2022 congress themes
Honouring Indigenous knowledges in research and practice
Indigenous cosmology explains that knowledges are embedded and emerge from the lands upon which we live and work. What does acknowledging and developing HPE and PETE with Indigenous knowledges, upon various lands, look like?
Evidenced-based pedagogic practices for HPE, PETE, PA and Sport
PETE has temporal and spatial qualities that endure and change in different locations and over time. What is sustainable HPE ? How does time affect the way in which HPE is evolving? Why is HPE meaningful in current times? What has teaching and coaching in a pandemic meant for HPE ? What is the affect and effect of digital technologies on practices and learning?
Quality Assessment in HPE, PETE, PA and Sport
In 2020 AIESEP released a position statement on Assessment in Physical Education. How is this informing assessment policy and practices in HPE and PETE settings? How is quality assessment defined and enacted in PA and Sport? What impact has COVID had on assessment practices and what do visions of quality assessment now look like?
Physical Activity, Health Promotion and Education
What forms does collaborative action for health and physical activity promotion take in HPE , PETE and Sport pedagogy? Which boundaries are we spanning to connect health, PA and education? How and why are you partnering with international bodies to advocate for physical activity, health promotion and education across the lifespan?
Equity, diversity and inclusion
This theme invites you to present on how our professions and collaborations are taking action on equity, diversity and inclusion. For example, what work are you doing to reimagine and redesign teaching and sport practices in non-binary gendered ways? How are you disrupting the “able-bodiedness” of HPE ? What work is taking place to increase women’s participation in tertiary education and sport leadership? What opportunities are being created for teachers as research partners or research-active teacher practitioners?
Teacher preparation and Continuing Professional Development
In COVID times, what does teacher preparation and teacher CPD look like? How have we pivoted and why? What fundamental challenges and changes have shaped the profession? For example, how are HPE and PETE rethinking student-teacher hierarchies to envision students-as-partners? What is emerging in the time/space of online pedagogies for HPE , PETE and Sport coaching?
Curriculum and Policy Issues
Curriculum and policy developments set key directions and parameters for quality, inclusive and sustainable practice in HPE , PETE , PA and Sport. What issues are at the fore of recent curriculum and policy renewals and reforms? How are new curriculum and policy texts (re)shaping these fields? What are the legacies of previous curriculum and policy developments? Are current policy developments enabling or inhibiting alignment in developments across HPE , PETE , PA and Sport? And, just what has COVID done to or enabled for HPE , PETE , PA , and Sport?
Curriculum and Policy Issues
Curriculum and policy developments set key directions and parameters for quality, inclusive and sustainable practice in HPE, PETE, PA and Sport. What issues are at the fore of recent curriculum and policy renewals and reforms? How are new curriculum and policy texts (re)shaping these fields? What are the legacies of previous curriculum and policy developments? Are current policy developments enabling or inhibiting alignment in developments across HPE, PETE, PA and Sport? And, just what has COVID done to or enabled for HPE, PETE, PA, and Sport?
About our themes
We take inspiration from the UN 2030 Agenda for Sustainable Development that calls upon our professions to take collective action to “ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment … through sustainable consumption and production … (to) enjoy prosperous and fulfilling lives … in harmony with nature. We are determined to foster peaceful, just and inclusive societies which are free from fear and violence. There can be no sustainable development without peace and no peace without sustainable development.” Arguments for sustainable Health and Physical Education have been mounted in AIESEP in recent times and we welcome the exploration of what this means for us.
Internationally, there are advances in policy and practice to celebrate and learn from that signal important progress towards greater equity and social justice in Health and Physical Education (HPE), Physical Education Teacher Education (PETE), Physical Activity (PA) and Sport. Equally important to engage with are the shared challenges in continued efforts to strengthen understandings of what diversity and inclusion can and should mean for future policy development and professional practice in these fields. An opportunity that has emerged through the new normal of online conferencing is the opening up of conference attendance and presentation internationally, in socially just ways, to audiences who have never been able to travel the long distances to physical locations.
