Janine Coates
Biographic Data
| ID | 3601651 |
|---|---|
| NAME | Janine Coates |
| GIVEN NAMES | Janine |
| FAMILY NAME | Coates |
| SIGNATURE | COATES J |
| AFFILIATIONS | Loughborough University |
| ORCID | 0000-0002-0021-9999 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Routledge Handbook of Qualitative Methods for Researching Disability in Physical Education
Participatory approaches are a welcome grounding for doing disability research in PE. Despite best intentions however, people that do not best communicate through traditional oral methods (e.g., some individuals with cerebral palsy, autism, D/deaf communities, verbal dyspraxia) are still excluded from research due to a reliance on ‘talk’ to recruit participants, gain informed consent and co-construct data. Embedding work in cripistemologies can d…
Epistemic injustice in physical education and sport: A critical disability studies perspective
This paper examines epistemic injustice as a valuable epistemological lens for critical disability studies (CDS) researchers examining issues of equity and social justice in physical education (PE) and sport. Drawing on the work of Miranda Fricker, we examine the ways in which knowledge production related to PE and sport for disabled youth may perpetuate injustices through affording excess credibility to those in positions of power who may have n…
Questioning body-normativity dominance in inclusive physical education: A transgressive analysis through bell hooks’ perspectives
Grounded in Critical Disability Studies, this study examines how mechanisms of oppression are recurrently legitimized in relation to Disabled students in Physical Education (PE). Drawing on bell hooks’ perspective, this study explores recurring logics of domination, thereby deepening understandings of how oppression is produced and sustained in PE. Using a post-structuralist approach, we conducted qualitative interviews with nine PE teachers to e…
Precarity in inclusive school sport and extracurricular provisions: Stakeholder perspectives
This study examines the current landscape of inclusive school sport for disabled young people in the UK. Guided by Bourdieu’s concepts of habitus, capital and field, the research draws on interviews and focus groups with eleven adult stakeholders involved in school and community sport provision. Using a qualitative, interpretivist approach and reflexive thematic analysis, the study finds that access to inclusive sport often relies on the presence…
You’ve got to make yourself uncomfortable to finally feel comfortable’: Young homeless people’s experiences of a trauma-informed sport-based intervention
Homeless youth are largely absent from the literature, yet homelessness affects a growing number of young people aged 16–24 in the United Kingdom. To date, research has focused on identifying risk and protective factors for becoming homeless. Pathways out of homelessness are reliant on young people accessing appropriate support services. However, they exist within liminal spaces, experiencing material, psychological, relational and developmental …
Like putting a puzzle piece in the wrong spot’: Transgender and non-binary experiences of physical education
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…
The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom
A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitio…
It Doesn't Matter How You Identify, You Can Still Skate With Us: Gender Inclusivity in Women's Flat Track Roller Derby
Women's flat track roller derby is a grassroots full-contact sport underpinned by an explicit gender policy stating that any self-identifying woman can play, including those who are transgender and gender diverse (TGD). Adopting a queer-feminist lens, this research examined attitudes toward and experiences of gender inclusivity in the sport from the perspective of cis and TGD athletes in the United Kingdom. Reflexive thematic analysis, drawing on…
Participatory research with young people with special educational needs and disabilities: A reflective account
This paper responds to the calls for researchers to be more transparent about their processes of conducting participatory research with young people. Set within the context of a doctoral project that explores the inclusion of young people with SEND in the UK School Games framework, the paper highlights challenges and triumphs of researching alongside young people with SEND. Participants were aged between 11 and 18 and attended either a special sc…
Voice, vlogs and visibility: The experiences of young people with Send engaging in the school games
The voices of young people with special educational needs and disabilities (SEND) have historically been omitted from research concerning their sporting experiences and provisions [Coates, J., & Vickerman, P. (2013). A review of methodological strategies for consulting children with special educational needs in physical education. European Journal of Special Needs Education, 28(3), 333–347. https://doi.org/10.1080/08856257.2013.797705; Wickman, K…
Archers’ experiences of target panic: An interpretative phenomenological analysis
Performance blocks are a common problem affecting athletes in a multitude of sports and can prevent accurate execution of sport-specific movements, significantly impacting an athlete’s career. However, little is known about performance blocks in archery, commonly referred to as ‘Target Panic’. The present study used Interpretative Phenomenological Analysis (IPA) to analyse accounts of seven archers impacted by target panic to gain an in-depth ins…
The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities
Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi‐method study assessed the effectiveness of a special school experience for pre…
