Shirley Gray

Dados Biográficos

ID3701435
NOMEShirley Gray
PRENOMESShirley
SOBRENOMEGray
ASSINATURAGRAY S
AFILIAÇÕESUniversity of Edinburgh
ORCID0000-0002-7742-2629
VERIFICADOSim
TOTAL DE OBRAS38
TOTAL DE CITAÇÕES82
TOTAL COMO AUTOR38
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2008
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H5

  • Embodiment in physical education

    Open AccessKaren Lambert, Lisa Young et al.ARTICLEEuropean Physical Education Review2026

    Recent interest in physical literacy, meaningful physical education (PE), and bodily pleasure has brought renewed attention to the notion of embodiment in PE (EPE). Yet embodiment remains conceptually complex and often poorly understood. Building on previous theoretical work that identified five attributes of EPE, intentionality, affect, meaning, shared, and unity, this study sought to consolidate and refine an emerging EPE approach. We examine h…

  • Leadership for wellbeing

    Stephanie Hardley, Shirley Gray et al.ARTICLEHealth Education2026

    Purpose Leadership is considered essential for successful implementation of whole-school health and wellbeing (HWB). However, individual schools face unique contextual factors which can enable or constrain action, for example, schools serving pupils from diverse socioeconomic backgrounds. Therefore, this study explores how school leaders adapt HWB practices to suit their local context and identifies leadership practices perceived by staff to supp…

  • Becoming a health promoting teacher

    Deborah A Holt, Deborah Holt et al.ARTICLEHealth Education2026

    Purpose This article presents key findings from a study that investigated Scottish primary school teachers' perspectives of health and wellbeing (HWB), specifically positive mental health promotion. Aiming to initiate a dialogue between the primary and secondary school sectors, the article then considers these key findings in relation to secondary schools and how they could inform thinking and practice in this context. Design/methodology/approach…

  • New (materialist) perspectives on becoming trauma-aware in physical education

    Open AccessVincent Coleman, Shirley Gray et al.ARTICLESport Education and Society2026

    There is an emerging expectation for physical education teachers to become trauma-aware. Yet despite some progress, how this process unfolds is not well understood. In this paper, we make a novel contribution to this area of scholarship by thinking about the socio-material processes through which teachers become trauma-aware in physical education. Drawing on new materialism, we develop an understanding of becoming trauma-aware that describes an i…

  • Physical education (PE) in Northern Ireland

    Open AccessShirley Gray, Julie Stirrup et al.ARTICLEEuropean Physical Education Review2026Referências: 1

    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

    Open AccessThomas Quarmby, Rachel Sandford et al.ARTICLEPhysical Education and Sport…2025

    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 …

  • Beyond marginalisation

    Bo Peng, Amy S Ha et al.ARTICLESport Education and Society2025Referências: 30

    Physical Education (PE) occupies a paradoxical position in China: constitutionally mandated yet persistently marginalised within a system that prioritises cognitive attainment and measurable academic outputs. This paper critically examines the ideological, cultural, and neoliberal forces underpinning this marginalisation, situating the Chinese case within broader global trends while attending to its distinct historical and philosophical contexts.…

  • Mapping physical education in Northern Ireland

    Open AccessJulie Stirrup, Shirley Gray et al.ARTICLESport Education and Society2025Referências: 7

    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 …

  • What's right with PE

    Open AccessShirley Gray, Karen Lambert et al.ARTICLEEuropean Physical Education Review2025Referências: 5

    For decades, physical education (PE) scholars have called for a change to how PE is conceptualised and enacted, highlighting that its current (and persistent) form and focus – organised around physical activities and sports – are not fit for purpose. Much of this change-oriented discourse highlights what is wrong with PE, leading to suggestions about how PE should change in and for the future, for example, by adopting critical approaches and conn…

  • How is embodiment in physical education theoretically conceptualised? A concept analysis

    Karen Lambert, Shirley Gray et al.ARTICLEPhysical Education and Sport…2024

    Background Interest in and debates around meaningful movement and embodiment in physical education (EPE) have grown over the last ten years. The quality of these discussions centre on a degree of conceptual clarity for talking pedagogically about embodiment, and consideration of ways of applying it in practice in meaningful ways. The aim of this study is to systematically analyse the theoretical concept of embodiment presented within physical edu…

  • Critical engagement with digital health

    Open AccessSarah MacIsaac, Shirley Gray et al.ARTICLEHealth Education Journal2024

    Objective: This paper forms part of a DigihealthPE project in which we have been working with physical education (PE) teachers to co-create critical and embodied digital health pedagogies. As part of the project, we invited PE teachers to mind map their personal engagements with digital health technologies. We aimed to explore the potential openings and opportunities (and limitations) within these maps for critical thinking and action. Method: Da…

