ABSTRACT This study represents the first comprehensive qualitative systematic review on sport coaches’ and teachers’ perceptions and application of Game-Based Approaches (GBA) and Constraints-Led Approach (CLA). From searching 12 electronic academic databases from 1982 to 2020, 29 studies met the eligibility criteria and were included in the meta-study. Data revealed studies were conducted in several different countries, and case study design was the predominant methodology. The main data collection method reported was cross-sectional interviews. There were inconsistencies in the quality of reporting methodologies, sampling procedures, data analysis, and assessing quality. The meta-theory analysis identified weaknesses in the methodological and conceptual approaches, and a low number of studies stated philosophical perspectives. The meta-synthesis identified assumptions about learning, pedagogical knowledge and skills, content knowledge, and support as the overarching themes reported to impact coaches’ and teachers’ perceptions and application of GBAs and CLA. Finally, some recommendations for future research and practice are provided.

ABSTRACT This paper, based upon the Dudley Allen Sargent lecture delivered at the 2023 NAKHE conference, provides a discussion on the importance of physical education in higher education from a non-American perspective. It explores the past and present place of physical education and its scholars in the realm of higher education, while sharing examples and insights from a Canadian context. It argues that at the present time physical education scholars suffer somewhat from an abundance affliction with respect to the immense number of organizations, conferences, and journals that exist for sharing their scholarly work. Finally, readers are encouraged to reflect on how this breadth of opportunity for physical education in higher education and academia is both the disciplines’ greatest strength and weakness, but that regardless of this fact the roots of physical education in higher education and Dudley Sargent’s aspirations are still shared among physical education and kinesiology scholars of today.

ABSTRACT This study documented three domains of journal research quality using metrics from six major publishers and two major database services for a large sample of kinesiology-related journals: Rigor/soundness, usage, and prestige. All journal metrics were highly skewed and variable. Median acceptance rates and initial review time were consistent with rigorous peer-review. Four variables were strongly interrelated (0.849 < r < 0.963) and indicate typical usage of 1 to 3 citations for articles in these journals. The 5-year Eigenfactor Score had a relatively weaker association (0.510 < r < 0.758) with the usage metrics, supporting it as an estimate of the prestige afforded these kinesiology journals in Scopus instead of usage. Care must be taken to interpret multiple journal metrics; taking into account the skew, large variability, and confounding factors such as journal size and subject. Differences across quality domains, metrics, and bias from numerous contextual factors refute the insidious misuse of any single journal metric as quality indictor for ranking journals.

ABSTRACT This systematic review synthesized current literature regarding the effect of physical activity (PA) interventions on brain structure (BS) and brain function (BF) in healthy children. This review followed the Preferred Reporting Items for Systematic Reviews protocols and used the Rayyan web for data extraction. Eleven experimental studies were included. Specifically, six studies conducted chronic PA interventions, and the others applied acute PA interventions. Evidence from five articles (45.45%) confirmed that PA interventions had beneficial effects on brain structure and function in healthy children, including enhancing brain activation and microstructural plasticity. These articles shared a study protocol and were conducted in school settings, indicating homogeneity. Due to the technical complexity and limitations involved, there are few studies on brain health and development. Future research is necessary to validate and evaluate the effectiveness of PA interventions on brain structure and function in healthy children.

ABSTRACT Teacher training programmes and physical education activities were strikingly affected by the COVID-19 pandemic. Consequently, this study attempted to uncover (i) the systems factors that influenced the teaching practice of 28 preservice teachers during school placement, and how different multi-system interacting influences impacted on (ii) predominant, or (iii) differentiated teaching practices. Data included individual and focus group interviews, field notes, post-observation sessions, and digital portfolios. Eleven system-related factors were identified: macrosystem (lockdown regulations); exosystem (experiential learning); mesosystem (mentoring); microsystem (technology); and individual attributes. Teaching practices were influenced by interacting classroom conditions, prior learner-centred training, mentoring and personal attributes.

