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Pedagogy and Youth Sport

Pedagogy and Youth Sport

About us

As a field of study, Pedagogy and Youth Sport is concerned with learning, teaching and subject matter knowledge as interacting and interdependent components practiced in contexts such as school physical education programmes, outdoor and adventure settings, and youth sports clubs. We work with pre- and in-service teachers to develop and evaluate initiatives to enhance health and wellbeing, physical literacy, and positive attitudes toward sport, movement and physical education through models-based practice. We aim to understand teacher, teacher educator, and coach professional development including knowledge base, decision making, and occupational socialisation. A special interest is also placed on exploring and developing critical pedagogies and education for social justice in physical education, higher education/teacher education and dance.

Staff Members

PhD Students

  • Elizabeth Myers: Physical literacy and human flourishing: realising the value and developing physical education teaching practice
  • David Pears: An exploration of the coaching behaviour and action decision making of coaches working in Football Association girls’ centres of excellence

Recent papers

  • Harvey, S., Kirk, D., & O'Donovan, T.M. (2014). Sport Education as a pedagogical model for ethical development in physical education youth sport, Sport, Education and Society 19(1), 41-62.
  • Enright, E., Hill, J., Sandford, R. & Gard, M. (2014). Looking beyond what’s broken: Towards an appreciative research agenda in PESP. Sport, Education and Society, 19(7), 912-926.
  • Farias, C., Hastie, P. A., & Mesquita, I. (2017). Towards a More Equitable and Inclusive Learning Environment in Sport Education: Results of an Action Research based Intervention. Sport, Education and Society, 22(4), 460-476.
  • Farias, C., Hastie, P. A., & Mesquita, I. (2017). Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: A yearlong action-research intervention in sport education. European Physical Education Review. (ifirst publication: 1356336X16687303).
  • Hill, J. (2015). ‘If you miss the ball, you look like a total muppet!’ Boys investing in their bodies in physical education and sport. Sport, Education and Society 20(6), 762-779.
  • Hill, J. (2015). Girls’ active identities: navigating othering discourses of femininity, bodies and physical education. Gender and Education 27(6), 666-684.
  • Hill, J., Sandford, R.A. & Enright, E. (2016).  ‘It's really amazed me what my body can now do’: Creating a body-positive community in and through dance. Sport in Society 19(5), 667-679.
  • O’Donovan, T., Ives, H.M, Bowler, M. & Sammon, P. (2016). Active Inspiration Playmakers Final Report. University of Bedfordshire: Institute of Sport and Physical Activity Research.
  • Pang, B. & Hill, J. (2016). Rethinking the ‘aspirations’ of Chinese girls within and beyond Health and Physical Education and physical activity in Greater Western Sydney. Sport, Education and Society [iFirst], 1-14

Book chapters

  • Bowler, M., Bassett, S. & Newton, A. (2014). Assessing pupils’ learning. In S. Capel, & P. Breckon. (Eds.) A Practical Guide to Teaching Physical Education in the Secondary School (2nded, pp.197-210). Abingdon: Routledge.
  • Casey, A., Hill, J. & Goodyear, V. (2014). ‘PE doesn’t stand for physical education it stands for public embarrassment’: Voicing experiences and proffering solutions to girls’ disengagement in PE. In S. Flory, A. Tischler & S. Sanders (Eds.) Sociocultural Issues in Physical Education: Case Studies for Teachers (pp.37-54). Maryland: Rowman and Littlefield.
  • Everley, S. & Flemons, M. (2015). Teacher beliefs. In S. Capel & M. Whitehead (eds). Learning to teach physical education in the secondary school: A companion to school experience, 4th ed, 256-271). Abingdon: Routledge.
  • Pears, D. (2015) Tactics: The missing link in performance. In M. Berry, J. Lomax & C. Hodgson (Eds.) Adventure Sports Coaching. Abingdon: Routledge.
  • Newton, A. & Bowler, M. (2015). Assessment for and of learning in PE. In S. Capel & M. Whitehead (eds.) Learning to teach physical education in the secondary school: A companion to school experience (4thed, pp.140-155). Abingdon: Routledge.

Recent conference presentations

  • Hill, J. and Sandford, R. (2014, April). Appreciative inquiry in physical education research: A positive movement subculture case study. Paper presented at American Educational Research Association Annual Meeting, Philadelphia.
  • Hill, J., Casey, A. and Goodyear, V. (2014, September). Twitter as youth voice: How do social media sites enable us to listen to young people? Paper presented at British Education Research Association Annual Meeting, London.
  • Hill, J. (2014, September). Girls’ meanings of their physically active bodies at the intersections of gender, race and age. Paper presented at British Education Research Association Annual Meeting, London.
  • Martinez Bello, V. and Hill, J. (2014, November). Body representation in colouring books. Presentation at Congreso Internacional Educación Artística y Diversidad Sexual (EDADIS), Valencia.
  • Hill, J., Field, J. and Martinez Bello, V. (2016, September). Gendered physical activity representation in physical education textbooks and children’s colouring books. Paper presented at British Education Research Association Annual Meeting, Leeds.
  • Sammon, P. (2014, March). A new pedagogical model for Health-Based Physical Education. Paper presented at the Physical Education ITTE Annual Conference, Wolverhampton.
  • Sammon, P., Bowler, M., Kirk, D., Haerens, L., Cale, L. and Casey, A. (2015, July). Supporting teachers to implement a new pedagogical model for Health-Based Physical Education. Paper presented at the International Association for Physical Education in Higher Education (AIESEP) Conference, Madrid.  
  • Sammon, P., Bowler, M., Casey, A., Haerens, L. and Kirk, D. (2014, September). Teachers’ experiences engaging in professional development for a Health-Based Physical Education model. Paper presented at the British Educational Research Association Annual Conference, London.

Internally funded projects

  • Flemons, M. and Croft, L. (2016). A model for the future: a move towards defining and developing outstanding teaching and learning in Higher Education using an andragogical approach.
  • Hill, J., and Flemons, M. (2016). Social justice in physical education teacher education.
  • Hill, J. and Stewart, A. (2016). Student journeys: narratives of student engagement in higher education.
Bedfordshire University Research

Research - REF» Institute for Sport and Physical Activity Research» Physical Education, Sport and Human Movement» Pedagogy and Youth Sport