6,426 research outputs found
What's Right with PE: Exploring Positive Narratives in Physical Education
No full textThe dataset is a series of 5 narratives developed from discussions between PE practitioners from Scotland, England, Ireland, Canada and Norway. Their discussions were around ‘what’s right’ and ‘what’s wrong’ with PE. Full details of the analysis process can be found in the following article (just accepted for publication).
Gray, S., Lambert, K. & Young, L. (accepted April 2025). What's Right with PE: Exploring Positive Narratives in Physical Education. European Physical Education Review.
For decades, physical education (PE) scholars have called for a change to how PE is conceptualised and enacted, highlighting that its current (and persistent) form and focus - organised around physical activities and sport - are not fit for purpose. Much of this change-oriented discourse highlights what is wrong with PE, leading to suggestions about how PE should change in and for the future, for example, by adopting critical approaches and connecting more to the lives of young people. While we do not disagree with these perspectives and ideas, it is important to note that, in general, they have had little impact on PE curricula or pedagogy. In this paper we suggest an alternative, strengths-based approach. Drawing from discussions with a range of professionals from the PE community (teachers, undergraduate and postgraduate pre-service teachers and teacher educators) across five national contexts - Canada, England, Ireland, Norway and Scotland - we generated narratives about ‘what’s right with PE’. The narratives highlighted that PE can be ‘fit for purpose’ when it connects to the wider school and community, when everyone has a shared understanding of its purpose, and when PE teachers enact a broad, holistic and inclusive curriculum. We present the narratives as a reflective tool, encouraging all professionals within the PE community to consider how they align with (or against) their current experiences. We hope that these reflections facilitate critical thinking and problem solving to ensure that the subject is (and remains) fit for purpose now and in the future
WITHDRAWN: What's Right with PE: Exploring Positive Narratives in Physical Education
No full textWITHDRAWN - This item has been withdrawn and replaced by https://doi.org/10.7488/ds/7924. Abstract:
For decades, physical education (PE) scholars have called for a change to how PE is conceptualised and enacted, highlighting that its current (and persistent) form and focus - organised around physical activities and sport - are not fit for purpose. Much of this change-oriented discourse highlights what is wrong with PE, leading to suggestions about how PE should change in and for the future, for example, by adopting critical approaches and connecting more to the lives of young people. While we do not disagree with these perspectives and ideas, it is important to note that, in general, they have had little impact on PE curricula or pedagogy. In this paper we suggest an alternative, strengths-based approach. Drawing from discussions with a range of professionals from the PE community (teachers, undergraduate and postgraduate pre-service teachers and teacher educators) across five national contexts - Canada, England, Ireland, Norway and Scotland - we generated narratives about ‘what’s right with PE’. The narratives highlighted that PE can be ‘fit for purpose’ when it connects to the wider school and community, when everyone has a shared understanding of its purpose, and when PE teachers enact a broad, holistic and inclusive curriculum. We present the narratives as a reflective tool, encouraging all professionals within the PE community to consider how they align with (or against) their current experiences. We hope that these reflections facilitate critical thinking and problem solving to ensure that the subject is (and remains) fit for purpose now and in the future
Comparative analysis of Mycobacterium tuberculosis pe and ppe genes reveals high sequence variation and an apparent absence of selective constraints.
