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The Journal of Teaching in Physical Education (JTPE) features peer-reviewed research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level. JTPE is endorsed by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.

Mission

The purpose of the Journal of Teaching in Physical Education is to communicate national and international research and stimulate discussion, study, and critique of teaching, teacher education, and curriculum as these fields relate to physical activity in schools, communities, higher education, and sport. The journal publishes original reports of empirical studies in physical education together with integrative reviews and analyses of educational and methodological issues in the field. Research using a variety of methodological approaches is acceptable for publication. Well-designed replication of previous research is also strongly encouraged. Brief research notes also will be reviewed for possible publication. The coeditors and editorial board encourage the submission of manuscripts that extend knowledge within the focus of the journal.

Specific questions about the appropriateness of any individual paper to enter the JTPE peer-review process should be directed to one of the coeditors. Except for occasional invited manuscripts, all published articles are refereed by members of the editorial board, or by other referees invited by the coeditors. The final decision on whether a paper merits publication is made by the coeditor coordinating the review process.

Research Quarterly for Exercise and Sport (RQES) publishes scientific research focusing on human movement as it relates to exercise and sport. The journal is particularly interested in theoretically driven rather than descriptive work and the expectation is that a paper must significantly advance and impact on knowledge within the field. The journal accepts quantitative and qualitative work that presents new information, substantiation or contradiction of previous findings, or an application of new or improved techniques. The journal is currently not accepting narrative reviews unless invited or with prior approval from the Editor. The journal does accept systematic and meta-analytic reviews from leading research groups and scientists. The goals of RQES are to provide a scholarly outlet for knowledge that: (1) contributes to the study of human movement, particularly its cross-disciplinary and interdisciplinary nature; (2) impacts theory and practice regarding human movement; (3) stimulates research about human movement; and (4) provides theoretical reviews and tutorials related to the study of human movement.

Sport, Education and Society is an international journal which provides a focal point for the publication of social science research on pedagogy, policy and the body in society and the wide range of associated social, cultural, political and ethical issues in physical activity, sport and health.

The journal concentrates both on the forms, contents and contexts of physical education, sport and health education found in schools, colleges and other sites of formal education, as well as the pedagogies of play, calisthenics, gymnastics, sport and leisure found in familial contexts, sports clubs, the leisure industry, private fitness and health studios, dance schools and rehabilitation centers.

In addition to papers reporting original research, Sport, Education and Society will also consider various media (e.g., TV, film, web sites) as forms of pedagogy and report their impact on understandings of the body in society.

Sport, Education and Society encourages contributions not only from social scientists and educationalists studying the relationships between pedagogy, ‘the body’ and society, but from all professionals with interests in theoretical and empirical interests relating to policy, curriculum, social inclusion, equity and identity, and progressive educational development in physical activity, health and sport.

Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/coaching and teacher/coach education. The journal particularly welcomes papers that consider the interactions of each of these components and their practice in specific contexts.

Quest's primary purpose is to publish manuscripts:
1. that address issues and concerns relevant and meaningful to the field of kinesiology
2. that are original research reports that address empirical questions that are contextualized within higher education and hold significance to a broad range of faculty and administrators in kinesiology, and
3. that provide a review of the literature and/or research of interest to one or more sub-disciplines in kinesiology. Both theoretical and practice-based articles are considered.

Quest serves a broad readership that includes academicians, teachers, and administrators by providing a public forum for scholarly and creative thought about the profession. Quest is published four times a year, in March, June, September, and December.

European Physical Education Review brings together contributions from a wide range of disciplines across the natural and social sciences and humanities. It includes theoretical and research-based articles and occasionally devotes Special Issues to major topics and themes within the field.

International Coverage

European Physical Education Review publishes contributions from Europe and all regions of the world, promoting international communication among scholars and professionals.

The scope of Measurement in Physical Education and Exercise Science (MPEES) covers original measurement research, special issues, and tutorials within six substantive disciplines of physical education and exercise science. Six of the seven sections of MPEES define the substantive disciplines within the purview of the original research to be published in the journal: Exercise Science, Physical Activity, Physical Education Pedagogy, Psychology, Research Methodology and Statistics, and Sport Management and Administration. The seventh section of MPEES, Tutorial and Teacher’s Toolbox, serves to provide an outlet for review and/or didactic manuscripts to be published in the journal. Special issues provide an avenue for a coherent set of manuscripts (e.g., four to five) to collectively focus in-depth on an important and timely measurement-related issue within the scope of MPEES. The primary aim of MPEES is to publish high-impact manuscripts, most of which will focus on original research, that fit within the scope of the journal.

With a focus on social science scholarship, Curriculum Studies in Health and Physical Education publishes conceptually rich contributions in all areas of health and physical education, including those derived from empirical, philosophical, sociological, and/or policy-related investigations.

Curriculum Studies in Health and Physical Education invites submission of papers of approximately 7000 words that focus on the forms, contents and contexts of health and physical education as they relate to schools, universities and other forms of educational practice. The journal welcomes original contributions that analyze the ways in which the social and institutional conditions of education and schooling interact with the field of health and physical education and associated fields, such as outdoor education, recreation and sport. Curriculum is interpreted broadly in the journal as a focus for framing a wide range of educational issues involving policies, practices and outcomes. This includes the lived experiences of teachers and learners in educational settings and the forces within and beyond education (current and historical) that shape the construction and implementation of curriculum. While it is not expected that all manuscripts are directly focused on curriculum issues it is encumbered on authors to make explicit how the research connects with, informs or has implications for, curriculum across contexts relevant to the areas of schooling and education detailed above.

