Do physical education lessons contribute to children's physical activity levels?

Book chapter

Howells, K., Wellard, I. and Woolf-May, K. 2010. Do physical education lessons contribute to children's physical activity levels? in: Enright, E. and Tindall, D. (ed.) A Shared Vision for Physical Education, Physical Activity and Youth Sport. Proceedings of the Fifth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 46-53
AuthorsHowells, K., Wellard, I. and Woolf-May, K.
EditorsEnright, E. and Tindall, D.
Page range46-53
Year2010
Book titleA Shared Vision for Physical Education, Physical Activity and Youth Sport. Proceedings of the Fifth Physical Education, Physical Activity and Youth Sport Forum
PublisherUniversity of Limerick
Output statusPublished
Place of publicationLimerick
Publication dates
Print2010
Publication process dates
Deposited13 Jul 2013
Official URLhttp://www.irishsportscouncil.ie/Research/Physical_Education_Physical_Activity_and_Youth_Sport/PEPAYS_Proceedings_2010.pdf
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Mental health through movement
Clark, H., Royal, P., West, H., Randall, V., Silk, M., Patnaik, A., Shahid, S., Yelling, M., Coleman, N., Wright, C., Kay, S., Bagnall, P., Sigman, A., Adams, S., Albon, D., Murray, A., Murray, P., Hodgson, A., Hill, R., Whewell, E., Palmer, G., Lee, D., Javor, A., Lubrano, M., Salt, K., Lochrie, P., Thomas, J., Jephcott, M., Norman, A., Manners, L., Pearson, J., Murray, J. and Howells, K. 2019. Mental health through movement . London All Party Parliamentary Group.
OECD future of education 2030: making physical education dynamic and inclusive for 2030 international curriculum analysis
Howells, K. 2019. OECD future of education 2030: making physical education dynamic and inclusive for 2030 international curriculum analysis. Paris OECD.
The adoption of daily mile as an active mile initiative: the children’s and teachers’ voices
Howells, K., Bowen, J., Mannion, K. and McMartin, C. 2019. The adoption of daily mile as an active mile initiative: the children’s and teachers’ voices. Physical Education Matters. Autumn 2019, pp. 37-39.
Exploring the use of e-portfolios in higher education coaching programs
Dray, K. and Howells, K. 2019. Exploring the use of e-portfolios in higher education coaching programs. International Sport Coaching Journal. 6 (3), pp. 359-365. https://doi.org/https://doi.org/10.1123/iscj.2018-0082
Supporting children inside and out with physical activity
Howells, K. 2019. Supporting children inside and out with physical activity. CCCU Media Pages Canterbury Christ Church University.
Beyond Jonny’s story: a whole class physical activity intervention
Howells, K. 2018. Beyond Jonny’s story: a whole class physical activity intervention.
How physically active are boys and girls are during playtimes in primary school?
Howells, K. 2018. How physically active are boys and girls are during playtimes in primary school?
Castle’s competition model for building confidence and competence in action
Castle, N., Howells, K. and Gubby, L. 2018. Castle’s competition model for building confidence and competence in action.
‘Elite athlete to disabled athlete to adaptive athlete. ’how coaches and teachers can help support the road to recovery
Howells, K. 2018. ‘Elite athlete to disabled athlete to adaptive athlete. ’how coaches and teachers can help support the road to recovery.
'Drive to drink!'
Coppinger, T. and Howells, K. 2018. 'Drive to drink!'.
The impact of wellbeing on the physical activities of occupational therapy (OT) for a child with dyspraxia
Power, L., Howells, K. and Gubby, L. 2018. The impact of wellbeing on the physical activities of occupational therapy (OT) for a child with dyspraxia.
Are you ready? physical readiness is there a mismatch in understanding and knowledge?
Howells, K. 2018. Are you ready? physical readiness is there a mismatch in understanding and knowledge?
Early years symposium: physical readiness and physical curiosity
Howells, K. 2018. Early years symposium: physical readiness and physical curiosity. AIESEP (International Association of Colleges of Physical Education) World Congress. Edinburgh Jul 2018
The future of education and skills: education 2030: the future we want
Howells, K. 2018. The future of education and skills: education 2030: the future we want. Paris OECD.
In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education
Meehan, C. and Howells, K. 2018. In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2018.1490702
What is the impact of wellbeing on the physical activities of occupational therapy for a child with dyspraxia?
