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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

November Learning

Lære noe nytt? Eller trenger du inspirasjon og en god historie?
Hva gjør at noen mennesker klarer å presse seg til det ytterste, gå dypt inn i seg selv og hente krefter og vilje til å fortsette der de fleste ville gitt opp? At noen mennesker er så interessert i kunnskap at de aldri slutter å fordype seg i det de brenner for.  I Mentaltrenerpodcasten møter du alt fra Harvard professorer og tidligere spesialagenter i FBI, til verdensmestere og «ulykkesfugler». Hør deres historier og få muligheten til å lære hvordan du  kan ta med deg deres tankesett, rutiner og øvelser tilbake i ditt eget liv, slik at du kan mestre dine egne utfordringer, nå dine mål og få balanse i livet.

Lære noe nytt? Eller trenger du inspirasjon og en god historie? Hva gjør at noen mennesker klarer å presse seg til det ytterste, gå dypt inn i seg selv og hente krefter og vilje til å fortsette der de fleste ville gitt opp? At noen mennesker er så interessert i kunnskap at de aldri slutter å fordype seg i det de brenner for. I Mentaltrenerpodcasten møter du alt fra Harvard professorer og tidligere spesialagenter i FBI, til verdensmestere og «ulykkesfugler». Hør deres historier og få muligheten til å lære hvordan du kan ta med deg deres tankesett, rutiner og øvelser tilbake i ditt eget liv, slik at du kan mestre dine egne utfordringer, nå dine mål og få balanse i livet.

Mentaltrener Podcasten

We are led to believe that the education system will continually evolve to meet the needs of learners and society. This has not happened. We need a revolution!

Edufuturists

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

The Lorne Bronstein Show

Ask Dr. Nandi is an Emmy Award-winning physician talk show that digs deep into medical topics. Partha Nandi, MD FACP is a practicing gastroenterologist in the suburbs of Detroit, Michigan.

The Dr. Nandi's Podcast

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

Urban Evangelism

TheFranswah Discusses topics related to the Streaming, Video Content Creation, Esports, and Business of all combined in this Fresh Podcast. 

TheFranswah is a YouTube Content Creator, Twitch Streamer, and Passionate Entrepreneur. Originating with Content on YouTube on the TheFranswah Studio Channel making How-To Content for aspiring Twitch Streamers and Content Creators.

TheFranswah Discusses topics related to the Streaming, Video Content Creation, Esports, and Business of all combined in this Fresh Podcast. TheFranswah is a YouTube Content Creator, Twitch Streamer, and Passionate Entrepreneur. Originating with Content on YouTube on the TheFranswah Studio Channel making How-To Content for aspiring Twitch Streamers and Content Creators.

TheFranswah Studio

Going through life learning lessons along the way, Bryce and Jackson ramble about things they learn throughout the week.

Students of Life

Da Bears' Den Podcast is an informative podcast about FIRST Robotics.

Da Bears' Den

A.M. Conn Aka Lyric Ash is the host of the brand new reformed Legacy Truth Podcast-Let Your Truth Be Your Legacy. Bringing you weekly podcasts on Self-Improvement, Motivation, Relationships, Advice and so much more. She is an Author, Screenwriter, and Motivational Speaker. Unfiltered, Truthful and Raw content. Subscribe and Never miss an episode. Weekly you'll come closer &amp; closer to letting your Truth be your Legacy!

A.M. Conn Aka Lyric Ash is the host of the brand new reformed Legacy Truth Podcast-Let Your Truth Be Your Legacy. Bringing you weekly podcasts on Self-Improvement, Motivation, Relationships, Advice and so much more. She is an Author, Screenwriter, and Motivational Speaker. Unfiltered, Truthful and Raw content. Subscribe and Never miss an episode. Weekly you'll come closer & closer to letting your Truth be your Legacy!

Legacy Truth Podcast

Edebiyat ve felsefe hakkında çeşitli podcastlerle YouTube yayınlarımızdan arda kalanları sizlerle paylaşıyor ve aynı zamanda özel podcast yayınları gerçekleştiriyoruz.

Karavandaki Adam

The PFRPA Podcast Series features NFL legends and key sports figures, whom share insights and stories from their playing days. Listen as host Brian DeMarco digs deep to discuss matters of importance to retired NFL players.

