Evaluating the relationship between physical education, sport and social inclusion

By Richard Bailey *. 2005

466 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/293ffa832489126f94049f39b7e37e00ebce3055

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In Physical Therapy, Sports Therapy and Rehabilitation

In Safety Research

In Sociology and Political Science

Citations in the corpus

Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs (2009, background): “…more important 150 P. Vickerman and J.K. Coates D ow nl oa de d by [ W ilf ri d L au ri er U ni ve rs ity ] at 2 0: 47 0 1 Se pt em be r 20 11 is the manner in which PE ITT providers use this to prepare trainee teachers for inclusive education (Dyson 2001; Bailey 2005; Morley et al. 2005).”
Girls' participation in physical activities and sports: benefits, patterns, influences and ways forward (2004, background): “xliii Bailey, D. and Martin, A. (1994) Physical Activity and Skeletal Health in Adolescents.”
Re‐engaging disaffected youth through physical activity programmes (2006, background): “allowing young people to acquire and accumulate social capital (Putnam, 2000; Bailey, 2005).”
Physical education and sport in schools: a review of benefits and outcomes. (2006, background): “’’(2) Such claims have often been criticized for lacking empirical foundations and for confusing policy rhetoric with scientific evidence.(3) This paper seeks to explore some of the scientific evidence that has been gathered on the contributions and benefits of PES for both children and for educatio”
Towards a model of talent development in physical education (2006, unknown): “It is, perhaps, not surprising that physical education, the area of the school curriculum most obviously connected to the domains of sport and education (Murdoch, 1990 , DES/WO, 1991 ; Penney, 2000 ; Bailey, 2005 ) has also been expected to join this discourse (Ward, 2004 ; Youth Sport Trust, ”
The role of physical activity/sport in tackling youth disaffection and anti‐social behaviour (2008, background): “Indeed, a number of researchers are now suggesting that it is the nature of the process rather than the specific activity in which young people are engaged that is of real significance, and it is argued that attempts to determine effectiveness should not simply focus on outcomes alone (Bailey 2005; ”
Positive youth development and physical activity/sport interventions: mechanisms leading to sustained impact (2013, background): “Ruiz (2004) among others has pointed to the difficulty of linking participation in sport and physical activity to the wide ranging impacts that are often claimed by intervention programmes and, along with others, has argued for more – and more robust – research evidence (Bailey 2005; Holt and Jones ”
The educational benefits claimed for physical education and school sport: an academic review (2009, methodology): “In particular, there is a need for a greater understanding of the precise mechanisms that result in PESS/physical activity programmes leading to improved social behaviour, a reduction in crime and social inclusion (Coalter 2002a; Bailey 2005a).”