Power, L., Howells, K. and Gubby, L. 2017. What is the impact of wellbeing on the physical activities of occupational therapy for a child with dyspraxia?
What’s even possible? how physical active are our 21st century children?
Howells, K. 2016. What’s even possible? how physical active are our 21st century children?
What’s even possible? how physical active are our 21st century children? (AIESEP)
Howells, K. 2016. What’s even possible? how physical active are our 21st century children? (AIESEP).
Physical activity and self-esteem. Jonny's story (AIESEP)
Howells, K. and Bowen, J. 2016. Physical activity and self-esteem. Jonny's story (AIESEP).
Physical development, health and well-being. AIESEP
Howells, K. 2016. Physical development, health and well-being. AIESEP.
Physical development, health and well-being.
Howells, K. 2016. Physical development, health and well-being.
Physical activity and self esteem, Jonny's story
Howells, K. and Bowen, J. 2016. Physical activity and self esteem, Jonny's story.
Walk it, like you talk it.
Howells, K. and Meehan, C. 2016. Walk it, like you talk it.
Can break times (recess) help children's physical activity levels?
Howells, K. 2017. Can break times (recess) help children's physical activity levels?
What is being healthy within UK primary school setting?
Howells, K. 2017. What is being healthy within UK primary school setting?
Using basic biomechanics to support observation, assessment and progression of learning
Howells, K. 2017. Using basic biomechanics to support observation, assessment and progression of learning. CIAPSE2 – Children’s Physical Activity and Sport. University of Jyväskylä, Jyväskylä 26 - 28 Jan 2017
Beyond Jonny's story
Howells, K. and Bowen, J. 2017. Beyond Jonny's story.
The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school
Howells, K. 2017. The opportunities and challenges for teachers to consider how physically active boys and girls are during recess in elementary school.
'Becoming' a disabled athlete
Howells, K. 2017. 'Becoming' a disabled athlete.
Whose body is it anyway? A sociological reflection upon fitness and wellbeing
Wellard, I. 2018. Whose body is it anyway? A sociological reflection upon fitness and wellbeing. Abingdon Routledge.
Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children?
Howells, K., Wellard, I. and Woolf-May, K. 2018. Young children’s physical activity levels in primary (elementary) schools: what impact does physical education lessons have for young children? Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1490899
We need more female role models in sport to inspire the next generation
Howells, K., Gubby, L., Dray, K. and Mills, H. 2018. We need more female role models in sport to inspire the next generation. Canterbury Christ Church University.
Chapter 14 - planning physical education in the national curriculum
Howells, K. 2018. Chapter 14 - planning physical education in the national curriculum. in: Sewell, K. (ed.) Planning the Primary National Curriculum A complete guide for trainees and teachers,Second Edition (Revised and Updated Edition) London SAGE. pp. 266-280
Physical activity and mental health of school-aged children andadolescents: A rapid review
Bailey, R., Howells, K. and Glibo, I. 2018. Physical activity and mental health of school-aged children andadolescents: A rapid review. International Journal of Physical Education. LV (1), pp. 1-14.
Sporting equality and gender neutrality in korfball
Gubby, L. and Wellard, I. 2017. Sporting equality and gender neutrality in korfball. in: Channon, A., Dashper, K., Fletcher, T. and Lake, R. (ed.) Sex Integration in Sport and Physical Culture: Promises and Pitfalls London Routledge.
Mastering primary physical education
Howells, K., Carney, A., Castle, N. and Little, R. 2017. Mastering primary physical education. London Bloomsbury.
Researching embodied sport and movement cultures: theoretical and methodological considerations
Wellard, I. 2018. Researching embodied sport and movement cultures: theoretical and methodological considerations. in: Leigh, J. (ed.) Conversations on Embodiment Across Higher Education: Teaching, Practice and Research UK Routledge.
Supporting physical development, health and well-being through the use of outdoor environments
Howells, K. 2016. Supporting physical development, health and well-being through the use of outdoor environments. in: Ritchie, C. (ed.) Exploring Children's Learning 3 - 11 Routledge.
Benefits of swimming for young children
Howells, K. and Jarman, D. 2016. Benefits of swimming for young children. Physical Education Matters. 11 (3), pp. 20-21.
