In Canada, the governance of K-12 public education is decentralised, yielding diverse educational policies and curricula across provinces/territories. Despite the benefits of localised curriculum development, the absence of a standardised national framework has resulted in varied educational policies and outcomes. To address this lack of uniformity, Physical and Health Education Canada (PHE Canada) recently introduced the Canadian Physical and Health Education Competencies (CPHE Competencies) to guide physical education (PE) curriculum reform. This paper presents an overview and descriptive analysis of PE curricula in Canada, assessing provincial/territorial PE curricula and their alignment with the CPHE Competencies. Our descriptive analysis revealed inconsistencies in curriculum structures, instructional time allocations, and graduation requirements among provinces/territories. Such disparities may underscore the need for a standardised approach to PE. Furthermore, our analysis identifies three critical considerations as a catalyst for deeper discussions: moving towards wholistic PE, the transition from adolescence to adulthood, and meeting the needs of the twenty-first century learner.

This research focuses on education's transformative potential, particularly as it relates to school sport for students with disabilities. The study introduced a participatory action research approach, using Game Changers - an inclusive sport program co-designed with students with disabilities using a human-centred design approach to address the historical underservicing of students with disabilities in school sport - as an intervention. Students with disabilities, their schools' physical education and learning support teachers, community partners, and university researchers came together in this research, hoping to improve sport-related opportunities and outcomes. Game Changers, as a resource of hope, provided a model that worked well to serve the needs of individuals and communities traditionally marginalized or oppressed. Data collection methods included pre- and post-program surveys and focus group interviews. Results revealed that Game Changers not only impacted individuals' lives, as students with disabilities reported higher levels of perceived competence and autonomy, but also symbolized a commitment to social change within school communities. The program's success has led to its continuation in other schools and the development of a guidebook for implementing similar programs in school communities. The study concludes that Game Changers contributes to social change and, as a resource of hope, serves as a model for inclusive sport programs within schools.

Sport- and physical activity-related participatory action research (PAR) often involves voluntary partnerships spanning institutions, organizations, and jurisdictions. Negotiating and maintaining multi-stakeholder and multi-jurisdictional research partnerships can be likened to a delicate balancing act fraught with potential challenges and strains impacting project outcomes (e.g., waning commitment, emerging external factors, new and/or revised stakeholder/organizational requirements, fidelity to the necessary care given when working with community partners and participants). This article presents PAR as a methodology in sport and physical activity that can potentially engage all research participants as co-researchers, sharing power equitably. Recognizing the need for continued attention and action in this area, we provide an overview of PAR in practice, identifying significant ideas and principles. Additionally, we outline Game Changers—a PAR project involving students with various disabilities, schools, PE teachers, coaches, national and community sport partners, and university researchers. Based on lessons learned from this multi-stakeholder and multi-jurisdictional research project, we interrogate the possibilities associated with engaging in PAR by exploring challenges and opportunities related to sport and physical activity-focused PAR.

IntroductionAlthough school communities may be required to provide physical education opportunities for all students—including for those with disabilities—the same is not generally true with respect to school sport (i.e., participation in interscholastic or intramural sport programs). Hence, opportunities for inclusive school sport participation are consequently limited. Recognizing the need for continued attention and action in this area, we recently developed and piloted Game Changers—a participatory action research project. Together, 27 students with various cognitive and/or intellectual disabilities (i.e., student-participants), their schools’ six physical education teachers and learning support teachers (i.e., champion-participants), four university researchers (i.e., researcher-participants), and two community partners [i.e., Physical and Health Education (PHE) Canada, Special Olympics Nova Scotia] engaged in the Game Changers project with three idealized goals: (a) to bring to the fore para/adapted/inclusive sport opportunities for all students; (b) to provide an empowering opportunity for students with disabilities to participate, make choices, and act as leaders in the development of sport programming; and (c) to engage youth with disabilities in sport as participants, leaders, mentors, and role models.MethodsUtilizing a mixed-methods design, data were collected from a variety of sources before the implementation of the Game Changers program, during its implementation, and once it was complete. These four data sources included the following: pre- and post-program survey for student-participants, pre- and post-program focus group interviews for student-participants, pre- and post-program focus group interviews for champion-participants, and school/sport observations.ResultsThe first cycle of this participatory action research project has yielded positive and informative findings. Strictly positive findings, among others, relate to the following: improving upon students' perceived competence and autonomy, inviting student voice, identifying and responding to sport participation barriers, and creating genuine sport opportunities within school settings. More undesirable yet informative findings, among others, relate to the following: unachieved intrinsic motivation and belonging, (un)sustainability of sport programs without “interventions” like Game Changers, recreation/leisure as “substitutes” for sport, and a continued want for authentic leadership and mentorship opportunities.DiscussionWith these findings, we offer insights for future iterations of Game Changers (and programs like it) in similar school communities.

