This essay proposes a puzzle analogous approach to understanding and extending the field of adapted physical activity (APA) for the enrichment of health and wellness for all, regardless of ability. This approach is called 4D APA because it considers four dimensions in discussing the vast APA field and related scholarship. The first two dimensions are the topics of physical activity and ability. The third dimension involves implementation in practice. The fourth dimension is time. This approach accounts for the fact that our perspectives and knowledge base, the questions that we ask, the needs of individuals and communities, and the conditions in which we work are dynamic and ever changing. In presenting this analogy, I argue that now is a crucial time to accept APA as a justice issue and one that the broader field of kinesiology and the National Academy of Kinesiology in particular need to champion.

The Teaching Personal and Social Responsibility (TPSR) model is widely regarded as an effective approach for promoting students’ holistic development in the physical education (PE) setting. However, few studies have thoroughly examined the implementation process of TPSR in PE, particularly at the lower elementary school level. This study aimed to identify the facilitators and barriers to applying TPSR and to explore the evolution of PE teachers’ pedagogical strategies during the implementation process. Two certified female PE teachers participated in the study. Data were collected through three semistructured interviews (pre-, mid-, and postsession), teachers’ reflective journals, and field observations. The findings revealed two facilitators and three barriers to TPSR implementation, along with five prominent themes reflecting teachers’ progression in pedagogical strategies. Findings provide practical guidance for physical teachers to effectively navigate the facilitators and barriers, aiming for more successful and impactful TPSR curricula.

Purpose: The purpose of this mixed-methods study was to investigate students' perceptions of their self-efficacy for socialemotional learning (SEL) competencies across a 1-year physical activity afterschool program focused on teaching SEL. Methods: Elementary students (N= 224) from 10 afterschool programs completed pre-post surveys and focus groups. Quantitative and qualitative analysis followed. Results: The SEL variables showed quantitative declines over time; physical activity intentions varied progressively. Four qualitative themes emerged: (a) trust and development take time, (b) a transition: simply following rules to understanding behaviors, (c) emotions are powerful, and (d) students embrace communication. Discussion/Conclusion: Qualitative data indicated SEL improvement while survey results indicated a steady decline, potentially due to response-shift bias. The nonlinear growth of qualitative and quantitative perspectives overtime suggests a paradox between student learning of SEL and perceived ability. There is a need for more nuanced and contextualized approaches to program evaluation.

Amid growing concerns about students’ declining interest and proficiency in science, technology, engineering, and mathematics [STEM] subjects, this study underscores the urgent need for innovative educational interventions. It does so by investigating the impact of week-long residential STEM summer camps on the career interests of middle and high school students, using both quantitative and qualitative methods. By employing a tool for assessing responsibility-based education in conjunction with the STEM-CIS, we aimed to identify a shift in interest and a lasting commitment to exploring careers in STEM fields. The results of pre- and post-camp surveys revealed a statistically significant increase in students’ career interest, especially in engineering, emphasizing the positive impact of STEM summer camps on shaping students’ future career trajectories. Qualitative data also indicated that participation in STEM summer camps enhanced students’ interest in STEM-related careers and their understanding of both the practical applications of STEM concepts and the opportunities available in STEM careers. These findings contribute to pedagogical research by demonstrating how informal STEM programs can complement formal education, promote equity, and support career development. We recommend that educators, school leaders, and policymakers invest in and expand access to such programs to cultivate a diverse and skilled STEM workforce, thereby promoting equity and building a workforce that is both diverse and qualified to meet the demands of a technology-driven society.

This article contributes to the special issue that aims to explore the transformative potential of the socially just TPSR approach. We write as members of the TPSR Alliance community of practice and draw on our experience and relationships to consider how Hellison and the TPSR model relates to social justice in education. We highlight that TPSR scholarship has a long history of working in communities that are experiencing injustice. We provide several examples of TPSR programs and approaches that advance social justice and describe ways that the model evolved alongside the urban education movement in the United States. A major contribution to social justice in physical education has been the longstanding work of TPSR scholars and practitioners in a wide range of communities that are experiencing injustices. When mindful of presentism, TPSR has implications for scholarship on social justice in physical education.

OBJECTIVE:To synthesize requirements and recommendations addressing sport-related concussion (SRC). DESIGN:Qualitative study. SETTING:Scholastic and non-scholastic athletic programs. PARTICIPANTS/MATERIALS:Coaches of youth 18 years and under, select Midwest state SRC laws, cross-section of athletic organizational policies and published concussion guidelines/position statements. DATA COLLECTION AND ANALYSIS:Data was collected and analyzed using deductive and inductive qualitative analysis framed around the categories of education and training, removal from play and return to play. Methods for each data source varied based on the nature of the information reviewed. RESULTS:A comprehensive list of 44 elements relevant for youth coaches to strengthen sideline decisions (STRIDES) in recognition of SRC signs during sport. CONCLUSIONS:The STRIDES provides synthesized recommendations targeting content relevant to supporting coach recognition of SRC signs. The STRIDES is intended as a guide to develop or refine tools for effective implementation of evidence-based practices for sideline decision makers, such as coaches, who do not have medical professionals available at the time of decision-making. STRIDES is not intended to replace the medical professional but, rather, to support the knowledge and skills of coaches to recognize signs of SRC and make informed decisions about sport participation and referral to a medical professional.