PFRPA Podcast Series

Ajarn Ken is a native British English teacher with the Scottish accent since 2008! Helping more than 7250 English learners all over the world including Europe, Central and South America and Asia. 

Ken specialises in coaching university graduates to prepare them for interviews in English in the aviation industry. Ken successfully worked with hundreds of students placing them with some of the world's most well known airlines including Qatar, Emirates. 

Ken now has his own successful and well known Instagram channel Get English Tips which has well over 220,00 followers.

Ajarn Ken is a native British English teacher with the Scottish accent since 2008! Helping more than 7250 English learners all over the world including Europe, Central and South America and Asia. Ken specialises in coaching university graduates to prepare them for interviews in English in the aviation industry. Ken successfully worked with hundreds of students placing them with some of the world's most well known airlines including Qatar, Emirates. Ken now has his own successful and well known Instagram channel Get English Tips which has well over 220,00 followers.

Get English Tips Podcasts with Ajarn Ken | English Tips and Advice to Elevate your English skills

Hosted by Melissa Thom, Spellbound is a podcast that guides you through the magic of children's books - from early years, all the way through to young adult readers.

Spellbound

One step or a Thousand, forward is forward! Personal Growth is an attitude displayed by those who understand that small, daily, intentional choices and actions create massive results over time. Too many times we procrastinate while waiting for a big break, when the power resides within our next few decision to change our lives and legacies. Join “The Personal Growth Community” and lets “Move The Needle” together in the areas of our FAITH FAMILY FINANCES FITNESS FRIENDS FUN!

The Personal Growth Community

Executive Director of Community Relations, Sherry Mercurio and Alumni Engagement Coordinator, Aaron Cassady talk to alumni and industry leaders around the U.S.

Franklin University Alumni Podcast

Four Ferrets In A Trench Coat Masquerading As A Human Being.

i am not making this up podcast – Tracy S. Morris

I have created this podcast to provide you with book summaries, audiobooks, and success principles from the world's best books, authors, and leaders! 🙏🏼😀

In order to not lose out on these book summaries, please support my work:

https://anchor.fm/umar-iqbal/support

Or on Patreon:


https://www.patreon.com/join/lifeislearning/signup?ru=%2Fjoin%2Flifeislearning%2Fcheckout%3Frid%3D0%26

I have created this podcast to provide you with book summaries, audiobooks, and success principles from the world's best books, authors, and leaders! 🙏🏼😀 In order to not lose out on these book summaries, please support my work: https://anchor.fm/umar-iqbal/support Or on Patreon: https://www.patreon.com/join/lifeislearning/signup?ru=%2Fjoin%2Flifeislearning%2Fcheckout%3Frid%3D0%26

10-Minute Books

Introducing ‘Making a Difference’ with Melissa Billie Clark, a new show that shares the compelling stories and voices of well known AND everyday people who change the world in big and small ways. Enjoy our guests, call in, or just listen to be inspired.

Please join us every Saturday @ 2pm EST with our special guests or listen to our recast @ www.melisaclarkshow.com.

Introducing ‘Making a Difference’ with Melissa Billie Clark, a new show that shares the compelling stories and voices of well known AND everyday people who change the world in big and small ways. Enjoy our guests, call in, or just listen to be inspired. Please join us every Saturday @ 2pm EST with our special guests or listen to our recast @ www.melisaclarkshow.com.

Melissa Billie Clark Show Podcast

The Real You este un podcast din Romania, dedicat celor care vor sa se inteleaga pe ei insisi si realitatea care ii inconjoara. Temele abordate merg de la psihologie de profunzime (explicata pe intelesul oricui), relatii de cuplu si dezvoltare personala, pana la marketing digital, business si managementul finantelor personale.
Scopul principal: sa iti ofere insighturi si solutii concrete (aplicabile) cu care sa-ti imbunatatesti viata de zi cu zi. Politica este de “zero fluff” – fara cuvinte de umplutura sau bla-bla-uri — motiv pentru care doar esenta e pastrata in procesul de redactare si editare al episoadelor. Fiecare propozitie inclusa are ca scop sa livreze un pic de plus-valoare celui care asculta.
Frecventa: 1 episod la fiecare 3 saptamani (21 zile).

