| Young people's uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance |
23 |
| Understanding the increase in parents' involvement in organized youth sports |
21 |
| Reflection and reflective practice discourses in coaching: a critical analysis |
19 |
| Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy |
17 |
| Young people and their engagement with health-related social media: new perspectives |
13 |
| Challenging gender relations in PE through cooperative learning and critical reflection |
13 |
| The role of community sports coaches in creating optimal social conditions for life skill development and transferability - a salutogenic perspective |
11 |
| Adolescent constructions of gendered identities: the role of sport and (physical) education |
10 |
| Creativity as a developmental resource in sport training activities |
9 |
| Social change through an urban sport for development initiative? Investigating critical pedagogy through the voices of young people |
9 |
| Gender, health and physical activity in the digital age: between postfeminism and pedagogical possibilities |
8 |
| Students' physical education experiences in a multi-ethnic class |
8 |
| 'I just treat them all the same, really': teachers, whiteness and (anti) racism in physical education |
8 |
| Exploring formalized elite coach mentoring programmes in the UK: We've had to play the game' |
8 |
| Me, osteogenesis imperfecta, and my classmates in physical education lessons: a case study of embodied pedagogy in action |
8 |
| Young people's experiences of parental involvement in youth sport |
8 |
| Trying to get our message across': successes and challenges in an evidence-based professional development programme for sport coaches |
8 |
| In defence of white privilege: physical education teachers' understandings of their work in culturally diverse schools |
7 |
| Health and body tensions and expectations for pre-service physical education teachers in Spain |
7 |
| And if you can't hear us?: students as customers of neo-HPE |
7 |
| Professional coach educators in-situ: a social analysis of practice |
7 |
| Go for it Girl' adolescent girls' responses to the implementation of an activist approach in a core physical education programme |
7 |
| Sporting intervention and social change: football, marginalised youth and citizenship development |
7 |
| Understanding the reproduction of health inequalities: physical activity, social class and Bourdieu's habitus |
6 |
| Young people's knowledge and understanding of health, fitness and physical activity: issues, divides and dilemmas |
6 |
| Inclusive and accessible physical education: rethinking ability and disability in pre-service teacher education |
6 |
| 'I actually used to like PE, but not now': understanding care-experienced young people's (dis)engagement with physical education |
6 |
| Physical education teaching as a caring acttechniques of bodily touch and the paradox of caring |
6 |
| Why am I putting myself through this?' Women football coaches' experiences of the Football Association's coach education process |
6 |
| A whitewashed curriculum? The construction of race in contemporary PE curriculum policy |
6 |
| An investigation of pre-service teachers' learning in physical education teacher education: schools and university in partnership |
6 |
| Health by stealth - exploring the sociocultural dimensions of salutogenesis for sport, health and physical education research |
6 |
| 'Disable them all': SENCO and LSA conceptualisations of inclusion in physical education |
6 |
| Physical education teachers' perceptions of factors that inhibit and facilitate the enactment of curriculum change in a high-stakes exam climate |
6 |
| That is like a 24 hours-day tournament!': using social media to further an authentic sport experience within sport education |
6 |
| The influence of body discourses on adolescents' (non)participation in physical activity |
6 |
| It is only an intervention, but it can sow very fertile seeds: graduate physical education teachers' interpretations of critical pedagogy |
5 |
| 'The helping, the fixtures, the kits, the gear, the gum shields, the food, the snacks, the waiting, the rain, the car rides ... ': social class, parenting and children's organised activities |
5 |
| Developing teachers' pedagogical identities through a community of practice: learning to sustain the use of a student-centered inquiry as curriculum approach |
5 |
| Feminism(s) and PE: 25 years of Shaping Up to Womanhood |
5 |
| Youth sport policy: the enactment and possibilities of 'soft policy' in schools |
5 |
| Network ethnography applied: understanding the evolving health and physical education knowledge landscape |
5 |
| A qualitative analysis of the factors determining the quality of relations between a novice physical education teacher and his students' families: implications for the development of professional identity |
5 |
| Understanding the perceived mattering of physical education teachers |
5 |
| Touching the didactic contract-a student perspective on intergenerational touch in PE |
5 |
| Re-engaging disengaged pupils in physical education: an appreciative inquiry perspective |
4 |
| I am fast but I do not fit: an autoethnography of a swimmer's experiences of 'competitive performance' stigma in two sporting contexts |
4 |
| 'The teacher sees my absence, not my participation'. Pupils' experiences of being seen by their teacher in physical education class |
4 |
| 'Strong is the new skinny': navigating fitness hype among teenagers in northern Sweden |
4 |
| Situating cultural diversity in movement. A case study on physical education teacher education in Norway |
4 |