A systematic review and meta-analysis of the potential local economic impact of tourism and leisure cycling and the development of an evidence-based market segmentation
Weed, M., Bull, C., Brown, M., Dowse, S., Lovell, J., Mansfield, L. and Wellard, I. 2014. A systematic review and meta-analysis of the potential local economic impact of tourism and leisure cycling and the development of an evidence-based market segmentation. Tourism Review International. 18 (1-2), pp. 37-55. https://doi.org/10.3727/154427214X13990420684482
Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children
Howells, K. and Meehan, C. 2017. Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1299146
Putting theory into practice: developing increased physical literacy in children through CrossFit and strength and conditioning activities
Wellard, I. and Perry, J. Putting theory into practice: developing increased physical literacy in children through CrossFit and strength and conditioning activities.
Embodied learning through HIIT
Gubby, L. and Wellard, I. 2017. Embodied learning through HIIT. Sport and Body Cultures Embodied Thought of the Month.
What really matters to freshers? An evaluation of first year student experience of transition into university
Meehan, C. and Howells, K. 2017. What really matters to freshers? An evaluation of first year student experience of transition into university. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2017.1323194
Technologies of fitness: CrossFit, body politics and embodied wellbeing.
Wellard, I. 2016. Technologies of fitness: CrossFit, body politics and embodied wellbeing.
The pleasures and pains in the sporting zone: an embodied perspective
Wellard, I. and Pickard, A. 2017. The pleasures and pains in the sporting zone: an embodied perspective. in: Jordan, T., Woodward, K. and McClure, B. (ed.) Culture, Identity and Intense Performativity: Being in the Zone London Routledge.
How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.
Howells, K. 2016. How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E.
Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’.
Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'?
Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'? International Journal of Sport and Exercise Sciences. 2 (5), pp. 125-125.
Chapter 7 – An introduction to physical education
Howells, K. 2015. Chapter 7 – An introduction to physical education. in: Driscoll, P., Lambirth, A. and Roden, J. (ed.) The Primary Curriculum: A Creative Approach London SAGE. pp. 137-155
Physical education planning
Howells, K. 2015. Physical education planning. in: Sewell, K. (ed.) Planning the Primary National Curriculum: A complete guide for trainees and teachers London SAGE. pp. 262-276
Gendered performances in sport: an embodied approach
Wellard, I. 2016. Gendered performances in sport: an embodied approach. Palgrave Communications. 2. https://doi.org/10.1057/palcomms.2016.3
Physical activity and self-esteem: ‘Jonny’s story’
Howells, K. and Bowen, J. 2016. Physical activity and self-esteem: ‘Jonny’s story’. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2016.1171572
Gym bodies (1): personal training
Wellard, I. 2015. Gym bodies (1): personal training. Sport and Body Cultures Embodied Thought of the Month. 1, pp. 31-34.
Understanding past sporting experiences in the present
Wellard, I. 2015. Understanding past sporting experiences in the present. Sport and Body Cultures Embodied Thought of the Month. 1, pp. 25-26.
Embodied sporting friendships
Wellard, I. 2015. Embodied sporting friendships. Sport and Body Cultures Embodied Thought of the Month. 1, pp. 16-18.
Boxing, violence and sadism
Wellard, I. 2015. Boxing, violence and sadism. Sport and Body Cultures Embodied Thought of the Month. 1, pp. 9-11.
Pleasurable suffering: thinking about pleasure and pain
Wellard, I. 2015. Pleasurable suffering: thinking about pleasure and pain. Sport and Body Cultures Embodied Thought of the Month. 1, pp. 6-8.
‘Visions’ for children’s health and wellbeing: exploring the complex and arbitrary processes of putting theory into practice
Wellard, I. and Secker, M. 2017. ‘Visions’ for children’s health and wellbeing: exploring the complex and arbitrary processes of putting theory into practice. Sport, Education and Society. 22 (5). https://doi.org/10.1080/13573322.2015.1116443
Sporting equality and gender neutrality in korfball
Gubby, L. and Wellard, I. 2015. Sporting equality and gender neutrality in korfball. Sport in Society. https://doi.org/10.1080/17430437.2015.1096261
‘I felt like someone had a knife and they were dragging it up and down my legs’: exploring embodied experiences in adult recreational sport
Wellard, I. 2015. ‘I felt like someone had a knife and they were dragging it up and down my legs’: exploring embodied experiences in adult recreational sport.