The Real You este un podcast din Romania, dedicat celor care vor sa se inteleaga pe ei insisi si realitatea care ii inconjoara. Temele abordate merg de la psihologie de profunzime (explicata pe intelesul oricui), relatii de cuplu si dezvoltare personala, pana la marketing digital, business si managementul finantelor personale. Scopul principal: sa iti ofere insighturi si solutii concrete (aplicabile) cu care sa-ti imbunatatesti viata de zi cu zi. Politica este de “zero fluff” – fara cuvinte de umplutura sau bla-bla-uri — motiv pentru care doar esenta e pastrata in procesul de redactare si editare al episoadelor. Fiecare propozitie inclusa are ca scop sa livreze un pic de plus-valoare celui care asculta. Frecventa: 1 episod la fiecare 3 saptamani (21 zile).

The Real You Podcast cu Petre Barlea

This podcast is the place to gather for nurturing and nourishing your higher self.  As we put Energy in Motion, we plant seeds of transformation, resilience and harmony through sharing the Elements of Interaction™.  When these elements are aligned in harmony, we can tap into our highest self.  You are invited to join the journey toward your higher self.

When we’re out of alignment with our decisions, actions, words, or even our higher self we feel stuck mentally,  emotionally or physically.  We are basically not in harmony.  This impacts every interaction we have personally and professionally.  Transforming what is stuck is what we call Energy in Motion. This is the process of joy.  This is our purpose.

This podcast is the place to gather for nurturing and nourishing your higher self. As we put Energy in Motion, we plant seeds of transformation, resilience and harmony through sharing the Elements of Interaction™. When these elements are aligned in harmony, we can tap into our highest self. You are invited to join the journey toward your higher self. When we’re out of alignment with our decisions, actions, words, or even our higher self we feel stuck mentally, emotionally or physically. We are basically not in harmony. This impacts every interaction we have personally and professionally. Transforming what is stuck is what we call Energy in Motion. This is the process of joy. This is our purpose.

IndigoTent's Podcast

Brief personal reflections and special creative content from Phyllis Cole-Dai, multi-genre author and curator of "Staying Power: Your Virtual Care Package for the Pandemic." New podcast episodes are produced weekly. Staying Power "care packages" (free) are emailed every Sunday. Subscribe to the email list here: https://bit.ly/2x2lGFW. Learn more at https://phylliscoledai.com.

Staying Power Podcast with Phyllis Cole-Dai

A podcast for imaging producers and radio peeps in general.

The Imaging Hangout

Financial Radio show host and Wealth Advisor Gregory Ricks answers questions from retirees and those preparing for retirement in this informational podcast. Hosted by Gregory Ricks. *Investment advisory services offered only by duly registered individuals through AE Wealth Management, LLC (AEWM). AEWM and Gregory Ricks &amp; Associates are not affiliated companies. 00650347

Financial Radio show host and Wealth Advisor Gregory Ricks answers questions from retirees and those preparing for retirement in this informational podcast. Hosted by Gregory Ricks. *Investment advisory services offered only by duly registered individuals through AE Wealth Management, LLC (AEWM). AEWM and Gregory Ricks & Associates are not affiliated companies. 00650347

Ask Gregory: Podcast - Income & Retirement Planning

The main objective of this podcast is that I want you to know it is okay not to "fit in" to this mold that society has made for us and be content with yourself. 

I started a platform called "Sikhnificant" 

Guest Speaker: Mrs. Onkar Kaur Dhillon is 28 years old, and currently resides in Calgary, Alberta. She is a prominent social media influencer. Follow her Instagram! @glamonketo

Reach out to us:
Instagram: @sikhnificant
Facebook: @beingsikhnificant
Email: beingsikhnificant@gmail.

jasleenksodhi

The main objective of this podcast is that I want you to know it is okay not to "fit in" to this mold that society has made for us and be content with yourself. I started a platform called "Sikhnificant" Guest Speaker: Mrs. Onkar Kaur Dhillon is 28 years old, and currently resides in Calgary, Alberta. She is a prominent social media influencer. Follow her Instagram! @glamonketo Reach out to us: Instagram: @sikhnificant Facebook: @beingsikhnificant Email: beingsikhnificant@gmail. jasleenksodhi

Gaining Self Confidence ~ The Beauty in Me

I talk about Spirituality journey as Empath and just trying to Live life and healing from it🌸I am also an entrepreneur and up & coming Author of 4 books available on Amazon click the link below to my Amazon store front🦋🙏🏾

https://linktr.ee/Butterflishy

I talk about Spirituality journey as Empath and just trying to Live life and healing from it🌸I am also an entrepreneur and up & coming Author of 4 books available on Amazon click the link below to my Amazon store front🦋🙏🏾 https://linktr.ee/Butterflishy

