Examines the profession of physical education and what it could become if it embraced somatic work, explaining the basic concepts and processes of somatic education. Somatic education focuses on the interactions of posture, movement, emotion, thought, self-concept, and cultural values. A case study details somatic education in practice. (SM)

Five articles examine key factors involved in the process of building and maintaining outstanding physical education programs in six school districts (supportive teacher relationships, teacher knowledge and reflection, program credibility, administrative support, and enabling factors). Each article is coauthored by a researcher and one or more…

Discusses some of the changes currently facing higher education and how those changes might affect the areas of health, physical education, and leisure studies (HPELS). The article suggests that, as technology improves, HPELS must be quick in responding to emerging societal needs with thoughtful programs of high quality. (SM)

Reports a study that ascertained high school coaches' perceptions regarding students' motivation to participate in or withdraw from high school athletics. The study also noted differences between coaches' and students' perceptions. Some items were rated identically by both groups, whereas others showed vast differences in opinion. (SM)

Disillusionment with professional/scientific knowledge and trust in practitioner knowledge have led to renewed interest in action technologies. Action research, action learning, participatory research, popular education, and collaborative inquiry can bridge the gap between theory and practice. (SK)

Action Reflection Learning uses group activities to develop critical reflection skills. Because learning takes place in teams working on real-world problems, it can lead to systems change and organizational capacity development. (SK)

Scandinavian approaches to action research aim at democratizing work life as well as the research process. The model emerging today aims to make change and learning a self-generating and self-maintaining process. (SK)

Action science focuses on unexamined beliefs that drive action, evaluating behavior for consistency and validity against beliefs and meaning systems. One goal is to move from single-loop to double-loop learning. Critical issues include its seemingly therapeutic nature, the problem of free and informed choice, and facilitator competence. (SK)

Two collaborative inquiry groups share their processes and findings, such as coresearchers' lived experience is equal in importance to formally collected data; knowledge created in the group belongs to the group; and coresearchers must be equal in contribution and commitment. (SK)

A participatory action research project (a minieconomy) raised the following issues: unpredictability of outcomes, degree of control over the agenda, understanding of what is meant by "research," and the struggle to engage in systematic reflection during the experience. (SK)

Two popular education projects--El Refugio de Los Angeles for Latino immigrants and native popular education in Buenos Aires--demonstrate how, while developing literacy skills, participants engaged in political and social analysis of their living conditions. (SK)

Compares action technologies on eight dimensions: purpose, primary focus, theoretical foundations, ideological focus, key strategies, facilitator role, research aim, and validity criteria. The technologies are action learning, action research, action science, popular education, participatory action research, and collaborative inquiry. (SK)

Argues that economic restructuring is a myth that masks capitalist reorganization. Demonstrates how adult education is implicated in the processes of capitalist domination and reorganization. (SK)

Elaborates some of Freire's ideas that support radical adult education: critical, dialectical perception of reality; conception of teaching and learning as related processes within each person; dialog; and confrontation of the oppressor within. (SK)

Interviews with 36 adult part-time students at Warwick and Coventry Universities showed that 13 alternate student roles with other life roles and 23 attempt to combine roles and responsibilities. All combiners were employed full or part time; all but one of the alternators were unemployed or retired. (SK)