Teaching for Student and Societal Wellbeing in HPE: Nine Pedagogies for Social Justice.

We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective, and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.

Social Justice Pedagogies in School Health and Physical Education-Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities.

A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HPE teachers across schools in Sweden, Norway, and New Zealand. The data were analysed following the principles of thematic analysis. In this paper, we present and discuss findings related to three overall themes: (i) relationships; (ii) teaching for social cohesion; (iii) and explicitly teaching about, and acting on, social inequities. Collectively, these themes represent examples of the enactment of social justice pedagogies in HPE practice. To conclude, we point out the difficulty of enacting social justice pedagogies and that social justice pedagogies may not always transform structures nor make a uniform difference to all students. However, on the basis of our findings, we are reaffirmed in our view that HPE teachers can make a difference when it comes to contributing to more socially just and equitable outcomes in HPE and beyond.

Swedish Tennis Coaches' Everyday Practices for Creating Athlete Development Environments.

Finding and describing the optimal path to elite athletic performance has, for a long time, been a challenge for researchers. This study examined Swedish tennis coaches' everyday practices for creating athlete development environments and the environmental factors that promote or hinder athlete development. The study was conducted in 2018-2019 and included in-depth focus groups with 13 Swedish full-time tennis coaches. Data were analyzed using thematic analysis and by drawing on models for studying athlete development environments. The results highlight how the coaches' everyday work involves a range of administrative tasks, which ultimately means that there is little to no time left for focusing on athlete development. These results also draw attention to concerns about these professional coaches' health, with increasing demands in their roles to manage administrative tasks in addition to the coaching and time spent on the court with their athletes. The results further reveal how the tennis clubs' boards are increasingly interested in sound economy and high participation levels rather than focusing on performance outcomes and developing elite athletes. Finally, the results from this study emphasize the importance of increased collaboration and communication between clubs, coaches, regions, and the national association to create common and clearer guidelines for long-term athlete development. Future studies could engage in longitudinal and ethnographic work with tennis clubs of varying size and geographical locations, involving different stakeholders (e.g., coaches, management, parents, players) in order to further explore the environmental factors that promote or hinder athlete development.

Relative Age Effect in Swedish Male and Female Tennis Players Born in 1998⁻2001.

The relative age effect (RAE) has been extensively debated and researched in both popular media and academic discourse. This study examined RAE in Swedish tennis players born in 1998⁻2001. The study was conducted in 2015⁻2016 and includes all ranked Swedish tennis players (n = 1835) registered in the Swedish Tennis Association database from the year 2014. The results show that when the birth dates of the corresponding Swedish population and all the ranked players are compared, they show a moderate RAE; however, the higher up they are in the ranking system, the greater the RAE becomes. Top 10 players display an average of 64.1% being born in the first half of the year. Some gender differences were also found, with a greater proportion of both higher and lower ranked females being born in the first half of the year. In our discussion of the findings we raise several issues that need to be addressed to provide more equal opportunities for all junior players regardless of birth date. Resolving ongoing problems associated with RAE in competitive sports such as tennis is important both in term of prolonged participation in the sport and increased performance. Suggestions made in this article include recognising RAE when designing the format of competitions/tournaments, not using official rankings until the juniors get older, addressing RAE in a “gender sensitive” way, and conducting further in-depth studies in which RAE is understood/examined as being associated with environmental factors. Although these findings show the RAE effect in Swedish tennis players, thus pointing at the need for further consideration in terms of ranking and selection procedures to ensure equal opportunities for player development, the study also concludes by reasserting an emphasis on a holistic approach to player development in which coaches focus on the developmentally appropriate needs and potential of each individual player regardless of their biological age.