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Blog Order (Podcast 1 in Blog 40) 40. J. Miller, K. Vine, and D. Larkin, ‘The Relationship of Product and Process Performance of the Two-Handed Sidearm Strike’, Physical Education and Sports Pedagogy, 2007, 12, 61–75. 41. K. L. Oliver and R. Lalik, ‘The Body as Curriculum: Learning with Adolescent Girls’, Journal of Curriculum Studies, 2001, 33, 303–33. 42. C. C. Pope and M. O’Sullivan, ‘Darwinism in the Gym’, Journal of Teaching in Physical Education, 2003, 22, 311–27. 43. J. Quay, ‘Experience and Participation: Relating Theories of Learning’, Journal of Experiential Education, 2003, 26, 105–12. 44. I. Rovegno et al., ‘Teaching and Learning Basic Invasion Game Tactics in Fourth Grade: A Descriptive Study from Situated and Constraints Theoretical Perspectives’, Journal of Teaching in Physical Education, 2001, 20, 370–88. 45. A. Smith, ‘The Inclusion of Pupils with Special Educational Needs in Secondary School Physical Education’, Physical Education and Sport Pedagogy, 2004, 9, 1, 37–54. 46. A. Smith and M. Parr, ‘Young People’s Views on the Nature and Purposes of Physical Education: A Sociological Analysis’, Sport, Education and Society, 2007, 12, 37–58. 47. R. Tinning and L. Fitzclarence, ‘Postmodern Youth Culture and the Crisis in Australian Secondary School Physical Education’, Quest, 1992, 44, 287–303. 48. M. Vincent-Morin and L. Lafont, ‘Learning-Method Choices and Personal Characteristics in Solving a Physical Education Problem’, Journal of Teaching in Physical Education, 2005, 24, 226–42. 49. J. Ward et al., ‘Effects of Choice on Student Motivation and Physical Activity Behavior in Physical Education’, Journal of Teaching in Physical Education, 2008, 27, 385–98. 50. P. Ward and M.-A. Lee, ‘Peer-Assisted Learning in Physical Education: A Review of Theory and Research’, Journal of Teaching in Physical Education, 2005, 24, 205–25. 51. J. Wright, ‘The Construction of Gendered Contexts in Single-Sex and Co-educational Physical Education Lessons’, Sport, Education and Society, 1997, 2, 55–72. Volume III: Teachers, teaching, and teacher education in physical education 52. K. M. Armour and R. Duncombe, ‘Teachers’ Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future’, Physical Education and Sport Pedagogy, 2004, 9, 3–22. 53. D. Brown and J. Evans, ‘Reproducing gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education’, Journal of Teaching in Physical Education, 2004, 23, 48–70. 54. S. Capel and W. Katene, ‘Secondary PGCE PE Students’ Perceptions of their Subject Knowledge’, European Physical Education Review, 2000, 6, 1, 46–70. 55. S. A. Doolittle, P. Dodds, and J. H. Placek, ‘Persistence of Beliefs about Teaching During Formal Training of Pre-service Teachers’, Journal of Teaching in Physical Education, 1993, 12, 355–65. 56. F. Dowling, ‘Getting in Touch with our Feelings: The Emotional Geographies of Gender Relations in PETE’, Sport, Education and Society, 2008, 13, 247–66. 57. J. Gore, ‘Pedagogy as Text in Physical Education Teacher Education: Beyond the Preferred Reading’, in D. Kirk and R. Tinning (eds.), Physical Education, Curriculum and Culture (Falmer Press, 1990). 58. K. Graber, ‘Studentship in Pre-service Teacher Education: A Qualitative Study of Undergraduates in Physical Education’, Research Quarterly for Exercise and Sport, 1991, 62, 1, 41–51. 59. K. Green, ‘Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday "Philosophies"’, Sport, Education and Society, 2002, 7, 65–83. 60. L. B. Hendry, ‘Survival in a Marginal Role: The Professional Identity of the Physical Education Teacher’, British Journal of Sociology, 1975, 26, 4, 465–76. 61. C. Hickey, ‘ "I feel enlightened now, but ….": The Limits to the Pedagogic Translation of Critical Social Discourses in Physical Education’, Journal of Teaching in Physical Education, 2001, 20, 227–46. 62. P. Kelly, C. Hickey, and R. Tinning, ‘Producing Knowledge about Physical Education Pedagogy: Problemising the Activities of Expertise’, Quest, 2000, 52, 284–96. 63. H. Lawson, ‘Toward a Model of Teacher Socialization in Physical Education: The Subjective Warrant, Recruitment, and Teacher Education’, Journal of Teaching in Physical Education, 1983, 2, 3–16. 64. M. Lounsbery and C. Coker, ‘Developing Skill-Analysis Competency in Physical Education Teachers’, Quest, 2008, 60, 255–67. 65. N. Maivorsdotter and S. Lundvall, ‘Aesthetic Experience as an Aspect of Embodied Learning: Stories from Physical Education Student Teachers’, Sport, Education and Society, 2009, 14, 3, 265–79. 66. C. Pascual, ‘The Initial Training of Physical Education Teachers: In Search of the Lost Meaning of Professionalism’, Physical Education and Sport Pedagogy, 2006, 11, 1, 69–82. 67. I. Rovegno, ‘Theoretical Perspectives on Knowledge and Learning and a Student Teacher’s Pedagogical Content Knowledge of Dividing and Sequencing Subject Matter’, Journal of Teaching in Physical Education, 1995, 14, 283–304. 68. A. Sicilia and D. Brown, ‘Revisiting the Paradigm Shift from the Versus to the Non-versus Notion of Mosston’s Spectrum of Teaching Styles in Physical Education Pedagogy: A Critical Pedagogical Perspective’, Physical Education and Sport Pedagogy, 2008, 13, 1, 85–108. 