Sport Education and Society (SPORT EDUC SOC)

Publisher: Taylor & Francis (Routledge)

Journal description

Sport, Education and Society is an international journal which provides a focal point for the publication of research on pedagogy, policy and the wide range of associated social, cultural, political and ethical issues in physical activity and sport. The journal will concentrate both on the forms, contents and contexts of physical education and sport found in schools, colleges and other sites of formal education, and the pedagogies of play, callisthenics, gymnastics and sport found in familial environments, various sport clubs, the leisure industry, as well as private fitness and health studios, dance schools, gymnastic clubs and rehabilitation centres. Sport, Education and Society therefore wishes to encourage contributions not only from sports scientists working in the field of pedagogy but also from professionals with interests in theoretical and empirical issues relating to pedagogy, policy and the curriculum in physical activity and sport.

Current impact factor: 1.33

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2013 / 2014 Impact Factor 1.333
2012 Impact Factor 1.172
2011 Impact Factor 0.824
2010 Impact Factor 0.857
2009 Impact Factor 0.625
2008 Impact Factor 0.511
2007 Impact Factor 0.538
2006 Impact Factor 1.081
2005 Impact Factor 0.441
2004 Impact Factor 0.538
2003 Impact Factor 0.708
2002 Impact Factor 0.591
2001 Impact Factor 0.955

