Exploring pupils’ and physical education teachers’ views on the contribution of physical education to Health and Wellbeing in the affective domain

Teraoka, Eishin; Kirk, David

doi:10.1080/13573322.2021.1940917

Cited by 13 publications

(6 citation statements)

References 26 publications

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“…Paper 2 scrutinizes how PE teachers regard and negotiate the use (or non-use) of fitness testing in secondary PE as a context for learning, and paper 7 highlights pedagogies identified for social justice and the improvement of individual, collective, and societal well-being through PE practice. Paper 12 explores how pupils and PE teachers talk about and practice pedagogies of affect as a response to mental health issues, arguing that “investigating how teachers talk about physical education's contributions to pupils’ HWB is crucial because their perceptions and beliefs inevitably influence their teaching” (Teraoka and Kirk, 2021: 2). Further, it is contended that “the role of the teacher shifts from making student[s] healthy to a dialectical responsibility to prepare students with resources needed to be healthy while preparing a learning environment that supports health” (Gerdin et al, 2021: 2).…”

Section: Resultsmentioning

confidence: 99%

Searching for the alternative: A scoping review of empirical studies with holistic perspectives on health and implications for teaching physical education

Wiklander

Fröberg

Lundvall

2023

European Physical Education Review

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Health in physical education (PE) has in recent decades received growing public and political attention. PE is recognized as playing an important role in promoting health and well-being among children and adolescents. Critical PE scholars contest the prevalent biomedical perspective on health for its narrow conceptualization of health and its exclusive focus on physical activity and disease prevention. Instead, alternative (critical and/or salutogenic) perspectives that emphasize the holistic nature of health are advocated. Previous research has identified a lack of empirical research on the topic. The purpose of this scoping review was to contribute to knowledge about what characterizes empirical research literature with holistic perspectives on health and discuss the implications for teaching PE. Four databases (SportDiscus, ERIC, Web of Science, and Scopus) were searched for peer-reviewed literature in academic journals between 2002 and 2021. Only 12 out of 3263 identified articles included empirical research with holistic perspectives on health. Using thematic analysis, two distinct themes were identified: (i) “teachers’ philosophies and didactic considerations,” exploring teachers’ understanding and beliefs and implications for PE practice and (ii) “alternative ways to teach,” where teachers engage in co-creating, enacting, and evaluating holistic health-related curricula. The findings indicate that although PE teachers may hold a narrow understanding of health, they are receptive to alternative perspectives and capable of critical reflections and renegotiations, if given appropriate support and opportunities for professional development. Challenging PE teachers’ philosophies and empowering them in the co-creation and implementation of holistic, student-centered curricula can create sustainable opportunities to enhance students’ well-being.

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Section: Resultsmentioning

confidence: 99%

Searching for the alternative: A scoping review of empirical studies with holistic perspectives on health and implications for teaching physical education

Wiklander

Fröberg

Lundvall

2023

European Physical Education Review

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“…In fact, cross-disciplinary collaboration has already demonstrated its significance in the field of medicine ( 60 , 61 ). For instance, exercise health has made notable contributions to post-operative rehabilitation and the prevention of chronic diseases ( 62 ). Similarly, the theories of communication can significantly enhance the effectiveness of physical education teachers in flexibly disseminating health knowledge, whether it be in community settings or on a one-to-one basis.…”

Section: Discussionmentioning

confidence: 99%

“…Embracing cross-disciplinary approaches poses a challenge for physical education teachers in their health communication work. However, it also serves as a motivation for them to broaden their horizons and seek professional and emotional support from a larger For instance, exercise health has made notable contributions to postoperative rehabilitation and the prevention of chronic diseases (62).…”

Section: The Cross-disciplinary Integration Trend In Health Communica...mentioning

confidence: 99%

Developing the theoretical model of Chinese physical education teachers’ health communication competence: based on grounded theory