69. A. Sicilia and J. M. Fernandez-Balboa, ‘Ethics, Politics and Bio-pedagogy in Physical Education Teacher Education: Easing the Tension Between the Self and the Group’, Sport, Education and Society, 2006, 11, 1, 1–20. 70. D. Siedentop, ‘Content Knowledge for Physical Education’, Journal of Teaching in Physical Education, 2002, 21, 368–77. 71. R. I. Tinning, ‘Student Teaching and the Pedagogy of Necessity’, Journal of Teaching in Physical Education, 1988, 7, 82–9. 72. R. Tinning, ‘Teacher Education Pedagogy: Dominant Discourses and the Process of Problem Setting’, Journal of Teaching in Physical Education, 1991, 11, 1–20. 73. M. Tousignant and D. Siedentop, ‘A Qualitative Analysis of Task Structures in Required Secondary Physical Education Classes’, Journal of Teaching in Physical Education, 1983, 2, 47–57. Volume IV: the Curriculum and subject matter of physical education 74. C. Amade-Escot, ‘The Contribution of Two Research Programs on Teaching Content: "Pedagogical Content Knowledge" and "Didactics of Physical Education"’, Journal of Teaching in Physical Education, 2000, 20, 78–101. 75. D. H. K. Brown and A. Johnson, ‘The Social Practice of Self Defence Martial Arts: Applications for Physical Education’, Quest, 2000, 52, 3, 246–59. 76. D. Bunker and R. Thorpe, ‘A Model for the Teaching of Games in Secondary Schools’, Bulletin of Physical Education, 1982, 18, 1, 9–16. 77. J. Bocarro et al., ‘School Physical Education, Extracurricular Sports, and Lifelong Active Living’, Journal of Teaching in Physical Education, 2008, 27, 155–66. 78. M. DeBusk and D. Hellison, ‘Implementing a Physical Education Self-Responsibility Model for Delinquency-Prone Youth’, Journal of Teaching in Physical Education, 1989, 8, 104–12. 79. B. Dyson, ‘Cooperative Learning in an Elementary Physical Education Program’, Journal of Teaching in Physical Education, 2001, 20, 264–81. 80. B. Dyson, L. L. Griffin, and P. Hastie, ‘Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations’, Quest, 2004, 56, 226–40. 81. M. Gard, ‘Being Someone Else: Using Dance in Anti-Oppressive Teaching’, Educational Review, 2003, 55, 2, 211–23. 82. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Teaching and Learning of Decision-Making in Team Sports’, Quest, 2001, 53, 59–76. 83. P. Hastie and A. M. Buchanan, ‘Teaching Responsibility through Sport Education: Prospects for a Coalition’, Research Quarterly for Exercise and Sport, 2000, 71, 25–35. 84. N. L. Holt, W. B. Strean, and E. G. Bengoechea, ‘Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice’, Journal of Teaching in Physical Education, 2002, 21, 162–76. 85. H. Hubball and D. West, ‘Silence and Authentic Reflection Strategies: Holistic Learning in an Outdoor Education Program’, Physical and Health Education Journal, 2008, 74, 12–14. 86. D. Kirk, ‘Physical Education, Discourse &amp; Ideology: Bringing the Hidden Curriculum into View’, Quest, 1992, 44, 35–56. 87. D. Kirk and A. MacPhail, ‘Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model’, Journal of Teaching in Physical Education, 2002, 21, 2, 177–92. 88. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Foundations of Tactics and Strategy in Team Sports’, Journal of Teaching in Physical Education, 1999, 18, 159–74. 89. J. Harris, ‘Health-Related Exercise and Physical Education’, in K. Green and K. Hardman (eds.), Physical Education: Essential Issues (Sage, 2005). 90. A. E. Jewett, ‘The Process Product Curriculum Framework: Historical Background’, Journal of Teaching in Physical Education, 1987, 6, 198–213. 91. J. E. Rink, K. E. French, and B. L. Tjeerdsma, ‘Foundations for the Learning and Instruction of Sport and Games’, Journal of Teaching in Physical Education, 1996, 15, 399–417. 92. D. Siedentop, ‘Movement and Sport Education: Current Reflections and Future Images’ (Proceedings of the Commonwealth and International Conference on Sport, Physical Education, Recreation and Dance, University of Queensland). 93. D. Siedentop, ‘The Sport Education Model’, in Siedentop (ed.), Sport Education: Quality PE through Positive Sport Experiences (Human Kinetics, 1994), pp. 3–16. 94. P. Vertinsky, A. McManus, and C. Sit, ‘"Dancing Class": Schooling the Dance in Colonial and Post-Colonial Hong Kong’, Sport, Education and Society, 2007, 12, 1, 73–92. 95. T. Wallhead and M. O’Sullivan, ‘Sport Education: Physical Education for the New Millennium?’, Physical Education and Sport Pedagogy, 2005, 10, 181–210. 96. J. Whitehead and K. Fox, ‘Student-Centred Physical Education’, Bulletin of Physical Education, 1983, 19, 21–30. 97. A. Williams and J. Bedward, ‘Gender, Culture and the Generation Gap: Student and Teacher Perceptions of Aspects of National Curriculum Physical Education’, Sport, Education and Society, 2001, 6, 53–66. 98. P. M. Wright and S. Burton, ‘Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class’, Journal of Teaching in Physical Education, 2008, 27, 138–54. <a href="https://www.routledge.com/Physical-Education/Kirk/p/book/9780415578059#toc">VIEW LESS</a>