The Olympic Games and raising sports participation: a systematic review of evidence and an interrogation of policy for a demonstration effect
Weed, M., Coren, E., Fiore, J., Wellard, I., Chatziefstathiou, D. and Suzanne, D. 2015. The Olympic Games and raising sports participation: a systematic review of evidence and an interrogation of policy for a demonstration effect. European Sport Management Quarterly. 15 (2). https://doi.org/10.1080/16184742.2014.998695
Can break times help children's physical activity?
Howells, K. 2015. Can break times help children's physical activity? in: Sangster, M. (ed.) Challenging Perceptions in Primary Education: Exploring Issues in Practice Bloomsbury.
Experiences of blended learning and support mechanisms
Howells, K. 2014. Experiences of blended learning and support mechanisms. Blended Learning: The Thoughtful Fusion of Face to Face and Online Learning Experiences. Faculty of Health and Social Care
Men, ageing bodies and sport: an embodied approach
Wellard, I. 2014. Men, ageing bodies and sport: an embodied approach.
Experiences of blended learning
Howells, K. 2014. Experiences of blended learning. Approaches to Feedback and Blended Learning.
Responsible citizens who make a positive contribution to society
Howells, K. 2007. Responsible citizens who make a positive contribution to society.
The use of technology in recording physical activity levels of primary aged children
Howells, K. 2012. The use of technology in recording physical activity levels of primary aged children.
The effect of hemparesis on sitting to standing
Howells, K. 2004. The effect of hemparesis on sitting to standing. Masters Thesis University of Birmingham Health Sciences
Gender and the ageing body in physical cultures: an embodied approach.
Wellard, I. 2013. Gender and the ageing body in physical cultures: an embodied approach.
The relationship between cycle tourism and sustainable transport in the UK
Weed, M., Bull, C., Brown, M., Dowse, S., Lovell, J., Mansfield, L. and Wellard, I. 2014. The relationship between cycle tourism and sustainable transport in the UK. Tourism Review International. https://doi.org/10.3727/154427214X13990420684644
The contribution of the primary school setting and physical education lessons to children's physical activity levels
Howells, K. 2014. The contribution of the primary school setting and physical education lessons to children's physical activity levels. PhD Thesis Canterbury Christ Church University Faculty of Education
Science in physical education or physical education in science
Howells, K. 2010. Science in physical education or physical education in science. We're Going on a Bear Hunt. East Sussex May 2010
Initial teacher education in the South East. Opportunities and challenges for enhancing public health content
Howells, K. 2008. Initial teacher education in the South East. Opportunities and challenges for enhancing public health content.
Primary school pilot case study on physical education’s contribution to physical activity levels
Howells, K. 2009. Primary school pilot case study on physical education’s contribution to physical activity levels.
The contribution of physical education lessons to physical activity levels of primary aged children
Howells, K. 2011. The contribution of physical education lessons to physical activity levels of primary aged children.
Using technologies to support in physical education lessons: primary education trainee teachers' views
Howells, K. 2011. Using technologies to support in physical education lessons: primary education trainee teachers' views.
Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?
Howells, K. 2011. Physical activity levels of infant and junior school children. Do physical education lessons contribute to physical activity levels?
What happens in physical education of primary aged children?
Howells, K. 2012. What happens in physical education of primary aged children?
What happens in physical education of primary aged children?
Howells, K. 2012. What happens in physical education of primary aged children?
Beyond the fridge freezer
Howells, K. 2013. Beyond the fridge freezer.
Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings
Howells, K., Wellard, I. and Woolf-May, K. 2009. Do physical education lessons increase physical activity levels of primary aged children? - Preliminary findings. in: MacPhail, A. and Young, A. (ed.) Promoting Physical Education Across Schools and Communities. Proceedings of the Fourth Physical Education, Physical Activity and Youth Sport Forum Limerick University of Limerick. pp. 23-31
A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE)
Howells, K. 2007. A critical reflection of the opportunities and challenges of integrating the every child Matters (ECM) agenda into teaching physical education (PE). Primary Physical Education Matters. 2 (1), pp. ii-iii.
CPOW! The superhero method for inspiring learning in literacy
Howells, K. and Sweatman, D. 2010. CPOW! The superhero method for inspiring learning in literacy. Literacy Today.
Are boys more physically active than girls during a primary school day?
