Rachel Sandford
Biographic Data
| ID | 3590697 |
|---|---|
| NAME | Rachel Sandford |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Sandford |
| SIGNATURE | SANDFORD R |
| AFFILIATIONS | Loughborough University |
| ORCID | 0000-0002-7572-0059 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 200 |
| WORKS AS AUTHOR | 31 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
It Is a Team Game
Interpersonal violence is now widely acknowledged as a key concern throughout sport. In response, governing bodies have started to introduce safeguarding strategies. One such example is the FIFA Guardians programme, which aims to introduce stronger safeguarding measures throughout global football. The programme includes nominated learners from FIFA’s 211 Member Associations completing the FIFA Guardians Safeguarding in Football Diploma. There is …
Physical education (PE) in Northern Ireland
Physical education (PE) in Northern Ireland (NI) is positioned within a complex and separated educational context. While we know something about the PE curriculum within this landscape, we know little about how PE teachers navigate this complexity. Consequently, we recruited secondary PE teachers from different school types in NI ( n = 8) to take part in individual, semi-structured interviews to explore how they understand and structure their PE …
Co-creating strategies for enacting trauma-aware pedagogies with pre-service physical education teachers
Background In Physical Education (PE), trauma may manifest in a range of different actions/behaviours (e.g. small fouls escalating into physical conflict, students refusing to be part of a team, and struggling to adhere to the rules of the game). Without knowledge of the effects of trauma, teachers often defer to punitive responses, which exacerbate rather than mediate the needs of trauma-affected youth. It is therefore critical that prospective …
Leaving no child behind? Exploring the developmental potential of physical education and school sport for left-behind children in China
Social class and the mobilisation of capital in physical education-related undergraduate programmes
Expanding Higher Education has increased the focus of undergraduate degrees towards preparing graduates for employment. Much research acknowledges classed inequalities in employability-related learning, yet studies tend to explore these in graduate employability rather than via students’ experiences of mobilising professional knowledge within their degree. Here, we use a Bourdieusian framework to explore how class impacts students’ cultivation an…
Mapping physical education in Northern Ireland
This paper is the first study that exclusively explores the structure and discourses evident within the physical education (PE) curriculum in Northern Ireland (NI). In doing so, it highlights the opportunities and challenges of the PE curriculum within this unique segregated school system, addressing a gap in the literature. For decades, research has recognised that many PE curricula are organised and delivered around units of games with a focus …
More than advocates
In England, increasing numbers of pupils are being identified with a severe learning difficulty (SLD). However, limited research has been undertaken to examine these pupils’ perspectives of education broadly and, more specifically, within the context of special school physical education (PE). While current international policy recognises the right of pupils to have a say in matters that affect them, the challenges of facilitating ‘voice’ for pupi…
Like putting a puzzle piece in the wrong spot’
Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered ‘ideals’ raise the potential for exclusion for those who do not ‘fit’. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies t…
Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people
Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or ‘at risk’—including care‐experienced young people—affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This pape…
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, Citation1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Lit…
Working with trauma-affected young people in secondary schools
Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the poten…
Exploring pre-service physical education teachers' trauma-related learning experiences in schools
This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with bot…
Developing evidence-informed principles for trauma-aware pedagogies in physical education
Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they are considered traumaticwhereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as a global health epidemic. Physical education (PE) is a uniqu…
Social class and the cultivation of capital
Social class inequalities in accessing sport persist across the western world as a result of financial, social and cultural factors. Research to date largely explores how inequalities impact both accessing and practicing sport and physical activity – identifying patterns and differences between social classes but failing to identify the long-term implications such as how students exchange these as official qualifications and knowledge in Physical…
Nurturing children's development through healthy eating and active living
Fostering the growth, development, health, and wellbeing of children is a global priority. The early childhood period presents a critical window to influence lifelong trajectories, however urgent multisectoral action is needed to ensure that families are adequately supported to nurture their children's growth and development. With a shared vision to give every child the best start in life, thus helping them reach their full developmental potentia…
A health(y) subject? Examining discourses of health in physical education curricula across the UK
In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation—England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of …
Narratives and marginalised voices
