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Physical Education remains a contested concept across the world maintaining links in various ways and in varying degrees to education, sport and health. The close and historical links of these areas upon Physical Education have continued to influence both policy and practice and have impacted significantly upon areas such as inclusive pedagogy. This chapter firstly seeks to explain the unique landscape of Physical Education before considering specific issues of inclusion within Physical Education. A move towards inclusive pedagogies within Physical Education is then explained before lesson examples are offered for both the primary and secondary Physical Education practitioner.

This chapter introduces the two main topics of ‘entrepreneurial policing’ and ‘criminal entrepreneurship’ and begins in Section 1.1 by considering the concept and scope of entrepreneurial policing around which this monograph is organised. Its definition and ontological development are considered. Thereafter, the author briefly discuss what entrepreneurship is (and is not) and set out examples of entrepreneurship of interest to policing, including – ‘Corporate’ and ‘Team’ Entrepreneurship, ‘Intrapreneurship’, ‘Social Entrepreneurship and Animateurship’, ‘Civic Entrepreneurship’, and ‘Public Service Entrepreneurship’. The author then discusses why entrepreneurship is of critical importance to the police service and discuss worked examples. Having developed a basic understanding of the power and utility of entrepreneurship, then in more detail what the term entrepreneurial policing means and how it evolved in practice and in the academic literature are considered. In Section 1.2, the foundations of entrepreneurial policing considering its ontological and epistemological development from ‘New Public Management’ to ‘New Entrepreneurialism’ and also the influence of the merging literatures of ‘Criminal Entrepreneurship’ and ‘Entrepreneurial Leadership’ are critically examined. In Section 1.3, our consideration to include a more nuanced understanding of the what is referred to as the ‘Entrepreneurship–Policing Nexus’ including consideration of the influence of dyslexia on policing and crime and the power of the ‘Entrepreneurial’ and ‘Gangster’ dreams on entrepreneurial motivation and propensity are expanded. In Section 1.4, an attempt is made to identify who the stakeholders of this new policing philosophy are? Finally, in Section 1.5, the chapter takeaway points which both articulates and confirms the inherent importance of entrepreneurship in policing and criminal contexts are discussed and detailed.