Researchers, policy makers, and practitioners increasingly pay attention to sport and physical activity as a means and context for refugee wellbeing and integration, influenced by wider political and policy concerns about forced migration. Considering this growing scholarly and policy attention, it is timely to take stock of, and critically reflect on, recent developments in this field of research. This paper offers an integrative, critical review of the scientific literature on the topic. It critically synthesizes what is known about the sport and physical activity experiences of people with refugee and forced migrant backgrounds, and identifies key issues and directions for future research in this field. This review of contemporary academic literature comprises 83 publications derived from fourteen languages published between 1996 and 2019. It shows a substantial increase in the volume of published research on the topic in recent years (2017-2019). Published research is concentrated primarily in Western countries around the themes of health promotion, integration and social inclusion, and barriers and facilitators to participation in sport and physical activity. The findings foreground the use of policy categories, deficit approaches, and intersectionalities as three pressing challenges in this area of research. Based on this synthesis, the authors identify four research gaps that require attention in future research: the experiential (embodied emotional) dimensions of sport and physical activity, the need to decolonize research, the space for innovative methodologies, and research ethics.

This study explores an activist approach for co-creating a prototype pedagogical model of sport for working with boys from socially vulnerable backgrounds. This paper addresses the key features that emerged when we identified what facilitated and hindered the boys' engagement in sport. This study was an activist research project that was conducted between July 2013 and December 2013 in a soccer program in a socially and economically disadvantaged neighborhood in Brazil. The lead author, supervised by the second author, worked with a soccer class of 17 boys between ages 13 and 15, 4 coaches, a pedagogical coordinator and a social worker. Multiple sources of data were collected, including 38 field journal/observations and audio records of: 18 youth work sessions, 16 coaches' work sessions, and 3 combined coaches and youth work sessions. In addition the first and second author had 36 90 minute debriefing and planning sessions. By using an activist approach three features were identified as being essential: an ethic of care, an attentiveness to the community, and a community of sport. Findings suggest that it is possible to use sport as a cultural asset to benefit youth from socially vulnerable backgrounds by offering them a place where they can feel protected and dream about possible futures.

Resumo -Os objetivos deste estudo foram: a) mensurar indicadores de aptidão física em crianças e adolescentes, de acordo com a idade cronológica e o sexo; b) classificar seu desempenho por meio das tabelas normativas do PROESP-BR. Participaram do estudo 3145 escolares selecionados aleatoriamente (1590 meninos e 1555 meninas), com idades entre 7 e 16 anos, que realizaram os seguintes testes: distância percorrida em 9 minutos de corrida, salto horizontal, arremesso de medicine-ball e flexão abdominal em 1 minuto. Foram verificadas diferenças estatisticamente significantes entre os sexos em todas as idades cronológicas, bem como nas comparações entre os jovens do sexo masculino de diferentes idades cronológicas. No sexo feminino, não houve diferenças significantes no fator idade cronológica, existindo, ainda, uma tendência de estabilização do desempenho a partir dos 11/12 anos de idade. Classificando-se os jovens nas tabelas normativas do PROESP-BR, observaram-se valores elevados, em geral, superiores a 50%, para a classificação "ruim" (abaixo do percentil 40) em todos os testes para ambos os sexos, principalmente, no feminino; essa mesma tendência foi observada na comparação com outros estudos brasileiros. Considerando os valores médios obtidos, concluiu-se que os jovens, principalmente, do sexo feminino, apresentam um baixo nível de aptidão física, fato que justifica a necessidade de programas de promoção de saúde na região centro oeste de São Paulo, especialmente, voltados à prática de atividades físicas. Palavras-chave: Aptidão física; Saúde escolar; Atividade motora. Abstract -The objectives of this study were: a) to evaluate indicators of physical fitness in children and adolescents according to chronological age and gender; b) to classify their performance using the PROESP-BR normative tables. A total of

Findings suggest there is a need for more sports programs that start from young people's concrete needs and life situations and look to create places for youth to see alternative possibilities and take action.

The life of crime does not pay; stop and think!': The process of co-constructing a prototype pedagogical model of sport for working with youth from socially vulnerable backgrounds Purpose: This study discusses the process of co-constructing a prototype pedagogical model for working with youth from socially vulnerable backgrounds. Participants and settings: This six month activist research project was conducted in a soccer program in a socially vulnerable area of Brazil in 2013. The study included 17 youths, four coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquiry-based activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions. Data collection/analysis: Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches' work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert. Findings: The process of co-construction of this prototype pedagogical model was divided into three phases. The first phase involved the youth and coaches identifying barriers to sport opportunities in their community. In the second phase, the youth, coaches, and researchers imagined alternative possibilities to the barriers identified. In the final phase we worked collaboratively to create realistic opportunities for the youth to begin to negotiate some of the barriers they identified. In this phase, the coaches and youth designed an action plan to implement (involving a Leadership Program) aimed at addressing the youths' needs in the sport program. Five critical elements of a prototype pedagogical model were co-created through the first two processes and four learning aspirations emerged in the last phase of the project. Implications: We suggest an activist approach of co-creating a pedagogical model of sport for working with youth from socially vulnerable backgrounds is beneficial. That is, creating opportunities for youth to learn to name, critique and negotiate barriers to their engagement in sport in order to create empowering possibilities.