Existing research has so far failed to provide opportunities for the stories of care-experienced young people to be heard, especially regarding their perspectives on sport and physical activity. As such, a key aim of this paper was to showcase the stories of three care-experienced individuals; stories that focus specifically on the role of sport and physical activity in their lives and highlight the complexities of being in care and the challenge…
Sport, disability and (inclusive) education
It has long been held that participation in sport, physical activity (PA) and physical education (PE) can yield valuable benefits for young people (Bailey et al., 2009 Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817[Taylor & Francis Online]…
Young women, health and physical activity
Drawing on the conceptual frameworks of Bourdieu and postfeminism, this article analyses extant tensions between young women’s gendered habitus and the health-related learning spaces of Physical Education (PE) and Instagram. We draw on data from a two-phase qualitative research project with thirty-seven young women (aged 15–17) from three secondary schools in Spain who self-defined as physically active and engaging with exercise content on Instag…
A comparative analysis of discourses shaping physical education provision within and across the UK
Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the fou…
Navigating complex social landscapes
Internationally, there has been growing interest in the experiences of care experienced youth and their engagements with activities that can support positive development. Despite the acknowledged potential of sport/physical activity (PA) to act as a vehicle for positive development, there remain concerns about the piecemeal nature of sport/PA opportunities for care experienced youth at a local level and their capacity to access these. To date, re…
Physical education, school sport and looked-after-children
In recent years, there has been unprecedented awareness within policy and research of the disadvantageous trajectories that looked-after children and young people (LACYP) often face; particularly in relation to their education, health and wellbeing. Despite the perceived capacity of sport, physical activity and physical education to contribute to young people’s positive development, relatively few studies have considered the place of such activit…
Care-experienced youth and positive development
Numerous youth development outcomes are thought to ensue from participation in ‘positive’ activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; …
Learning to be human in a digital world
It is argued that negotiation and performance of identity in contemporary society is linked with the value-laden spaces in which individuals spend time. Concepts of space, place and identity have become important when looking to understand elements of social practice, in light of the recognition that life is becoming progressively more mobile, varied and challenging. This has resulted in a shift in how subsequent generations experience space and …
I actually used to like PE, but not now’
Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population…
The educational benefits claimed for physical education and school sport
This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence suggests that PESS has the potential to make contributions to young people’s development in each of thes…
Intensive mothering’ in the early years
Growing pressure on parents to equip their children with the skills required for future success, coupled with an increased focus on providing quality learning experiences in the early years, has contributed to an upsurge in the enrolment of young children in formal (often privatised) activities. Moreover, in response to growing societal concerns over the perceived risks of obesity and sedentary lifestyles, parents are often acutely aware of the i…
A comparative analysis of discourses shaping physical education provision within and across the UK
Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the fou…
I actually used to like PE, but not now’
Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population…
Re‐engaging disaffected youth through physical activity programmes
It is a cherished belief within physical education and sport communities that participation in sport/physical activity has the potential to offer young people a range of physical, psychological and social benefits. More recently in the UK, this belief has become prominent in government policies that, among other things, are seeking to re‐engage disaffected young people in order to increase their life chances and minimise the impact of anti‐social…
Looking beyond what's broken
Despite the volume of research devoted to the many ills that beset the pedagogical field of physical education and sport, we begin by arguing that there has been insufficient attention given to the way scholars conceptualise change and imagine bringing it about. In particular, we point to a tendency within the field to prioritise problems—what’s broken—and suggest that this tendency harbours a self-fulfilling logic. Although somewhat oversold by …
Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people
Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or ‘at risk’—including care‐experienced young people—affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This pape…
Physical education, school sport and looked-after-children
In recent years, there has been unprecedented awareness within policy and research of the disadvantageous trajectories that looked-after children and young people (LACYP) often face; particularly in relation to their education, health and wellbeing. Despite the perceived capacity of sport, physical activity and physical education to contribute to young people’s positive development, relatively few studies have considered the place of such activit…
Recruitments, engagements, and partitions