Howells, K., Caple, A. and Jones, M. 2010. Are boys more physically active than girls during a primary school day? Primary Physical Education Matters. 5 (3), pp. xvii-xix.
An introduction to physical education
Howells, K. 2012. An introduction to physical education. in: Driscoll, P., Roden, J. and Lambirth, A. (ed.) The Primary Curriculum: A Creative Approach London SAGE. pp. 118-136
Placing an importance on health and physical activity
Howells, K. 2012. Placing an importance on health and physical activity. in: Griggs, G. (ed.) An Introducation to Primary Physical Education London Routledge. pp. 207-220
The use of technology in promoting physical activity of primary aged children
Howells, K. 2012. The use of technology in promoting physical activity of primary aged children.
Using accelerometers and Qwizdom to measure the physical activity levels of primary aged children
Howells, K. 2012. Using accelerometers and Qwizdom to measure the physical activity levels of primary aged children.
Is physical education more than just being physically active?
Howells, K. 2012. Is physical education more than just being physically active? in: Sangster, M. (ed.) Developing Teacher Expertise: Exploring Key Issues in Primary Practice London Bloomsbury Academic. pp. 78-82
Ensuring all children - including a child with ADHD - can access physical education
Howells, K. and Barton, K. 2012. Ensuring all children - including a child with ADHD - can access physical education. Primary Physical Education Matters. 7 (3), pp. 57-59.
Sport, fun and enjoyment: an embodied approach
Wellard, I. 2013. Sport, fun and enjoyment: an embodied approach. London Routledge.
Primary pupils’ perceptions of talent in physical education
Wellard, I., Carney, P. and Bailey, R. 2006. Primary pupils’ perceptions of talent in physical education.
The engagement of further and higher education with the London 2012 Olympic and Paralympic Games II
Weed, M., Dowse, S., Foad, A. and Wellard, I. 2012. The engagement of further and higher education with the London 2012 Olympic and Paralympic Games II. Podium.
The engagement of further and higher education with the London 2012 Olympic and Paralympic Games
Weed, M., Wellard, I., Dowse, S., Mansfield, L., Swain, J. and Gubby, L. 2011. The engagement of further and higher education with the London 2012 Olympic and Paralympic Games. Podium.
Sporting initiatives aimed at achieving 'greater' wellbeing and participation in young people: exploring intersections and conflicts
Wellard, I. 2012. Sporting initiatives aimed at achieving 'greater' wellbeing and participation in young people: exploring intersections and conflicts.
Change 4 Life Sports Clubs: school sport clubs that are engaging less active young people using the inspiration of the Olympics and Paralympics
Wellard, I. and Wright, C. 2011. Change 4 Life Sports Clubs: school sport clubs that are engaging less active young people using the inspiration of the Olympics and Paralympics. Researching Youth Sport, Health and Wellbeing in Challenging Times. Brunel University, London 16 Nov 2011
Sport, children’s bodies and wellbeing: exploring experiences and reflecting upon pleasure.
Wellard, I. 2011. Sport, children’s bodies and wellbeing: exploring experiences and reflecting upon pleasure.
Wellbeing, health and sport initiatives aimed at young people: visions, experiences and reflections
Wellard, I. 2011. Wellbeing, health and sport initiatives aimed at young people: visions, experiences and reflections.
Developing a physical activity legacy from the London 2012 Olympic and Paralympic Games: a policy-led systematic review
Weed, M., Coren, E., Fiore, J., Wellard, I., Mansfield, L., Chatziefstathiou, D. and Dowse, S. 2012. Developing a physical activity legacy from the London 2012 Olympic and Paralympic Games: a policy-led systematic review. Perspectives in Public Health. 132 (2), pp. 75-80. https://doi.org/10.1177/1757913911435758
Sport, young people and wellbeing
Wellard, I. 2014. Sport, young people and wellbeing. in: Michalos, A. (ed.) Encyclopedia of Quality of Life Research Springer.
Girls and physical activities: an update
Wellard, I. 2011. Girls and physical activities: an update. Education and Health. 29 (3), pp. 46-50.