  • Digital health education

    Open AccessE Rich, Shirley Gray et al.ARTICLEHealth Education Journal2024

  • Exercising space

    Kemal Ahson, Kristiina Kumpulainen et al.ARTICLELearning Media and Technology2023

    The potential for technologies to transform health and physical education (HPE) has received increasing international attention in both policy and academic contexts. However, what is absent from much of this work is a lack of appreciation of the spatial dimension that recognises the relationship between how young people use digitised HPE technologies and where they use them. Applying Henri Lefebvre’s spatial theory, in this narrative review we ex…

  • Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform

    Open AccessJulie Stirrup, David Aldous et al.ARTICLESport Education and Society2023Citada por: 2Referências: 17

    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

    Open AccessThomas Quarmby, Rachel Sandford et al.ARTICLEEuropean Physical Education Review2023Citada por: 2Referências: 2

    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

    Open AccessShirley Gray, Rachel Sandford et al.ARTICLETeaching and Teacher Education2023Citada por: 2Referências: 5

    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…

  • A health(y) subject? Examining discourses of health in physical education curricula across the UK

    Open AccessShirley Gray, Oliver Hooper et al.ARTICLEBritish Educational Research…2022Citada por: 3Referências: 43

    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 …

  • Young women, health and physical activity

    M J Camacho-Miñano, María José Camacho Miñano et al.ARTICLESport Education and Society2021Citada por: 4Referências: 13

    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

    Open AccessShirley Gray, Rachel Sandford et al.ARTICLEEuropean Physical Education Review2021Citada por: 14Referências: 8

    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…

  • Pedagogies of perfection in the postfeminist digital age

    M J Camacho-Miñano, María José Camacho Miñano et al.ARTICLEJournal of Gender Studies2021Citada por: 2Referências: 33

    In this paper, we explore how pedagogies of perfection in fitness content on social media work as a postfeminist technology of the self, exhorting young women to act upon themselves to become ‘perfect’ but hiding the extent to which exercise as aesthetic labour is normatively demanded. We draw on focus group and individual interviews with 37 young women who follow fitness content on Instagram and a discourse analysis of the social media presence …

  • A critical discourse analysis of Curriculum for Excellence implementation in four Scottish secondary school case studies

    Open AccessStephanie Hardley, Shirley Gray et al.ARTICLEDiscourse Studies in the Cultural…2021Citada por: 2Referências: 24

    Improving the health and wellbeing (HWB) of children and young people has become a policy priority due to perceptions of decreased mental health and academic outcomes. This interest is seen in the Scottish education policy, Curriculum for Excellence (CfE); however, ambiguity around the term ‘wellbeing’ may hinder successful curriculum enactment. Drawing on Foucauldian theories, a critical discourse analysis was conducted on four secondary school …

  • Literacy, numeracy and health and wellbeing across learning

    Open AccessLouise Campbell, Shirley Gray et al.ARTICLEInternational Journal of…2020

  • Creating thriving and sustainable futures in physical education, health and sport

    Malcolm Thorburn, Shirley Gray et al.ARTICLESport Education and Society2019Citada por: 2Referências: 5

    The idea for this Special Issue, ‘Creating thriving and sustainable futures in physical education, health and sport’ arose from the Association Internationale des Écoles Supérieures d’Éducation Physique (AIESEP) World Congress in Edinburgh, 25–28 July, 2018. The quadrennial World Congress welcomed an international audience of over 400 delegates from 40 plus countries to critically consider some of the demanding issues and resurgent possibilities …

  • Investigating the development of masculine identities in physical education

    Sean Stewart, Shirley Gray et al.ARTICLESport Education and Society2019Citada por: 3Referências: 11

    This research examines the masculine identities and experiences of males within the subject of PE. Specifically, it examines the masculine identities of two groups of boys in the Scottish secondary physical education (PE) context: Secondary 1 (S1: age 12–13) and Secondary 4 (S4: age 15–16). Drawing from Hegemonic Masculinity Theory and Inclusive Masculinity Theory, this research set out to explore how masculine identities co-exist and develop wit…

  • She has like 4000 followers!’

    Sarah MacIsaac, John Kelly et al.ARTICLEJournal of Youth Studies2017Citada por: 6Referências: 19

    Online social interaction has become integral to contemporary social life, adding new dimensions to how young people learn, interact, and perceive themselves and one another. This paper presents theoretical insights from a year-long ethnographic study within a Scottish secondary school, where participant observation and qualitative interviews were used to explain pupils’ informal social relationships. Here, pupils aged 11–18 constructed and negot…