Sport, Education and Society

Sport pedagogue-learner interactions encompass complex dynamics of (who, what, when, where, why, and how) speaking and listening acts. As discursive practice normatively frames embodied, pedagogic, and socio-cultural values/biases beyond information transmission, coach-athlete dialogues (CADs) mediate their way of being-in-the-world across multi-dimensions. Recognising this significance, a growing body of qualitative coaching research has applied methodological creativity to seize the in-situ moments of CADs and grasp their emergent, contextual, and nuanced nature, instead of repeating the prominent tendency to manufacture CAD into half-stories of coaches' behaviours as speakers or athletes' perceptions as listeners. Nonetheless, the methodological trajectories of such qualitative research (i.e. extant progress, potential limitations, and possible future directions) have seldom been scrutinised. Therefore, this article presents a scoping review on the design and practice of qualitative methods used in 41 CAD studies published from 2000 to 2024. The analysis reveals four major themes: (i) instructor-centred perspective; (ii) space before place; (iii) insufficient attention to non-verbal language-use-in-interaction; and (iv) imbalance of emic-etic approaches. The findings are expected to provide qualitative coaching researchers with reflexive sources for their own and participants' CAD-related reality (ontology) and knowledge (epistemology), especially when crafting methods to better uncover the in-situ complexities of sport coaching.

Previous research into inclusive practices and adapted education in higher education have shown that educators appear to have limited knowledge and understanding of disabilities and inclusion. While there exists a plethora of research on disabled students in higher education in general, there is a dearth of research on disability in movement contexts within higher education, especially in the field of friluftsliv. The aim of this study was to explore the insights of university educators who instructed a visually impaired student in an outdoor education programme. The four teachers who participated in practical sessions with the student were interviewed using a semi-structured interview method. Three themes were constructed through a thematic analysis; 'An enriching experience for us', 'She was a rare diamond and this is why we succeeded' and 'Her needs were secondary to the value of the activities'. While the teachers regarded getting the student through the programme as a success, they also appear to possess a rather narrow understanding of adapted education, although this may not have hampered the learning outcomes of the student, due to her motivation and prior experiences in a friluftsliv context. However, such understandings may inhibit the teachers' abilities to adapt the programme to future students with disabilities.

The aim of this study was to explore the benefits, barriers and strategies associated with integrating a situated approach to coach education in Australian football (soccer). To do so, an interpretivist qualitative research design was used, in which a diverse range of credentialed and experienced Australian football coaches, coach educators, coach education managers, and administrators (n = 28) participated in a series of semi-structured interviews. Participants expressed a strong desire for coach education to be grounded in ‘real-world’ coaching contexts, alongside the guidance of mentors to afford coaches a richer landscape to learn the ‘realities of coaching’. Real-world learning experiences were also deemed to be more meaningful and relevant to coaching practice, fostering a deeper and more nuanced understanding of coaching practice, addressing some of the shortcomings associated with Football Australia's current coach education model. However, participants also identified a number of systemic, institutional and cultural barriers associated with integrating a situated approach, including a perceived lack of value placed on coach education by Football Australia, a ‘closed-off’ culture in the coaching community and governance issues related to mentorship. Against the backdrop of these challenges, participants were optimistic about the prospects of integrating a situated approach to coach education in Australian football. As a result, we map out a way forward for a situated approach that focuses on two key strategies: (i) establishing club environments as the primary locus of coach education, and (ii) integrating mentorship as a core pillar of coach education.

This study examines the role of sport in promoting social justice within sport-for-development programmes across Central America. Recognising sport's potential as a tool for addressing social issues and fostering equality, the research explores how it can contribute to building equitable and democratic societies when integrated with educational and participatory frameworks. The primary aim is to assess how sport can be effectively used to promote social justice through critical pedagogy and community capacity building. A qualitative approach was employed, focusing on five sport-for-development initiatives in Guatemala, El Salvador, Honduras, Nicaragua, and Costa Rica. Data were collected through semi-structured interviews with young participants, coaches, administrative staff, and community leaders, and analysed using thematic coding to identify key themes. The findings reveal that sport, combined with critical pedagogy, significantly enhances critical thinking, dialogue, and a sense of agency among participants. It also boosts personal development by improving self-esteem, discipline, and teamwork-skills crucial for civic engagement. Additionally, sport fosters social cohesion by uniting individuals from diverse backgrounds and promoting community resilience. However, the study identifies challenges such as inadequate facilities, lack of resources, and cultural barriers, particularly affecting women and girls, which must be addressed to maximise the impact of these programmes.

Intersectionality enables a deeper understanding of the experiences of LGBTQ+ coaches in sport, as an individual's sexuality is not experienced in isolation from other identity factors. Research often addresses the LGBTQ+ community as a homogenous group or focuses solely on one category of identity. For example, previous research has commonly focused on the experiences of lesbian women coaches [e.g. Iannotta, J., & Kane, M. (2002). Sexual stories as resistance narratives in women's sports: Reconceptualising identity performance.. Queering lesbian sexualities in collegiate sporting spaces. Journal of Lesbian Studies, 13(3), 306-318], but other aspects of identity that also shape coaches' experience (such as race, class, disability, etc.) remain underexplored. Resultantly, we adopted the umbrella term 'non-heterosexual' to be inclusive of all genders and non-heterosexual identities, in an attempt to platform voices that are currently absent. The participants (n = 14) were coaches across nine different sports, with a broad range of coaching experience (2-30 years) and represented a variety of coaching levels (grassroots to professional). We adopted the Ecological-Intersectional (E-I) model to foreground exploration of how LGBTQ+ coaches' intersectional identities shape their experiences. Specifically, the intersections of sexuality, gender, and race were emphasised by the coaches as factors that significantly impacted their experiences. How and why these intersections worked to shape experience is explored. In doing so, we show the heterogeneity of the LGBTQ+ sport coaching community, and the nuance and complexity of LGBTQ+ coaches' lives.

The benefits of participation in sport for persons with disabilities have been widely investigated. Studies have examined and offered a number of well-established models to explain the process of growth and development for athletes with disabilities. Yet, there is much less known about the influence of sport achievements by para-athletes on society at large. This qualitative study explored how the experiences and perceptions of eight elite Israeli para-athletes shape their multidimensional identities and influence their diverse roles, positioning them as active participants in advancing human rights and equality. Through thematic analysis of in-depth interviews three main identity constructions mutually influenced by and influencing society were constructed: (1) becoming a para-athlete and celebrating diversity; (2) becoming an inspirational speaker and shifting societal perceptions; and (3) becoming a human rights activist and paving the way for inclusion. This study highlights the reciprocal relationship between para-athletes’ personal growth and their societal contributions, framing sport as a lever for success and social progress.

This scoping review examines the current research on digital technology use in physical education teacher education (PETE). It examines how PETE academics and students perceive and utilize digital technology as both pedagogy and tools, while also identifying gaps in existing knowledge to guide future research and practice. Following the PRISMA-ScR checklist, studies were included based on the following criteria: empirical articles published in English between 2010 and 2023, focusing on PETE students or staff, with digital technology usage in PETE courses as a key element. A descriptive and qualitative content analysis was conducted. The majority of studies originated from the USA and Australia, with Europe making the largest collective contribution. Most research focused on undergraduate PETE programs, with 56.1% using qualitative methods, and with a duration of one semester or less. Video recordings were the most frequently reported technology tool, while podcasting was the least. Online teaching was the most common mode of digital pedagogy, with gamification being the least reported. Generally, pre-service PE teachers reported a positive perception of integrating digital technology in PETE. In exploring the nature and range of empirical research activity in using digital technology in PETE, we have provided a robust synthesis of literature to support, guide and develop both research and practice in the field. This review has highlighted several critical gaps in current research that future studies should prioritize. Specifically, there is a need to investigate how digital technology in PETE can be strategically applied to address equity issues, such as ensuring accessibility for all student demographics and supporting inclusive practices. Additionally, further research should explore PETE academics' long-term attitudes and perceptions toward digital technology use, focusing on how sustained and well-coordinated strategies might influence the adoption and efficacy of these technologies.

What counts as a the preferred/culturally dominant model of health is clearly influenced by political, social and cultural aspects, as well as by the media. This has a direct impact on adolescents, since there is a greater pressure to achieve the canons established as ideals. Young people’s ideas about health are shaped by their personal circumstances and their social and cultural contexts. As research has indicated, social media plays a major role in this process, with Instagram one of the most popular sites/platforms. In this paper we provide the results of qualitative study designed to examine of adolescents’ experiences of using Instagram in relation to the field of health. The theory of social influence is used as the theoretical axis. Semi-structured interviews were conducted with eight Spanish students (5 girls and 3 boys) who acknowledged using Instagram to improve their healthy habits participated in the study. Three categories of responses were identified from an analysis of the interview data: a) ‘My conception of health’; b) ‘Instagram and healthy living’; and c) ‘Why do I follow these influencers?’. The main conception of health for participants was associated with having a socially ideal body. Participants described how they used Instagram for the large amount of audiovisual content it offers, in many cases prioritizing social success over health outcomes. This research helps to understand the role influencers have in translating and promoting health messages and meanings.

Soccer, a dominant playground activity in many primary schools worldwide, plays a significant role in shaping boys’ masculine identities and influencing gender relations. This paper explores the experiences of three young Spanish boys, observed over a longitudinal ethnographic study spanning from early childhood education (3 years old) to their final year of primary school (10 years old). Informed by Foucauldian theory, we present three narratives that critically examine the boys’ engagement with school soccer activities, challenging dominant educational practices and exploring inclusive alternatives. The findings highlight the role of gender socialisation in reinforcing traditional masculine norms and exclusionary dynamics through playground soccer. At the same time, they highlight opportunities for reimagining school spaces to foster inclusivity and challenge hegemonic practices. This study calls on researchers, educators and policymakers to recognise these dynamics and promote gender-inclusive and diverse extracurricular activities within schools.