The purpose of this study was to gather the thoughts and opinions of students and their teachers around the benefits of outdoor exploration time. Students within three grade 3 classes in one western Canadian province were afforded opportunities to connect with the outdoor elements and each other in designated forested areas near their school, while also enjoying free outdoor learning time. Semi-structured focus group interviews were conducted for participants to share their experiences. Using a thematic approach, four key findings emerged from these interviews: expanding perspectives, connection to nature, sense of choice, and enjoyment. According to the findings, affording an outdoor space and the opportunity for students to spend time outside on a consistent basis may be an important way to give students the chance to learn in an organic way from nature, form deep connections to nature, develop within themselves a sense of choice, and find enjoyment in the natural environment.

The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.

Though physical education instructional time varies across Canada, an idealised standard of 150 minutes per week has been identified, followed, and aspired to by many. For example, Canada's 'best performers' with respect to physical education instructional time achieve 150 minutes of weekly instruction. Moreover, Canada's national association for physical and health education supports this same benchmark, offering awards to schools that achieve it. However, while this standard exists in practice for some and as a goal for others, it exists without any notable or significant evidence underpinning the proposed standard. Consequently, the 150-minute standard seems to be a target number lacking substantiation. Given these observations, the purpose of the study was twofold. First, we aimed to conduct a scoping literature review so that it might be possible for one to more clearly rationalise this 150-minute position suggested by many. Second, within the sourced body of evidence, we sought to identify and describe what relationship, if any, exists between instructional time (particularly 150 minutes of instructional time) and familiar physical education-related variables (i.e. physical fitness, physical activity, movement competence, movement confidence, academic learning/readiness). Considering our findings from this literature review, we also offer insights and possibilities for future inquiry, practice, and advocacy.

This paper describes results from a study that arose to explore, alongside Aboriginal teacher candidates, emerging physical education (PE) practical theory utilizing reflective journaling practices. Practical theory can be described as an individual's personal and dynamic set of values, knowledge, and experience that guides, in part, teaching choices and behaviours. In the thematic analysis of teacher candidates' reflective journals, care was taken to honour and confirm the voices of nine Aboriginal teacher candidates. Four key themes were identified: marginality (foreign activities and stereotypical expectations), cultural preservation through PE, Elder involvement in PE, and looking to the future. The results may serve to inform those with an interest in reflective practices in physical education teacher education (PETE) and/or Aboriginal teacher education.

Physical literacy is a term and concept that has, in recent years, been gaining in both usage and popularity in many physical education (PE) contexts. However, discussion, writing, and understanding of physical literacy have been marked by uncertainty, confusion, or resistance. Since physical literacy can be found in several curricular documents and outcome statements, it would certainly be ideal for PE teachers to share a common understanding. This article reports on a qualitative case study in which 12 lead PE teachers from four Canadian provinces were interviewed, the purpose of which was to acquire knowledge about PE teachers’ understanding of physical literacy. Results suggest that these leaders are largely unable to articulate conceptions of physical literacy that are in line with contemporary perspectives. In light of these findings, a discussion about these physical literacy (mis)understandings is also offered.

Although outdoor play has been widely recognised for the many benefits it affords children, some have rationalised the need for it based on goals related to physical health. More specifically, these instrumental goals have been closely related to obesity, overweight, and/or physical (in)activity. Adhering to obesity discourses and the notion of a childhood obesity epidemic, such instrumentalisation of outdoor play unnecessarily positions it as a biopedagogical task. Herein we have identified three relatively recent and notable institutes of truth that perpetuate this instrumentalisation of play into a biopedagogical task. Through our consideration and analysis of the initial conception of nature-deficit disorder, subsequent research into outdoor playgrounds and natural play spaces in schools, and a recent national report on physical activity, we hope to initiate and invite candid contemplation, reflection, and critique for and from those within the physical and health education field.

