The aim of this paper is to explore what we have learned during the COVID-19 pandemic in the field of Physical Education in three different countries: Argentina, Spain and Sweden. Data were generated through semi-structured interviews, and the concept of field agency is used to make sense of the data. Differences were found among the three…

This paper aims to extend the small but growing body of global literature on the topic of child safeguarding (CSG) policy in sport and related educational contexts. The authors, all male coaches/educators, offer 'snapshots' of the moments in time they each realised their previously unquestioned practices must change in light of shifting societal…

Physical contact between teachers and students in physical education (PE) has been a troubling, complex and unsolved issue. Research has shown that PE teachers struggle with high levels of fear, insecurity and anxiety when it comes to physical contact with students. However, most of the research conducted so far has focused on a few countries and…

In this paper we question the rationality of "no-touch policies" and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education (PE) in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is…

This text introduces recently completed research on "no touch" sports coaching, by placing it in a broader social context which problematises the way child abuse and child protection (or safeguarding) are conceived and discussed in terms of policy and practice. It also provides a brief indicative summary of the research findings and…

Background: The ecology of physical education is created through the interaction of three task systems: managerial task system, instructional task system, and the student social system. Within the ecological framework tasks are presented and task development is influenced by concepts such as ambiguity, risk, and accountability. Teachers' and…