The World Congress is occurring at a time when there is a vital need and unique opportunity to work across boundaries and explore the meanings and possibilities that arise when time, space and place are foci for re-framing thinking, research and practice. As the UN 2030 Agenda argues, it is about collective action, working together, and leaving no-one behind.
AIESEP 2022 World Congress offers professional connection and networking opportunities like no other. The AIESEP Board will meet and the nominations and elections for the next 4 year term of the AIESEP Board will be conducted during the conference. Programming opportunities with the Special Interest Groups (SIGs) of Early Years and Teaching Games for Understanding (TGfU) will also be available.
Abstracts open
Let us know if you want to present at the conference. The call for abstracts is open until 7 February 2022.
AIESEP Young Scholar Award
AIESEP Young Scholar Award
Applicants are encouraged to apply for the Young Scholar Award during their graduate studies or early years of post graduation (three [3] years post PhD).
Recipients will receive a waiver of their registration fees and be formally recognized at the AIESEP Congress or Conference he/she is attending.
Applicants must submit the following documentation as part of their application:
- CV,
- One page description of intention for future involvement in AIESEP and Pedagogy Research,
- Proof of study (if still in graduate studies),
- Abstract of submitted presentation, and
- A letter of recommendation from an AIESEP Member in good standing.
The application, via e-mail, should be addressed to Tristan Wallhead (wallhead@uwyo.edu) by the 7th of February, which is the closing date for abstract submission for Gold Coast 2022.
The AIESEP Young Scholar Award committee will notify the recipients no later than one month after the submission date.
Those receiving the AIESEP Young Scholar Award will be obligated to:
- Deliver a presentation (oral or poster) at the AIESEP Conference, and
- Participate in a networking event with the current Board at the relevant conference.
The number of approved awards depends on specific yearly budget and will not exceed five [5] per Congress or Conference.
AIESEP Developing Country Scholar Award
The AIESEP Developing Country Scholar Award is intended to support scholars from a developing country to attend an AIESEP conference in order to recognize their scholarly work and create stronger connections between AIESEP and developing countries. All Developing Country Scholars are encouraged to apply, preferably emerging scholars in the early stages of their careers. Eligibility is confined to academic faculty located in a Developing Country. The research to be presented at AIESEP should be grounded in Physical Education, Health Education, and Sport Pedagogy and the research presented should be conducted in a developing country.
Note: All researchers from developing countries, who meet the criteria, are encouraged to apply by February 7th, 2022.
Please send your abstract to Ben Dyson (bpdyson@uncg.edu), Chair of the AIESEP Developing Country Award committee by email with all the specific information:
- Author/s name/s and email/s including who is the presenting author
- Title
- Abstract (<300 words)
- Theme
- Format (in-person or online: oral and/or research symposium. The AIESEP 2022 conference has a hybrid format. This means you can present in-person or online.)
Include the following:
- CV,
- One-page description of intention for future involvement in AIESEP Physical Education and Sport Pedagogy research,
- Please name and describe why you would like to connect with any AIESEP Board members and/or international scholars that you would like to interact with to support your research,
- One-page description of your research study from a Developing Country, and
- Abstract submitted to AIESEP 2022 Conference Golden Coast, Australia.
- Letter of recommendation from a senior researcher or an AIESEP member in good standing.
Those receiving the AIESEP Developing Country Scholar Award will be obligated to:
- deliver a presentation (oral or poster) at the given AIESEP Conference and
- participate in the events scheduled for the AIESEP Developing Country Scholar Award at the given conference.
Developing Country Scholar Awards will be awarded for the 2022 AIESEP International Hybrid Conference hosted on June 15-18, 2022. The award includes that the winners will be waived the membership and registration fee by the AIESEP board.
For questions please email the Developing Country Scholar Award Committee:
Ben Dyson: bpdyson@uncg.edu | Uwe Pühse: uwe.puehse@unibas.ch | Deniz Hünük: dehunuk@gmail.com | Chin-wei-Chan: chingwei@ntnu.edu.tw | Cheryl Walter: Cheryl.Walter@mandela.ac.za
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