No full textContains fulltext :
110619.pdf (Publisher’s version ) (Open Access)Mycobacterium tuberculosis complex (MTBC) genomes contain 2 large gene families termed pe and ppe. The function of pe/ppe proteins remains enigmatic but studies suggest that they are secreted or cell surface associated and are involved in bacterial virulence. Previous studies have also shown that some pe/ppe genes are polymorphic, a finding that suggests involvement in antigenic variation. Using comparative sequence analysis of 18 publicly available MTBC whole genome sequences, we have performed alignments of 33 pe (excluding pe_pgrs) and 66 ppe genes in order to detect the frequency and nature of genetic variation. This work has been supplemented by whole gene sequencing of 14 pe/ppe (including 5 pe_pgrs) genes in a cohort of 40 diverse and well defined clinical isolates covering all the main lineages of the M. tuberculosis phylogenetic tree. We show that nsSNP's in pe (excluding pgrs) and ppe genes are 3.0 and 3.3 times higher than in non-pe/ppe genes respectively and that numerous other mutation types are also present at a high frequency. It has previously been shown that non-pe/ppe M. tuberculosis genes display a remarkably low level of purifying selection. Here, we also show that compared to these genes those of the pe/ppe families show a further reduction of selection pressure that suggests neutral evolution. This is inconsistent with the positive selection pressure of "classical" antigenic variation. Finally, by analyzing such a large number of genes we were able to detect large differences in mutation type and frequency between both individual genes and gene sub-families. The high variation rates and absence of selective constraints provides valuable insights into potential pe/ppe function. Since pe/ppe proteins are highly antigenic and have been studied as potential vaccine components these results should also prove informative for aspects of M. tuberculosis vaccine design
A socio-ecological approach to understanding adolescent girls' engagement and experiences in the PE environment : a case study design
No full textAdolescence is known to be a period of increased risk for the development of unhealthy behaviours such as physical inactivity (Currie et al., 2011). Low physical activity (PA) levels are especially noted in girls, who typically engage in less PA than boys throughout the teenage years (Whitehead and Biddle 2008). In Scotland, evidence suggests there is a significant decline in PA among adolescent girls, with only 41% of 13−15 year olds achieving the current recommendations, compared with 56% of 11−12 year olds (Scottish Executive, 2011). In addition, a proportion of girls are not engaging with school PE classes (Niven et al., 2014; Kirby et al., 2012). In order to understand more about how and why this decline exists, a sample of 20 ‘disengaged’ 12−13-year-old girls (second year of secondary school) were recruited from four case study schools in Scotland. This study aims to explore the interaction between the social and physical environment, and how these affect disengaged girls’ experiences and engagement in PE. Girls were categorised as ‘disengaged’ from PE if they did not participate regularly and reported negative emotions about the subject. Girls took part in in-depth interviews to explore their experiences and engagement in PE. The theoretical framework is based on Welks (1999) Youth Physical Activity Promotion model (YPAP), a socio-ecological approach which conceptualises the influential correlates of PA as: individual-level predisposing and enabling factors, including personal attributes and environmental variables and reinforcing (social) factors. This model was applied within a Scottish education context to understand the importance of each component and also the interaction between these and the influence that one may have on another. The results indicate that although the type of activity offered in PE is important, it appears that perceptions of competence and the social environment these were delivered in, such as single-sex classes, had more of an influence on girls’ engagement in PE. For this group of Scottish adolescent girls, the wider psychosocial environment in which PE takes place may have a greater impact on levels of enjoyment and participation than the PA itself.Peer reviewe
Coronal MIPs of a representative I-PE-CS decomposition from a APOE KO mouse on the HFD.
