Valerie Kastrup
Biographic Data
| ID | 3748640 |
|---|---|
| NAME | Valerie Kastrup |
| GIVEN NAMES | Valerie |
| FAMILY NAME | Kastrup |
| SIGNATURE | KASTRUP V |
| AFFILIATIONS | Bielefeld University |
| ORCID | 0000-0002-7595-3493 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1963 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The othering of trans*, inter* and non-binary students in physical education
Background Physical education (PE), which focusses on the body and physical performance, emphasises sex and gender by reproducing binary gender norms and hierarchies, as well as heteronormativity. Studies have shown that trans*, inter* and non-binary (TIN*) students are marginalised in PE because they do not fit the binary gender norm. This results in inequalities that lead to the (self-)exclusion of TIN* students. Previous studies, which have pr…
Transgender, intersex and non-binary students in physical education
Physical education (PE) teachers significantly shape trans*, inter* and non-binary (TIN*) students' experiences in PE, which are often described as negative. This review aimed to examine existing literature on PE teachers’ perspectives on TIN* students in school PE settings, encompassing studies published in English, Spanish and German up to June 2024. We conducted searches across the electronic databases ERIC, MEDLINE, SPORTDiscus, Scopus, Web o…
Teacher sensitivity as a bridge to emotion regulation for students with special educational needs in their emotional and social development in physical education
Introduction Students with special educational needs in their emotional and social development (SEN-ESD) often experience strained teacher-student relationships (TSR). Physical Education (PE) presents a dual-natured context: while offering explicit curricular socioemotional learning opportunities, its embodied interactions and open setting may feel overwhelming for these students. Cross-disciplinary research on SEN-ESD suggests scarcity of qualit…
Sport for Development and Peace in the United Nations
In 2017, it was decided that the United Nations Office on Sport for Development and Peace (UNOSDP) is to be closed. This qualitative study aims to analyse the reasons for the closure as well as its effects on Sport for Development and Peace (SDP) in the United Nations. Against the background of the systems theory, we conducted interviews with participants from relevant organisations. It is shown that the way the UNOSDP worked underwent a change a…
Coordination processes in partnerships between German governmental organizations and German sports federations in jointly implemented SDP projects
Sports and physical activity are increasingly used as instruments of development policy. Within this field of sport for development and peace (SDP), one can observe a large number of partnerships between national governmental organizations and national sport federations. These are particularly important although these organizations pursue different core objectives with their SDP engagement. The aim of this qualitative study is to analyze how Germ…
National ‘Sport for Development and Peace’-programmes in light of UN recommendations and national sports organisations’ endeavours. A document analysis of the role of ‘Sports’ in Germany’s development…
Sport and physical activity have become an integral part of development policy in many countries of the world. However, national governmental organisations act in a complex setting of multiple stakeholders. Among the most notable influential stakeholders in the 'Sport for Development and Peace' field are international bodies such as the United Nations as well as national sports organisations. Against the backdrop of a systems theory based governa…
Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools
As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of ‘reflective co-education’, which stands for respect for equality and difference in co-educational PE classes. Although this programme has been anchored in the curricula of various federal s…
Professionalisierung und De-Professionalisierung der Sportlehrerrolle / Professionalisation and De-Professionalisation of the Physical Education Teacher’s Role
Der Artikel untersucht, ob und in welchem Maße der Sportlehrerberuf eine Profession darstellt. Hierzu benützt er eine systemtheoretisch orientierte Professionalisierungstheorie (Stichweh), wodurch Fragen nach dem gesellschaftlichen Problembezug, der Definition der Komplementärrollen-Karriere, der Experten-Laien-Differenz und der Monopolstellung des Sportlehrerberufs aufkommen
Alcoholism, birth order, and family size
Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools
As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of ‘reflective co-education’, which stands for respect for equality and difference in co-educational PE classes. Although this programme has been anchored in the curricula of various federal s…
National ‘Sport for Development and Peace’-programmes in light of UN recommendations and national sports organisations’ endeavours. A document analysis of the role of ‘Sports’ in Germany’s development…