Towards a pedagogy of love: exploring pre-service teachers' and youth's experiences of an activist sport pedagogical model Introduction: Several studies demonstrate the benefits of socially critical work in physical education and sport which value the importance of taking action intended for democracy, empowerment and critical reflection (Devis-devis 2006).An 'ethic of care' has been proposed as a moral basis for socio-critical work, describing caring or love as being the basis for pedagogic dialogue and commitment to young people (Rovegno and Kirk 1995). Although we have a body of research on socially critical pedagogy in physical education and sport that highlights the importance of an ethic of care (eg. Ennis 1999;Hellison 1978), there is little research that aims to explore teachers' and youth's experiences in living this kind of pedagogy. Purpose: The aim of this study was to explore both pre-service teachers' and youth's experiences of an activist sport pedagogical model for working with youth from socially vulnerable backgrounds and to interrogate the way in which a pedagogy of love emerged. Participants and settings: Participatory action research framed this 3-semester study (18 months). Participants included 10 pre-service-teachers (PSTs), 90 youths, and a researcher (the lead author). Data collection/analysis: Data collected included: (a) lead researcher observations collected as field notes; (b) collaborative PSTs group meetings; (c) PSTs' reflective diaries after each teaching episode; (d) PSTs and youth generated artifacts; and (e) PSTs and youth focus groups and interviews.Data analysis involved induction and constant comparison. Findings: A pedagogy of love emerged when we implemented the activist sport pedagogical model across three semesters in a socially vulnerable context with pre-service teachers and youth. First, a pedagogy of love involved repeatedly challenging inequities.Second, it valued solidarity thereby cultivating a learning community. Finally, it fostered hope and imagination in all participants in order to persevere despite barriers. Implications: We suggest that the activist sport approach could be considered an holistic approach in which teacher/coach and youth interact affectively (Hellison 1978) and showed profound commitment to humanity, conscientization and pedagogic dialogue (Freire 2005). Keywords: sport; activist approaches; participatory action research; pedagogical models; ethic of care pedagogy of love is a non-linear process and transformation begins at the micro level.Small steps toward changing oppressive practices make a difference over time. It creates levels of agency and freedom.Liberating teaching and teachers' and students' capacities to dream are strongly linked. The more teachers were willing to struggle for an emancipatory dream, the more they are to know the experience of fear, how to control and educate their fear and, finally, how to transform that fear into courage (Darder 2017).While advocacy for an ethic of care in socially critical pedagogy in physical...

I became a teacher that respects the kids' voices': Challenges and facilitators pre-service teachers faced in learning an activist approach Several studies demonstrate the benefits of educating for social justice in physical education teacher education programs (O'Sullivan, 2018; Philpot, 2015; Walton-Fisette & Sutherland, 2018), which supports that pre-service teachers (PSTs) have the capacity to be active agents of change. In working with social justice, PSTs engage in what can be a very personal struggle with their own stereotypes and assumptions about the people they are working with (Oliver et al., 2015). Although the challenges that PSTs faced to learn an activist approach to teaching are described in the literature, there is little research that aims to understand how these challenges progress across time. The aim of this study is to explore the challenges pre-service teachers faced when learning to use an activist approach across time. Participatory action research framed this 3-semester study (18 months). Participants included 10 pre-service-teachers, 90 youth, and two researchers. Data collected included: (a) collaborative PSTs group meetings; (b) PSTs reflective diaries after each teaching episode; (c) lead researcher observations collected as field notes; (d) PSTs generated artifacts; and (e) PSTs interviews and focus groups. Data analysis involved inductive and constant comparison. Results conveyed: (a) the PSTs' assumptions about what studentcentered pedagogy meant and the challenges of overcoming their misconceptions about teaching and learning; and (b) the PST's struggles in coming to understand themselves as activist teachers, with dispositions as advocates of social justice. Future studies should continue to explore the challenges and facilitators PSTs face when learning an activist approach aimed at empowering both students and teachers to develop a critically conscious understanding of their relationships with the world through their effort to name and change the world together.

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