Trauma-Informed Practice in Physical Activity Programs for Young People: A Systematic Review.

Physical activity, sport, and physical education share many similar qualities with trauma-informed practice, including promoting relationships, inclusion, and physical and mental well-being. There is growing research and programs that incorporate trauma-informed practices into physical activity programs for young people. The aim of this systematic review was to explore current evidence-based, Trauma-Informed Physical Activity programs for young people. Four databases were searched using the Preferred Reporting Items of Systematic Review and Meta-Analyses guidelines for systematic reviews. The search identified 19 studies that highlighted most Trauma-Informed Physical Activity programs reviewed resulted in positive social, emotional, behavioral, and academic outcomes for children and adolescents. However, further research and randomized control trials are required to understand the longitudinal outcomes of Trauma-Informed Physical Activity programs for children and adolescents. Program facilitators reported on the benefits of support and professional development opportunities for trauma awareness to administer Trauma-Informed Physical Activity programs with children and young people. Implications from this study emphasize the importance of the continued design, delivery, and research of Trauma-Informed Physical Activity programs for young people exposed to trauma.

Localizando a criticidade na política: a contínua luta por justiça social na agenda da educação física escolar / Locating criticality in policy: the ongoing struggle for a social justice agenda in school physical education / Ubicando la criticidad en la política: la continua lucha por justícia social en la agenda de la educación física escolar

Há um sentimento de promessa não realizada quando se analisa o progresso do projeto crítico da Educação Física desde a virada da segunda década do século XXI. Estudos de qualidade continuam a emergir em torno da pedagogia crítica da Educação Física, evidenciando o prolongado comprometimento com sua promessa de fornecer aos aprendizes recursos pessoais e intelectuais que são necessários na orientação de produtivos futuros sadios num mundo cada mais complexo. Neste artigo nós discutimos destacados exemplos de investigações contemporâneas que demonstram as contínuas lutas em contextos práticos e revisita barreiras que continuam a restringir as aspirações dos estudos críticos. Focando na Educação Física como uma prática cultural e curricular nas escolas australianas, nós damos primazia aos modos pelos quais políticas diretivas podem ser melhor mobilizadas para capacitar a agenda crítica

There is a sense of unfulfilled promise as one reflects on the progress of the critical project in Physical Education (PE) at the turn of the second decade of the 21st century. Quality scholarship continues to emerge around critical pedagogy in PE, evidencing sustained commitment to its promise to provide learners with personal and intellectual resources needed in navigating productive healthy futures in an increasingly complex world. In this paper we discuss select examples of contemporary research to demonstrate ongoing struggles in practice-based contexts and revisit barriers that continue to restrict the translational aspirations of critical scholars. Focusing on PE as a cultural and curriculum practice in Australian schools, we give primacy to the ways in which policy directives might be better mobilised to enable the critical agenda

Hay un sentimiento de promesa no cumplida cuando se analiza el progreso del proyecto crítico de la Educación Física desde el giro de la segunda década del siglo XXI. Estudios de calidad continúan a emerger en torno a la pedagogía crítica de la Educación Física, evidenciando el prolongado compromiso con su promesa de ofrecer a los aprendices recursos personales e intelectuales que son necesarios en la orientación de productivos futuros saludables en un mundo cada vez más complejo. En ese artículo discutimos destacados ejemplos de investigaciones contemporáneas que demuestran las continuas luchas en contextos prácticos y revisita barreras que continúan restringiendo las aspiraciones de los discursos críticos. Con foco en la Educación Física como una práctica cultural y curricular en las escuelas australianas, priorizamos los modos por los cuales políticas directivas pueden ser mejor movilizadas para capacitar la agenda crítica

Intergenerational understandings of personal, social and community assets for health.

Connecting local citizens of different ages in productive social activity is considered a pathway towards greater health. This research explores how older adults and young people interpret and access assets from their geographical community in relation to their well-being and the extent to which a process of intergenerational bridging contributes to the creation of additional assets for health. Data is presented from a process of place-mapping, interviews, observations and arts-based approaches to: a) understand how personal, social and community assets supported perceived health and wellbeing for the young children and older adults who participated; and b) explore the impact of intergenerational connection on enhancing social capital. The research utilised bonding, bridging and linking forms of social capital, across several interactions amongst 41 individuals who reside in the same geographical community (Victoria, Australia). Assets for health, common across generations and located within the same geographical community were identified. Social connections were strengthened through conversations, reflections and an integration of ideas facilitated through an arts-based approach. Findings suggest that through intergenerational connection and sharing of resources to support health, including the sharing of community assets, progress can be made towards community strengthening with implications for health and wellbeing.