This paper examines the social practices children use to manage participation in play activities. Part of a wider research project looking at children's physical activity in play, this article considers the role of social interaction in shaping active play. The focus is on how children get others to take part in play they have initiated, and how inclusion and exclusion in play is managed. The data examined are video-recordings of seven- to eight-…
Nurturing children's development through healthy eating and active living
Fostering the growth, development, health, and wellbeing of children is a global priority. The early childhood period presents a critical window to influence lifelong trajectories, however urgent multisectoral action is needed to ensure that families are adequately supported to nurture their children's growth and development. With a shared vision to give every child the best start in life, thus helping them reach their full developmental potentia…
Sport, disability and (inclusive) education
It has long been held that participation in sport, physical activity (PA) and physical education (PE) can yield valuable benefits for young people (Bailey et al., 2009 Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817[Taylor & Francis Online]…
Young women, health and physical activity
Drawing on the conceptual frameworks of Bourdieu and postfeminism, this article analyses extant tensions between young women’s gendered habitus and the health-related learning spaces of Physical Education (PE) and Instagram. We draw on data from a two-phase qualitative research project with thirty-seven young women (aged 15–17) from three secondary schools in Spain who self-defined as physically active and engaging with exercise content on Instag…
Navigating complex social landscapes
Internationally, there has been growing interest in the experiences of care experienced youth and their engagements with activities that can support positive development. Despite the acknowledged potential of sport/physical activity (PA) to act as a vehicle for positive development, there remain concerns about the piecemeal nature of sport/PA opportunities for care experienced youth at a local level and their capacity to access these. To date, re…
Like putting a puzzle piece in the wrong spot’
Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered ‘ideals’ raise the potential for exclusion for those who do not ‘fit’. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies t…
A health(y) subject? Examining discourses of health in physical education curricula across the UK
In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation—England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of …
Care-experienced youth and positive development
Numerous youth development outcomes are thought to ensue from participation in ‘positive’ activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; …
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, Citation1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Lit…
Working with trauma-affected young people in secondary schools
Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the poten…
Exploring pre-service physical education teachers' trauma-related learning experiences in schools
This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with bot…
Ability to be active
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Play on 05 Oct 2015, available online: http://dx.doi.org/10.1080/21594937.2015.1060569
Re‐engaging disaffected youth through physical activity programmes
It is a cherished belief within physical education and sport communities that participation in sport/physical activity has the potential to offer young people a range of physical, psychological and social benefits. More recently in the UK, this belief has become prominent in government policies that, among other things, are seeking to re‐engage disaffected young people in order to increase their life chances and minimise the impact of anti‐social…
The educational benefits claimed for physical education and school sport
This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence suggests that PESS has the potential to make contributions to young people’s development in each of thes…
Looking beyond what's broken
Despite the volume of research devoted to the many ills that beset the pedagogical field of physical education and sport, we begin by arguing that there has been insufficient attention given to the way scholars conceptualise change and imagine bringing it about. In particular, we point to a tendency within the field to prioritise problems—what’s broken—and suggest that this tendency harbours a self-fulfilling logic. Although somewhat oversold by …
Intensive mothering’ in the early years
Growing pressure on parents to equip their children with the skills required for future success, coupled with an increased focus on providing quality learning experiences in the early years, has contributed to an upsurge in the enrolment of young children in formal (often privatised) activities. Moreover, in response to growing societal concerns over the perceived risks of obesity and sedentary lifestyles, parents are often acutely aware of the i…
Ability to be active
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Play on 05 Oct 2015, available online: http://dx.doi.org/10.1080/21594937.2015.1060569
Recruitments, engagements, and partitions
This paper examines the social practices children use to manage participation in play activities. Part of a wider research project looking at children's physical activity in play, this article considers the role of social interaction in shaping active play. The focus is on how children get others to take part in play they have initiated, and how inclusion and exclusion in play is managed. The data examined are video-recordings of seven- to eight-…
Learning to be human in a digital world
It is argued that negotiation and performance of identity in contemporary society is linked with the value-laden spaces in which individuals spend time. Concepts of space, place and identity have become important when looking to understand elements of social practice, in light of the recognition that life is becoming progressively more mobile, varied and challenging. This has resulted in a shift in how subsequent generations experience space and …
