Spain. The intervention was specifically constructed as a form of critical pedagogy to create an in…
Risk assessment practice within primary mental health care
From the 1980s onwards, discourses of risk have continued to grow, almost in ubiquity. Ideas and practices of risk and risk aversion have extended to UK mental health care where services are expected to assess and manage risks, and high-quality clinical assessment has been revised to incorporate risk assessment. This article problematises practices of risk assessment in mental health provision, focussing on the base-rate problem. It presents an a…
Gendered power alive and kicking? An analysis of four English secondary school PE departments
Scraton’s [1992. Shaping up to womanhood: Gender and girls’ physical education. Open University Press] ground breaking research highlighted how Physical Education (PE) contributed to the reproduction of gender power relations; more specifically, how three messages around motherhood, sexuality and physicality, reflected through PE’s structures, activities and delivery, contributed to young women’s sense of self. Twenty five years on, this paper ex…
Sociology (21 works) · Physical Education and Pedagogy (19 works) · Pedagogy (17 works) · Physical education (13 works) · Gender Studies (12 works) · Inclusion and Disability in Education and Sport (12 works) · Political science (12 works) · Psychology (12 works) · Sports, Gender, and Society (12 works) · Gender Studies (11 works)