Blog Order (Podcast 1 in Blog 40) 40. J. Miller, K. Vine, and D. Larkin, ‘The Relationship of Product and Process Performance of the Two-Handed Sidearm Strike’, Physical Education and Sports Pedagogy, 2007, 12, 61–75. 41. K. L. Oliver and R. Lalik, ‘The Body as Curriculum: Learning with Adolescent Girls’, Journal of Curriculum Studies, 2001, 33, 303–33. 42. C. C. Pope and M. O’Sullivan, ‘Darwinism in the Gym’, Journal of Teaching in Physical Education, 2003, 22, 311–27. 43. J. Quay, ‘Experience and Participation: Relating Theories of Learning’, Journal of Experiential Education, 2003, 26, 105–12. 44. I. Rovegno et al., ‘Teaching and Learning Basic Invasion Game Tactics in Fourth Grade: A Descriptive Study from Situated and Constraints Theoretical Perspectives’, Journal of Teaching in Physical Education, 2001, 20, 370–88. 45. A. Smith, ‘The Inclusion of Pupils with Special Educational Needs in Secondary School Physical Education’, Physical Education and Sport Pedagogy, 2004, 9, 1, 37–54. 46. A. Smith and M. Parr, ‘Young People’s Views on the Nature and Purposes of Physical Education: A Sociological Analysis’, Sport, Education and Society, 2007, 12, 37–58. 47. R. Tinning and L. Fitzclarence, ‘Postmodern Youth Culture and the Crisis in Australian Secondary School Physical Education’, Quest, 1992, 44, 287–303. 48. M. Vincent-Morin and L. Lafont, ‘Learning-Method Choices and Personal Characteristics in Solving a Physical Education Problem’, Journal of Teaching in Physical Education, 2005, 24, 226–42. 49. J. Ward et al., ‘Effects of Choice on Student Motivation and Physical Activity Behavior in Physical Education’, Journal of Teaching in Physical Education, 2008, 27, 385–98. 50. P. Ward and M.-A. Lee, ‘Peer-Assisted Learning in Physical Education: A Review of Theory and Research’, Journal of Teaching in Physical Education, 2005, 24, 205–25. 51. J. Wright, ‘The Construction of Gendered Contexts in Single-Sex and Co-educational Physical Education Lessons’, Sport, Education and Society, 1997, 2, 55–72. Volume III: Teachers, teaching, and teacher education in physical education 52. K. M. Armour and R. Duncombe, ‘Teachers’ Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future’, Physical Education and Sport Pedagogy, 2004, 9, 3–22. 53. D. Brown and J. Evans, ‘Reproducing gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education’, Journal of Teaching in Physical Education, 2004, 23, 48–70. 54. S. Capel and W. Katene, ‘Secondary PGCE PE Students’ Perceptions of their Subject Knowledge’, European Physical Education Review, 2000, 6, 1, 46–70. 55. S. A. Doolittle, P. Dodds, and J. H. Placek, ‘Persistence of Beliefs about Teaching During Formal Training of Pre-service Teachers’, Journal of Teaching in Physical Education, 1993, 12, 355–65. 56. F. Dowling, ‘Getting in Touch with our Feelings: The Emotional Geographies of Gender Relations in PETE’, Sport, Education and Society, 2008, 13, 247–66. 57. J. Gore, ‘Pedagogy as Text in Physical Education Teacher Education: Beyond the Preferred Reading’, in D. Kirk and R. Tinning (eds.), Physical Education, Curriculum and Culture (Falmer Press, 1990). 58. K. Graber, ‘Studentship in Pre-service Teacher Education: A Qualitative Study of Undergraduates in Physical Education’, Research Quarterly for Exercise and Sport, 1991, 62, 1, 41–51. 59. K. Green, ‘Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday "Philosophies"’, Sport, Education and Society, 2002, 7, 65–83. 60. L. B. Hendry, ‘Survival in a Marginal Role: The Professional Identity of the Physical Education Teacher’, British Journal of Sociology, 1975, 26, 4, 465–76. 61. C. Hickey, ‘ "I feel enlightened now, but ….": The Limits to the Pedagogic Translation of Critical Social Discourses in Physical Education’, Journal of Teaching in Physical Education, 2001, 20, 227–46. 62. P. Kelly, C. Hickey, and R. Tinning, ‘Producing Knowledge about Physical Education Pedagogy: Problemising the Activities of Expertise’, Quest, 2000, 52, 284–96. 63. H. Lawson, ‘Toward a Model of Teacher Socialization in Physical Education: The Subjective Warrant, Recruitment, and Teacher Education’, Journal of Teaching in Physical Education, 1983, 2, 3–16. 64. M. Lounsbery and C. Coker, ‘Developing Skill-Analysis Competency in Physical Education Teachers’, Quest, 2008, 60, 255–67. 65. N. Maivorsdotter and S. Lundvall, ‘Aesthetic Experience as an Aspect of Embodied Learning: Stories from Physical Education Student Teachers’, Sport, Education and Society, 2009, 14, 3, 265–79. 66. C. Pascual, ‘The Initial Training of Physical Education Teachers: In Search of the Lost Meaning of Professionalism’, Physical Education and Sport Pedagogy, 2006, 11, 1, 69–82. 67. I. Rovegno, ‘Theoretical Perspectives on Knowledge and Learning and a Student Teacher’s Pedagogical Content Knowledge of Dividing and Sequencing Subject Matter’, Journal of Teaching in Physical Education, 1995, 14, 283–304. 68. A. Sicilia and D. Brown, ‘Revisiting the Paradigm Shift from the Versus to the Non-versus Notion of Mosston’s Spectrum of Teaching Styles in Physical Education Pedagogy: A Critical Pedagogical Perspective’, Physical Education and Sport Pedagogy, 2008, 13, 1, 85–108. 69. A. Sicilia and J. M. Fernandez-Balboa, ‘Ethics, Politics and Bio-pedagogy in Physical Education Teacher Education: Easing the Tension Between the Self and the Group’, Sport, Education and Society, 2006, 11, 1, 1–20. 70. D. Siedentop, ‘Content Knowledge for Physical Education’, Journal of Teaching in Physical Education, 2002, 21, 368–77. 71. R. I. Tinning, ‘Student Teaching and the Pedagogy of Necessity’, Journal of Teaching in Physical Education, 1988, 7, 82–9. 72. R. Tinning, ‘Teacher Education Pedagogy: Dominant Discourses and the Process of Problem Setting’, Journal of Teaching in Physical Education, 1991, 11, 1–20. 73. M. Tousignant and D. Siedentop, ‘A Qualitative Analysis of Task Structures in Required Secondary Physical Education Classes’, Journal of Teaching in Physical Education, 1983, 2, 47–57. Volume IV: the Curriculum and subject matter of physical education 74. C. Amade-Escot, ‘The Contribution of Two Research Programs on Teaching Content: "Pedagogical Content Knowledge" and "Didactics of Physical Education"’, Journal of Teaching in Physical Education, 2000, 20, 78–101. 75. D. H. K. Brown and A. Johnson, ‘The Social Practice of Self Defence Martial Arts: Applications for Physical Education’, Quest, 2000, 52, 3, 246–59. 76. D. Bunker and R. Thorpe, ‘A Model for the Teaching of Games in Secondary Schools’, Bulletin of Physical Education, 1982, 18, 1, 9–16. 77. J. Bocarro et al., ‘School Physical Education, Extracurricular Sports, and Lifelong Active Living’, Journal of Teaching in Physical Education, 2008, 27, 155–66. 78. M. DeBusk and D. Hellison, ‘Implementing a Physical Education Self-Responsibility Model for Delinquency-Prone Youth’, Journal of Teaching in Physical Education, 1989, 8, 104–12. 79. B. Dyson, ‘Cooperative Learning in an Elementary Physical Education Program’, Journal of Teaching in Physical Education, 2001, 20, 264–81. 80. B. Dyson, L. L. Griffin, and P. Hastie, ‘Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations’, Quest, 2004, 56, 226–40. 81. M. Gard, ‘Being Someone Else: Using Dance in Anti-Oppressive Teaching’, Educational Review, 2003, 55, 2, 211–23. 82. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Teaching and Learning of Decision-Making in Team Sports’, Quest, 2001, 53, 59–76. 83. P. Hastie and A. M. Buchanan, ‘Teaching Responsibility through Sport Education: Prospects for a Coalition’, Research Quarterly for Exercise and Sport, 2000, 71, 25–35. 84. N. L. Holt, W. B. Strean, and E. G. Bengoechea, ‘Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice’, Journal of Teaching in Physical Education, 2002, 21, 162–76. 85. H. Hubball and D. West, ‘Silence and Authentic Reflection Strategies: Holistic Learning in an Outdoor Education Program’, Physical and Health Education Journal, 2008, 74, 12–14. 86. D. Kirk, ‘Physical Education, Discourse & Ideology: Bringing the Hidden Curriculum into View’, Quest, 1992, 44, 35–56. 87. D. Kirk and A. MacPhail, ‘Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model’, Journal of Teaching in Physical Education, 2002, 21, 2, 177–92. 88. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Foundations of Tactics and Strategy in Team Sports’, Journal of Teaching in Physical Education, 1999, 18, 159–74. 89. J. Harris, ‘Health-Related Exercise and Physical Education’, in K. Green and K. Hardman (eds.), Physical Education: Essential Issues (Sage, 2005). 90. A. E. Jewett, ‘The Process Product Curriculum Framework: Historical Background’, Journal of Teaching in Physical Education, 1987, 6, 198–213. 91. J. E. Rink, K. E. French, and B. L. Tjeerdsma, ‘Foundations for the Learning and Instruction of Sport and Games’, Journal of Teaching in Physical Education, 1996, 15, 399–417. 92. D. Siedentop, ‘Movement and Sport Education: Current Reflections and Future Images’ (Proceedings of the Commonwealth and International Conference on Sport, Physical Education, Recreation and Dance, University of Queensland). 93. D. Siedentop, ‘The Sport Education Model’, in Siedentop (ed.), Sport Education: Quality PE through Positive Sport Experiences (Human Kinetics, 1994), pp. 3–16. 94. P. Vertinsky, A. McManus, and C. Sit, ‘"Dancing Class": Schooling the Dance in Colonial and Post-Colonial Hong Kong’, Sport, Education and Society, 2007, 12, 1, 73–92. 95. T. Wallhead and M. O’Sullivan, ‘Sport Education: Physical Education for the New Millennium?’, Physical Education and Sport Pedagogy, 2005, 10, 181–210. 96. J. Whitehead and K. Fox, ‘Student-Centred Physical Education’, Bulletin of Physical Education, 1983, 19, 21–30. 97. A. Williams and J. Bedward, ‘Gender, Culture and the Generation Gap: Student and Teacher Perceptions of Aspects of National Curriculum Physical Education’, Sport, Education and Society, 2001, 6, 53–66. 98. P. M. Wright and S. Burton, ‘Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class’, Journal of Teaching in Physical Education, 2008, 27, 138–54. VIEW LESS

