Toward a queer inclusive physical education
Dillon Landi
Pages: 1-15 | DOI: 10.1080/17408989.2017.1341478
Different combinations of perceived autonomy support and control: identifying the most optimal motivating style
L. Haerens, M. Vansteenkiste, A. De Meester, J. Delrue, I. Tallir, G. Vande Broek, W. Goris & N. Aelterman
Pages: 16-36 | DOI: 10.1080/17408989.2017.1346070
An analysis of the attraction and holding power of motor skill stations used in a mastery motivational physical education climate for preschool children
Peter A. Hastie, Jerraco L. Johnson & Mary E. Rudisill
Pages: 37-53 | DOI: 10.1080/17408989.2017.1341476
Impact of a pedometer-based goal-setting intervention on children’s motivation, motor competence, and physical activity in physical education
Xiangli Gu, Yu-Lin Chen, Allen W. Jackson & Tao Zhang
Pages: 54-65 | DOI: 10.1080/17408989.2017.1341475
The productive effect of power: (dis)pleasurable bodies materialising in and through the discursive practices of boys’ physical education
Göran Gerdin & Håkan Larsson
Pages: 66-83 | DOI: 10.1080/17408989.2017.1294669
The analysis of interactivity in a teaching and learning sequence of rugby: the transfer of control and learning responsibility
Bernat Llobet-Martí, Víctor López-Ros & Ignasi Vila
Pages: 84-102 | DOI: 10.1080/17408989.2017.1341472
Looking back into trans persons’ experiences in heteronormative secondary physical education contexts
José Devís-Devís, Sofía Pereira-García, Elena López-Cañada, Víctor Pérez-Samaniego & Jorge Fuentes-Miguel
Pages: 103-116 | DOI: 10.1080/17408989.2017.1341477
