Articles
Open Access
‘It’s better than going into it blind’: reflections by people with visual impairments regarding the use of simulation for pedagogical purposes
Anthony J. Maher, Justin A. Haegele & Andrew C. Sparkes
Pages: 647-661 | DOI: 10.1080/13573322.2021.1897562
Open Access
What is PE and who should teach it? Undergraduate PE students’ views and experiences of the outsourcing of PE in the UK
Nollaig McEvilly
Pages: 662-675 | DOI: 10.1080/13573322.2021.1901684
Empowering children from socially vulnerable backgrounds through the use of roles in sport education
Luis M. García López & David Kirk
Pages: 676-688 | DOI: 10.1080/13573322.2021.1897563
Applying learning theories in learning how to teach physical education: a study of teacher education students collaborative learning processes in a project
Glenn Øvrevik Kjerland & Claes Annerstedt
Pages: 689-702 | DOI: 10.1080/13573322.2021.1902799
Negotiating tensions in identity: from physical education teacher educator to academic leader
Chris North, Kevin Patton & Maura Coulter
Pages: 703-716 | DOI: 10.1080/13573322.2021.1907326
Students’ perceptions on three-way pedagogical models hybridization: contributing to the development of active identities
Carlos Evangelio, Sixto González-Víllora, Javier Fernandez-Rio & Carmen Peiró-Velert
Pages: 717-731 | DOI: 10.1080/13573322.2021.1907327
Becoming the Divas of SUS: the construction of a community of active women in a socially vulnerable context
Heidi Jancer Ferreira, Alexandre Janotta Drigo & David Kirk
Pages: 732-746 | DOI: 10.1080/13573322.2021.1913111
Dual careers and academic achievements: does elite sport make a difference?
Rasmus K. Storm & Mette Eske
Pages: 747-760 | DOI: 10.1080/13573322.2021.1919070
Disciplinary marginalization and sociopolitics: the U.S. PETE pre-tenure experience
K. Andrew R. Richards, Christopher J. Kinder, Victoria N. Shiver, Amelia Mays Woods & Casey Laine Cushing
Pages: 761-774 | DOI: 10.1080/13573322.2021.1919611