Impact factor over time

Impact factor
Year

Additional details

5-year impact 1.25
Cited half-life 7.60
Immediacy index 0.11
Eigenfactor 0.00
Article influence 0.43
Website Sport, Education and Society website
Other titles Sport, education and society (Online)
ISSN 1357-3322
OCLC 44547794
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: In this paper, we offer a critical examination of Let’s Move!, the comprehensive anti-obesity program initiated by the First Lady of the United States, Michelle Obama, that aims to solve the problem of childhood obesity within a generation. We argue that Let’s Move! is not just a campaign against obesity but is emblematic of the nature of (and assumptions underpinning) the health education of children in the contemporary United States. Drawing on the concept of ‘governmentality,’ we examine how Let’s Move! functions as a biopolitical strategy (a solution to the problem of childhood obesity), framed by the political rationalities of neoliberalism. In particular, we identify and explore three interrelated bio-techniques mobilized within, and through, the Let’s Move! campaign. First, in an effort to ‘responsibilize’ citizens, the initiative is framed as a social movement whereby all segments of society can (and should) be empowered to take collective action against childhood obesity. Second, an array of multi-sectoral partnerships, including corporate sponsors and non-profit organizations, are being mobilized, resulting in a range of initiatives underpinned by the rhetoric of consumer choice and responsibility as well as the outsourcing of physical education to private entities. Third, the adoption of standardized fitness testing techniques based on the logic of chronic disease epidemiology, and related notions of ‘risk,’ aim to produce the disciplined child-citizen who monitors his/her health goals with the aid of Web 2.0 technologies. In contextualizing Let’s Move! in this way, we illustrate how, in line with the soft authoritarian imperatives of the neoliberal enabling state, the campaign functions as a national biopedagogy, working to empower every citizen to be an ‘active partner’ in the fight against childhood obesity, so as to optimize the health of the next generation and allow them, in the words of Michelle Obama, to ‘pursue their dreams.’
    Sport Education and Society 12/2015; DOI:10.1080/13573322.2014.993961
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper centres on one researcher’s narrative inquiry of embodied experience. The purpose of this paper is to initiate and extend dialogue which highlights potential possibilities and limitations for those researchers and participants who choose to engage with the narrative inquiry approach. Of special concern are four points or evocations that have been enacted and/or encountered by myself as a narrative inquirer over the past seven years. Those being; narrative and the (re)presentation of lived experience; constraints imposed by positivists; the double edged sword of evocation and verisimilitude, and the potentiality of initiating catharsis. This paper provides personal insights into how as a researcher, reactions to tensions, positivist constraints in and through the narrative inquiry process led one researcher to, in some instances to conform to narrative critics’ impositions. The narrative inquiry of embodied experience included in this paper is by no means conclusive, finalized, or absolute; it does however represent a cross section of conformance as well as theoretical and methodological realisations and tensions encountered.
    Sport Education and Society 07/2015;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper centres on one researcher’s narrative inquiry of embodied experience. The purpose of this paper is to initiate and extend dialogue which highlights potential possibilities and limitations for those researchers and participants who choose to engage with the narrative inquiry approach. Of special concern are four points or evocations that have been enacted and/or encountered by one researcher as a narrative inquirer over the past seven years. Those being; narrative and the (re)presentation of lived experience; constraints imposed by positivists; the double edged sword of evocation and verisimilitude, and the potentiality of initiating catharsis. This paper provides personal insights into how as a researcher, reactions to tensions, positivist constraints in and through the narrative inquiry process led one researcher to, in some instances to conform to narrative critics’ impositions. The narrative inquiry of embodied experience included in this paper is by no means conclusive, finalized, or absolute; it does however represent a cross section of conformance as well as theoretical and methodological realisations and tensions encountered.
    Sport Education and Society 07/2015;
  • Sport Education and Society 07/2015; DOI:10.1080/13573322.2015.1061987
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study was designed to examine and intervene into student behaviours to promote a democratic, inclusive and participatory focus within Sport Education. To achieve an increased understanding of and changes within student behaviours, a collaborative participatory action research methodology was applied to provide voice to students as agents of change. The research progressed throughout an entire school year and was cast in two stages. The first was a season of Basketball that provided some baseline with respect to issues of equity and inclusion. This was followed by an intervention stage (seasons of Handball, Soccer and Volleyball) in which the identified issues were acted upon. Based upon issues unearthed during the action research cycles the intervention focused on legitimating different levels of participation through (1) a reconfiguration of the learning content, peer teaching activities and competition formats, (2) the discussion of inequity, exclusion, gender stereotyping and discrimination emerging from group dynamics within focus groups interviews and (3) the promotion of positive leadership behaviours of the student coaches through leadership seminars conducted outside the gym. By the end of the year, there was significant evidence of inclusive membership accompanied by the development of mutual trust among students and shared contributions towards a common and inclusive goal. A close interrelatedness was found between game competence development, trajectories of participation and sense of membership, the restructuring of power relations and the sharing of knowledge and investment of dominant and higher-skilled students towards more inclusive team goals. The Sport Education curriculum alone was insufficient to dismantle the deeply rooted negative cultural influences of community-based sports that influenced equity and inclusion. However, by planning and implementing a specific intervention that used the educational resources of Sport Education proactively it was possible to promote a more inclusive and equitable learning environment. Keywords: Inclusion; Equity; Communities of practice; Legitimate peripheral participation; Student leadership; Transformative action