Blog Order (Podcast 1 in Blog 40) 40. J. Miller, K. Vine, and D. Larkin, ‘The Relationship of Product and Process Performance of the Two-Handed Sidearm Strike’, Physical Education and Sports Pedagogy, 2007, 12, 61–75. 41. K. L. Oliver and R. Lalik, ‘The Body as Curriculum: Learning with Adolescent Girls’, Journal of Curriculum Studies, 2001, 33, 303–33. 42. C. C. Pope and M. O’Sullivan, ‘Darwinism in the Gym’, Journal of Teaching in Physical Education, 2003, 22, 311–27. 43. J. Quay, ‘Experience and Participation: Relating Theories of Learning’, Journal of Experiential Education, 2003, 26, 105–12. 44. I. Rovegno et al., ‘Teaching and Learning Basic Invasion Game Tactics in Fourth Grade: A Descriptive Study from Situated and Constraints Theoretical Perspectives’, Journal of Teaching in Physical Education, 2001, 20, 370–88. 45. A. Smith, ‘The Inclusion of Pupils with Special Educational Needs in Secondary School Physical Education’, Physical Education and Sport Pedagogy, 2004, 9, 1, 37–54. 46. A. Smith and M. Parr, ‘Young People’s Views on the Nature and Purposes of Physical Education: A Sociological Analysis’, Sport, Education and Society, 2007, 12, 37–58. 47. R. Tinning and L. Fitzclarence, ‘Postmodern Youth Culture and the Crisis in Australian Secondary School Physical Education’, Quest, 1992, 44, 287–303. 48. M. Vincent-Morin and L. Lafont, ‘Learning-Method Choices and Personal Characteristics in Solving a Physical Education Problem’, Journal of Teaching in Physical Education, 2005, 24, 226–42. 49. J. Ward et al., ‘Effects of Choice on Student Motivation and Physical Activity Behavior in Physical Education’, Journal of Teaching in Physical Education, 2008, 27, 385–98. 50. P. Ward and M.-A. Lee, ‘Peer-Assisted Learning in Physical Education: A Review of Theory and Research’, Journal of Teaching in Physical Education, 2005, 24, 205–25. 51. J. Wright, ‘The Construction of Gendered Contexts in Single-Sex and Co-educational Physical Education Lessons’, Sport, Education and Society, 1997, 2, 55–72. Volume III: Teachers, teaching, and teacher education in physical education 52. K. M. Armour and R. Duncombe, ‘Teachers’ Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future’, Physical Education and Sport Pedagogy, 2004, 9, 3–22. 53. D. Brown and J. Evans, ‘Reproducing gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education’, Journal of Teaching in Physical Education, 2004, 23, 48–70. 54. S. Capel and W. Katene, ‘Secondary PGCE PE Students’ Perceptions of their Subject Knowledge’, European Physical Education Review, 2000, 6, 1, 46–70. 55. S. A. Doolittle, P. Dodds, and J. H. Placek, ‘Persistence of Beliefs about Teaching During Formal Training of Pre-service Teachers’, Journal of Teaching in Physical Education, 1993, 12, 355–65. 56. F. Dowling, ‘Getting in Touch with our Feelings: The Emotional Geographies of Gender Relations in PETE’, Sport, Education and Society, 2008, 13, 247–66. 57. J. Gore, ‘Pedagogy as Text in Physical Education Teacher Education: Beyond the Preferred Reading’, in D. Kirk and R. Tinning (eds.), Physical Education, Curriculum and Culture (Falmer Press, 1990). 58. K. Graber, ‘Studentship in Pre-service Teacher Education: A Qualitative Study of Undergraduates in Physical Education’, Research Quarterly for Exercise and Sport, 1991, 62, 1, 41–51. 59. K. Green, ‘Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday "Philosophies"’, Sport, Education and Society, 2002, 7, 65–83. 60. L. B. Hendry, ‘Survival in a Marginal Role: The Professional Identity of the Physical Education Teacher’, British Journal of Sociology, 1975, 26, 4, 465–76. 61. C. Hickey, ‘ "I feel enlightened now, but ….": The Limits to the Pedagogic Translation of Critical Social Discourses in Physical Education’, Journal of Teaching in Physical Education, 2001, 20, 227–46. 62. P. Kelly, C. Hickey, and R. Tinning, ‘Producing Knowledge about Physical Education Pedagogy: Problemising the Activities of Expertise’, Quest, 2000, 52, 284–96. 63. H. Lawson, ‘Toward a Model of Teacher Socialization in Physical Education: The Subjective Warrant, Recruitment, and Teacher Education’, Journal of Teaching in Physical Education, 1983, 2, 3–16. 64. M. Lounsbery and C. Coker, ‘Developing Skill-Analysis Competency in Physical Education Teachers’, Quest, 2008, 60, 255–67. 65. N. Maivorsdotter and S. Lundvall, ‘Aesthetic Experience as an Aspect of Embodied Learning: Stories from Physical Education Student Teachers’, Sport, Education and Society, 2009, 14, 3, 265–79. 66. C. Pascual, ‘The Initial Training of Physical Education Teachers: In Search of the Lost Meaning of Professionalism’, Physical Education and Sport Pedagogy, 2006, 11, 1, 69–82. 67. I. Rovegno, ‘Theoretical Perspectives on Knowledge and Learning and a Student Teacher’s Pedagogical Content Knowledge of Dividing and Sequencing Subject Matter’, Journal of Teaching in Physical Education, 1995, 14, 283–304. 68. A. Sicilia and D. Brown, ‘Revisiting the Paradigm Shift from the Versus to the Non-versus Notion of Mosston’s Spectrum of Teaching Styles in Physical Education Pedagogy: A Critical Pedagogical Perspective’, Physical Education and Sport Pedagogy, 2008, 13, 1, 85–108. 