Purpose : Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders’ perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method : A matched case-control study design was used to assess high school students’ ( n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen’s d was used as a measure of effect size. Results : As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions : Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed.

This article serves as a starting point for teachers to understand the core values of martial arts that can be incorporated into physical education to promote social–emotional learning and how to integrate martial arts in physical education.

In this article, the authors examine the idea of social and emotional learning (SEL) and discuss ways it can contribute to a favorable future for physical education. While physical education has a long history and best practices aligned with this initiative, there is certainly room to improve. Not only can practitioners be more intentional and explicit in the ways SEL is promoted, a favorable future for physical education would involve a transformative approach that helps students develop SEL skills while also addressing institutional and systemic barriers that limit opportunities for social and emotional development. As the authors explain, transformative SEL in physical education would be characterized by student empowerment, culturally responsive teaching, and students applying these lessons in other settings for the betterment of themselves and society. The article concludes with a discussion of what it would take to move in this direction with regard to theory, policy, research, and practice.

In recent decades, emphasis on helping postsecondary students develop personal and social responsibility has increased in higher education. The purpose of this conceptual paper is to propose a kinesiology-based model to assist in defining, implementing, and evaluating personal and social responsibility education with postsecondary students. In the paper, a general overview of the higher education landscape as it relates to personal and social responsibility is presented. Then, the teaching personal and social responsibility model is presented as a model that is already familiar in kinesiology and may assist in defining, implementing, and evaluating structures and strategies for promoting personal and social responsibility in higher education. The alignment of this model and the personal and social responsibility priorities of higher education are analyzed. Recommendations for implementing specific strategies and resources associated with the teaching personal and social responsibility model into higher education are shared, and next steps for integrating these resources are acknowledged.

Physical activity programs in school and community settings have the potential to foster positive youth development related to social and emotional learning. However, research findings and best practices that promote these outcomes are often not implemented in practice. The field of implementation science can help researchers understand and navigate the barriers to implementing what we know from research into policy and practice (i.e., to bridge the know-do gap). In this paper, after describing positive youth development, social emotional learning, and their application in physical activity settings, I share reflections from my engaged scholarship with the teaching personal and social responsibility model to illustrate ways my collaborators and I have tried to address the know-do gap. Lessons learned about ways that kinesiology researchers can actively support the implementation of our research in society are discussed.

Abstract This Viewpoint is a response to last month’s Viewpoint that looks at social and emotional learning (SEL) in physical education. The authors here actively promote the integration of SEL into physical education and use this piece to identify points and present alternative perspectives to move the conversation forward.

This study examined a well-established, boxing-based positive youth development program for boys in New Zealand. The authors were cognizant of calls for investigation into what occurs within the ‘black box’ of successful programs. The study was interested in identifying and describing what processes and procedures occurred within the Naenae Boxing Academy and the impact that participation in the academy had on the boys in their wider lives. The study used a mixed method approach involving the systematic analysis of boxing sessions, extensive interviewing, surveys of participants, and multiple observations. The program was found to provide a consistent caring and safe environment for the boys. The teaching of positive values to the boys was central to the program, and it was also found that the values learnt impacted on the boys’ behaviors and relationships outside of the academy.

The Sport for Development (SfD) field is transdisciplinary by nature, and yet scholars tend to stay within their disciplinary perspectives in their study of SfD. There is a need for more collaborative and collective approaches in SfD research. Transdisciplinary research facilitates conceptual, theoretical, philosophical, and methodological innovations that transcend disciplinary boundaries, creating new knowledge that can advance a field. The purpose of this paper is to critically review the disciplinary trends in SfD research within (respectively) sport sociology, social anthropology, sport management, public health, leisure, sport pedagogy, and sport psychology, with a particular focus on where there may be intersection, duplication, obfuscation, and omission between these disciplines. Disciplinary intersections are then considered, along with gaps in the SfD evidence base that are ripe for transdisciplinary research. The paper concludes with an exploration of possibilities for future transdisciplinary research in SfD.

Culturally responsive teaching is an important approach that can guide all educators in responding to their students’ various cultures, needs, interests, religions, languages, abilities, and learning preferences. Doing so helps to create an inclusive environment for all students that views diversity as a strength. PE teachers, like teachers in any other subject area, should be aware of their students’ different backgrounds, keep in mind that each student is unique, and make reasonable accommodations when necessary (e.g., students with disabilities, Muslim students who are fasting during Ramadan observance, international students who speak different languages). Unlike classroom teachers, PE teachers may need to make additional accommodations when a student’s ability to engage in strenuous physical activity is limited. Ramadan observance is one such case, so this paper presents some tips, activities, and practical recommendations that PE teachers may wish to consider.