This is the next issue of the Australian Book Club. This week the Aussie “blokes” talk about “what’s wright in PE”

Here is a synopisis.

Exploring positive narratives in physical education (PE) involves recognizing and highlighting the valuable contributions and positive impacts of PE programs. This includes understanding PE's purpose, its connection to wider school and community contexts, and how inclusive and holistic curriculum practices can create a positive learning environment.

Here is the citation:

Gray, S., Lambert, K., & Young, L. (2025). What’s right with PE: Exploring positive narratives in physical education. European Physical Education Review, 0(0). https://doi.org/10.1177/1356336X251341749

If you don’t understand Finnish then this episode is going to be really confusing. This is a recording of a Keynote lecture (in Finnish) that I gave in Jyväskylä on May 14th 2025 about the Finnish Model for Leisure Activities.

Here is a link to the slides (in Finnish) I just ask that you please not use them in any form or share them in any form outside of viewing them as a part of this podcast

https://gmuedu-my.sharepoint.com/:b:/g/personal/rmarttin_gmu_edu/EezSy3VkUCZPjELtX3ymcoMB5GVnABqX1_wGoP1ZYB0USA?e=o8CJbq

If you want to talk more about this model, I am always open to chat!

The research that was conducted was supported by The Finland Fulbright Foundation and UniArts Helsinki.

This is the audio from the AIESEP Connect (an online session put on by AIESEP to share research) from May 2025, and is the first by the Technology SIG

May 2025 – #AIESEPConnect #CoffeeWithColleagues Modalities and Pedagogies Exploring Digital Learning Across In-Person, Hybrid, and Remote Physical Education Contexts with Julia Sargent, Ove Østerlie, Maria José Camacho-Miñano, and Chad Killian 

• Session Video Recording

This is the 6th Australian Book Club. The speakers are Brendan SueSee, Michael Davies, and Dave Robinson

Synopsis/Background

Most Pedagogical or curriculum models in physical education (PE) focus on various content like health, game tactics, sport cultures, and expression. The Practising model has no content as the student generates the content through practising. This article presents the practising model as a way to put the P back in physical education through the pedagogy of practise.

Barker, D. M., Aggerholm, K., Standal, O., & Larsson, H. (2018). Developing the practising model in physical education: An expository outline focusing on movement capability. Physical Education and Sport Pedagogy, 23(2), 209-221.

Link to the article https://www.tandfonline.com/doi/epdf/10.1080/17408989.2017.1371685?needAccess=true

Our colleagues from University of Limerick share two amazing resources with you that are 100% free and aimed to help teacher educators. We will talk about the Justice ED and SATLE projects and share these awesome Toolkits that have been created.

Below are the website links to the projects and the links to the Toolkits.

Justice Ed: https://www.ul.ie/justice-ed-education-for-global-justice-solidarity-and-interconnectedness

Toolkit: https://doi.org/10.34961/researchrepository-ul.27931542.v1

SATLE: https://www.ul.ie/pre-service-teachers-experiences-of-encountering-social-justice-matters-in-their-physical-education

Toolkit: https://pesportpedagogyul.wordpress.com/

The three voices you hear on the podcast are Elaine Murtaugh, Antonio Calderon, and Carmen Barquero-Ruiz all from U-Limerick.

This is the audio from the 28th of March, 2025 PETE Collaborative that was hosted to discuss critical issues in the PETE field, notably the future directions of the SHAPE America Research Council. Over 100 PETE scholars attended live.

This is a 15min presentation about my research on the Finnish Model for Leisure Activities. It was given at the Fulbright Education Forum March 26th, 2025 hosted by the Fulbright Finland Foundation which also has sponsored my stay in Finland this year to conduct the research.

The study is also supported by the Ministry of Education and Culture here in Finland and the University of Arts Helsinki as well as The University of Jyväskylä

You can find more information on the model here https://harrastamisensuomenmalli.fi/en/

And a description of my research is here:

https://www.uniarts.fi/en/projects/exploring-finlands-model-for-leisure-activities-hsm-childrens-experiences-and-evaluation-of-the-model/

If you want to chat more about this model, you can always reach out!

This article club discusses Swedish researchers who asked secondary school students/Gymnasium to discuss their perceptions of HPE through their assessment experiences. Some interesting but not surprising perceptions were shared, and as is true for the Australian Article Club... good discussion was had!

Here is the link to the article and the citation:

Modell, N., & Gerdin, G. (2022). ‘Why don't you really learn anything in PEH?’–Students’ experiences of valid knowledge and the basis for assessment in physical education and health (PEH). European Physical Education Review, 28(3), 797-815 https://doi.org/10.1177/1356336X221084514 (Original work published 2022)

Today, we’re discussing the article ‘How physical education teachers are positioned in models scholarship: a scoping review. This was recently published in PESP and came up in discussion during Ash Casey’s scholar lecture at BERA. You can find that lecture in episode 350

Full Cite: Fjellner, R. L., Varea, V., & Barker, D. (2024). How physical education teachers are positioned in models scholarship: a scoping review. Physical Education and Sport Pedagogy, 29(4), 329–345. https://doi.org/10.1080/17408989.2022.2083098

Dean Barker and Hakan Larsson join me to discuss their latest article in Sport Education and Society titled: "What do you think you are doing? How physical education researchers make scientific contributions". This is an open access article that covers issues in publishing and research in the field.

To cite this article: D. Barker, J.-E. Ekberg, G. Nyberg & H. Larsson (18 Feb 2025): What do you think you are doing? How physical education researchers make scientific contributions, Sport, Education and Society, DOI: 10.1080/13573322.2025.2465588

To link to this article: https://doi.org/10.1080/13573322.2025.2465588