‘Every child (of every size) matters’ in physical education! Physical education's role in childhood obesity

Cale, Lorraine; Harris, Josephine P.

doi:10.1080/13573322.2011.601734

Cited by 57 publications

(42 citation statements)

References 65 publications

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“…Indeed, it leads one to question whether PE should include this content or, even whether physical educators are best placed to impart this learning? O"Dea (2005) reminds teachers that a key principle is "to do no harm" and Cale and Harris (2011) recommend that PE teachers carefully consider the judgments and comments they make about food, and that they work collaboratively with other subject staff to ensure that consistent messages are promoted about the contribution of physical activity to healthy weight management.…”

Section: Discussionmentioning

confidence: 99%

Physical education teacher education students' knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools

Harris

2013

Physical Education and Sport Pedagogy

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This item was submitted to Loughborough's Institutional Repository (https://dspace.lboro.ac.uk/) by the author and is made available under the following Creative Commons Licence conditions.For the full text of this licence, please go to: http://creativecommons.org/licenses/by-nc-nd/2.5/ 1 Physical education teacher education students' knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools Jo HarrisLoughborough University, Loughborough, UK j.p.harris@lboro.ac.uk 2 Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of healthrelated fitness knowledge amongst physical education teacher education (PETE) students which is a concern given that there are high expectations of PE to promote healthy, active lifestyles. In addition, international literature reveals a number of problematic issues associated with health-related teaching, learning and professional development in PE. Exploration of health-related experiences within the PETE process and consideration of the extent to which they address these previously identified issues was considered worthy of study because of PETE"s potential to influence the health-related teaching of the students and to ultimately impact on the health-related knowledge and behaviour of the pupils they go on to teach.Purpose: To explore PETE students" health-related physical education (HRPE) knowledge, perceptions and experiences during a PETE programme.Participants and setting: Purposive selection of physical education (PE) students on a one year postgraduate secondary PETE programme at one University in England, working in partnership with up to sixty schools.Research design: Case study.Data collection: A qualitative approach founded on the interpretive paradigm was used, utilising a questionnaire completed by 124 PETE students. Data analysis:Responses to the open-ended questions were analysed by means of the generation of themes using constructivist grounded theory methods.Findings: At the outset of their programme, PETE students" knowledge of how active children should be was limited and confused. Their initial perceptions of the learning associated with promoting healthy, active lifestyles in PE were at variance with what they experienced in schools during their training. These experiences were diverse, the most common structure being discrete units of study with no health-related learning evident within the rest of the PE programme. The focus of the HRPE learning was predominantly physiological with minimal attention to physical activity recommendations or monitoring. Most students experienced school-based HRPE programmes which 3 they considered not particularly effective in promoting healthy, active lifestyles amongst young people.Conclusion: It would seem that PETE is not adequately preparing future PE teacher...

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Section: Discussionmentioning

confidence: 99%

Physical education teacher education students' knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools

Harris

2013

Physical Education and Sport Pedagogy

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“…In a recent critique of physical education"s role in addressing childhood obesity, Cale & Harris (2011) highlight how the practice of weighing and measuring and the responses it typically invokes, such as a pre-occupation with one"s weight, body and diet, may only serve to contribute a mental health problem to a physical health issue and suggest that serious consideration be given to the potential damage it can do to a young person"s self-esteem, body image and psychological health. Similarly, Evans (2007) cautions how teaching that is centred on diet and weight concerns can have a damaging impact on the attitudes and relationships children form towards food and health.…”

Section: Discussionmentioning

confidence: 99%

Monitoring health, activity and fitness in physical education: its current and future state of health

Cale

Harris

Chen

2012

Sport, Education and Society

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“…For instance, Wright and MacDonald`s (2010) longitudinal study found biographies to be produced in relation to changing material and discursive circumstances and that "attention to the complex and dynamic nature of lives is necessary to more fully understand how identities are constituted" (p. 4). For example, in relation to the current moral panic about obesity, Cale and Harris (2013) caution that the contemporary "discourse surrounding obesity in physical education and some of the reports, messages, policies and measures being taken to tackle it are misleading, misguided and could do more harm than good" (p. 433) to a individual's (exercise) identity. Wright and Laverty (2010) also argued that negotiating a physical activity identity after leaving school introduces new dilemmas, as these choices are made in a new context of intensified media pressure and changing family relationships.. Walton and Fisette (2013) argue that we must include careful consideration of the process of embodied exercise identity.…”

Section: Background: the Concept Of Exercise Identitymentioning

confidence: 99%

‘I just want to bemewhen I am exercising’: Adrianna's construction of a vulnerable exercise identity

Rossing

Ronglan

Scott

2014

Sport, Education and Society

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‘Every child (of every size) matters’ in physical education! Physical education's role in childhood obesity

Cited by 57 publications

References 65 publications

Physical education teacher education students' knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools

Physical education teacher education students' knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools

Monitoring health, activity and fitness in physical education: its current and future state of health

‘I just want to bemewhen I am exercising’: Adrianna's construction of a vulnerable exercise identity

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