Contributions should make reference to other critical work and/or discuss particular issues of practice-focused research within health and physical education and associated professional fields. They may, for example, engage with social and cultural studies; policy; reform and innovation; leadership; teaching and learning; teacher education; curriculum development; extra-curricular engagement and assessment.
Editorial decisions will privilege those papers that explore and provide a depth of understanding of the complex inter-relationship between developing/improving policies, practices and outcomes through the production of knowledge. The journal does not subscribe to any particular methodology or theory. As the prime international source for health and physical education curriculum research, Curriculum Studies in Health and Physical Education publishes papers accessible to the discipline-defined communities that form its readership.

What are you reading?

The “What are you reading?” review section is an invitation to (early-mid career) researchers to review a body of scholarly work (book, collection of chapters etc) that they believe is of significance to theirs/others ongoing research in fields connected to the Aims and Scope of the Journal.

More specifically, we are inviting potential reviewers to focus on scholarly works that might stimulate new directions for inquiry and think afresh what we take for granted about the familiar features of research related to HPE curriculum (be it theoretical or methodologically framed). We envisage that the “What are you reading?” review section will provide resources for academics at various stages of their careers to continuously grapple with what else research and education related to HPE might do or become.

The following questions can be used as a guide to frame What are you reading? review submissions (600-900 words):
a. Why did you choose this work? What specific elements are so interesting about it? What about this work has inspired you and your research?
b. How did the chosen work orient your research in HPE in a new way? What impact did it have on your projects and insights?
c. What is the relevance of the chosen work for the wider field of HPE?

If you would like to contribute or have any queries about the section please do not hesitate to contact the “What are you reading?” editor directly, Dr Leanne Coll.

Formerly: Asia-Pacific Journal of Health, Sport and Physical Education

The International Journal of Kinesiology in Higher Education (IJKHE) is dedicated to advancing the field of Kinesiology through publishing manuscripts that shape the direction of the field. The overall mission is to provide a forum for those in the field to share new, introductory, or small-scale research in addition to best practices in leadership, administration, and teaching. The IJKHE consists of peer or editor reviewed manuscripts, with a special focus on presenting the work of early career professionals and graduate students.

Kinesiology Review (KR) is the official journal of the National Academy of Kinesiology and the American Kinesiology Association. KR provides a forum for discussion and analysis of kinesiology research and its applications. Although many journals publish reviews on select topics, KR stands alone in its focus on scholarly reviews from all subdisciplines of kinesiology. This rigorously peer-reviewed journal serves the interests of those in all areas of study related to kinesiology—sport and exercise psychology, motor behavior, exercise physiology, biomechanics, sports medicine, sport history, sport philosophy, sport sociology, physical education pedagogy, and sport management.

The insightful review articles in KR address important issues and emerging research in all areas of kinesiology. KR also publishes theoretical papers, critical analyses of significant issues and scientific methods, and position papers pertinent to kinesiology. One issue each year contains papers based on scholarly presentations of the annual meeting of the National Academy of Kinesiology, which provides commentaries on timely issues in the field, and another issue contains papers reflecting the topic of the annual leadership workshop of the American Kinesiology Association. Articles featured in KR have touched on recovering from spinal cord injuries, the role of physical activity in successful aging, diversity in kinesiology, and the history of organized youth sport in the United States. Future articles will continue to explore new research in kinesiology and other topics of importance to the field.

KR’s broad coverage makes it a perfect source of information for faculty, researchers, and professionals who want to stay up to date on emerging research across the subdisciplines, as well as students who are starting their exploration of this fascinating field of study.

Mission

The mission of Kinesiology Review is to advance the field of kinesiology by publishing evaluative, insightful, and integrative scholarly reviews of kinesiology research, both basic and applied. Kinesiology Review encourages the submission of critical reviews, analysis of significant issues, position papers, and synthesis articles pertinent to kinesiology. Integrative research reviews that develop connections between areas of research are particularly valued. Both meta-analytic and narrative review formats are acceptable. Proposals for thematic issues are encouraged and should be submitted to the journal’s editor for consideration. Papers reporting empirical findings from a specific study are not appropriate for the journal.

Kinesiology Review is published quarterly (February, May, August, November), with one issue each year reserved for original papers based on scholarly presentations of the annual meeting of the National Academy of Kinesiology and another for original papers based on presentations from the American Kinesiology Association’s annual leadership workshop.

The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification.

JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).

Founded in 1930, The Journal of Higher Education publishes original research reporting on the academic study of higher education as a broad enterprise. We publish the highest quality empirical, theoretically grounded work addressing the main functions of higher education and the dynamic role of the university in society. We seek to publish scholarship from a wide variety of theoretical perspectives and disciplinary orientations. Articles appearing in the Journal employ an array of methodological approaches, and we welcome work from scholars across a range of career stages. Comparative and international scholarship should make clear connections to the U.S. context. Manuscripts not appropriate for submission to the Journal include purely theoretical papers, methodological treatises, unsolicited essays and reviews, and non-academic, institutional, and program evaluations or reports.

Higher Education is recognized as the leading international journal of Higher Education studies, publishing twelve separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavored to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators.

While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts.

Higher Education publishes authoritative overview articles, comparative studies and analyses of particular problems or issues. All contributions are peer reviewed.