New Works

Emerging work from a diverse spectrum from students, practioners and well established academics.
If you are working on anything that is related to our field of interest or require additional input please submit your work.

Becoming Physically Literate for Life

Published in | Journal of Teaching in Physical Education, 2016, 35, 107–116 | Rebecca J. Lloyd | University of Ottawa 

Embracing the Functions, Forms, Feelings and Flows of Alternative and Mainstream Physical Activity
Purpose: To explore a conceptual shift from mechanism, the dominant ‘body-as-machine’ (Tinning, 2010) paradigm, to vitalism, the philosophical phenomenological tenets of physical literacy (Whitehead, 2010) upon which the curriculum of physical education in Canada is based, within the context of an alternative physical education program. 


The relationship of motor development to cognitive and affective development in the process of learning

Glen Russel | May 2014

This essay has been written at a time when underlying tensions between the British private, voluntary independent (PVI) and state early years sectors has surfaced. Fuelled by a media campaign, led by state stakeholders, families from poorer socio-economic backgrounds, with young children are being encouraged to access mainstream school for their children, at an ever earlier age. 


Professional Enquiry

Gary Bell | University of Brighton

This enquiry examined how the use of a physical education skills programme can help children to develop/improve fundamental motor skills (FMS) and a capacity to learn. 

Setting out to explore the use of a weekly physical educational skills programme, how this could help children develop and overall how much impact it could have on their behaviour’s within the classroom was the main focus of the enquiry alongside the actual process of a professional enquiry aiming to develop myself the practitioner as an individual.



Gestures research suggests language instinct in young children

 Young children instinctively use a ‘language-like’ structure to communicate through gestures, according to psychologists.

Research led by the University of Warwick suggests when young children are asked to use gestures to communicate, their gestures segment information and reorganise it into language-like sequences. This suggests that children are not just learning language from older generations, their preference for communication has shaped how languages look today.

Dr Sotaro Kita from Warwick’s Department of Psychology led the study with Dr Zanna Clay at the University of Neuchatel, Ms Sally Pople at the Royal Hampshire Hospital and Dr Bruce Hood at the University of Bristol.

In the paper, published in the journal Psychological Science, the research team examined how four-year-olds, 12-year-olds and adults used gestures to communicate in the absence of speech. The study investigated whether their gesturing breaks down complex information into simpler concepts. This is similar to the way that language expresses complex information by breaking it down into units (such as words) to express a simpler concept, which are then strung together into a phrase or sentence.