Learning while playing: Children's Forest School experiences in the UK
Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are i…
Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings
A nation's education system plays a key role in future economic competitiveness. Political attention to education has fuelled geographical interest in the role of formal education and informal learning environments in the cultivation of future citizen-workers. To date, formal and informal learning have largely been considered separately, but this paper responds by critically evaluating the intersections between the two spheres. This agenda is pur…
Physically fit or physically literate? How children with special educational needs understand physical education
The role of physical literacy within physical education (PE) has become a widely debated topic in recent years. Its role in educating children about physicality through embodiment, skill acquisition and reading the environment is argued to be of great benefit to children. However, whether children understand the role of PE in the development of these competencies is not clear, and this is even truer for children who have special educational needs…
Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings
A nation's education system plays a key role in future economic competitiveness. Political attention to education has fuelled geographical interest in the role of formal education and informal learning environments in the cultivation of future citizen-workers. To date, formal and informal learning have largely been considered separately, but this paper responds by critically evaluating the intersections between the two spheres. This agenda is pur…
Learning while playing: Children's Forest School experiences in the UK
Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are i…
Physically fit or physically literate? How children with special educational needs understand physical education
The role of physical literacy within physical education (PE) has become a widely debated topic in recent years. Its role in educating children about physicality through embodiment, skill acquisition and reading the environment is argued to be of great benefit to children. However, whether children understand the role of PE in the development of these competencies is not clear, and this is even truer for children who have special educational needs…
Like putting a puzzle piece in the wrong spot’: Transgender and non-binary experiences of physical education
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…
The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom
A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitio…
It Doesn't Matter How You Identify, You Can Still Skate With Us: Gender Inclusivity in Women's Flat Track Roller Derby
Women's flat track roller derby is a grassroots full-contact sport underpinned by an explicit gender policy stating that any self-identifying woman can play, including those who are transgender and gender diverse (TGD). Adopting a queer-feminist lens, this research examined attitudes toward and experiences of gender inclusivity in the sport from the perspective of cis and TGD athletes in the United Kingdom. Reflexive thematic analysis, drawing on…
Voice, vlogs and visibility: The experiences of young people with Send engaging in the school games
The voices of young people with special educational needs and disabilities (SEND) have historically been omitted from research concerning their sporting experiences and provisions [Coates, J., & Vickerman, P. (2013). A review of methodological strategies for consulting children with special educational needs in physical education. European Journal of Special Needs Education, 28(3), 333–347. https://doi.org/10.1080/08856257.2013.797705; Wickman, K…
You’ve got to make yourself uncomfortable to finally feel comfortable’: Young homeless people’s experiences of a trauma-informed sport-based intervention
Homeless youth are largely absent from the literature, yet homelessness affects a growing number of young people aged 16–24 in the United Kingdom. To date, research has focused on identifying risk and protective factors for becoming homeless. Pathways out of homelessness are reliant on young people accessing appropriate support services. However, they exist within liminal spaces, experiencing material, psychological, relational and developmental …
Physically fit or physically literate? How children with special educational needs understand physical education
The role of physical literacy within physical education (PE) has become a widely debated topic in recent years. Its role in educating children about physicality through embodiment, skill acquisition and reading the environment is argued to be of great benefit to children. However, whether children understand the role of PE in the development of these competencies is not clear, and this is even truer for children who have special educational needs…
Learning while playing: Children's Forest School experiences in the UK
Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are i…
Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings
A nation's education system plays a key role in future economic competitiveness. Political attention to education has fuelled geographical interest in the role of formal education and informal learning environments in the cultivation of future citizen-workers. To date, formal and informal learning have largely been considered separately, but this paper responds by critically evaluating the intersections between the two spheres. This agenda is pur…
Archers’ experiences of target panic: An interpretative phenomenological analysis