    Sport Education and Society 05/2015; DOI:10.1080/13573322.2015.1040752)
  • [Show abstract] [Hide abstract]
    ABSTRACT: Young people with English as an Additional Language/Dialect backgrounds are often identified in public health messages and popular media as ‘bodies at risk’ because they do not conform to the health regimens of contemporary Western societies. With increasing numbers of Chinese students in Australian schools, it is necessary to advance teachers' understandings of the ways in which these young people negotiate notions of ‘health’ and ‘(un)healthy bodies’. This paper explores the ways in which young Chinese Australians' understand health and (un)healthy bodies. The data upon which this paper focuses were drawn from a larger scale study underpinned by critical, interpretive, ethnographic methods. The participants in this study were 12 young Chinese Australians, aged 10–15 years, from two schools. Photographs of a variety of bodies were sourced from popular magazines and used as a means of interview elicitation. The young people were invited to comment on the photographs and discuss what ‘health’ and the notion of a ‘(un)healthy body’ meant to them. Foucault's concepts of discursive practice and normalisation are used alongside Chinese concepts of holistic paradigms and Wen–Wu to unpack the young people's subjectivities on health and (un)healthy bodies. The findings invite us to move beyond Western subjectivities of health and (un)healthy bodies and highlight the multidimensional and diverse perspectives espoused by some of the young Chinese Australians in this study. The research findings can inform future policy and practice relevant to the exploration of health and (un)healthy bodies in health and physical education and health and physical education teacher education.
    Sport Education and Society 05/2015; DOI:10.1080/13573322.2014.993959
  • [Show abstract] [Hide abstract]
    ABSTRACT: Previous research shows that some pupils find physical education (PE) demanding and difficult. Some pupils use strategies to avoid participation in PE when it is demanding and difficult. The present study aims to illuminate and describe strategies used by pupils to avoid negative self-perception in difficult situations and activities in PE classes. This behavior, called hiding techniques, arises out of the need to protect self-perception and save academic or social face in the PE subject. Interviews and focus groups have been used with six PE teachers in Norwegian primary and lower secondary school to illuminate hiding techniques. Ten former pupils have also been interviewed about their experience of PE classes in primary/lower secondary school and upper secondary school for the same purpose. The results show that hiding techniques are experienced and practised in many different ways, and that there is a wide range of causes behind hiding techniques. Pupils' hiding techniques are categorized into main types, and the causes underlying the hiding techniques are summarized. This study provides insight into educational challenges that need to be highlighted to help all pupils in school, not just those who complete the PE subject without any real problems, to realize an important aim of the subject and to experience the joy of movement and lasting physical activity. It also highlights hiding techniques that are sophisticated, clever and deliberate actions pupils use to take control over the social setting in PE through the covert act of resistance rather than passively allowing the oppressive social setting to overpower them.
    Sport Education and Society 05/2015; DOI:10.1080/13573322.2014.993960
  • [Show abstract] [Hide abstract]
    ABSTRACT: Pre-service teachers of physical education (PE) bring understandings about gender and bodies to their university studies. These understandings are partially informed by biographies and experiences and bear potential to mediate learning and processes of becoming teachers. In this paper we explore technologies of power/knowledge and technologies of self that inform understandings of gender and the constitution of PE teacher subjectivities. Data were drawn from semi-structured interviews conducted with pre-service teachers studying at an Australian university. Foucault's theoretical perspectives around the constitution of subjects were drawn on to analyse data. Findings reveal that discursive practices frame particular ‘truths’ around gender and, hence, possibilities for being teachers of PE. Discourses of sport were significant in establishing a male norm for bodies and subjectivities. This was problematic for female participants who also turned to discourses of nurturing in constituting their subjectivities. Implications are raised for PE teacher educators with regard to disrupting hegemonic discourses as means for developing pedagogies for greater justice.
    Sport Education and Society 04/2015; DOI:10.1080/13573322.2015.1032922
  • [Show abstract] [Hide abstract]
    ABSTRACT: Mentoring programs are evolving as common practice in athletic departments across national collegiate athletic association member institutions in the USA as means to address sociocultural issues faced by their student-athletes and to enhance their holistic development. There is a dearth of research exploring mentoring in the contexts of intercollegiate student-athlete development with consideration of the role of race and racism. Drawing upon the framework and analytical lens of critical race theory, this qualitative case study investigates a student-athlete mentoring program at an American institution of higher education to illuminate how black student-athletes (N = 15) make sense of the role of race and racism in their lived experiences. Data analysis revealed two emergent themes identified as (1) navigating privilege and property interests and (2) advocacy. The findings suggest the case of student-athletes was challenged and encouraged by their mentors as well as through discussion with others in the mentoring program to critically consider the presence and impacts of Whiteness, to elevate their sociocultural consciousness of how race manifested in their experiences, develop their social capital and become greater self-advocates. Additionally, an interesting finding in this study was how social capital and educational resources were framed as entitled rights to black student-athletes. Implications from this research are expected to contribute to scholars' critical understandings of black student-athlete mentoring and improve practitioners' programmatic and curricula design of future student-athlete mentoring programs.
    Sport Education and Society 04/2015; DOI:10.1080/13573322.2015.1022524