Children with autism spectrum disorder (ASD) benefit greatly from participating in outdoor recreation, yet their parents may face a range of constraints impeding such activity. This study examines these constraints, together with possible mitigation measures, focusing on parks (with playgrounds) and beaches. Mixed methods were employed, beginning with interviews with parents of children with ASD and experts on juvenile ASD (N = 16), followed by online surveys of parents of children with and without ASD (N = 463). The findings show that parents of children with ASD face myriad constraints to visiting parks and beaches, as related to the children's behaviours, reactions and judgment from others, safety fears, sensory overstimulation, and opportunity limitations. The results also show that parents of children with ASD experience these constraints much more than other parents. The findings additionally highlight numerous mitigation measures to reduce the constraints identified. Various theoretical and practical implications of the findings are discussed.

Exploring students' perspectives is a democratic method for educational policy-making and practices. Research into primary students' perspectives on Physical Education (PE) in Aotearoa New Zealand is insufficient. We thus used a qualitative study design to explore 24 students' perspectives on their PE experiences in four primary schools. Data were from documents and focus group interviews with photos. Our thematic analysis revealed the students' perceived intentionality of PE in two themes: (1) keeping fit and losing weight, and (2) we are always having fun. The findings showed students' partial understanding of the intentionality of PE, focusing on the physical and fun. We discussed the students' perspectives on what they experienced (the content), where their PE was going on (the spatiality), and how they experienced PE (fun). We argue that students' PE learning should include diverse ways of involvement with local cultures and contexts to offer all students inclusive experiences.

This research note offers empirical insights regarding the resiliency of visiting friends and relatives (VFR) travel during a crisis. Using data collected during the COVID-19 pandemic from 9,537 U.S. residents, this study finds that VFR trips were associated with higher travel intentions and lower cancellation rates than Leisure/Vacation trips. These patterns were particularly pronounced among more risk-averse travellers, as segmented using Plog's 1974 model of tourist types published in Cornell Hotel and Restaurant Quarterly. These findings suggest that VFR represents a relatively stable form of visitor demand during disruptions, reinforcing its relevance in destination resiliency planning. The results highlight the value of further research into how residents, as hosts, can contribute to recovery strategies in future crises.

This Letter updates and expands a study conducted during the early days of the COVID-19 pandemic. That study confirmed the applicability of Plog's model of Allocentricity and Psychocentricity within the context of the pandemic, as Allocentrics were found to be much more open to travel during the first 4 months of the pandemic, as the theory would predict. The current research, employing the identical survey instrument and research method, extended the data collection for an additional year as the pandemic evolved. This has allowed a far more extensive examination that confirmed and expanded the earlier findings, providing significant value to both academics and practitioners while again affirming the value of Plog's model for destination marketers during a period of crisis.

Purpose Travel decreased dramatically during the initial wave of the COVID-19 pandemic, only to return rapidly to prepandemic levels once the degree of fear toward the virus began to diminish among potential travelers. This USA-based 16-month repeated-measure cross-sectional survey study aims to explore the degree to which fear of COVID affected people’s decisions to stay home rather than to travel during the pandemic. Design/methodology/approach The research used survey data. An extensive data set, composed of over 9,500 respondents, collected through Mechanical Turk over a 16-month time period, was used to compare respondent fear of the pandemic both with their attitudes toward future travel and with Smith Travel Research data reflecting actual pandemic travel patterns. Findings The results demonstrate how fear of COVID was closely and negatively linked to both travel intentions and travel behavior. Research limitations/implications Data were collected from US respondents only. Practical implications The findings significantly extend earlier studies and provide guidance for those studying travel consumer behavior regarding trends that should be monitored in the case of a future pandemic or other fear-inducing crisis. For hospitality and tourism managers and marketers, understanding fear as a leading indicator of future travel behavior can result in more timely promotional efforts and staffing and training decisions. Social implications Measuring and understanding consumer fear levels as this relates to travel decisions can help in the future to adjust the message that is sent to the public, perhaps reducing the amount of travel taken during periods when this is unwise and or unsafe. Originality/value This paper extends previous work that had been based upon cross-sectional reviews, providing a broader and more valuable study of an important and timely consumer behavior travel topic.

