Points of tension and possibility: boundaries in and of physical education

This article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations between curriculum, pedagogy and assessment are examined in terms of their linkages with legitimate knowledge structures and knowledge relations in/of physical education, and in turn, with equity in physical education. While curriculum, pedagogy and assessment are each identified as important avenues for critically informed pedagogic action, the collective dynamic is identified as over-riding any single influence. Furthermore, that dynamic is shown to be inseparable from the knowledge structures in/of physical education.     

Peer nominations among adolescents experiencing severe learning difficulties: an exploratory study using sociometric techniques

This paper reports on a small-scale exploratory study which piloted the use of sociometric techniques with a class group of adolescents attending a day special school for pupils experiencing severe learning difficulties (SLD). The aim of the study was to investigate peer relationships and aspects of friendships among this population. The results indicated that the relationships and friendships of these adolescents appeared genuine and to be of significance. Statistical analysis and observation of actual behaviour indicated that choices made were stable and valid and appeared to be based on similar criteria of acceptability to 'mainstream' choices. The majority of adolescents were able to provide rational justifications for their choices and some were able to evaluate the relationship of others with him or her. The implications of the results are discussed with reference to a continuing trend towards inclusion.     

Independent study: Direction is the key to success

Independent studies are designed to enable advanced students to investigate a specific topic of interest in greater depth than is possible in a traditional classroom environment. Student and faculty advisor must work together to provide direction for the independent study and to insure its success. This paper explores the role of both students and faculty advisors in developing independent studies. In addition, how to plan for independent studies and a step-by-step guide for directing them is proposed.She is currently completing a dissertation and plans to remain in the field of higher education.     

Who’s fault is it? An analysis of the press coverage of football betting scandals in France and the United Kingdom

Sport betting is a lucrative business for bookmakers, for the lucky (or wise) punters, but also for governments and for sport. While not new or even recent, the deviances linked to sport betting, primarily match-fixing, have gained increased media exposure in the past decade. This exploratory study is a qualitative content analysis of the press coverage of sport betting-related deviances in football in two countries (UK and France), using in each case two leading national publications over a period of five years. Data analysis indicates a mounting coverage of sport betting scandals, with teams, players and criminals increasingly framed as culprits, while authorities and federations primarily assume a positive role. As for the origin of sport betting deviances, French newspapers tend to blame the system (in an abstract way); British newspapers, in contrast, focus more on individual weaknesses, notably greed. This article contributed to the growing body of literature on the importance of these deviances and on the way they are perceived by sport organizations, legislators and the public at large.     

Re-theorising inclusion and reframing inclusive practice in physical education

Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments.