This bibliography is compiled in conjunction with the 13th E.W. Barker Professorship and the NIE Professorships Summit 2025.
It is based on the NIE Library's collection. Access to licensed resources is only available to NIE staff and students.
Professor David Kirk is the 13th E.W. Barker Professor. He is Professor of Education and former Head of the School of Education at the University of Strathclyde. His research focuses on curriculum innovation and history, physical education and sport pedagogy.
He is founding editor of Physical Education and Sport Pedagogy (Routledge) and editor of the Routledge Studies in Physical Education and Youth Sport and has undertaken advisory roles for UNESCO, the Australian Sports Commission, and the UK House of Commons Education Committee on physical education policy.
Casey, A., & Kirk, D. (2021). Models-based practice in physical education (1st ed.). Routledge.
Casey, A., & Kirk, D. (2024). Applying models-based practice in physical education (1st ed.). Routledge.
Kirk, D. (2011). Defining physical education (Routledge revivals): The social construction of a school subject in postwar Britain (1st ed.). Routledge.
Kirk, D., Armour, K. M., & Goodyear, V. A. (2018). School physical education and learning about health: Pedagogical strategies for using social media. In V. A. Goodyear & K. M. Armour (Eds.), Young people, social media and health (1st ed., Vol. 1, pp. 86–100). Routledge.
Kirk, D. (1998). Schooling bodies: School practice and public discourse, 1880-1950. Leicester University Press.
Kirk, D. (2011). Physical education futures. Routledge.
Kirk, D., & Macdonald, D. (Eds.). (2006). Handbook of physical education. SAGE Publications, Limited.
Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical education: An activist approach (1st ed.). Routledge.
Aartun, I., Walseth, K., Standal, Ø. F., & Kirk, D. (2022). Pedagogies of embodiment in physical education – a literature review. Sport, Education and Society, 27(1), 1–13. https://doi.org/10.1080/13573322.2020.1821182
Almeida, F. Q. de, & Kirk, D. (2020). Pedagogia crítica e “estudos sociocríticos” no Brasil e na literatura anglófona. Perspectiva, 38(3). https://doi.org/10.5007/2175-795X.2020.e66940
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & BERA Physical Education and Sport Pedagogy Special Interest Group. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817
Barquero-Ruiz, C., Arias-Estero, J. L., & Kirk, D. (2020). Assessment for tactical learning in games: A systematic review. European Physical Education Review, 26(4), 827–847. https://doi.org/10.1177/1356336X19889649
Barquero-Ruiz, C., Castro-García, M., Moreno-Doña, A., & Kirk, D. (2024) Enacting a new curriculum: Chile’s social uprising and the reshaping of physical education. Sport, Education and Society, 1–15. https://doi.org/10.1080/13573322.2024.2441987
Barquero-Ruiz, C., & Kirk, D. (2024). If ‘the medium is the message’, what do students learn to do in NLP and GBAs within physical education? Curriculum Studies in Health and Physical Education, 15(1), 40–57. https://doi.org/10.1080/25742981.2023.2216188
Barquero-Ruiz, C., Kirk, D., & Arias-Estero, J. L. (2022). Design and validation of the tactical assessment instrument in football (TAIS). Research Quarterly for Exercise and Sport, 93(3), 615–632. https://doi.org/10.1080/02701367.2021.1889457
Barquero-Ruiz, C., Kirk, D., Meroño, L., & Arias-Estero, J. L. (2024). Psychometric validation of the tactical assessment instrument in football for use in physical education and with youth sport teams. Perceptual and Motor Skills, 131(2), 589–611. https://doi.org/10.1177/00315125231225579
Hernán, E. J. B., López-Pastor, V. M., Lorente-Catalán, E., & Kirk, D. (2023). Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives. Curriculum Studies in Health and Physical Education, 14(2), 109–126. https://doi.org/10.1080/25742981.2022.2060118
Brooker, R., Kirk, D., Braiuka, S., & Bransgrove, A. (2000). Implementing a game sense approach to teaching junior high school basketball in a naturalistic setting. European Physical Education Review, 6(1), 7–26. https://doi.org/10.1177/1356336X000061003
Castro-García, M., Landi, D., & Kirk, D. (2023). Deportigualízate: Enacting critical intersectional feminist pedagogy in spanish peste. Physical Education and Sport Pedagogy, 1–15. https://doi.org/10.1080/17408989.2023.2284927
Devís-Devís, J., Molina-Alventosa, J., Peiró-Velert, C., & Kirk, D. (2011). Selection of printed curriculum materials in physical education: Recontextualizing pedagogical knowledge. European Physical Education Review, 17(1), 19–34. https://doi.org/10.1177/1356336X11402263
Eley, D., & Kirk, D. (2002). Developing citizenship through sport: The impact of a sport-based volunteer programme on young sport leaders. Sport, Education and Society, 7(2), 151–166. https://doi.org/10.1080/1357332022000018841
Enright, E., Kirk, D., & Macdonald, D. (2020). Expertise, neoliberal governmentality and the outsourcing of health and physical education. Discourse: Studies in the Cultural Politics of Education, 41(2), 206–222. https://doi.org/10.1080/01596306.2020.1722424
Ferreira, H. J., Drigo, A. J., & Kirk, D. (2022). Becoming the divas of SUS: The construction of a community of active women in a socially vulnerable context. Sport, Education and Society, 27(6), 732–746. https://doi.org/10.1080/13573322.2021.1913111
Ferreira, H. J., Kirk, D., & Drigo, A. J. (2021). Pedagogical practices in health promotion: Health-related bodily practices for adults and older people. Physical Education and Sport Pedagogy, 26(2), 210–224. https://doi.org/10.1080/17408989.2020.1800620
Fitzgerald, H., Jobling, A., & Kirk, D. (2003). Listening to the ‘voices’ of students with severe learning difficulties through a task‐based approach to research and learning in physical education. Support for Learning, 18(3), 123–129. https://doi.org/10.1111/1467-9604.00294
Fitzgerald, H., & Kirk, D. (2009). Identity work: Young disabled people, family and sport. Leisure Studies, 28(4), 469–488. https://doi.org/10.1080/02614360903078659
García López, L. M., & Kirk, D. (2022a). Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect. Physical Education and Sport Pedagogy, 27(4), 353–367. https://doi.org/10.1080/17408989.2021.1891211
García López, L. M., & Kirk, D. (2022b). Empowering children from socially vulnerable backgrounds through the use of roles in sport education. Sport, Education and Society, 27(6), 676–688. https://doi.org/10.1080/13573322.2021.1897563
Goodyear, V. A., Casey, A., & Kirk, D. (2013). Physical education teachers’ use of practitioner inquiry: Effective, enjoyable and relevant professional learning. Asia-Pacific Journal of Health, Sport and Physical Education, 4(1), 19–33. https://doi.org/10.1080/18377122.2013.760425
Goodyear, V. A., Casey, A., & Kirk, D. (2014a). Hiding behind the camera: Social learning within the cooperative learning model to engage girls in physical education. Sport, Education and Society, 19(6), 712–734. https://doi.org/10.1080/13573322.2012.707124
Goodyear, V. A., Casey, A., & Kirk, D. (2014b). Tweet me, message me, like me: Using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society, 19(7), 927–943. https://doi.org/10.1080/13573322.2013.858624
Goodyear, V. A., Casey, A., & Kirk, D. (2017). Practice architectures and sustainable curriculum renewal. Journal of Curriculum Studies, 49(2), 235–254. https://doi.org/10.1080/00220272.2016.1149223
Gorely, T., Holroyd, R., & Kirk, D. (2003). Muscularity, the habitus and the social construction of gender: towards a gender-relevant physical education. British Journal of Sociology of Education, 24(4), 429–448. https://doi.org/10.1080/01425690301923
Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), 321–338. https://doi.org/10.1080/00336297.2011.10483684
Haerens, L., Kirk, D., Cardon, G., De Bourdeaudhuij, I., & Vansteenkiste, M. (2010). Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students. European Physical Education Review, 16(2), 117–139. https://doi.org/10.1177/1356336X10381304
Harvey, S., Kirk, D., & O’Donovan, T. M. (2014). Sport education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19(1), 41–62. https://doi.org/10.1080/13573322.2011.624594
Jones, R., Harvey, S., & Kirk, D. (2016). Everything is at stake; yet nothing is at stake: Exploring meaning-making in game-centred approaches. Sport, Education and Society, 21(6), 888–906. https://doi.org/10.1080/13573322.2014.965138
Jung, H., Pope, S., & Kirk, D. (2016). Policy for physical education and school sport in England, 2003–2010: Vested interests and dominant discourses. Physical Education and Sport Pedagogy, 21(5), 501–516. https://doi.org/10.1080/17408989.2015.1050661
Kerner, C., Haerens, L., & Kirk, D. (2018a). Body dissatisfaction, perceptions of competence, and lesson content in physical education. Journal of School Health, 88(8), 576–582. https://doi.org/10.1111/josh.12644
Kerner, C., Haerens, L., & Kirk, D. (2018b). Understanding body image in physical education: Current knowledge and future directions. European Physical Education Review, 24(2), 255–265. https://doi.org/10.1177/1356336X17692508
Kerner, C., Kirk, D., De Meester, A., & Haerens, L. (2019). Why is physical education more stimulating for pupils who are more satisfied with their own body? Health Education Journal, 78(3), 251–265. https://doi.org/10.1177/0017896918798420
Kirk, D. (2000). Gender associations: Sport, state schools and Australian culture. The International Journal of the History of Sport, 17(2–3), 49–64. https://doi.org/10.1080/09523360008714127
Kirk, D. (2001). Schooling bodies through physical education: Insights from social epistemology and curriculum history. Studies in Philosophy and Education, 20(6), 475–487. https://doi.org/10.1023/A:1012226215110
Kirk, D. (2002). Junior sport as a moral practice. Journal of Teaching in Physical Education, 21(4), 402–408. https://doi.org/10.1123/jtpe.21.4.402
Kirk, D. (2005). Physical education, youth sport and lifelong participation: The importance of early learning experiences. European Physical Education Review, 11(3), 239–255. https://doi.org/10.1177/1356336X05056649
Kirk, D. (2006). Sport education, critical pedagogy, and learning theory: Toward an intrinsic justification for physical education and youth sport. Quest, 58(2), 255–264. https://doi.org/10.1080/00336297.2006.10491882
Kirk, D. (2006). The ‘obesity crisis’ and school physical education. Sport, Education and Society, 11(2), 121–133. https://doi.org/10.1080/13573320600640660
Kirk, D. (2010). Why research matters: Current status and future trends in physical education pedagogy. Movimento, 16(2), 11–43.
Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973–986. https://doi.org/10.1080/00131857.2013.785352
Kirk, D. (2014). A defining time for physical education futures? Exploring the legacy of Fritz Duras. Asia-Pacific Journal of Health, Sport and Physical Education, 5(2), 103–116. https://doi.org/10.1080/18377122.2014.906055
Kirk, D. (2014). Making a career in PESP in the corporatized university: Reflections on hegemony, resistance, collegiality and scholarship. Sport, Education and Society, 19(3), 320–332. https://doi.org/10.1080/13573322.2013.879780
Kirk, D. (2018). Physical education-as-health promotion: Recent developments and future issues. Education & Health, 36(3), 70–75.
Kirk, D. (2019). Quis custodiet ipsos custodes? On being critical about critical pedagogy in physical education. Movimento, 25, e25062. https://doi.org/10.22456/1982-8918.96244
Kirk, D. (2020). Turning outsourcing inside-out? The case of the mindfulness in schools project. Discourse: Studies in the Cultural Politics of Education, 41(2), 238–250. https://doi.org/10.1080/01596306.2020.1722426
Kirk, D., & Gorely, T. (2000). Challenging thinking about the relationship between school physical education and sport performance. European Physical Education Review, 6(2), 119–134. https://doi.org/10.1177/1356336X000062002
Kirk, D., & Haerens, L. (2014). New research programmes in physical education and sport pedagogy. Sport, Education and Society, 19(7), 899–911. https://doi.org/10.1080/13573322.2013.874996
Kirk, D., & Kinchin, G. (2003). Situated learning as a theoretical framework for sport education. European Physical Education Review, 9(3), 221–235. https://doi.org/10.1177/1356336X030093002
Kirk, D., Lamb, C. A., Oliver, K. L., Ewing-Day, R., Fleming, C., Loch, A., & Smedley, V. (2018). Balancing prescription with teacher and pupil agency: Spaces for manoeuvre within a pedagogical model for working with adolescent girls. The Curriculum Journal, 29(2), 219–237. https://doi.org/10.1080/09585176.2018.1449424
Kirk, D., & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical Education, 17(3), 376–387. https://doi.org/10.1123/jtpe.17.3.376
Kirk, D., & MacDonald, D. (2001). Teacher voice and ownership of curriculum change. Journal of Curriculum Studies, 33(5), 551–567. https://doi.org/10.1080/00220270010016874
Kirk, D., & Macdonald, D. (2001). The social construction of PETE in higher education: Toward a research agenda. Quest, 53(4), 440–456. https://doi.org/10.1080/00336297.2001.10491757
Kirk, D., & MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21(2), 177–192. https://doi.org/10.1123/jtpe.21.2.177
Kirk, D., & Macphail, A. (2003). Social positioning and the construction of a youth sports club. International Review for the Sociology of Sport, 38(1), 23–44. https://doi.org/10.1177/10126902030381002
Kirk, D., & Oliver, K. L. (2014). The same old story: The reproduction and recycling of a dominant narrative in research on physical education for girls. Apunts.Educacio Fisica i Esports, 116, 7–22. https://doi.org/10.5672/apunts.2014-0983.es.(2014/2).116.01
Lamb, C. A., Oliver, K. L., & Kirk, D. (2018). ‘Go for it girl’ adolescent girls’ responses to the implementation of an activist approach in a core physical education programme. Sport, Education and Society, 23(8), 799–811. https://doi.org/10.1080/13573322.2018.1484724
Lamb, C. A., Teraoka, E., Oliver, K. L., & Kirk, D. (2021). Pupils’ motivational and emotional responses to pedagogies of affect in physical education in scottish secondary schools. International Journal of Environmental Research and Public Health, 18(10), 5183. https://doi.org/10.3390/ijerph18105183
Light, R., & Kirk, D. (2000). High school rugby, the body and the reproduction of hegemonic masculinity. Sport, Education and Society, 5(2), 163–176. https://doi.org/10.1080/713696032
Light, R., & Kirk, D. (2001). Australian cultural capital - rugby’s social meaning: Physical assets, social advantage and independent schools. Culture, Sport, Society, 4(3), 81–98. https://doi.org/10.1080/713999839
López-Pastor, V. M., Kirk, D., Lorente-Catalán, E., MacPhail, A., & Macdonald, D. (2013). Alternative assessment in physical education: A review of international literature. Sport, Education and Society, 18(1), 57–76. https://doi.org/10.1080/13573322.2012.713860
Lorente, E., & Kirk, D. (2013). Alternative democratic assessment in PETE: An action-research study exploring risks, challenges and solutions. Sport, Education and Society, 18(1), 77–96. https://doi.org/10.1080/13573322.2012.713859
Lorente-Catalán, E., & Kirk, D. (2014). Making the case for democratic assessment practices within a critical pedagogy of physical education teacher education. European Physical Education Review, 20(1), 104–119. https://doi.org/10.1177/1356336X13496004
Lorente-Catalán, E., & Kirk, D. (2016). Student teachers’ understanding and application of assessment for learning during a physical education teacher education course. European Physical Education Review, 22(1), 65–81. https://doi.org/10.1177/1356336X15590352
Luguetti, C., Kirk, D., & Oliver, K. L. (2019). Towards a pedagogy of love: Exploring pre-service teachers’ and youth’s experiences of an activist sport pedagogical model. Physical Education and Sport Pedagogy, 24(6), 629–646. https://doi.org/10.1080/17408989.2019.1663499
Luguetti, C., Oliver, K. L., Dantas, L. E. P. B. T., & Kirk, D. (2017). An activist approach to sport meets youth from socially vulnerable backgrounds: Possible learning aspirations. Research Quarterly for Exercise and Sport, 88(1), 60–71. https://doi.org/10.1080/02701367.2016.1263719
Luguetti, C., Oliver, K. L., Dantas, L. E. P. B. T., & Kirk, D. (2017). ‘The life of crime does not pay; stop and think!’: The process of co-constructing a prototype pedagogical model of sport for working with youth from socially vulnerable backgrounds. Physical Education and Sport Pedagogy, 22(4), 329–348. https://doi.org/10.1080/17408989.2016.1203887
Luguetti, C., Oliver, K. L., Kirk, D., & Dantas, L. (2017). Exploring an activist approach of working with boys from socially vulnerable backgrounds in a sport context. Sport, Education and Society, 22(4), 493–510. https://doi.org/10.1080/13573322.2015.1054274
Macdonald, D., Kirk, D., Metzler, M., Nilges, L. M., Schempp, P., & Wright, J. (2002). It’s all very well, in theory: Theoretical perspectives and their applications in contemporary pedagogical research. Quest, 54(2), 133–156. https://doi.org/10.1080/00336297.2002.10491771
Macphail, A., Gorely, T., & Kirk, D. (2003). Young people’s socialisation into sport: A case study of an athletics club. Sport, Education and Society, 8(2), 251–267. https://doi.org/10.1080/13573320309251
MacPhail, A., Gorely, T., Kirk, D., & Kinchin, G. (2008). Children’s experiences of fun and enjoyment during a season of sport education. Research Quarterly for Exercise and Sport, 79(3), 344–355. https://doi.org/10.1080/02701367.2008.10599498
MacPhail, A., Kinchin, G., & Kirk, D. (2003). Students’ conceptions of sport and sport education. European Physical Education Review, 9(3), 285–299. https://doi.org/10.1177/1356336X030093006
MacPhail, A., & Kirk, D. (2006). Young people’s socialisation into sport: Experiencing the specialising phase. Leisure Studies, 25(1), 57–74. https://doi.org/10.1080/02614360500116290
MacPhail, A., Kirk, D., & Griffin, L. (2008). Throwing and catching as relational skills in game play: Situated learning in a modified game unit. Journal of Teaching in Physical Education, 27(1), 100. https://doi.org/10.1123/jtpe.27.1.100
MacPhail, A., Kirk, D., & Kinchin, G. (2004). Sport education: Promoting team affiliation through physical education. Journal of Teaching in Physical Education, 23(2), 106–122. https://doi.org/10.1123/jtpe.23.2.106
Morales-Belando, M. T., Kirk, D., & Arias-Estero, J. L. (2022). A systematic review of teaching games for understanding intervention studies from a practice-referenced perspective. Research Quarterly for Exercise and Sport, 93(4), 670–681. https://doi.org/10.1080/02701367.2021.1897066
O’Donovan, T., & Kirk, D. (2008). Reconceptualizing student motivation in physical education: An examination of what resources are valued by pre-adolescent girls in contemporary society. European Physical Education Review, 14(1), 71–91. https://doi.org/10.1177/1356336X07085710
O’Donovan, T. M., & Kirk, D. (2007). Managing classroom entry: An ecological analysis of ritual interaction and negotiation in the changing room. Sport, Education and Society, 12(4), 399–413. https://doi.org/10.1080/13573320701600647
O’Donovan, T. M., MacPhail, A., & Kirk, D. (2010). Active citizenship through sport education. Education 3-13, 38(2), 203–215. https://doi.org/10.1080/03004270903153947
Oliver, K. L., & Kirk, D. (2016). Towards an activist approach to research and advocacy for girls and physical education. Physical Education and Sport Pedagogy, 21(3), 313–327. https://doi.org/10.1080/17408989.2014.895803
Pope, S., & Kirk, D. (2014). The role of physical education and other formative experiences of three generations of female football fans. Sport, Education and Society, 19(2), 223–240. https://doi.org/10.1080/13573322.2011.646982
Rossi, T., & Kirk, D. (2020). The pedagogisation of health knowledge and outsourcing of curriculum development: The case of the Stephanie Alexander Kitchen Garden initiative. Discourse: Studies in the Cultural Politics of Education, 41(2), 281–298. https://doi.org/10.1080/01596306.2020.1722430
Standal, Ø. F., Aaring, V. F., & Kirk, D. (2023). Exploring pedagogies of embodiment in physical education teacher education. Physical Education and Sport Pedagogy, 1–11. https://doi.org/10.1080/17408989.2023.2260398
Teraoka, E., Jancer Ferreira, H., Kirk, D., & Bardid, F. (2021). Affective learning in physical education: A systematic review. Journal of Teaching in Physical Education, 40(3), 460–473. https://doi.org/10.1123/jtpe.2019-0164
Teraoka, E., & Kirk, D. (2022). Exploring pupils’ and physical education teachers’ views on the contribution of physical education to health and wellbeing in the affective domain. Sport, Education and Society, 27(8), 935–945. https://doi.org/10.1080/13573322.2021.1940917
Teraoka, E., & Kirk, D. (2024). Exploring physical education teachers’ awareness of observed teaching behaviour within pedagogies of affect. Physical Education and Sport Pedagogy, 29(1), 38–50. https://doi.org/10.1080/17408989.2022.2028761
Teraoka, E., Lobo De Diego, F. E., & Kirk, D. (2024). Examining how observed need-supportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education. European Physical Education Review, 30(1), 105–121. https://doi.org/10.1177/1356336X231186751
Turelli, F. C., Tejero-González, C. M., Vaz, A. F., & Kirk, D. (2020). Sport karate and the pursuit of wellness: A participant observation study of a dojo in Scotland. Frontiers in Sociology, 5. https://doi.org/10.3389/fsoc.2020.587024
Turelli, F. C., Vaz, A. F., & Kirk, D. (2023). Critical reflexivity and positionality on the scholar–practitioner continuum: Researching women’s embodied subjectivities in sport. Sports, 11(10), 206. https://doi.org/10.3390/sports11100206
Turelli, F. C., Vaz, A. F., Tejero-González, C. M., & Kirk, D. (2024). ‘Fighting like a girl ’: Qualitative analysis of the gendered movement learning in the Spanish Olympic karate team. Physical Education and Sport Pedagogy, 29(5), 521–538. https://doi.org/10.1080/17408989.2022.2125947
Turelli, F. C., Kirk, D., & Fernandez Vaz, A. (2024). “We could perform much better if we had specific training for girls” -- Impacts of the embodiment of tradition for elite-level karateka women. Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación, 55, 47–56. https://doi.org/10.47197/retos.v55.102364
Van Den Berghe, L., Cardon, G., Tallir, I., Kirk, D., & Haerens, L. (2016). Dynamics of need-supportive and need-thwarting teaching behavior: The bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Physical Education and Sport Pedagogy, 21(6), 653–670. https://doi.org/10.1080/17408989.2015.1115008
Van Den Berghe, L., Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L. (2014). Research on self-determination in physical education: Key findings and proposals for future research. Physical Education and Sport Pedagogy, 19(1), 97–121. https://doi.org/10.1080/17408989.2012.732563
Wainwright, N., Goodway, J., Whitehead, M., Williams, A., & Kirk, D. (2018). Laying the foundations for physical literacy in Wales: The contribution of the foundation phase to the development of physical literacy. Physical Education and Sport Pedagogy, 23(4), 431–444. https://doi.org/10.1080/17408989.2018.1455819
Yang, J., Bartle, G., Kirk, D., & Landi, D. (2025). Chinese students’ experiences of ‘high-stakes’ assessment: The role of fitness testing. Physical Education and Sport Pedagogy, 1–14. https://doi.org/10.1080/17408989.2025.2449664
Yang, J., Qiu, C., Landi, D., & Kirk, D. (2025). Physical education and health curriculum reform in China: Empowering physical educators through professional learning. Sport, Education and Society, 1–15. https://doi.org/10.1080/13573322.2025.2505029