'Southern hospitality' is a central pillar of tourism and culture in the southern U.S. Traditionally associated with a rural, southern style of politeness, it is unclear how this regional form of hospitality is influenced by externally-driven growth. Also, some perceive it as a romanticized myth built upon racial injustice. This study explored the meanings of southern hospitality in Charleston, South Carolina, a rapidly growing city that has become a popular tourism destination partly due to its reputation for southern hospitality. An initial research phase asked 730 U.S. travellers via survey to define southern hospitality. It was found to be associated with host kindness and food/beverage, and respondents who had visited Charleston were more likely to hold positive views towards it. A second research phase involved asking about southern hospitality in oral history interviews with 55 Charleston residents. Five underlying themes were revealed - kindness and openness, a (possibly disappearing) way of life, food and beverage, the hospitality and tourism sector, and veneer and facade. Overall, southern hospitality was seen as a genuine cultural attribute present in both the private and commercial spheres, and as a mostly positive trait that also contained some problematic elements. Theoretical and practical implications are discussed.

The COVID-19 pandemic dramatically altered people’s travel behaviors. This research, based upon a set of data that encompassed 16 months of the pandemic, looks at a significant US sample to determine, from a political perspective, who was most likely to travel at a time when the science and their government were suggesting they stay home. The results, extending prior research, found a strong relationship between political party affiliation and one’s travel proclivity, with Republicans, the conservative American political party, far more likely to have indicated their likelihood to travel during the pandemic than were more liberal Democrats. The theories of Perceived Behavioral Control and Social Amplification of Risk are considered as concepts to help explain the differences between the two segments and serve as guides for the recommendations provided for travel marketing during future crises.

Airbnb was able to recover faster than hotels from the downturn caused by the COVID-19 pandemic. This research note examines whether Airbnb's success resulted from tourists feeling safer in Airbnbs due to their greater opportunities for social distancing. Nearly 9500 U.S. adults were surveyed between March 2020 and July 2021, and asked the degree to which they would be concerned about staying in a hotel or Airbnb, within the context of the pandemic. Very similar levels of concern were associated with both lodging types, even as this concern decreased as the pandemic unfolded. The similar levels of concern towards hotels and Airbnbs suggest that other factors better explain Airbnb's comparatively rapid recovery from the pandemic. Implications and suggestions for future research are discussed.

Primary classroom teachers are increasingly moving to the side-line as physical education (PE) is outsourced to external providers. Although there are many critiques of external providers, few studies draw on primary school students' perspectives. This study calls on data from semi-structured focus group interviews with 24 students from four New Zealand primary schools to convey their perspectives on whom they prefer as their teachers of PE. Data were analysed through the constant comparative method within the concepts of inclusion and exclusion from the perspective of critical social justice. Three themes are presented and discussed: (1) 'Classroom teachers are better because they know us'; (2) 'External providers are better because they know sport'; (3) 'Classroom teachers should teach PE; External providers should teach sport'. The findings highlight the importance of listening to students' perspectives. We argue that classroom teachers should play a central role in teaching primary PE with assistance from external providers and HPE specialists to offer all students a socially just, inclusive, and equitable learning experience.

Tourism and politics are symbiotic. This research, conducted before the impacts of COVID-19 were evident to most Americans, provides insight into the influence one's political persuasion has upon their view toward travel issues related to the disease. The key finding: political tribalism was highly evident, with Republicans, the more conservative USA political party, significantly more supportive of closing the country's borders to those visiting from places where the virus was apparent than were Democratic respondents. Republicans were also considerably less supportive of governmental financial support to hospitality and tourism providers negatively impacted by the then evolving pandemic. Documenting this early glimpse is valuable, helping us better prepare for similar episodes that may follow by depoliticizing actions that are based on health science.

