Enacting a body-focused curriculum with young girls through an activist approach: Leveraging the after-school space

Enacting a body-focused curriculum with young girls through an activist approach: Leveraging the after-school space

This entry provides an overview of the after-school curriculum referred to as GIRL (Gaining Insight through Reflexive Learning) through an activist approach (Meza & Marttinen, 2019). Two coaches worked together to develop a safe and supportive environment establishing a trusting relationship with the students. As a result, effective teacher practice through an activist student-centered approach was able to strengthen the relationship between the girls and physical activity bridging towards lifetime physical activity and literacy.

‘Playing with Research’: Writing as Inquiry?

‘Playing with Research’: Writing as Inquiry?

This entry turns to Laurel Richardson’s (2000) notion of writing as a method of inquiry. It builds on my previous entry, in which I played around with poetic transcriptions. For Richardson (2000), poetic representation is one of many creative analytic practices through which to experiment. Here, I play with writing as inquiry to show a small part of the process that produced a ‘final’ publication…

September PETE Collaborative

September PETE Collaborative

On September 10th, 2020 we hosted the 7th PETE collaborative. You can listen to it here. This session focused on the conversations around the following four topics:

  • Development of relationships and sense of program belonging with preservice teachers

  • Facilitating effective field experiences

  • Delivering activity and methods courses

  • Continuous professional learning for PETE faculty members

The blogs that will follow will summarize the resources that were shared during the discussion. It’s important to note that the goal of the collaborative this time was to focus on things that are going well and to share those resources. This blog covers the last two sections of our meeting.

‘Playing with Research’: A Poetic Transcription

‘Playing with Research’: A Poetic Transcription

This entry focuses on the use of poetic transcription as a creative way to reflect on research, to use ‘member checking’ with follow-up interviews, and to (re-)present research through evocative writing. It shows two different approaches (written and a video). It also expands upon some data that never made it into the ‘final’ publication…

The subjective warrant for teaching physical education and an individuals’ orientation towards teaching.

The subjective warrant for teaching physical education and an individuals’ orientation towards teaching.

Have you ever considered why you wanted to become a physical education teacher? Have you ever thought about what innovative pedagogy means to you? Do you consider yourself to be innovative? What does success look like in physical education? How do you facilitate this for all students? This blog aims to prompt you to think about your own physical education story and how it has influenced the way you teach. Are you innovative or are you custodial in your practices, and where did your own beliefs come from?

The Stringency of the Subjective Warrant: How are physical education teachers really recruited?

The Stringency of the Subjective Warrant: How are physical education teachers really recruited?

Nearly four decades of research into physical education has highlighted that the subject has resisted in moving forward. ‘Innovative’ and ‘new’ pedagogical practises from more than 30 years ago have still not become valued as the norm within physical education teaching. -By Dr. Michelle Flemons

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We discuss research, theory and current issues in the fields of health and physical education in an easy to understand way. Our aim is to make research accessible to educators and university students from all over the globe.