Starting points and destinations: negotiating factual and fictional pathways: a response to Gilbourne, Jones and Jordan
Wellard, I. 2014. Starting points and destinations: negotiating factual and fictional pathways: a response to Gilbourne, Jones and Jordan. Sport, Education and Society. 19 (1), pp. 99-104. https://doi.org/10.1080/13573322.2011.633773
Body-reflexive pleasures: exploring bodily experiences within the context of sport and physical activity
Wellard, I. 2012. Body-reflexive pleasures: exploring bodily experiences within the context of sport and physical activity. Sport, Education and Society. 17 (1), pp. 21-33. https://doi.org/10.1080/13573322.2011.607910
Primary school case study on physical education's contribution to physical activity levels
Howells, K., Wellard, I. and Woolf-May, K. 2009. Primary school case study on physical education's contribution to physical activity levels.
Primary school case study on physical education's contribution to physical activity levels
Howells, K., Wellard, I. and Woolf-May, K. 2009. Primary school case study on physical education's contribution to physical activity levels.
Developing a physical activity, sport and health legacy from the London 2012 Olympic and Paralympic Games
Mansfield, L., Weed, M., Coren, E., Fiore, J., Wellard, I., Chatziefstathiou, D. and Dowse, S. 2009. Developing a physical activity, sport and health legacy from the London 2012 Olympic and Paralympic Games. Department of Health.
The diffusion of International and Olympic sport through regional games: A comparison of pre- and post-Second war contexts
Chatziefstathiou, D., Weed, M., Coren, E., Fiore, J., Wellard, I., Mansfield, L. and Dowse, S. 2009. The diffusion of International and Olympic sport through regional games: A comparison of pre- and post-Second war contexts. Department of Health.
Re-thinking abilities
Wellard, I. 2006. Re-thinking abilities. Sport, Education and Society. 11 (3).
Defining the specialist teacher of primary physical education
Carney, P. and Howells, K. 2008. Defining the specialist teacher of primary physical education. Primary Physical Education Matters. 3 (3), pp. iii-iv.
A systematic review of the evidence base for developing a physical activity, sport and health legacy from the London 2012 Olympic and Paralympic Games: report to funders
Weed, M., Coren, E., Fiore, J., Mansfield, L., Wellard, I., Chatziefstathiou, D. and Dowse, S. 2008. A systematic review of the evidence base for developing a physical activity, sport and health legacy from the London 2012 Olympic and Paralympic Games: report to funders. Canterbury, UK Physical Activity Network West Midlands on behalf of Regional Physical Activity Teams in the West Midlands, the East Midlands, the East of England, London and the South East.
A flame inside me is ignited when I dance: Physical activity and embodied reflexive practices in young ballet dancers
Wellard, I. 2005. A flame inside me is ignited when I dance: Physical activity and embodied reflexive practices in young ballet dancers.
Investigating talented girls in dance
Wellard, I. and Pickard, A. 2005. Investigating talented girls in dance.
Performing sporting masculinities: sexuality, body practices and gay identities
Wellard, I. 2005. Performing sporting masculinities: sexuality, body practices and gay identities.
Making spaces for sport and the arts
Dismore, H. and Wellard, I. 2006. Making spaces for sport and the arts.
Queer sport for all: to what extent does gay sport address inclusion and human rights?
Wellard, I. 2006. Queer sport for all: to what extent does gay sport address inclusion and human rights?
Masculinities on the move: negotiating male identities within the context of physical education and dance
Wellard, I. 2006. Masculinities on the move: negotiating male identities within the context of physical education and dance.
Transcending the heteronormative in sport: masculine sporting identities, sexuality and in/exclusive practices
Wellard, I. 2006. Transcending the heteronormative in sport: masculine sporting identities, sexuality and in/exclusive practices.
Inflexible bodies and inflexible minds: Gendered imbalances within the context of physical education and dance
Wellard, I. 2007. Inflexible bodies and inflexible minds: Gendered imbalances within the context of physical education and dance.
Communities of physical education practice in schools: Placing gendered limits upon lifelong sporting participation
Wellard, I. 2008. Communities of physical education practice in schools: Placing gendered limits upon lifelong sporting participation.
Body reflexive pleasures: exploring bodily experiences within the context of sport and physical activity
Wellard, I. 2009. Body reflexive pleasures: exploring bodily experiences within the context of sport and physical activity.
Canterbury City Council play strategy: report on a research and consultation project
Powell, S., Bailey, R. and Wellard, I. 2005. Canterbury City Council play strategy: report on a research and consultation project. Canterbury, UK Canterbury City Council.