Low response rates are pointed as a critical problem in online travel surveys. Tourism researchers need to strive to find ways to increase response rates in order to improve the surveys' coverage as well as representativeness. Through an experiment, this paper specifically examines the design factors that provide social clues in online survey, and the timing of the solicitation. The results indicated that solicitations sent with a researcher's Western name induced dramatically more responses (>60%) than did the same solicitation sent with a Chinese name; the attachment of an authoritative title for the Chinese researcher did not mitigate the problem; surveys sent out on Saturday with a reminder on Monday generated the highest response rate; among the variations tested, wording of the solicitation email's subject line had insignificant impact on response rates. Details of the experiment and an explanation of results based upon underlying social factors are discussed.

Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of teachers enacting critical pedagogies in HPE classrooms. Purpose: To identify school HPE teaching practices that promote social justice through practical enactment across three different participating countries. Participants and Setting: The investigation involved classroom observations of and post-lesson interviews with 13 purposively selected high school health and physical education teachers from three different countries. A total of 20 HPE lessons were observed. The participants included seven male and six female teachers ranging in age from 25 to 55 years with between 3- and 25-years teaching experience. The setting for data collection was compulsory co-educational practical HPE classes with 13-15-year-old students in four schools in New Zealand, four schools in Sweden and three schools in Norway. Data Collection and Analysis: This study employed Critical Incident Technique (CIT) methodology (Flanagan 1954), involving data collection through exploratory observations and stimulated-recall interviews (Lyle 2003). The classroom observations focused on identifying incidents that appeared to be addressing issues of social justice. The use of a multi-national observer team was a key principle of the study and was based on the proposition that local researchers familiar with context come with taken-for-granted assumptions about teachers' practices. Data were analysed through a six-phase thematic analysis approach (Braun and Clarke 2013). This involved three stages: individually, collectively by the researchers in each country, and finally through the whole multi-national research team. Findings: The data analysis resulted in three primary themes; (1) relationships, (2) teaching for social cohesion, and (3) explicitly teaching about and acting on social inequities. This paper uses critical pedagogy as a lens to report on the third theme. In this paper, we present three subthemes; (1) Teaching as 'equity not equality', (2) promoting marginalised groups (3) and teacher critical reflection as examples of explicit critical pedagogies taking action for social justice in HPE. Conclusions/Implications: Although, the findings presented in this paper are examples of explicit teacher actions that aim to address social inequity, we suggest that teaching for social justice requires teachers to take action on social inequities and also to teach about social injustice to prepare students to become agents for change and act on social inequities themselves, beyond HPE.

For more than 40 years, health and physical education (HPE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway and New Zealand designed HPE curricula that address social justice. However, limited research has focused specifically on the enactment of social justice in HPE practice. Drawing on a larger international project involving Sweden, Norway and New Zealand the aim of this article is therefore to explore the constitution of social justice pedagogies across these three different HPE contexts and more specifically how HPE teaching practice may be understood from regulative, normative and cultural perspectives on social justice. The data reported on in this paper were generated from educational acts, curriculum documents, observations of HPE lessons in each of the three countries and follow-up teacher interviews. In order to analyse the data, we employed Scott's (2008. Institutions and organizations: Ideas and interests (3rd ed). Sage) institutional theory to further understand and discuss the enactment of social justice across the three different countries in HPE practice. In our representation and analysis of the findings we draw attention to how social justice pedagogies are informed differently by institutionalised governing systems and therefore they may be enacted differently by teachers in different societies. In particular, we highlight the influence of (i) regulative; (ii) normative; (iii) cultural-cognitive elements on practice. We conclude by pointing out the complex interplay between regulative, normative and cultural-cognitive elements that both enable and constrain HPE teachers' enactments of social justice in HPE practice.