No full textOne energy of the corresponding CT images is shown on the far left followed by the I, PE, and CS decomposition maps. The I map is shown in red. The PE map is shown in green. The CS map is shown in gray. The far-right image shows a composite image with all 3 decomposition maps. We show examples from both the diastolic and systolic cardiac phases. The PE map enables clear identification of a calcified aortic plaque. Without spectral capabilities, it can be more difficult to confidently identify these plaques. The CT images are windowed from -500 to 2000 HU. The decomposed material maps are windowed according to the color bars shown. I is given in mg/mL. PE and CS are given as fractions of the attenuation of water.</p
What's Right with PE: Exploring Positive Narratives in Physical Education
No full textThe dataset is a series of 5 narratives developed from discussions between PE practitioners from Scotland, England, Ireland, Canada and Norway. Their discussions were around ‘what’s right’ and ‘what’s wrong’ with PE. Full details of the analysis process can be found in the following article (just accepted for publication). Gray, S., Lambert, K. & Young, L. (accepted April 2025). What's Right with PE: Exploring Positive Narratives in Physical Education. European Physical Education Review. For decades, physical education (PE) scholars have called for a change to how PE is conceptualised and enacted, highlighting that its current (and persistent) form and focus - organised around physical activities and sport - are not fit for purpose. Much of this change-oriented discourse highlights what is wrong with PE, leading to suggestions about how PE should change in and for the future, for example, by adopting critical approaches and connecting more to the lives of young people. While we do not disagree with these perspectives and ideas, it is important to note that, in general, they have had little impact on PE curricula or pedagogy. In this paper we suggest an alternative, strengths-based approach. Drawing from discussions with a range of professionals from the PE community (teachers, undergraduate and postgraduate pre-service teachers and teacher educators) across five national contexts - Canada, England, Ireland, Norway and Scotland - we generated narratives about ‘what’s right with PE’. The narratives highlighted that PE can be ‘fit for purpose’ when it connects to the wider school and community, when everyone has a shared understanding of its purpose, and when PE teachers enact a broad, holistic and inclusive curriculum. We present the narratives as a reflective tool, encouraging all professionals within the PE community to consider how they align with (or against) their current experiences. We hope that these reflections facilitate critical thinking and problem solving to ensure that the subject is (and remains) fit for purpose now and in the future
Inclusive and exclusive masculinities in physical education:A Scottish case study
No full textThis research examines how adolescent males (ages 16-17 years) construct and experience their masculine identities within the context of physical education (PE). A class of 23 boys and 3 girls from a state secondary school in Scotland were observed over a period of three months. During the third month, five of the observed pupils volunteered to take part in a conversation with the lead researcher which was guided by their participation in a repertory grid task. The same five participants also took part in a one-to-one semi-structured interview. The analysis of the evidence revealed that the adolescent pupils internalised and performed an orthodox form of masculinity that centred on strength, pain tolerance and the policing of others. More inclusive masculinities appeared to be emerging, however, the hypermasculine and public nature of the PE environment made it very difficult for the pupils to freely adopt or perform these alternative, more inclusive forms of masculinity. Additionally, pupils who did perform traits associated with inclusive masculinity often exhibited a high degree of social and physical capital. In order to facilitate a culture where all individuals feel free to express their gendered identities, teachers are encouraged to recognise, promote and celebrate multiple masculinities. This could create a safer learning environment for pupils and help prevent identities from being ‘destroyed’ in PE
P/Q-type calcium-channel blockade in the periaqueductal gray facilitates trigeminal nociception: a functional genetic link for migraine?
No full textThe discovery of mis-sense mutations in the alpha1A subunit of the P/Q-type calcium channel in patients with familial hemiplegic migraine indicates the potential involvement of dysfunctional ion channels in migraine. The periaqueductal gray (PAG) region of the brainstem modulates craniovascular nociception and, through its role in the descending pain modulation system, may contribute to migraine pathophysiology. In this study we sought to investigate the possible link between the genetic mutations found in migraineurs and the PAG as a modulator of craniovascular nociception. We microinjected the P/Q-type calcium-channel blocker omega-agatoxin IVA into the rat ventrolateral PAG (vlPAG). We examined its effect on the nociceptive transmission of second-order neurons recorded in the trigeminal nucleus caudalis and activated by stimulation of the parietal dura mater. After injection of agatoxin into the vlPAG (n = 20) responses to dural stimulation were facilitated by 143% (p < 0.0001) for Adelta-fiber activity and 180% for C-fiber activity (p < 0.05). Similarly, spontaneous background activity increased by 163% (p < 0.0001). These results demonstrate that P/Q-type calcium channels in the PAG play a role in modulating trigeminal nociception and suggest a role for dysfunctional P/Q-type calcium channels in migraine pathophysiology.<br/
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