Chen,

Xu,

et al. 2023

Front. Public Health

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BackgroundPhysical education teachers’ health communication competence is a key factor in health promotion. Although health communication is a multidisciplinary field, medical practitioners are the primary focus of health communication research, whereas physical education teachers are marginalized. Therefore, this study proposes a theoretical model of health communication competence for physical education teachers.MethodsThis qualitative research utilized interviews as the primary data collection method. Purposeful sampling was employed to select participants, including university teachers, primary and secondary school teachers, and health education professionals from diverse regions of China. A total of 31 participants were interviewed through two focus groups (N = 15) and individual semi-structured interviews (N = 16). Grounded theory was used to analyze and code the collected interview materials.ResultsThe health communication competence of physical education teachers consisted of three main categories, 10 subcategories, 30 concepts, and 240 statement labels. The three main categories were as follows: (i) foundations of health communication knowledge and skills (this category encompassed three subcategories, namely sport and health knowledge reserve, health beliefs, and health behaviors); (ii) health communication perception competence (this category included two subcategories, namely health risk and crisis perception competence and communication audience perception competence); and (iii) practical competence of health communication (this category consisted of five subcategories, namely language expression competence, organizational and design competence, utilization of new media tools competence, communication content selection and processing competence, and professional skills).ConclusionThe theoretical model of health communication competence in this study provides a foundation for the involvement of physical education teachers in health communication work. It can serve as a reference for the development of both pre-service health education courses and in-service training systems for physical education teachers. Future research can expand the sample size and geographic coverage to further validate the applicability of the findings. Additionally, investigating the factors influencing the formation of the identified competencies is recommended.

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“…Instead, discourse persists as to the extent to which holistic health-related and physical activity learning experiences are truly occurring in PE classrooms [ 7 , 8 , 9 , 10 ]. Indeed, when it comes to teaching for such outcomes within PE settings, such learning historically has been observed as manifesting itself as hoped-for-by-products rather than intentionally-taught-for curricular outcomes [ 11 , 12 , 13 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

Opening up Neat New Things: Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies

Howley

Dyson

Baek

et al. 2022

IJERPH

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When it comes to teaching social and affective outcomes pertaining to health and physical activity within Physical Education (PE) settings, such learning historically has been observed as manifesting itself as hoped-for-by-products rather than intentionally-taught-for curricular outcomes. The purpose of this study was to explore understandings and experiences of Social and Emotional Learning (SEL) and Meaningful Physical Education (MPE) utilizing democratic and reflective pedagogies. A qualitative case study design was implemented in an alternative high school setting in the USA across 10 months. Participants included the Teacher–Researcher (TR), one Physical Education (PE) teacher, a critical friend, two teaching assistants, and 16 ninth-grade alternative high school students aged 14–15 (eight girls/eight boys). Methods involved a TR journal, post–lesson teaching reflections, interviews, and focus groups, with inductive and deductive analysis applied. The following themes were constructed: It really made you think; making movement meaningful; being a better classmate; and doing things differently. Results demonstrate how utilizing democratic and reflective approaches grounded in social constructivist learning theory innovatively promoted SEL and MPE. It allowed students to reflect, interrogate and discuss how movement experiences inside and outside of PE influenced their pursuit of a physically active life. Participants articulated experiencing a more inclusive learning experience that challenged the purpose and subject matter of previous PE and physical activity. Teaching for SEL and MPE using common language and terminology around pre–identified and defined competencies, skills, and features drawn from these conceptual frameworks as demonstrated here, can help contribute to more concrete and uniform learning experiences within and across settings. Doing so led participants to demonstrate more holistic and broader understandings of what constituted participation in PE and physical activity, as well as how to promote and participate in meaningful movement and physical activity within and outside of school to promote healthy living. We call for further embedding of democratic and reflective pedagogies in PE teacher education and professional development that provides teachers and students with the opportunity to do so going forward.

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Exploring pupils’ and physical education teachers’ views on the contribution of physical education to Health and Wellbeing in the affective domain

Cited by 13 publications

References 26 publications

Searching for the alternative: A scoping review of empirical studies with holistic perspectives on health and implications for teaching physical education

Searching for the alternative: A scoping review of empirical studies with holistic perspectives on health and implications for teaching physical education

Developing the theoretical model of Chinese physical education teachers’ health communication competence: based on grounded theory

Opening up Neat New Things: Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies

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