In sport, schools and physical education (PE) ability has invariably been understood as an inherent and relatively immutable capacity, amendable to varying degrees by interventions such as training regimes and education. Differences in achievement are assumed to be an inevitable consequence of natural variations in ability and an indication of motivation or effort. Drawing on the theoretical tools of Pierre Bourdieu, Evans, in 2004, proposed an alternative socially constructed perspective of ability. Evans suggested that an individual’s embodied dispositions can function as capital and thus be ‘perceived as abilities when defined relationally with reference to attitudes, values and mores prevailing within a discursive field’ (e.g. PE). Drawing on the data of existing socially critical research on the social construction of ability, this paper takes the form of a systematic appraisal. Systematic searches were conducted in numerous electronic databases and electronic journals and contact was made with authors to identify relevant studies. Nine studies in total complied with a pre-determined inclusion/exclusion criteria. The data for the studies included in this appraisal are for the most part located in Queensland, Australia and to a lesser extent Sweden. Therefore, importantly, the Australian and Swedish contexts are the focus of this report. The aims of this systematic appraisal are to investigate how ability is socially constructed (conceived of and re/produced) in PE and how conceptualisations of ability in the subject influence students’ learning, experiences and potential achievement. The conclusions of this paper suggest that teachers and the PE curriculum in Queensland, Australia and Sweden play a significant role in (re)producing particular discourses around the body which reward (with ‘high’ ability identification) only those few (mostly male) students whose abilities are consistent with the values prevailing within the field (e.g. being competitive and aggressive). The limited acknowledgement of a ‘range’ of abilities in the subject leads to many students (both male and female) perceiving themselves incapable of being successful, not because they lack ability per se but rather because their abilities are not recognised or transactable for high achievement grades in the field.

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Purpose External partnerships are crucial to the functioning of a university education department. The purpose of this paper is to explore the underpinning characteristics of such partnerships. It examines different types of partnerships from those in initial teacher education, to continuing professional development to international. Evidence-based data are gathered from both external partners and university staff who deal with partnership. Softer skills and intellectual kingship are identified as the fundamental drivers of partnership and the subsequent implications for universities are examined. Design/methodology/approach In order to explore the nature of these partnerships, a qualitative approach was essential as the focus was in the motives and perspectives of the authors’ partners, the authors’ colleagues and the university as a corporate entity. To this end, questionnaires were designed for use with a broad range of teacher education partners. Semi-structured interviews were also conducted with university-based colleagues involved in a range of these partnership activities. Findings The institutional reputation on its own does not appear to be the main driver for partnership and as such, the partner bases their decisions and judgements upon the relationship and discussions with the link person they deal with. In turn, those key actors in the university education department also see the wider university as an inhibitor and constraint upon partnership but maintain their relationships by drawing on autonomous forms of professionalism. Thus, intellectual kinship, collegiality and common goals may be argued as key to generating successful external relationships. Practical implications It is important to note that a business relationship which relies on an individual is fragile; people move, become ill and change roles. Clear strategies are essential for succession planning across all such partnerships in an institution, if they are to avoid the potential financial and reputational repercussions arising from unplanned change. Originality/value This study highlights the significance of effective communication between the department establishing the partnership and those responsible for broader managerial and administrative systems in the institution, as well as the potential importance of shared values across departments in respect of supporting and maintaining international partnerships. Further, institutions should recognise the fundamental importance of the link person, in terms of the boundary-spanning nature of the role, the importance to that role of intellectual kinship and the potential this has for the development of new or expanded relationships.

Children are encouraged to participate in sport (Allender et al., 2006), through the school curriculum and specific dedicated clubs. Such provision can be described as a frontier in education with the role of the facilitator or "teacher" usually being undertaken by a coach. However, the experiences of those in involved in this type of informal learning environment are not well-researched or documented. Therefore, the aim of this study is to gain an insight into the experiences of children and stakeholder adults in such a setting. This study analyses and assesses the reality of the learning experience from the perspectives of the key stakeholders, children, coaches, and parents through their involvement in a particular youth cricket club. A qualitative approach was deployed, in the form of three separate focus groups for parents (n = 5), children (n = 10), and coaches (n = 3). At thematic analysis was conducted across the data set. Together with the coaches, who assume the role of a teacher, delivering learning, parents were included to take part in this study because they can be observers of the learning (unlike in mainstream education) and indirectly affect the learning through pseudo coaching. The children are involved as recipients of the learning and may view the coaches with a teacher identity. The study highlighted a good development and learning environment within this particular youth cricket club and it alludes to a disparity within the wider field of youth sport. All three of the chosen groups, the players, parents, and coaches, have aligned successfully to create a supportive, non-threatening environment, to allow the children to learn, develop their confidence, self-esteem and skill. In contrast, all groups highlighted the difference of their experiences of youth football, where a more negative experience was identified, potentially due to the subculture or the stakeholders involved.

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