Sport and physical activity have become an integral part of development policy in many countries of the world. However, national governmental organisations act in a complex setting of multiple stakeholders. Among the most notable influential stakeholders in the 'Sport for Development and Peace' field are international bodies such as the United Nations as well as national sports organisations. Against the backdrop of a systems theory based governa…
Alcoholism, birth order, and family size
Professionalisierung und De-Professionalisierung der Sportlehrerrolle / Professionalisation and De-Professionalisation of the Physical Education Teacher’s Role
Der Artikel untersucht, ob und in welchem Maße der Sportlehrerberuf eine Profession darstellt. Hierzu benützt er eine systemtheoretisch orientierte Professionalisierungstheorie (Stichweh), wodurch Fragen nach dem gesellschaftlichen Problembezug, der Definition der Komplementärrollen-Karriere, der Experten-Laien-Differenz und der Monopolstellung des Sportlehrerberufs aufkommen
Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools
As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of ‘reflective co-education’, which stands for respect for equality and difference in co-educational PE classes. Although this programme has been anchored in the curricula of various federal s…
National ‘Sport for Development and Peace’-programmes in light of UN recommendations and national sports organisations’ endeavours. A document analysis of the role of ‘Sports’ in Germany’s development…
Sport and physical activity have become an integral part of development policy in many countries of the world. However, national governmental organisations act in a complex setting of multiple stakeholders. Among the most notable influential stakeholders in the 'Sport for Development and Peace' field are international bodies such as the United Nations as well as national sports organisations. Against the backdrop of a systems theory based governa…
Coordination processes in partnerships between German governmental organizations and German sports federations in jointly implemented SDP projects
Sports and physical activity are increasingly used as instruments of development policy. Within this field of sport for development and peace (SDP), one can observe a large number of partnerships between national governmental organizations and national sport federations. These are particularly important although these organizations pursue different core objectives with their SDP engagement. The aim of this qualitative study is to analyze how Germ…
Sport for Development and Peace in the United Nations
In 2017, it was decided that the United Nations Office on Sport for Development and Peace (UNOSDP) is to be closed. This qualitative study aims to analyse the reasons for the closure as well as its effects on Sport for Development and Peace (SDP) in the United Nations. Against the background of the systems theory, we conducted interviews with participants from relevant organisations. It is shown that the way the UNOSDP worked underwent a change a…
The othering of trans*, inter* and non-binary students in physical education
Background Physical education (PE), which focusses on the body and physical performance, emphasises sex and gender by reproducing binary gender norms and hierarchies, as well as heteronormativity. Studies have shown that trans*, inter* and non-binary (TIN*) students are marginalised in PE because they do not fit the binary gender norm. This results in inequalities that lead to the (self-)exclusion of TIN* students. Previous studies, which have pr…
Transgender, intersex and non-binary students in physical education
Physical education (PE) teachers significantly shape trans*, inter* and non-binary (TIN*) students' experiences in PE, which are often described as negative. This review aimed to examine existing literature on PE teachers’ perspectives on TIN* students in school PE settings, encompassing studies published in English, Spanish and German up to June 2024. We conducted searches across the electronic databases ERIC, MEDLINE, SPORTDiscus, Scopus, Web o…
Teacher sensitivity as a bridge to emotion regulation for students with special educational needs in their emotional and social development in physical education
Introduction Students with special educational needs in their emotional and social development (SEN-ESD) often experience strained teacher-student relationships (TSR). Physical Education (PE) presents a dual-natured context: while offering explicit curricular socioemotional learning opportunities, its embodied interactions and open setting may feel overwhelming for these students. Cross-disciplinary research on SEN-ESD suggests scarcity of qualit…
Computer Science (4 works) · Political science (4 works) · Physical Education and Pedagogy (3 works) · Public relations (3 works) · Sport and Mega-Event Impacts (3 works) · Sports, Gender, and Society (3 works) · Economic growth (2 works) · Economics (2 works) · Geography (2 works) · German (2 works)