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    Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology | A summary

    In this feature article, Rod Philpott and colleagues summarize their article from European Physical Education Review in which they describe and reflect on the Critical Incident Technique (CIT) methodology used in their study ‘Education for Equitable Health Outcomes: The Promise of School Health and Physical Education’ to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice.

    European Physical Education Review, Vol. 27, 2021, No. 1

    EPER is a journal that stimulates and presents scholarly enquiry in the broad field of physical education, including sport and leisure issues and research. The Forum Editor’s pick from the current issue: EXPLORING SOCIAL JUSTICE PEDAGOGIES IN HEALTH AND PHYSICAL EDUCATION THROUGH CRITICAL INCIDENT TECHNIQUE METHODOLOGY by Rod Philpot, Wayne Smith, Göran Gerdin, Lena Larsson, Katarina Schenker, Susanne Linnér, Kjersti Mordal Moen, and Knut Westlie.

    Sport, Education and Society, Volume 25, 2020, Issue 9

    Sport, Education and Society encourages contributions from social scientists and educationalists studying the relationships between pedagogy, ‘the body’ and society, The Forum Editor’s pick from the current issue: THE CONTINUED IMPORTANCE OF FAMILY SPORT CULTURE FOR SPORT PARTICIPATION DURING THE TEENAGE YEARS by Åse Strandbu, Anders Bakken & Kari Stefansen.

    Curriculum Studies in Health and Physical Education, Volume 10, 2019, Issue 2

    Curriculum Studies in Health and Physical Education has a particular focus on social science research-based articles that make reference to other critical work in the field and/or discuss particular issues of practice-focused research within the specific professional field.

    European Journal for Sport and Society, Vol. 15, 2018, Issue 3

    The European Journal for Sport and Society is the official journal of the European Association for Sociology of Sport, EASS. Its function is to enable an international discussion about current issues and to foster collaboration between researchers from all social scientific sub-disciplines. It’s published 4 times per year.

    European Physical Education Review, Vol. 25, 2019, No. 1

    European Physical Education Review is a journal that stimulates and presents scholarly enquiry in the broad field of physical education, including sport and leisure issues and research, bringing together contributions from a wide range of disciplines across the natural and social sciences and humanities.

    Important study, groundbreaking results, problematic conclusions

    Anne Tjønndal reviews an edited volume from Palgrave Macmillan, Sport and Social Entrepreneurship in Sweden by Tomas Peterson & Katarina Schenker. Our reviewer hails the study as an important contribution to the scholarly field of social innovation and entrepreneurship in sport, but she has serious misgivings about some of the concluding theses.

    Report from EDUHEALTH – a HORIZON 2020 project

    EDUHEALTH is a short-form of “Education for Equitable Health Outcomes – the Promise of School Health and Physical Education”, the project name for a collaborative study, under the auspices of the European Union's Horizon 2020 research and innovation program, involving Linnaeus University, University of Auckland and Inland Norway University of Applied Science.

    Sport in Society, Volume 21, 2018, Issue 3

    The considerable growth of interest in commerce, media and politics and their relationship to sport in international academia has resulted in academics in various disciplines writing about sport. Sport in Society is a multi-disciplinary and inter-disciplinary forum for academics to discuss the growing relationship of sport to significant areas of modern life.

    Sport, Education and Society, Volume 23, 2018, Issue 3

    Sport, Education and Society encourages contributions from social scientists and educationalists studying the relationships between pedagogy, ‘the body’ and society as well as from all professionals with theoretical and empirical interests relating to policy, curriculum, social inclusion, equity and identity, and progressive educational development in physical activity, health and sport.
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