Articles
ArticlesThe curriculum took a back seat to huff and puff: Teaching high school health and physical education during Covid-19
Vaughan Cruickshank, Shane Pill, and Casey Mainsbridge
Capturing the multidimensionality of motivation in physical education: A self-organizing maps approach to profiling students
Carmen Peiró-Velert, Xavier García-Massó, Esther Pérez-Gimeno, Jorge Lizandra, Alexandra Valencia-Peris, and José Devís-Devís
Physical education student teachers’ wellbeing during Covid-19: Resilience resources and challenges from school placement
Niamh O’ Brien, Wesley O’Brien, João Costa, and Manolis Adamakis
Physical activity opportunities for secondary school students: International best practices for whole-of-school physical activity programs
Jaimie M. McMullen, Jouni Kallio, and Tuija H. Tammelin
“It’s more about building trust”: Physical education teachers’ experiences with trauma-informed practices
Douglas W Ellison and Jennifer Walton-Fisette
“I hate that education is a business”: Influence of occupational socialization on sport pedagogy doctoral students’ intended PETE programs
Jamie Jacob Brunsdon and Matthew Curtner-Smith
Open Access
A systematic review exploring body image programmes and interventions in physical education
Charlotte Kerner, Amy Prescott, Robyn Smith, and Michael Owen
Open Access
Physical education teachers’ perceptions and operationalisations of personal and social development goals in primary education
Katrijn Opstoel, Frans Prins, Frank Jacobs, Leen Haerens, Jan van Tartwijk, and Kristine De Martelaer
Open Access
Design of a new movement competence assessment for children aged 8–12: A Delphi poll study
Nathan Gavigan, Sarahjane Belton, Enda Whyte, Siobhan O’Connor, David Morley, and Johann Issartel
Public elementary school teachers’ positioning in teaching physical education to Japanese language learners
Yu Furuta, Takahiro Sato, Ryan T Miller, Chie Kataoka, and Takafumi Tomura
‘Involve me, and I learn’: Effects of social status on students’ physical activity, skill, and knowledge during group work
Nikki Hollett, Sheri J Brock, Brenna Cosgrove, Jessica R Grimes, Peter Hastie, and Danielle Wadsworth
