ABSTRACT
The beginning of Chapter 1 captures a snapshot of James’s, Anna’s and Matt’s diverse lives, and we briefly get a sense of the ways they experience difference and inequalities. As we read these short tales we are likely to interpret, empathize and relate to them in a variety of ways. Like the zoom of a camera lens, each of us will be attracted to, and focus on, a particular aspect of the tales. For example, were any of these tales familiar stories which you might tell yourself? Did you relate to a specific character, plot or situation? And, if so, did this result in you feeling more empathetic and understanding, or evoke bad memories that you would rather leave well alone? Or did hearing about James’s, Anna’s and Matt’s lives make you feel uncomfortable – as if you were treading on unfamiliar territory to which you have not previously been exposed? If this is the case, it perhaps reminds us that our own experiences will not always be the same as those of the young people we teach or coach. An ongoing challenge for practitioners is to get to know young people within, and beyond, the classroom and the gym in ways which can usefully help to support positive and stimulating health and physical education (HPE) and community sport experiences. This is a challenge that practitioners and researchers in HPE and community sport have been perhaps, to a certain degree, loath to embrace (O’Sullivan and MacPhail 2010). I would argue it is a challenge that we need to attend to, if we are serious about offering fulfilling and enabling HPE and community sport to all young people.