Performance blocks are a common problem affecting athletes in a multitude of sports and can prevent accurate execution of sport-specific movements, significantly impacting an athlete’s career. However, little is known about performance blocks in archery, commonly referred to as ‘Target Panic’. The present study used Interpretative Phenomenological Analysis (IPA) to analyse accounts of seven archers impacted by target panic to gain an in-depth ins…
The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities
Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi‐method study assessed the effectiveness of a special school experience for pre…
Voice, vlogs and visibility: The experiences of young people with Send engaging in the school games
The voices of young people with special educational needs and disabilities (SEND) have historically been omitted from research concerning their sporting experiences and provisions [Coates, J., & Vickerman, P. (2013). A review of methodological strategies for consulting children with special educational needs in physical education. European Journal of Special Needs Education, 28(3), 333–347. https://doi.org/10.1080/08856257.2013.797705; Wickman, K…
Participatory research with young people with special educational needs and disabilities: A reflective account
This paper responds to the calls for researchers to be more transparent about their processes of conducting participatory research with young people. Set within the context of a doctoral project that explores the inclusion of young people with SEND in the UK School Games framework, the paper highlights challenges and triumphs of researching alongside young people with SEND. Participants were aged between 11 and 18 and attended either a special sc…
It Doesn't Matter How You Identify, You Can Still Skate With Us: Gender Inclusivity in Women's Flat Track Roller Derby
Women's flat track roller derby is a grassroots full-contact sport underpinned by an explicit gender policy stating that any self-identifying woman can play, including those who are transgender and gender diverse (TGD). Adopting a queer-feminist lens, this research examined attitudes toward and experiences of gender inclusivity in the sport from the perspective of cis and TGD athletes in the United Kingdom. Reflexive thematic analysis, drawing on…
Like putting a puzzle piece in the wrong spot’: Transgender and non-binary experiences of physical education
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…
The development of an interdisciplinary theoretical framework for Forest School in the United Kingdom
A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitio…
Precarity in inclusive school sport and extracurricular provisions: Stakeholder perspectives
This study examines the current landscape of inclusive school sport for disabled young people in the UK. Guided by Bourdieu’s concepts of habitus, capital and field, the research draws on interviews and focus groups with eleven adult stakeholders involved in school and community sport provision. Using a qualitative, interpretivist approach and reflexive thematic analysis, the study finds that access to inclusive sport often relies on the presence…
You’ve got to make yourself uncomfortable to finally feel comfortable’: Young homeless people’s experiences of a trauma-informed sport-based intervention
Homeless youth are largely absent from the literature, yet homelessness affects a growing number of young people aged 16–24 in the United Kingdom. To date, research has focused on identifying risk and protective factors for becoming homeless. Pathways out of homelessness are reliant on young people accessing appropriate support services. However, they exist within liminal spaces, experiencing material, psychological, relational and developmental …
Routledge Handbook of Qualitative Methods for Researching Disability in Physical Education
Participatory approaches are a welcome grounding for doing disability research in PE. Despite best intentions however, people that do not best communicate through traditional oral methods (e.g., some individuals with cerebral palsy, autism, D/deaf communities, verbal dyspraxia) are still excluded from research due to a reliance on ‘talk’ to recruit participants, gain informed consent and co-construct data. Embedding work in cripistemologies can d…
Epistemic injustice in physical education and sport: A critical disability studies perspective
This paper examines epistemic injustice as a valuable epistemological lens for critical disability studies (CDS) researchers examining issues of equity and social justice in physical education (PE) and sport. Drawing on the work of Miranda Fricker, we examine the ways in which knowledge production related to PE and sport for disabled youth may perpetuate injustices through affording excess credibility to those in positions of power who may have n…
Questioning body-normativity dominance in inclusive physical education: A transgressive analysis through bell hooks’ perspectives
Grounded in Critical Disability Studies, this study examines how mechanisms of oppression are recurrently legitimized in relation to Disabled students in Physical Education (PE). Drawing on bell hooks’ perspective, this study explores recurring logics of domination, thereby deepening understandings of how oppression is produced and sustained in PE. Using a post-structuralist approach, we conducted qualitative interviews with nine PE teachers to e…
Psychology (10 works) · Sociology (9 works) · Inclusion and Disability in Education and Sport (8 works) · Pedagogy (8 works) · Physical Education and Pedagogy (7 works) · Qualitative research (6 works) · Disability Rights and Representation (5 works) · Political science (5 works) · Social Psychology (5 works) · Mainstream (4 works)