69. A. Sicilia and J. M. Fernandez-Balboa, ‘Ethics, Politics and Bio-pedagogy in Physical Education Teacher Education: Easing the Tension Between the Self and the Group’, Sport, Education and Society, 2006, 11, 1, 1–20. 70. D. Siedentop, ‘Content Knowledge for Physical Education’, Journal of Teaching in Physical Education, 2002, 21, 368–77. 71. R. I. Tinning, ‘Student Teaching and the Pedagogy of Necessity’, Journal of Teaching in Physical Education, 1988, 7, 82–9. 72. R. Tinning, ‘Teacher Education Pedagogy: Dominant Discourses and the Process of Problem Setting’, Journal of Teaching in Physical Education, 1991, 11, 1–20. 73. M. Tousignant and D. Siedentop, ‘A Qualitative Analysis of Task Structures in Required Secondary Physical Education Classes’, Journal of Teaching in Physical Education, 1983, 2, 47–57. Volume IV: the Curriculum and subject matter of physical education 74. C. Amade-Escot, ‘The Contribution of Two Research Programs on Teaching Content: "Pedagogical Content Knowledge" and "Didactics of Physical Education"’, Journal of Teaching in Physical Education, 2000, 20, 78–101. 75. D. H. K. Brown and A. Johnson, ‘The Social Practice of Self Defence Martial Arts: Applications for Physical Education’, Quest, 2000, 52, 3, 246–59. 76. D. Bunker and R. Thorpe, ‘A Model for the Teaching of Games in Secondary Schools’, Bulletin of Physical Education, 1982, 18, 1, 9–16. 77. J. Bocarro et al., ‘School Physical Education, Extracurricular Sports, and Lifelong Active Living’, Journal of Teaching in Physical Education, 2008, 27, 155–66. 78. M. DeBusk and D. Hellison, ‘Implementing a Physical Education Self-Responsibility Model for Delinquency-Prone Youth’, Journal of Teaching in Physical Education, 1989, 8, 104–12. 79. B. Dyson, ‘Cooperative Learning in an Elementary Physical Education Program’, Journal of Teaching in Physical Education, 2001, 20, 264–81. 80. B. Dyson, L. L. Griffin, and P. Hastie, ‘Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations’, Quest, 2004, 56, 226–40. 81. M. Gard, ‘Being Someone Else: Using Dance in Anti-Oppressive Teaching’, Educational Review, 2003, 55, 2, 211–23. 82. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Teaching and Learning of Decision-Making in Team Sports’, Quest, 2001, 53, 59–76. 83. P. Hastie and A. M. Buchanan, ‘Teaching Responsibility through Sport Education: Prospects for a Coalition’, Research Quarterly for Exercise and Sport, 2000, 71, 25–35. 84. N. L. Holt, W. B. Strean, and E. G. Bengoechea, ‘Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice’, Journal of Teaching in Physical Education, 2002, 21, 162–76. 85. H. Hubball and D. West, ‘Silence and Authentic Reflection Strategies: Holistic Learning in an Outdoor Education Program’, Physical and Health Education Journal, 2008, 74, 12–14. 86. D. Kirk, ‘Physical Education, Discourse &amp; Ideology: Bringing the Hidden Curriculum into View’, Quest, 1992, 44, 35–56. 87. D. Kirk and A. MacPhail, ‘Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model’, Journal of Teaching in Physical Education, 2002, 21, 2, 177–92. 88. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Foundations of Tactics and Strategy in Team Sports’, Journal of Teaching in Physical Education, 1999, 18, 159–74. 89. J. Harris, ‘Health-Related Exercise and Physical Education’, in K. Green and K. Hardman (eds.), Physical Education: Essential Issues (Sage, 2005). 90. A. E. Jewett, ‘The Process Product Curriculum Framework: Historical Background’, Journal of Teaching in Physical Education, 1987, 6, 198–213. 91. J. E. Rink, K. E. French, and B. L. Tjeerdsma, ‘Foundations for the Learning and Instruction of Sport and Games’, Journal of Teaching in Physical Education, 1996, 15, 399–417. 92. D. Siedentop, ‘Movement and Sport Education: Current Reflections and Future Images’ (Proceedings of the Commonwealth and International Conference on Sport, Physical Education, Recreation and Dance, University of Queensland). 93. D. Siedentop, ‘The Sport Education Model’, in Siedentop (ed.), Sport Education: Quality PE through Positive Sport Experiences (Human Kinetics, 1994), pp. 3–16. 94. P. Vertinsky, A. McManus, and C. Sit, ‘"Dancing Class": Schooling the Dance in Colonial and Post-Colonial Hong Kong’, Sport, Education and Society, 2007, 12, 1, 73–92. 95. T. Wallhead and M. O’Sullivan, ‘Sport Education: Physical Education for the New Millennium?’, Physical Education and Sport Pedagogy, 2005, 10, 181–210. 96. J. Whitehead and K. Fox, ‘Student-Centred Physical Education’, Bulletin of Physical Education, 1983, 19, 21–30. 97. A. Williams and J. Bedward, ‘Gender, Culture and the Generation Gap: Student and Teacher Perceptions of Aspects of National Curriculum Physical Education’, Sport, Education and Society, 2001, 6, 53–66. 98. P. M. Wright and S. Burton, ‘Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class’, Journal of Teaching in Physical Education, 2008, 27, 138–54. <a href="https://www.routledge.com/Physical-Education/Kirk/p/book/9780415578059#toc" rel="noopener noreferrer">VIEW LESS</a>

