Social competence and moderate to vigorous physical activity of school-aged children through a creative physical education intervention

Traditional school physical education focuses on physical skills or strategieswith an expectation that learning these skills lead to healthier lifestyle outsidephysical education classes, while children’s overall moderate to vigorousphysical activity (MVPA) is widely decreasing. Creative Physical Education(CPE) understands physical education more holistically, as the central pedagogical element of movement is social learning. The current study examinedthe development of social competence in school physical education (PE) andtotal moderate to vigorous physical activity (MVPA) participation through aCPE-based intervention. Participants were 363 (177 intervention, 186 control) children from public elementary schools in Central Finland. The datacollection was completed across two measurement points using questionnaires. The key findings were that: 1) the associations between social competence and MVPA engagement were relatively weak and 2) the 12-month intervention was effective in increasing students’ social competence in PE andtotal MVPA engagement. CPE teaching practices could provide positive social experiences in PE. However, applying new strategies into actual schoolsettings may take time, and therefore, children need to be given sufficienttimeframe to take ownership of the activities

'Was the "Islamic State" a State?': Claiming, contesting, and creating jihadist statehood

SCOPUS: ch.binfo:eu-repo/semantics/publishe

Introduction: The Politics of Translation in International Relations

The introduction to the volume situates the politics of translation in the theoretical and methodological landscape of International Relations (IR). It provides an outline of the conceptual framework deployed throughout the book and concludes with a road map to the volume. The chapter argues for an approach to translation as transformation, in contrast to approaches that emphasise an uncontested transfer or transplantation. This framework reconstructs the politics of translation. Translation makes international relations. The politics of translation is located in struggles for meaning, in rendering encounters and interactions tangible and legible. For instance, in processes of translation some actors are given voice and others silenced, and hierarchies are established and dismantled. The introductory chapter points to the relevance of translation as transformation for IR scholarship and in furthering theorization and empirical work