Associate Professor, Western Colorado University (USA)
Dr. Haneishi is an Associate Professor at Western Colorado University and represents the U.S. for the TGfU International Advisory Board. Her recent research focus is on pedagogical strategies to promote Justice, Equity, Diversity, and Inclusion in Physical Education and Sport Coaching. She completed Ed.D. from University of Massachusetts Amherst while coaching soccer and teaching Physical Education at a university. She was an accomplished soccer player winning the NCAA D2 National Championship with her university and the Silver Medal at the World University Games with the Japanese National team as well as serving as the team captain for New York Magic.
 Associate Professor, Tsukuba University (Japan)
He is currently an associate professor of Faculty of Health and Sport Sciences at University of Tsukuba. His specialty is coaching studies. He used to be a Head Coach of the American football club at University of Tsukuba. As a director of the Japan Flag Football Association, he has been conducting research on teaching materials for "flag football" published in the curriculum guidelines using tactical learning theory. Based on the results, he is also playing an active role as a lecturer in the flag football practical training class for teachers sponsored by the Board of Education.
In Japan, there is an old saying “children develop the foundation of human development by age of 3”, and more people are increasingly interested in the Early Childhood Education. The revised Course of Study for Kindergarten has been implemented in the Early Childhood Education in 2018. It is a core for educational philosophy and the curriculum for Early Childhood Education which outlines important developmental components prior to children entering the Elementary School Education. The following content integrates aspects of each child's development: health (physical and mental health); human relationships (the relationship between the child and other people); environment (children's surroundings, and relationship to them); language (the process of language acquisition); and expression (feelings and expression). Considering the characteristics of GBA (i.e., utilizing modified games, asking question for problem solving, being a student-centered approach…etc.), the teaching strategy can promote human relationship and expression in addition to the obvious aspect, physical and mental health in the course of study. The Course of Study for Kindergarten also emphasizes the importance of creating a learning environment where children can freely and independently play and move. In other words, it is important for teachers to create an environment where children can develop their creativity and challenge without fear. GBA is a teaching strategy that a teacher modifies game environment so learners can maximize their potential and their learning. Thus, we believe that children in Early Childhood Education (i.e., age 0-5) can benefit from the GBA teaching strategy when learning games, movements, and play.
When a group of researchers asked young children to drew pictures of a firefighter, a surgeon and a flight pilot, 61 pictures were drawn as men and 5 were drawn as women. When a female firefighter, a female surgeon, and a female pilot walked into the classroom, the children were in silence. “Gender stereotypes are defined between 5 and 7 years of age” (Upworthy, 2016).
During the TGfU 40th anniversary webinar series on “Equity in GBAs”, TGfU scholars introduced and emphasized on including Justice, Equity, Diversity, and Inclusion (JEDI) perspectives into teaching during GBA lessons. They introduced some practical examples of how to implement JEDI concepts into GBA lessons.