• What are best practices for integrating restorative justice practices in physical education? 
  • What challenges do coaches and teachers face when implementing restorative justice practices?
  • In what contexts is restorative justice practices already implemented in the physical education context? And who is facilitating its implementation?
  • How can school physical education play a key role in a school-wide restorative ecosystem?
  • What support structures are needed to assist physical educators in their use of restorative justice practices?
  • What are some common best practices in physical education that complement the use of restorative justice, which may promote capacity building through integrative practices?

Those are some of the broad questions our lab is interested in. As we explore these questions through collaborative research, dissertations and thesis projects, and community-based research, our lines of inquiry will evolve. 

To learn more about our research or to get involved, please contact us!

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The purpose of this study was to explore the issues of conflict and harm in physical education within a school recognized for its exemplary restorative practices. Method: A single case study approach was employed to examine one restorative school in Wellington, New Zealand. The school was purposely selected to participate in this study based on its recognition for exemplary restorative practices. Participants included physical educators (n = 11), administrators (n = 4), and students (n = 25). Data sources included interviews, observations, and reflection documents. Data were analyzed using a collaborative qualitative approach. Results: Three qualitative themes described the context of restorative school physical education, types of harm that occurred, and how physical educators were positioned as central figures in creating a context where harm was addressed. Discussion: This study provides insights into restorative practices and has implications for teaching social and emotional learning skills. 

Article Link: https://doi.org/10.1123/jtpe.2020-0134

One Physical Educator’s Struggle to Implement Restorative Practices in an Urban Intensive Environment

The purpose of this cyclical action research study was to examine the perspectives of Clyde, a first-year physical education teacher working in an urban intensive environment, as he attempted to implement restorative practices. Methods: Data included semi structured interviews, weekly e-mail communication, text messages, photographs, field notes from observations, and artifacts. Data were analyzed using a combination of inductive and deductive analysis. Results: The results are presented in three themes: (a) searching for appropriate discipline procedures, (b) critical incidents inhibited the integration of restorative practices, and (c) lack of preparation to teach in an urban intensive environment. Conclusion: Clyde’s experience suggests that challenges for early career teachers may be further complicated by teaching in urban intensive environments. Teacher educators may consider the different contexts in which teachers work and the influence they can have on both teacher effectiveness and job satisfaction.

Article Link: https://doi.org/10.1123/jtpe.2020-0145

Featured Research Presentation

Implementation of Restorative Practices with Sport for Positive Youth Development

Student Authors: Sarah Ragab, Senior (Kinesiology), Destini Hogan, Senior (Peace and Conflict Studies), Mahlik Conley, (Kinesiology)

This presentation was led by an undergraduate student and presented at UNC Greensboro’s Undergraduate Research Symposium (length: 5 minutes)