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The recent wave of protests on courts and fields all over the world has brought increased attention to the potential of sport to address social justice. Basketball in particular has been the subject of both celebration and outrage. Building off the theorizing of sport as a contested space, we examine the work of three artists/artist collectives; Abigail Smithson, Maria Molteni and New Craft Artists in Action, and Noah Cohan and John Early of Whereas Hoops, who have all directly engaged with the basketball court as a site filled with cultural meaning and struggle. All three of the respective bodies of work were developed in the past 10 years and emerge from the heightened social and racial tension of the time, as well as the increasingly apparent link between sports, politics, and race within our larger society. Examining the work reveals the importance of the basketball court as a site simultaneously of celebration, play, surveillance, policing, community, history, cultural exchange, and racialization. We explore the potential for artists to engage with and transform sport spaces through an edited group interview, giving the artists the chance to reflect on their practices as well as the limitations of working as an activist and artist in the realm of sports in their own words. Through conversation, the chapter focuses not just on finished pieces of art but also on the process of making the work in the ever familiar and culturally rich environment of the basketball court.

The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT).

Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data.

The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits.

Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.