This article reports on results from a qualitative study of a two-week international internship for pre-service and in-service physical education (PE) teachers in a developing nation (Belize). Relying upon data from questionnaires that were administered before and after the short-term international internship, participants' perspectives related to their professional and personal development were investigated. Understanding the overlap that necessarily exists between professional and personal growth, five themes are identified and discussed. These include: (1) Kids are Kids (Or are they?), (2) Relationships Matter, (3) Cooperation and Collaboration in Teaching: Learning Together, (4) Teaching without Bells and Whistles, and (5) Recognising One's Own Privilege. In light of these findings, some suggestions for future practice and inquiry are offered.

This chapter explores our use of duoethnography as a pedagogical tool in preservice teacher education classes. It encourages teacher candidates to deeply reflect on any underlying prejudices they may hold that could impact their teaching and learning practice. To unearth their biases and assumptions, Hilary focused on the concept of diversity in a foundational methods course while Joe focused on mental health in a Health and Physical Education (HPE) course. Both authors share nodal moments from their teaching contexts and the challenges they faced. Our analysis suggests that guiding teacher candidates toward higher-order levels of reflection such as critical and self-reflection creates a disequilibrium for both the teacher candidate and the instructor.

This paper presents results from a recently completed inquiry that investigated culturally relevant physical education for Aboriginal students. Employing a decolonizing research methodology (storywork), we engaged seven Mi’kmaw Elders and three Mi’kmaw community physical activity/education leaders in conversations about culturally relevant physical education. Attending to Halas, McCrae, and Carpenter’s (2012) framework for culturally relevant physical education, we share our findings related to Mi’kmaw students and school communities. The results ought to be of notable interest to those who share an interest in culturally relevant pedagogy, physical education, and/or Aboriginal education.

Central to providing rich and diverse PA opportunities in schools are our classroom teachers. Regardless of generalist or specialist training in health and physical education, all of our Ontario teachers play a vital role in providing opportunities for children and youth to learn through PA. This paper (a) positions student participation in school-based PA as an essential public health outcome, (b) explores barriers affecting teachers’ efforts to provide school-based PA, and (c) offers teachers one potential macro planning and instructional solution to address a single barrier-the challenge associated with planning for student motivation in school-based PA settings. Keller’s (1987) influential ARCS model of motivational design provides the foundation for the proposed solution. An adapted version, the ARCS School-Based PA model, is presented. The adapted model offers considerations and sample category success strategies that could be embedded in teachers’ current school-based PA planning and instructional practices to support the development of school-based PA programming that is firmly grounded in learner motivation and needs.

This paper outlines the importance of developing physical activity habits among children and adolescents in schools, in order to continue healthy active practices throughout the lifespan. Based on examining current literature, this article explores the definition of a habit , how physical activity habits can be developed in schools, and the relationship between physical activity habits and a healthy lifestyle. A framework containing three major components (i.e., programs, teachers, students) was proposed to support the development of physical activity habits among children and adolescents in school. Practical strategies were provided to support efforts to nurture students’ physical activity habits. Future research directions are also discussed.

This paper outlines the importance of developing physical activity habits among children and adolescents in schools, in order to continue healthy active practices throughout the lifespan. Based on current literature, we explore the definition of a habit, how physical activity habits can be developed in schools, and the relationship between physical activity habits and a healthy lifestyle. A framework containing three major categories (i.e., programs, teachers, students) was proposed to support the development of physical activity habits among children and adolescents in school. Within each of the presented categories, four factors were considered (i.e., goal setting, motivation, enjoyment, commitment). Practical strategies were provided to support efforts to nurture students’ physical activity habits. Future research directions were also discussed.

Informal mentoring relationships develop out of mutual identification and the fulfillment of career needs. As new faculty, we struggled to balance and decipher all the various facets inherent in the research, service, and teaching responsibilities in our new roles. This paper chronicles an informal comentorship collaboration we struck up to support our efforts as second-career academics in the field of education, seeking to navigate our way through institutional resocialization at a mid-sized Canadian university. Using a collaborative autoethnographic approach, we collected data comprising handwritten notes, tape-recorded coversations, e-mail reflections, and metareflections crafted after scheduled meetings over the course of a single academic school year. We sought to link theory with practice while using our own stories, narratives, and lived experiences as a basis for understanding our respective journeys toward social health and well-being in the academy, as well as our proficiency and competence as new scholars. From our analysis, we were able to interpret more clearly our roles, responsibilities, and needs, as well as institutional and departmental culture and norms. We offer practical implications and five lessons we have learned regarding the use of informal comentorships as an approach to managing the institutional resocialization of second-career academics.