In the debate on the use of illegal substances for performance enhancing aims, commonly referred to as doping, perceptions and interpretations of doping by significant outsiders has received little attention compared to media attention for doping in elite sports. Therefore, this study focuses on opinions on doping in elite sports by students in human movement studies covering a period from 1998–1999 to 2005–2006 (N = 555). Three research questions were examined: 1) how much attention do students pay to the issue of doping in elite sports; 2) what are the students’ opinions; and 3) which arguments do students use to substantiate these opinions? A four-level model was developed to categorize the ethical arguments according to who or what is at stake: the individual athlete (the self), the athlete’s opponents and social environment (the other), the sport and its fair play essence (the play) and the spectator sport and its social role (the display). Over the years studied students seem to have developed a more diffuse ethical attitude on the doping issue. A shift from the zero tolerance principle towards a more lenient attitude towards doping in elite sports is observed and discussed.

From an international perspective, it is indispensable to shed light on the education and certification of sports coaches within different countries in order to exchange good practices and facilitate international collaboration. This article highlights the past, present and future of coach education in Flanders, Belgium. A historical overview of the main initiatives of public, private and academic partners and their shifting relationships with regard to coach education provides insight into the establishment of the current Flemish School for Coach Education, a unique cooperative association between the public government, private sports federations and academic institutes for physical education. Key elements of the Flemish coach education system are presented: mission, organisation and partnerships, framework, competence model, learning pathways/culture and quality assurance. Important future steps involve the transition from a linear framework to a context-specific and nonlinear alternative, based on long-term athlete and coach development models, rethinking coach competences for all programs and implementing a blended learner-based approach with more focus on unmediated, nonformal mediated and internal learning situations.

In 1972, the term 'kinanthropometry', derived from the Greek words 'kinein' (to move), 'anthropos' (human) and 'metrein' (to measure), was launched in the international, Francophone journal Kinanthropologie by the Canadian William Ross and the Belgians, Marcel Hebbelinck, Bart Van Gheluwe and Marie-Louise Lemmens. The authors defined this neologism as 'the scientific discipline for the study of the size, shape, proportion, scope and composition of the human being and its gross motor functions'. Presenting a theoretical framework for the analysis of the internal social processes of discipline formation - derived from the social history-of-science tradition - this article critically examines whether kinanthropometry was indeed promoted and developed by its community members as a scientific discipline. Therefore, the focus will be on its conceptualisation and positioning within the field of kinanthropology/kinesiology and on its development by a scholarly association, i.e. the International Working Group on Kinanthropometry (IWGK). The strong emphasis of the kinanthropometry community on the standardisation of measurement techniques and its practical and professional application hampered its disciplinary development. Findings of this study could serve as a basis for future 'fundamental' investigations addressing questions of disciplinary development within the field(s) of physical education, kinesiology and sport science(s).

Despite its obvious importance, we argue that assessment as a feature of coach education programmes has been overlooked in the peer-reviewed published literature. As a result, it is suggested that approaches to assessing sport coaches within coach education programmes can sometimes be ill considered and lead to suboptimal experiences for multiple stakeholders. To address this problem situation, we tentatively propose five interconnected principles of assessment in the first section of this article. These include the integration of teaching, learning, and assessment; assessment as a means of developing metacognitive skills; authentic/practice-based assessment; clearly and transparently foregrounding success criteria; and collaboration within assessment activities. By considering these principles, we suggest that there is much to be gained by the coach education community. In the second section, we showcase how these principles have been adopted within a football coach education programme in Flanders (Belgium). With this example, we explain why assessment became a central concern of the organisation and how they developed an effective assessment approach. Finally, we invite considered discussion and comments on our paper, with a view to starting a conversation in an area that is scarcely spoken about.

Brouha' s case demonstrates the importance of personal experiences, transnational relations, and interdisciplinary research settings for the establishment of scientific (sub)disciplines. Studying internal scientific evolutions in relation to personal and work experiences of "mobile" and therefore often "forgotten" researchers like Brouha is necessary to better understand and interpret evolutions in science and corresponding processes of academic and social mobility.