I actually used to like PE, but not now’
Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population…
Navigating complex social landscapes
Internationally, there has been growing interest in the experiences of care experienced youth and their engagements with activities that can support positive development. Despite the acknowledged potential of sport/physical activity (PA) to act as a vehicle for positive development, there remain concerns about the piecemeal nature of sport/PA opportunities for care experienced youth at a local level and their capacity to access these. To date, re…
Physical education, school sport and looked-after-children
In recent years, there has been unprecedented awareness within policy and research of the disadvantageous trajectories that looked-after children and young people (LACYP) often face; particularly in relation to their education, health and wellbeing. Despite the perceived capacity of sport, physical activity and physical education to contribute to young people’s positive development, relatively few studies have considered the place of such activit…
Care-experienced youth and positive development
Numerous youth development outcomes are thought to ensue from participation in ‘positive’ activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; …
Narratives and marginalised voices
Existing research has so far failed to provide opportunities for the stories of care-experienced young people to be heard, especially regarding their perspectives on sport and physical activity. As such, a key aim of this paper was to showcase the stories of three care-experienced individuals; stories that focus specifically on the role of sport and physical activity in their lives and highlight the complexities of being in care and the challenge…
Sport, disability and (inclusive) education
It has long been held that participation in sport, physical activity (PA) and physical education (PE) can yield valuable benefits for young people (Bailey et al., 2009 Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817[Taylor & Francis Online]…
Young women, health and physical activity
Drawing on the conceptual frameworks of Bourdieu and postfeminism, this article analyses extant tensions between young women’s gendered habitus and the health-related learning spaces of Physical Education (PE) and Instagram. We draw on data from a two-phase qualitative research project with thirty-seven young women (aged 15–17) from three secondary schools in Spain who self-defined as physically active and engaging with exercise content on Instag…
A comparative analysis of discourses shaping physical education provision within and across the UK
Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the fou…
Developing evidence-informed principles for trauma-aware pedagogies in physical education
Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they are considered traumaticwhereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as a global health epidemic. Physical education (PE) is a uniqu…
Social class and the cultivation of capital
Social class inequalities in accessing sport persist across the western world as a result of financial, social and cultural factors. Research to date largely explores how inequalities impact both accessing and practicing sport and physical activity – identifying patterns and differences between social classes but failing to identify the long-term implications such as how students exchange these as official qualifications and knowledge in Physical…
Nurturing children's development through healthy eating and active living
Fostering the growth, development, health, and wellbeing of children is a global priority. The early childhood period presents a critical window to influence lifelong trajectories, however urgent multisectoral action is needed to ensure that families are adequately supported to nurture their children's growth and development. With a shared vision to give every child the best start in life, thus helping them reach their full developmental potentia…
A health(y) subject? Examining discourses of health in physical education curricula across the UK
In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation—England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of …
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, Citation1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Lit…
Working with trauma-affected young people in secondary schools
Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the poten…
Exploring pre-service physical education teachers' trauma-related learning experiences in schools
This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with bot…
Like putting a puzzle piece in the wrong spot’
Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered ‘ideals’ raise the potential for exclusion for those who do not ‘fit’. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies t…
Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people
Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or ‘at risk’—including care‐experienced young people—affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This pape…
Co-creating strategies for enacting trauma-aware pedagogies with pre-service physical education teachers
Background In Physical Education (PE), trauma may manifest in a range of different actions/behaviours (e.g. small fouls escalating into physical conflict, students refusing to be part of a team, and struggling to adhere to the rules of the game). Without knowledge of the effects of trauma, teachers often defer to punitive responses, which exacerbate rather than mediate the needs of trauma-affected youth. It is therefore critical that prospective …
Psychology (22 works) · Sociology (21 works) · Pedagogy (18 works) · Physical education (17 works) · Physical Education and Pedagogy (17 works) · Political science (12 works) · Social Psychology (12 works) · Medicine (11 works) · Inclusion and Disability in Education and Sport (10 works) · Social Psychology (10 works)