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Physical literacy is a term and concept that has, in recent years, been gaining in both usage and popularity in many physical education (PE) contexts. However, discussion, writing, and understanding of physical literacy have been marked by uncertainty, confusion, or resistance. Since physical literacy can be found in several curricular documents and outcome statements, it would certainly be ideal for PE teachers to share a common understanding. This article reports on a qualitative case study in which 12 lead PE teachers from four Canadian provinces were interviewed, the purpose of which was to acquire knowledge about PE teachers’ understanding of physical literacy. Results suggest that these leaders are largely unable to articulate conceptions of physical literacy that are in line with contemporary perspectives. In light of these findings, a discussion about these physical literacy (mis)understandings is also offered.

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In this paper, we share the rationale, process, and results related to a community-based participatory action research (PAR) project in which we, among other things, aimed to attend to the underrepresentation of newcomer youth in community sport and recreation pursuits. By way of engaging with one rural county's Syrian youth refugee population while also attending closely to a social ecological framework, we first identified obstacles and opportunities related to multiple systems (i.e., individual, social/interpersonal, organizational/community, public policy). Drawing upon multiple data sources (i.e., photos and photovoice, participants' drawings and notes, participant-researchers' field notes, and focus group interviews) to inform our subsequent plan-act-observe-reflect action research cycles, we and our Syrian youth participants co-created and implemented the Syrian Youth Sports Club. In addition to describing the rationale and process related to this Syrian Youth Sports Club, we focus herein upon the results, which primarily relate to participants' experiences becoming (physically literate) and belonging.

There continues to be much concern about Canadian students’ access to sexual health education within their schools’ health education programs. This concern continues in a largely unique national context—one in which health education curricula vary across all territories and provinces. At the same time, the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2018) has recently published its updated International Technical Guidance on Sexuality Education. These UNESCO guidelines provide key concepts, topics, and technical guidance about sexual health-related topics that are advisable for students in all grades, including for those students in Kindergarten/Primary (K/P) through Grade 6. In this article, we provide a summary and critical analysis of sexual health education outcomes within all of Canada’s elementary health education curricula. This summary and analysis should be of particular relevance to those who share an interest in health education and/or sexual health education, particularly within Canadian and/or other Western schooling contexts.