Exploring the relation between physical activity and health—a salutogenic approach to physical education

Abstract

This article takes a point of departure in the debate whether physical education should consider a limited or an increased commitment towards public health goals and a public health agenda. The article further discusses the relationship between physical activity and health, and the perspective of health in physical education. This is done through a critique of the dominance of a pathogenic perspective of health, as well as through a salutogenic approach regarding health as a process. A salutogenic approach makes, as suggested in the article, other questions*salutogenic questions*possible. In this sense, physical activity and movement can be regarded as something more than mere protection against disease or overweight, and by posing salutogenic questions we can enrich our understanding of the relation between physical activity and health, and in consequence richness to the perspective of health in physical education. With a salutogenic approach, the pupils' unique and common experiences of health, movement, body ideals or outdoor-life can meet a wider perspective of health. This would facilitate a health perspective in physical education that draws attention to the qualities, abilities and knowledge that pupils can develop, and, in the name of learning health, point the way to the possible contribution of physical education in pupils' health development in terms of how physical education can enrich their lives, strengthen them as healthy citizens and contribute to a sustainable (health) development.

Reasons to Stay in Club Sport According to 19-Year-Old Swedish Participants: A Salutogenic Approach

“…Furthermore, human resources and the conditions of the living context result from the interaction between an individual and the structures of society (Antonovsky, 1979(Antonovsky, , 1987Eriksson, 2007). Antonovsky's salutogenic theory and the SOC model have been used in Swedish research on health and resilience as well as in health-promoting work with teenagers (Eriksson, 2007;Hagström, Redemo & Larsson, 2000;Quennerstedt, 2008). The fact that the study was inspired by Antonovsky means that we have taken the liberty to interpret and utilize his concept for the context of this study when posing the research question and when discussing the answers from the teenagers.…”

What makes teenagers continue? A salutogenic approach to understanding youth participation in Swedish club sports

“…I believe this suggests that sports clubs should try to organize 469 activities emphasizing development with numerous opportunities and challenges for motor 470 and social learning, instead of competitions as the only focal point. Furthermore it is 471 conceivable that club sports as well as physical education could make use of a salutogenic 472 approach where learning processes are the focus (see also Quennerstedt 2008). 473…”

My body’s getting healthy and my mind is getting healthy with it. Considering Urban Aboriginal and Torres Strait Islander Conceptions of Health.

“…This approach may be a useful tool for providing a theoretical framework for exploring health and well-being for Indigenous people around the world as it aligns well with Indigenous perspectives on health which consider social and environmental resources which can develop people's health. 21,22 From a salutogenic perspective, health is viewed as a continuum of life rather than something a person does or does not have. 21,22 As Antonovsky states 23 p14 , "we are all, always, in the dangerous river of life.…”

“…21,22 From a salutogenic perspective, health is viewed as a continuum of life rather than something a person does or does not have. 21,22 As Antonovsky states 23 p14 , "we are all, always, in the dangerous river of life. The twin question is: How dangerous is our river?…”