PEPRN Podcast

J'interromps beaucoup, mais vous apprenez encore plus.

J'interromps beaucoup, mais vous apprenez encore plus.

Stéphane Edouard • Études de cas

김제동LIVE

Das Ziel dieses Podcast ist meine Mitschüler zu helfen eine 1 in Spanisch zu bekommen.
Ich möchte auf eine einfache und witzige Art Spanisch beibringen. 
Ich mache das für meine Mitschüler aber natürlich auch für alle anderen die Spanisch lernen wollen.  
Sie haben richtig gehört. Wir wollen eine 1 in Spanisch mit Freude und Spaß. 
¡A por el uno en Español!. Wir schaffen die Eins in Spanisch!.

Das Ziel dieses Podcast ist meine Mitschüler zu helfen eine 1 in Spanisch zu bekommen. Ich möchte auf eine einfache und witzige Art Spanisch beibringen. Ich mache das für meine Mitschüler aber natürlich auch für alle anderen die Spanisch lernen wollen. Sie haben richtig gehört. Wir wollen eine 1 in Spanisch mit Freude und Spaß. ¡A por el uno en Español!. Wir schaffen die Eins in Spanisch!.

Das Ziel dieses Podcast ist meine Mitschüler zu helfen eine 1 in Spanisch zu bekommen.
Ich möchte auf eine einfache und witzige Art Spanisch beibringen. 
Ich mache das für meine Mitschüler aber natürlich auch für alle anderen die Spanisch lernen wollen.&nbsp; 
Sie haben richtig gehört. Wir wollen eine 1 in Spanisch mit Freude und Spaß. 
¡A por el uno en Español!. Wir schaffen die Eins in Spanisch!.

Spanisch mit AbrilFM lernen

The aim of this subject is to identify the constraints and opportunities that will affect the ability of sports to survive in an increasingly competitive, global marketplace. Particular emphasis will be placed on examinations of both North American and European professional sports, as well as indigenous games, such as Australian Rules football. Topics covered will include: labour markets in various sports, including the effectiveness of regulations such as player drafts and salary caps; the ways in which sports have coped with recent substantial increases in revenue and costs; the identification of the market for particular sports and the extent of competition within those markets; and the extent to which the commercialisation of sport is inconsistent with the traditions and cultures of individual sports.

Sports Economics

A podcast resource for high-level real estate admins!

Real Admin Podcast

Podcasting is cheaper than therapy. Let's explore ideas.

The Lorne Bronstein Show

Welcome to the “Unleashing Your Best Self” podcast, where amazing things happen and where I will share with you the easiest and simplest way to change and improve your life following your instincts, wishes and passions. Every person in this world has an amazing version of themselves waiting to be awaken; let’s make the right changes to clear the path and allow our best-self to manifest. By E. Christian Trejo

Unleashing Your Best-Self

The Educational Curator Podcast’s goal is to support the learning journey of our young ones. If we come to aid as a village, living to our fullest potential will easily be past down generationally. Look forward to general and focused educational, mental and social health, career exploration, and more topics for all ages. We will have discussions on different types of schooling from homeschool to private education, family dynamics to more personal topics as well. We evolved during the pandemic, formally known as Life is the Tea podcast, we bring the same feel but more age inclusive.

The Educational Curator Life is Session Podcast

By writers, for writers, a weekly discussion of writing craft lead by South Carolina Writers Association members and guests.

Write On SC

The CatchTheVibe Podcast is about educating individuals about life based on my experiences and helping people become the best version of themselves.

CatchTheVibe

Talking all about cool Geography things.
Geography Ninja checks out ideas, oddities, news items, trends and possibilities that have a Geography connection.

Talking all about cool Geography things. Geography Ninja checks out ideas, oddities, news items, trends and possibilities that have a Geography connection.

Geography Ninja

Meditation, yoga, psychology, consciousness, awareness, workout motivation, perspective

Elevate your mind

Life didn’t come with manuals , we learn as we go . I am an encourager , a wife , a mother , a friend and a lover of Christ and my presence here is to share that love and inspiration to those who are navigating through life . Wearing many hats can have its ups and downs but here we will press through , grow through and conquer all no matter the circumstances. Ride with me as we journey and share many moments , not just one ❤️

“Snippets of Me “

A place to talk about real issues that plague our young adult population. This podcast will help provide some spiritual guidance and understanding of how to live as a christian while dealing with the world. We want o be real and raw , but at the same time building solid foundations through the word of God. We will meet you where you are with the hope that Christ will dwell among us. Many blessings!                  Rejoice-Adorate-Venerate-Exalt:RAVE

A place to talk about real issues that plague our young adult population. This podcast will help provide some spiritual guidance and understanding of how to live as a christian while dealing with the world. We want o be real and raw , but at the same time building solid foundations through the word of God. We will meet you where you are with the hope that Christ will dwell among us. Many blessings! Rejoice-Adorate-Venerate-Exalt:RAVE

R.A.V.E

This podcast will help you learn what you need to know to crush law school. The host, Charles Buist, interviews top performers in law school to help uncover the secrets to success in law school so that you can land the job of your dreams. Additionally, the show will feature guests that excelled at networking and the job hunt, landed amazing jobs outside of law, and have something helpful to share with you. If you’re curious about how to CALI classes, graduate at the top of your class, and land the job of your dreams after law school, this show is for you. Cheers!

Elite Lawschooler Podcast

Cloud Posse holds public DevOps “Office Hours” every Wednesday at 11:30am PST to answer questions on all things DevOps/Terraform/Kubernetes/CICD related. These “lunch &amp; learn” style sessions are totally free and really just an opportunity to talk shop, ask questions and get answers.Register here: cloudposse.com/office-hoursBasically, these sessions are an opportunity to get a free weekly consultation with Cloud Posse where you can literally “ask me anything” (AMA). Since we're all engineers, this also helps us better understand the challenges our users have so we can better focus on solving the real problems you have and address the problems/gaps in our tools.

Cloud Posse holds public DevOps “Office Hours” every Wednesday at 11:30am PST to answer questions on all things DevOps/Terraform/Kubernetes/CICD related. These “lunch & learn” style sessions are totally free and really just an opportunity to talk shop, ask questions and get answers.Register here: cloudposse.com/office-hoursBasically, these sessions are an opportunity to get a free weekly consultation with Cloud Posse where you can literally “ask me anything” (AMA). Since we're all engineers, this also helps us better understand the challenges our users have so we can better focus on solving the real problems you have and address the problems/gaps in our tools.

Cloud Posse DevOps "Office Hours" Podcast

In a world where we’re drowning in self-doubt and a sea of online perfectionist lives, host Lucy is on a quest to find ways of cutting ourselves some slack. With so many different factors now feeding into our stress buckets, this podcast aims to cover a variety of topics and debates to help you get to the bottom of your every-day struggles. No matter which stage of your mental health and wellbeing journey you’re at, Lucy’s here to help give you an extra boost whenever you need it. This podcast is the equivalent of a big sister sleepover, offering a shoulder to cry on and some comforting advice, along with some real honest conversations

De-Stress Yourself Podcast

The team at Two Harbors connect with each other and guests to discuss topics related to process and performance improvement, business results, the CMMI Model, quality and regulation and other related information. Contact them at twoharborsconsulting.com or info@twohc.com

Two Harbors Consulting Podcast

Join Shadi Joweihan (Shads), as he explores the depths of Uninterrupted Resilience, guiding you on a journey to live life to the fullest.&nbsp; After flatlining twice, Shads has honed the art of overcoming adversity, most recently challenging his heart's limits by trekking to 18,000 feet in the Himalayas during the winter of 2023. In each episode, Shads shares powerful and poignant stories, hosting thought-provoking discussions with an incredible lineup of guests from around the world. Whether you're seeking inspiration, motivation, or a deeper understanding of resilience, Flatline - Uninterrupted resilience, offers a unique and compelling experience.Flatline - Explores, Discuss, Identify and Ignites the ability to truly and deeply live your life to its fullest through Uninterrupted Resilience.&nbsp; Now sit back and discover the power of Uninterrupted Resilience.&nbsp;

Join Shadi Joweihan (Shads), as he explores the depths of Uninterrupted Resilience, guiding you on a journey to live life to the fullest.  After flatlining twice, Shads has honed the art of overcoming adversity, most recently challenging his heart's limits by trekking to 18,000 feet in the Himalayas during the winter of 2023. In each episode, Shads shares powerful and poignant stories, hosting thought-provoking discussions with an incredible lineup of guests from around the world. Whether you're seeking inspiration, motivation, or a deeper understanding of resilience, Flatline - Uninterrupted resilience, offers a unique and compelling experience. Flatline - Explores, Discuss, Identify and Ignites the ability to truly and deeply live your life to its fullest through Uninterrupted Resilience.  Now sit back and discover the power of Uninterrupted Resilience. 

