Parallel Session 1a:
Dr Tom Quarmby

PhD/ECR Workshop
This workshop will allow PhD students and early career researchers the opportunity to identify concerns, challenges or pitfalls of the PhD journey and/or early stages of their career. It will then provide a platform to share these with a panel of senior academics to provide advice, guidance and support. The workshop provides key networking opportunities.

Parallel Session 1b:
Dr Shirley Gray, Dr Rachel Sandford, Dr Oliver Hooper, Dr Anna Bryant, Dr Julie Stirrup

Learning across borders: Uncovering opportunities for change in PE.
In this workshop we will present a series of case studies that describe the contexts and practices of PE teachers from across the four nations of the UK. We will then invite delegates to explore these case studies and identify the opportunities they offer to ‘think’ and ‘do’ PE differently.

Parallel Session 2a:
Dr Kyriaki Makopoulou

Conducting research with children and young people inclusively: Reflections on reflexivity.
Disabled children are often likely to be ‘deliberately or accidentally’ (Thompson et al., 2020) excluded from research, with researchers’ positionality about disabled children’s competencies to engage in research, the resources required, and the lack of practical knowledge of how to do research inclusively considered key barriers. In this workshop, we will discuss the results from a scoping review on inclusive research with disabled children with the aim to begin the conversation on how to make PE research more inclusive.

Parallel Session 2b:
Dr Dillon Landi

Paradigmatic Thinking in Health, Wellbeing and Education Research: How to make research more equitable.
This session discusses the role of paradigmatic alignment in the research process. It outlines popular paradigms within health, wellbeing and education research and asks participants to situate their own research within these paradigms. It will challenge the participants to think about which forms of knowledge are privileged and how this affects marginalized persons in our communities. To conclude, it will engage the participants in a reflexive thinking activity that challenges them to think how they can cross ‘paradigms’ to make their research process reflective of the diversity of people within their communities.