NW 18: Visions for the Future of Physical Education and Sport Pedagogy: Charting the Way Forward for a Socially-Just Future

Network
NW 18 Research in Sport Pedagogy

Title
Visions for the Future of Physical Education and Sport Pedagogy: Charting the Way Forward for a Socially-Just Future

Abstract
Physical education and sport pedagogy stand at a critical juncture, facing unprecedented challenges – but also opportunities – in an increasingly complex global landscape (Stirrup & Hooper, 2021). As the first quarter of the 21st century draws to a close, traditional approaches to physical education and sport pedagogy require a reimagining in order to address issues of social justice, equity, and inclusion. This special call for abstracts invites all those within the field to contribute to a future-oriented discourse that examines innovative approaches and transformative practices in physical education and sport pedagogy.

The Call
The field of physical education and sport pedagogy has often reflected and reinforced existing social inequalities through its practices, curricula, and pedagogical approaches (Evans, 2014; Azzarito et al., 2016). However, a growing body of research suggests that physical education and sport can serve as powerful vehicles for promoting social justice, challenging systemic inequities, and fostering inclusive learning environments (Gerdin et al., 2019; Smith et al., 2020). Yet, as a recent global report has noted, the field faces significant challenges in terms of realising this potential (UNESCO & Loughborough University, 2024). Therefore, this special call seeks to explore how physical education and sport pedagogy is being and can be reconceptualised to address contemporary challenges while promoting equitable outcomes for all learners.

We welcome contributions that examine theoretical frameworks, empirical research, and practical applications that advance our understanding of socially-just physical education and sport pedagogy. Abstracts may address, but are not limited to, topics such as: integrating critical pedagogical approaches; addressing intersectional inequities; developing culturally responsive teaching practices; decolonising physical education curricula; responding inclusively to technological advancements; and promoting environmental justice through sport and physical education.

Of particular interest are abstracts that explore innovative methodological approaches, present case studies of transformative practices, or propose theoretical frameworks that challenge traditional paradigms in physical education and sport pedagogy. We encourage submissions that examine how physical education can respond to global challenges such as climate change, technological advancement, political unrest and social division, while maintaining a commitment to equity and social justice.

This call for abstracts seeks to bring together diverse perspectives from around the world to create a dialogue about the future of physical education and sport pedagogy. We particularly encourage submissions from early-career researchers, practitioners from underrepresented communities, and scholars from the Global South whose voices have traditionally been marginalised in academic discourse.

Through the collection of papers that will result from this call, we aim to chart a course for physical education and sport pedagogy that is not only responsive to current social challenges but also proactively shapes a more equitable and inclusive future. The papers selected may be considered for publication in a journal special issue post-conference subject to authors’ willingness.

Contact Person(s)
Dr Oliver Hooper (Link Convenor – Network 18)
O.R.Hooper(at)lboro.ac.uk

References
Azzarito, L., Macdonald, D., Dagkas, S. & Fisette, J. (2016). Revitalizing the Physical Education Social-Justice Agenda in the Global Era: Where Do We Go From Here? Quest, 69 (2), 205–219.

Evans, J. (2014). Neoliberalism and the future for a socio-educative physical education. Physical Education and Sport Pedagogy, 19 (5), 545–558.

Gerdin, G., Philpot, R. A., Larsson, L., Schenker, K., Linnér, S., Moen, K. M., Westlie, K., Smith, W. & Legge, M. (2019). Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand. European Physical Education Review, 25 (1), 273-290.

Smith, W., Philpot, R., Gerdin, G., Schenker, K., Linnér, S., Larsson, L., Moen, K. M. & Westlie, K. (2020). School HPE: its mandate, responsibility and role in educating for social cohesion. Sport, Education and Society, 26 (5), 500–513.

Stirrup, J. & Hooper, O. (2021). Critical Pedagogies in Physical Education, Physical Activity and Health (1st ed.). Routledge.

UNESCO & Loughborough University (2024). The Global State of Play: Report and Recommendations on Quality Physical Education. Paris, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000390593