FLATLINE - UNINTERRUPTED RESILIENCE

内容简介：维特（waste）和赛芙（save）的脑袋里总是装满了各种各样有趣的小问题。比如：如果世界上没有了蜜蜂会怎样？自来水到底从哪里来？分类后的垃圾最后都去哪里了？他们的好朋友小精灵，总会在关键时刻出现，用自然魔法棒的力量带领他们开启神奇的环保之旅。事不宜迟，让我们加入他们吧！一起听环保小故事，做绿色小公民。 适合谁听：4-10岁充满好奇心的小朋友重视亲子互动，有意培养孩子热爱自然、低碳环保，践行绿色公民的家长关注未来教育，注重培养幼儿自然联结、环保意识的教育工作者 创作团队：自然魔法棒（微信公众号：自然魔法棒），是pta植物联盟（微信公众号：pta植物联盟）孵化支持的原创音频节目，由一群热爱自然，认可可持续生活理念的伙伴们创建和运营。 我们提倡人们亲近自然，发现自然的四季之美，体会万物的生命智慧，建立与自然的深度联结，进而实现友善地球的生活方式。

内容简介：维特（waste）和赛芙（save）的脑袋里总是装满了各种各样有趣的小问题。比如：如果世界上没有了蜜蜂会怎样？自来水到底从哪里来？分类后的垃圾最后都去哪里了？他们的好朋友小精灵，总会在关键时刻出现，用自然魔法棒的力量带领他们开启神奇的环保之旅。事不宜迟，让我们加入他们吧！一起听环保小故事，做绿色小公民。适合谁听：4-10岁充满好奇心的小朋友重视亲子互动，有意培养孩子热爱自然、低碳环保，践行绿色公民的家长关注未来教育，注重培养幼儿自然联结、环保意识的教育工作者创作团队：自然魔法棒（微信公众号：自然魔法棒），是pta植物联盟（微信公众号：pta植物联盟）孵化支持的原创音频节目，由一群热爱自然，认可可持续生活理念的伙伴们创建和运营。我们提倡人们亲近自然，发现自然的四季之美，体会万物的生命智慧，建立与自然的深度联结，进而实现友善地球的生活方式。

内容简介：维特（waste）和赛芙（save）的脑袋里总是装满了各种各样有趣的小问题。比如：如果世界上没有了蜜蜂会怎样？自来水到底从哪里来？分类后的垃圾最后都去哪里了？他们的好朋友小精灵，总会在关键时刻出现，用自然魔法棒的力量带领他们开启神奇的环保之旅。事不宜迟，让我们加入他们吧！一起听环保小故事，做绿色小公民。 适合谁听：4-10岁充满好奇心的小朋友重视亲子互动，有意培养孩子热爱自然、低碳环保，践行绿色公民的家长关注未来教育，注重培养幼儿自然联结、环保意识的教育工作者 创作团队：自然魔法棒（微信公众号：自然魔法棒），是pta植物联盟（微信公众号：pta植物联盟）孵化支持的原创音频节目，由一群热爱自然，认可可持续生活理念的伙伴们创建和运营。 我们提倡人们亲近自然，发现自然的四季之美，体会万物的生命智慧，建立与自然的深度联结，进而实现友善地球的生活方式。

自然魔法棒 | 环保小故事

Welcome to The Guri Show, your go-to podcast for retreat leaders, coaches, and transformation seekers who are ready to create thriving businesses while embracing self-healing, wellness, and personal growth. Hosted by Guri Kaur, this show is your space to learn how to design life-changing retreats, confidently sell your offers, and master the mindset shifts needed to create abundance and impact.

Each episode dives deep into actionable strategies, personal insights, and soulful practices that combine business growth with inner transformation. From self-healing techniques and wellness rituals to powerful tools for scaling your coaching programs, we’ll help you align your purpose, your profits, and your peace.

Whether you’re building your first retreat or scaling to six figures and beyond, The Guri Show is your space to dream big, transform yourself, and empower others to do the same.

Tune in, grow your business, heal your soul, and create the legacy you’re destined for. Let’s thrive together!

Welcome to The Guri Show, your go-to podcast for retreat leaders, coaches, and transformation seekers who are ready to create thriving businesses while embracing self-healing, wellness, and personal growth. Hosted by Guri Kaur, this show is your space to learn how to design life-changing retreats, confidently sell your offers, and master the mindset shifts needed to create abundance and impact. Each episode dives deep into actionable strategies, personal insights, and soulful practices that combine business growth with inner transformation. From self-healing techniques and wellness rituals to powerful tools for scaling your coaching programs, we’ll help you align your purpose, your profits, and your peace. Whether you’re building your first retreat or scaling to six figures and beyond, The Guri Show is your space to dream big, transform yourself, and empower others to do the same. Tune in, grow your business, heal your soul, and create the legacy you’re destined for. Let’s thrive together!

The Guri Show

Life Strategist, Intuitive Guide, Speaker, Storyteller, CEO and Founder of The Charge Station™Hacking Happiness is the place to be empowered by inspirational true stories with empowering insights from my real life experiences. These stories are about my real life experiences, insight on current events, positive psychology, emotional intelligence,self transformation, mental mastery, intuitive guidance and spiritual growth. Each episode is recorded exclusively for your empowerment and unique audio experience!

Life Strategist, Intuitive Guide, Speaker, Storyteller, CEO and Founder of The Charge Station™Hacking Happiness is the place to be empowered by inspirational true stories with empowering insights from my real life experiences. These stories are about my real life experiences, insight on current events, positive psychology, emotional intelligence,self transformation, mental mastery, intuitive guidance and spiritual growth. Each episode is recorded exclusively for your empowerment and unique audio experience!

HACKING HAPPINESS With Olga S. Pérez

Inspiring and encouraging ALL women around the world to be redefined and empowered through life rewards and challenges.

Blooming in Faith

Hosted by Brandon Griffin. Personal stories and interviews to help navigate life and cope with the struggles in our minds. 

Listeners can send questions or comments to lifetalkpodcast4u@gmail.com and have their comments read on the podcast. 

Any feedback is always appreciated.

Hosted by Brandon Griffin. Personal stories and interviews to help navigate life and cope with the struggles in our minds. Listeners can send questions or comments to lifetalkpodcast4u@gmail.com and have their comments read on the podcast. Any feedback is always appreciated.