Policies and play: the impact of national policies on children's opportunities for play
Powell, S. and Wellard, I. 2008. Policies and play: the impact of national policies on children's opportunities for play. London, UK Play England.
Sport, masculinities and the body: an exploration
Wellard, I. 2009. Sport, masculinities and the body: an exploration.
Keeping sport queer: maintaining the challenge to exclusive masculinity
Wellard, I. 2004. Keeping sport queer: maintaining the challenge to exclusive masculinity. Inter-Cultural Studies. 4 (1).
Sport, gender and embodied reflexive pleasures
Wellard, I. 2010. Sport, gender and embodied reflexive pleasures.
Girls' participation in physical activities and sports: benefits, patterns, influences and ways forward
Bailey, R., Wellard, I. and Dismore, H. 2004. Girls' participation in physical activities and sports: benefits, patterns, influences and ways forward. World Health Organisation.
Policies and play: the impact of national policies on children's opportunities for play
Powell, S. and Wellard, I. 2008. Policies and play: the impact of national policies on children's opportunities for play. London National Children’s Bureau.
Sport, body performance and the maintenance of 'exclusive masculinity'
Wellard, I. 2003. Sport, body performance and the maintenance of 'exclusive masculinity'. in: Fleming, S. and Jones, I. (ed.) Leisure Cultures: investigations in sport, media and technology Eastbourne Leisure Studies Association.
Active bodies for 'real' men: reflecting upon the social constructions of activity and passivity for gendered and sexually identified bodies
Wellard, I. 2005. Active bodies for 'real' men: reflecting upon the social constructions of activity and passivity for gendered and sexually identified bodies. in: Bramham, P. and Caudwell, J. (ed.) Sport, Active Leisure and Youth Cultures Eastbourne Leisure Studies Association.
Making spaces for sport and the arts
Dismore, H., Wellard, I. and Bailey, R. 2006. Making spaces for sport and the arts. in: Atchison, C., Richards, G. and Tallon, A. (ed.) Urban Transformations: Regeneration and Renewal in Leisure and Tourism Eastbourne Leisure Studies Association.
Transcending the heteronormative in sport: masculine sporting identities, sexuality and in/exclusive practices
Wellard, I. 2009. Transcending the heteronormative in sport: masculine sporting identities, sexuality and in/exclusive practices. in: Liotard, P. (ed.) Sport, homosexualites, homophobie Editions Quasimodo.
Sexuality and youth sport
Wellard, I. 2011. Sexuality and youth sport. in: Dagkas, S. and Armour, K. (ed.) Inclusion and Exclusion through Youth Sport London Routledge.
Girls and physical activities: a summary review
Bailey, R., Wellard, I. and Dismore, H. 2005. Girls and physical activities: a summary review. Education and Health. 23 (1), pp. 3-5.
Sport, masculinities and the body
Wellard, I. 2009. Sport, masculinities and the body. London Routledge.
Exploring the limits of queer and sport: gay men playing tennis
Wellard, I. 2006. Exploring the limits of queer and sport: gay men playing tennis. in: Caudwell, J. (ed.) Sport, Sexualities and Queer/Theory London Routledge. pp. 76-89
'A shock of electricity just sort of goes through my body': physical activity and embodied reflexive practices in young female ballet dancers
Wellard, I., Pickard, A. and Bailey, R. 2007. 'A shock of electricity just sort of goes through my body': physical activity and embodied reflexive practices in young female ballet dancers. Gender and Education. 19 (1), pp. 79-91. https://doi.org/10.1080/09540250601087793
Able bodies and sport participation: social constructions of physical ability for gendered and sexually identified bodies
Wellard, I. 2006. Able bodies and sport participation: social constructions of physical ability for gendered and sexually identified bodies. Sport, Education and Society. 11 (2), pp. 105-119. https://doi.org/10.1080/13573320600640645
Men, sport, body performance and the maintenance of 'exclusive masculinity'
Wellard, I. 2003. Men, sport, body performance and the maintenance of 'exclusive masculinity'. Leisure Studies. 21 (3-4), pp. 235-247. https://doi.org/10.1080/0261436022000030641
A systematic review of evidence for the potential of live sites to generate community and public health outcomes
Weed, M., Dowse, S., Chatziefstathiou, D., Lovell, J., Mansfield, L. and Wellard, I. 2010. A systematic review of evidence for the potential of live sites to generate community and public health outcomes. Dover National Health Service.