. 2021 Aug 11;3:702922. doi: 10.3389/fspor.2021.702922

Table 5.

Pedagogies that foster reciprocal respect.

Observation	Interview
• The teacher encouraged the students to be respectful of each other to build relationships with and between the students (Charlie, SWE) • The teacher said he was a positive person who always wanted to present a positive attitude in the hope and expectation that this would be modeled by the students (John, NZ) • The teacher smiles and laughs and tells jokes with the students. She laughs. They laugh (Kari, NOR) • The teacher uses a relatively informal non-confrontational style with the class (Louise, SWE) • The disposition of this teacher establishes a positive role model for the students to follow. It is difficult to image how the students could not be inspired by the positive attitude. It is infectious and helps to ensure the students engage in the activities with the same level of enthusiasm and enjoyment (Kari, NOR) • We have seen 10 teachers so far. All of these teachers speak quietly (but at times assertively) to the students. There is no yelling and no public confrontation (e.g. for being late, incorrect uniform) (Emma, SWE)	• “They are really respectful. I guess it is that I try to like them, and I think they can pick up on that. If they know you like them, they respond well to that. Nobody likes to talk to somebody who they feel doesn't like them” (Candice, NZ) • “I think it's very important that all students are heard. They have respect fellow students, so I tend to be very strict about it” (Ola, NOR) • “I want to be a teacher who is not in their face yelling at them. I just want to be calm and I want them to understand where I am coming from” (Dillon, NZ) • “I believe that we have PE with boys and girls together to work together and respect each other and respect each other's differences” (Kane, SWE) • “If we want them to learn, then we need their environment to be really good or amazing for them” (Dillon, NZ) • “I think when someone is positive to you, you are inclined to be quite positive yourself and you feel as if you have done something well and it sets the tone” (John, NZ) • “It is not just teaching wise, it is an interaction, as a social thing. I think it is really important to start with something positive” (John, NZ)

Observation

Interview

• The teacher encouraged the students to be respectful of each other to build relationships with and between the students (Charlie, SWE)
• The teacher said he was a positive person who always wanted to present a positive attitude in the hope and expectation that this would be modeled by the students (John, NZ)
• The teacher smiles and laughs and tells jokes with the students. She laughs. They laugh (Kari, NOR)
• The teacher uses a relatively informal non-confrontational style with the class (Louise, SWE)
• The disposition of this teacher establishes a positive role model for the students to follow. It is difficult to image how the students could not be inspired by the positive attitude. It is infectious and helps to ensure the students engage in the activities with the same level of enthusiasm and enjoyment (Kari, NOR)
• We have seen 10 teachers so far. All of these teachers speak quietly (but at times assertively) to the students. There is no yelling and no public confrontation (e.g. for being late, incorrect uniform) (Emma, SWE)

• “They are really respectful. I guess it is that I try to like them, and I think they can pick up on that. If they know you like them, they respond well to that. Nobody likes to talk to somebody who they feel doesn't like them” (Candice, NZ)
• “I think it's very important that all students are heard. They have respect fellow students, so I tend to be very strict about it” (Ola, NOR)
• “I want to be a teacher who is not in their face yelling at them. I just want to be calm and I want them to understand where I am coming from” (Dillon, NZ)
• “I believe that we have PE with boys and girls together to work together and respect each other and respect each other's differences” (Kane, SWE)
• “If we want them to learn, then we need their environment to be really good or amazing for them” (Dillon, NZ)
• “I think when someone is positive to you, you are inclined to be quite positive yourself and you feel as if you have done something well and it sets the tone” (John, NZ)
• “It is not just teaching wise, it is an interaction, as a social thing. I think it is really important to start with something positive” (John, NZ)