ABSTRACT Healthy lifestyle technologies (HLT) have gained popularity in young people’s daily lives, but the long-term effect of these technologies on their physical activity (PA) participation and health learning is unclear. This systematic review (a) explores the effect of HLT use on the PA participation and health learning of young people (aged 13–18), and (b) determines whether the effects were long-term and/or sustainable. Literature searches were conducted in five databases to identify studies published in academic journals in English between 2011 to 2022 which explored young people’s use of HLT to support their PA participation and health learning. Twenty-six studies were identified. The reported impact of these technologies focused on three dimensions: behavior change, psychological responses, and facilitators and barriers to HLT use. This review concluded that HLT can have positive short-term effects on young people’s PA participation and health learning, but the long term or sustainable influence remains inconclusive.

ABSTRACT Pedagogical models have been described as suitable for promoting positive outcomes in the physical domain of learning. Is this enough in the battle against sedentary lifestyles? To answer this question, a systematic search of four scientific literature databases was conducted. The articles were included if they met the following criteria: (1) interventions using the four most widely implemented pedagogical models (and their hybridizations), (2) analyzed physical activity (PA) and/or intention to be physically active (IPA), and (3) indexed in the Journal Citation Reports. As a result, twenty-eight articles were included. Some studies showed positive outcomes (in both PA and IPA); others showed ambiguous results (increases in one and no effects in the other) and, finally, some showed no effects. Most studies that assessed individuals’ IPA produced positive effects. IPA can lead to goals, and through goals, individuals shape their life. Thus, pedagogical models can become a major input in terms of health for future adults.

ABSTRACT Despite wide use in adapted physical activity (APA) courses, disability simulations are heavily critiqued for not being culturally responsive and for perpetuating negative stigmas. The present study explored the extent to which critiques have been addressed. Specifically, we aimed to appraise the design of disability simulations. A convenience sample of 14 APA instructors were surveyed and 8 opted-in for follow-up, semi-structured interviews. Adopting a pragmatic, interpretivist lens, we critically evaluated course artifacts and instructors’ descriptions of their assignments. Four assignment types were identified: evaluating accessibility of facilities, experiencing adaptations for activities of daily living, participating in disability sport, and practicing effective teaching modifications. While instructors agreed on a general definition of disability simulations, they were often hesitant to identify their assignments as such, especially disability sport-types. As teacher-researchers, who ourselves employ disability simulations in our courses, we confronted this ambiguity to explore implications for our teaching practices.

ABSTRACT There have been increasing calls within critical disability studies to move beyond ethnocentric Global North/Western interpretive lenses, especially when doing work in countries that have historically been oppressed by such cultures. These lenses rarely embrace the unique cultural nuances and social structures of different communities such that meaningful social justice is not possible. In this paper, we propose that cultural praxis (based on the work of Paulo Freire) could be a necessary paradigmatic shift toward amplifying disability research beyond ethnocentrism and toward culturally reflexive and relevant study. We show how we developed this methodological process through conceptual representations of our evolved thought, author reflections, and theoretical groundings. We invite dialogue from colleagues invested in socially-just research, and hope this approach begins further conversations and methods for doing meaningful, culturally specific work to achieve cultural praxis in physical education and wider realms of critical disability studies.

ABSTRACT The 3rd annual Praxis Lecture exemplifies the National Association for Kinesiology in Higher Education’s (NAKHE’s) ongoing commitment to the principles and practices of social justice, diversity, and inclusive excellence as pillars of leadership development. This year’s lecture focused on perspectives, insights, and recommendations for NAKHE as the organization strategically prepares activities and programming to effectively develop, support, and advance future generations of leaders in the kinesiology discipline and beyond. The lecture highlighted an overview of the author’s journey as a scholar, administrator, and member of NAKHE. Additionally, a rationale for and description of six key perspectives on leadership development were offered for consideration. This lecture was dedicated to the author’s mentor, advisor, and supporter Dr. Jepkorir Rose Chepyator-Thomson of the University of Georgia’s Department of Kinesiology.