I talk about Spirituality journey as Empath and just trying to Live life and healing from it🌸I am also an entrepreneur and up &amp; coming Author of 4 books available on Amazon click the link below to my Amazon store front🦋🙏🏾

https://linktr.ee/Butterflishy

The podcast

Queen's University Belfast - Peace and Conflict

پادکست گامینو، یک پادکست با محوریت کنکور ونظام آموزش، با هدف آشنا کردن قشر نوجوان با فضای پادکست فارسی!

T.me/gamino_team

Instagram.com/gaminopodcast

instagram.com/Gaminopodcast

پادکست گامینو، یک پادکست با محوریت کنکور ونظام آموزش، با هدف آشنا کردن قشر نوجوان با فضای پادکست فارسی! T.me/gamino_team Instagram.com/gaminopodcast instagram.com/Gaminopodcast

Gamino | گامینو

The Official Podcast of the Cedar Hill Independent School District

Horns Up Half Hour

What are the most important questions to ask when assessing an investment? Enjoy the ride with us as we will target specific topics and interview experts about the markets, industries and more.
Send us your questions to: Podcast@StarvineCapital.com
Company profile: www.StarvineCapital.com

What are the most important questions to ask when assessing an investment? Enjoy the ride with us as we will target specific topics and interview experts about the markets, industries and more. Send us your questions to: Podcast@StarvineCapital.com Company profile: www.StarvineCapital.com

Value Investing: The Starvine Way

Hey there! We’re Ash and Fais - 2 friends having a chat about life! Each week we bring a new topic - Day 1 = Gratitude. We can’t wait to share with you what we’re learning and hopefully adding some value at the same time! Enjoy!

Take Time Out Podcast

Empowering listeners to trust God boldly in their finances, purpose, and personal growth regardless of their current circumstances and build with bold faith.

Welcome to a powerful space created exclusively for faith-driven women who are ready to break free from the chains of financial bondage and step faithfully into your divine calling of wealth and abundance.

I believe that Kingdom Wealth is God’s plan for His people. 

Here, you will learn how to unlock the wealth within your mind and become a master of not only money, but your identity in Christ.

Empowering listeners to trust God boldly in their finances, purpose, and personal growth regardless of their current circumstances and build with bold faith. Welcome to a powerful space created exclusively for faith-driven women who are ready to break free from the chains of financial bondage and step faithfully into your divine calling of wealth and abundance. I believe that Kingdom Wealth is God’s plan for His people. Here, you will learn how to unlock the wealth within your mind and become a master of not only money, but your identity in Christ.

Bold Wealth Podcast

Coffee & Wisdom

Creative Entrepreneur; JODY talks healing and self improvement while sharing personal growth stories and giving encouragement. Jody gets candid about the things she’s learning and unlearning while in therapy in hopes that her audience won’t feel alone in their day to day struggles.

For The Worthy

Our hope is to bring new insights and information about all things spiritual. This Podcast was started to help promote radical change in consciousness in an unconscious world. Whether you are awakened, drowsy or sleeping, With the help of our brothers and sisters (you), open the dialogue to the much-needed transformation that is to take place in a post pandemic society. Collectively, we will bring new light, hope peace, and most importantly LOVE to the world we live in. 



Cap and D

Our hope is to bring new insights and information about all things spiritual. This Podcast was started to help promote radical change in consciousness in an unconscious world. Whether you are awakened, drowsy or sleeping, With the help of our brothers and sisters (you), open the dialogue to the much-needed transformation that is to take place in a post pandemic society. Collectively, we will bring new light, hope peace, and most importantly LOVE to the world we live in. Cap and D

Conscious Revolution

Sharing women's stories about their lives and living with ADHD. 

I'm Laurie, a 40 year old Canadian women, and I recently started the process of being diagnosed with ADHD . I believe in the power of sharing our own stories as part of the life learning and healing process and this podcast is a place for that.

Sharing women's stories about their lives and living with ADHD. I'm Laurie, a 40 year old Canadian women, and I recently started the process of being diagnosed with ADHD . I believe in the power of sharing our own stories as part of the life learning and healing process and this podcast is a place for that.

Education Podcasts / Page 1265