Findings from physical education research conducted over the last two decades suggest that girls' experiences in and perceptions of physical education in many team sport-based programs are less than satisfactory. Team sports taught within a traditional multi-activity format often permit dominant aggressive male players to control the game, marginalizing and alienating low-skilled girls and boys. This paper critiques the circumstances often found in sport based physical education and reports the use of an innovative approach to team-sport curriculum entitled, 'Sport for Peace', to enhance girls' levels of engagement and satisfaction in urban high school physical education. In this research, seven teachers and 15 girls were involved in the curriculum innovation in three urban high schools. Teachers trained and mentored using the curriculum implemented the program in two classes in each school. The implementation process was described using observation protocols and the teachers and girls were interviewed formally at the conclusion of the observation period. Data were analysed using constant comparison. Findings suggested that the Sport for Peace curriculum improved the sport environment for girls by enhancing their perceptions of success, promoting ownership of the sport content and the class processes, creating authentic cooperative environments for boys and girls, and encouraging the use of second chances to promote understanding and learning. Boys' attitudes towards girls' ability and motivation became more positive and girls indicated that they enjoyed participating with boys in these sport programs. The findings were analysed within Ladson-Billings' conceptualization of culturally responsive pedagogy. Article: Creating a Culturally Relevant Curriculum for Disengaged Girls Thinking reflectively and critically about girls' experiences in physical education is essential as we work to create spaces where they can overcome traditional societal role constraints and construct an identity that includes an active, healthy lifestyle. This is particularly true for adolescent girls who are members of oppressed minority ethnic groups (Ogbu, 1994). These girls may not have access to information regarding activity and health and may be unwilling to cross boundaries of expectations constructed within their culture and reinforced by adolescent female and male peers (Connell, 1996). Over the past decade my research has focused on examining the context of physical education classes taught in urban schools in the United States in which the majority culture was African-American. The purpose of this line of research was to investigate how well these physical education programs promoted learning and met the needs of adolescents from diverse cultural backgrounds. Our extensive ethnographic studies examined student and teacher experiences in middle and high school physical education programs in a large urban school district in the eastern United States (e.g.

Those of us who have been participants in sport for much of our lives often find it a time-consuming and irrelevant task to defend the joys and rewards of physical activity to the uninformed or the uninitiated. Some physical education teachers are amazed at the energy they must spend motivating students to dress and participate in physical activity at the lowest intensity levels (Ennis, 1995). Even physiologists are modifying the "criteria" for health-enhancing exercise to make it more palatable for the majority of Americans who enjoy a sedentary lifestyle and are unconcerned with target heart rate zones. While many Americans watch sport, far fewer participate in sport as aphysical activity. Corlett, in his efforts to focus on the benefits of sport, glazes over the problems insidious in some sporting contexts. I will focus on problems plaguing sport-based, public school physical education that lead to discriminatory and abusive practices. I am most concerned with the policies used to perpetuate discriminatory sporting practices in schools, and believe disenfranchised individuals deserve an apology.Although sport has many potential virtues, this message would be stronger if Corlett defined the boundaries of sport pedagogy he is addressing and focused on how all individuals can benefit from these opportunities. He begins by addressing his arguments to school sport, but then changes to focus on high-level performance as an exemplary ideal for individuals in school programs. He never considers the diverse characteristics of the individuals involved in school sport or the wide variety of contexts in which sport-based school curricula are implemented (e.g., Ennis, 1996). This oversight contributes to an elitist perspective on sport pedagogy that constrains, rather than facilitates, our ability to acknowledge and address negative sport practices in schools.

The purpose of this article is to provide an overview of three theoretical frameworks that appear related to teachers who manifest an ethic of care. An in-depth review of related literature develops Noddingsʼ theory of the ethic of care, focusing on defi ning care in teaching. It is further supported with theories of moral development, the theory of relational knowing, and the role of self in teacher development. This article provides support for considering and incorporating the development of an ethic of care as fundamental pedagogical content knowledge to be included in pre-service teacher education. 03Owens(392) 392 10/23/05, 12:28:31 PM Made available courtesy of Human Kinetics: http://www.humankinetics.com ***Reprinted with permission. No further reproduction is authorized without written permission from the Human Kinetics. This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document.*** Ethic of Care in Teaching 393 that appear related to teachers who manifest an ethic of care: the ethic of care, relational knowing, and teacher development of self. Noddings' Theory of the Ethic of Care Noddings (1984) argues that caring should be at the heart of the educational system. This concept serves as the foundation for the theoretical framework of the ethic of care in education. This innately feminist framework emphasizes the differences between the traditional male dominated view of rules, regulations, and abstract thinking and the more feminine, "motherly" voice of context that seeks connection and relationship in interactions and decision making. Gilliganʼs (1982) work on the development of "a different voice" in girls and Belenky, Clinchy, Goldberger, and Taruleʼs (1986) notions of "womenʼs ways of knowing" will be discussed in this section to elaborate Noddingsʼ view. Noddings (1992) emphasizes that the concept of school morality should be revised to focus on caring as the moral orientation to teaching. Defi ning Care Philosophers have offered descriptions of care. Martin Heidegger (1926/1962), a German philosopher, described care as the very Being of life. Milton Mayeroff (1971) notes that to care for other persons is to help them care for themselves. Gordon, Benner, and Noddings (1996, p. xiii) defi ne caring as a set of relational practices that foster mutual recognition and realization, growth, development, protection, empowerment, and human community, culture, and possibility. This defi nition emphasizes that caring occurs within relationships.

For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may require moving programs beyond "effective." It will require teachers and program leaders to focus programmatic attention on strategies to actually increase students' out-of-class physical activity behavior. Transformative PE provides physical activity content within a nurturing and motivating environment that can change students' lives. It focuses on PE students' role in cognitive decision making, self-motivation, and their search for personal meaning that can add connection and relevance to physical activities. In this SHAPE America - Society of Health and Physical Educators Research Quarterly for Exercise and Sport Lecture, I have synthesized the research on these topics to emphasize useful findings applicable to teachers' everyday planning and teaching. Using sport, physical activity, dance, and adventure activities as the means to an end for personal and social growth, we can meet our commitment to effective standards-based education while preparing students for a lifetime of physical activity.

Literate individuals possess knowledge and skill and can apply these to perform tasks in novel settings. Knowledge is at the heart of physical literacy and provides the foundation for knowing what to do and how and when to perform. In this paper I argue that physical literacy includes not only knowledge for performance but also the ability to apply knowledge and use knowledge for innovation. Scholars since the 1930s have addressed the role of knowledge in physical literacy designing curricula centered on transmitting knowledge through a range of interdisciplinary approaches to physical education. This emphasis on physical literacy curricula continues today in the Science, PE, & Me! and The Science of Healthful Living interdisciplinary curricula.