LifeTalk

This podcast is about issues that we face in our daily lives and topics that we should be aware of in order to create a balance within ourselves.
The aim is to give out positivity in the Society and promote strong independent thinking among individuals.
Have a great time listening.
Namaste

This podcast is about issues that we face in our daily lives and topics that we should be aware of in order to create a balance within ourselves. The aim is to give out positivity in the Society and promote strong independent thinking among individuals. Have a great time listening. Namaste

The 7Teen Podcast

Empútate con Nancy Rivera es un podcast dirigido al empoderamiento de todos. En cada episodio discutimos temas asociado a problemas/impacto sociales, familiares, parejas, educativos, emocionales, negocios, sexualidad, empoderamiento y estilo de vida. No solo recibirás información valiosa, además recibirás las herramientas que necesitas para que puedas implementarlas y ver los resultados en tu vida.

Hola, soy Nancy Rivera presidente de Family Secret Helpers, Inc y fundadora de sus proyectos, Educadora, Psicóloga Holística, Coach, Maestra de Yoga, Motivadora, Consultora, Autora y Editora.

Empútate con Nancy Rivera es un podcast dirigido al empoderamiento de todos. En cada episodio discutimos temas asociado a problemas/impacto sociales, familiares, parejas, educativos, emocionales, negocios, sexualidad, empoderamiento y estilo de vida. No solo recibirás información valiosa, además recibirás las herramientas que necesitas para que puedas implementarlas y ver los resultados en tu vida. Hola, soy Nancy Rivera presidente de Family Secret Helpers, Inc y fundadora de sus proyectos, Educadora, Psicóloga Holística, Coach, Maestra de Yoga, Motivadora, Consultora, Autora y Editora.

Empútate con Nancy Rivera

A mix of discussions aimed at helping men live with balance, passion, and purpose. Each week we'll discuss a topic that often falls into one of 7 categories that we have the power to grow and improve: Faith, Family, Community, Health, Rest, Career, and Finances. All are viewed through the lens of Biblical, Kingdom principles and the ways and commands of Jesus.

All donations made will support the development of theologically-sound articles, podcasts, videos, and courses that help equip and strengthen the men of the church to live fully human lives through the ways of Jesus.

A mix of discussions aimed at helping men live with balance, passion, and purpose. Each week we'll discuss a topic that often falls into one of 7 categories that we have the power to grow and improve: Faith, Family, Community, Health, Rest, Career, and Finances. All are viewed through the lens of Biblical, Kingdom principles and the ways and commands of Jesus. All donations made will support the development of theologically-sound articles, podcasts, videos, and courses that help equip and strengthen the men of the church to live fully human lives through the ways of Jesus.

The Fully Human Podcast

This podcast brings like-minded individuals together on a platform created for real life and real stories. This is a community that is on a mission to lift others up and support each other on our endeavors. We all have mental barriers we must break through in order to achieve anything great in our lives. Whatever success looks like to you is what you should be focusing on, but it will take more than just the outcome. It will take laying the foundation with the proper mindset and being truly ready to take on the world each and every day. God bless!

Breaking Barriers Past

Este podcast es para ti, mujer. Es un espacio para poder tener esas conversaciones de nuestra vida, en donde podemos crecer y acompañarnos. Este es un lugar seguro, en donde buscamos vivir nuestras vidas a la luz del Amor. Te invito a caminar conmigo y a abrir nuestro corazón a nuevas y emocionantes aventuras. Este hermoso espacio es una colaboración con Lumen Media, te invito a ver todo nuestro contenido en redes sociales, juntos trabajamos para llevar a Jesús hasta el último rincón de este mundo.

Apoyanos a través de Patreon https://www.patreon.com/larespuestaeselamor

Síguenos en Instagram 
@respuestaeselamor
@befreymann

O contáctame por correo al beatrizedith.96@gmail.com

Podcast parte de JuanDiegoNetwork.com

Este podcast es para ti, mujer. Es un espacio para poder tener esas conversaciones de nuestra vida, en donde podemos crecer y acompañarnos. Este es un lugar seguro, en donde buscamos vivir nuestras vidas a la luz del Amor. Te invito a caminar conmigo y a abrir nuestro corazón a nuevas y emocionantes aventuras. Este hermoso espacio es una colaboración con Lumen Media, te invito a ver todo nuestro contenido en redes sociales, juntos trabajamos para llevar a Jesús hasta el último rincón de este mundo. Apoyanos a través de Patreon https://www.patreon.com/larespuestaeselamor Síguenos en Instagram @respuestaeselamor @befreymann O contáctame por correo al beatrizedith.96@gmail.com Podcast parte de JuanDiegoNetwork.com

La Respuesta es el Amor

Open your ears and hearts to life-changing in-depth episodes full of personal stories and guidance to help shift and expand your energy. The Uncovery Podcast is the place where transformation is born. Guiding you on your journey to transform how you feel, overcome how you think, and let go of what is no longer serving you. This is the space where we uncover the layers to discover of how you can step into your most highest self and live a life you deeply desire (and deserve).Get ready to reignite your joy, tap into your purpose and embody your souls truth to heal from the inside out. Please SUBSCRIBE and be sure to review if you enjoy the show. Connect with Mahalia on Instagram and Facebook @mahaliajaneco or at www.mahaliajane.com

The Uncovery

My name is Jennifer Lopez and I wanted to create an environment where I could talk about my experiences and give advice on a variety of topics! It’s super important to cultivate a positive outlook on life so I hope you can learn something :) My instagram is @jlo__2913 and my photography page is @jlo.pics__

Jaylo Speaks

The Quiet Revolution - Ways of Knowing is a limited-episode podcast series exploring the interface between Traditional Ecological Knowledge and Western science. Hosted by Dr.Florence Dunkel, the series promises an in-depth look at the institutional barriers in place suppressing Indigenous knowledge and the various ways in which scientists, artists, policy makers and educators are breaking them down.

The Quiet Revolution

Encouragement from Musicians, Music Educators & Creatives for Creatives. Interesting interviews with music teachers, creatives, and musicians along with calming and topical encouragement as you face the challenges of everyday life. Find out what sounds and songs encourage other creatives and what keeps them hopeful, moving forward, and creative.

Encouragement from Musicians, Music Educators &amp; Creatives for Creatives. Interesting interviews with music teachers, creatives, and musicians along with calming and topical encouragement as you face the challenges of everyday life. Find out what sounds and songs encourage other creatives and what keeps them hopeful, moving forward, and creative.

Sounds of Encouragement

A podcast about teaching from the perspective of two middle school teachers. If you are a teacher, thinking about becoming a teacher, a parent, or just curious about what teachers actually think, you've come to the right place! This is a comedy podcast based on our personal experiences, not necessarily based on any academic research. Enjoy!

3 Cheers for Hormones!

In this podcast, I talk about my personal struggle with mental illness, and how I am coping in this crazy world. I’ll be talking about my goals, my life, and things I (and hopefully you !) find interesting.

No Plain Jane

The day to day operations in the world of long-term care.

Education Podcasts / Page 1096