Get moving! A comparison of ideas about body, health and physical activity in materials produced for health education in the Danish Primary School

Svendsen, Annemari Munk

doi:10.1080/13573322.2012.735651

Cited by 9 publications

(11 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These are, in the words of Foucault (1972), the discursive positions that these texts put at our disposal and they create possibilities and limitations for what can be said and done. If we accept that the choice of educational texts constitutes a central elements in the planning and delivery of the class (Seelen & Munk, 2012;Sikorova, 2012;Svendsen, 2013), it is also relevant to suggest an increased reflection among those who engage in PE practices on ways in which discursive positions and more or less concealed values and ideas are embedded in educational texts in general. In the words of Chouliaraki (2001), in every case it is important to 'call attention to the way that regulative discourses […] construct practices and subjects as "natural"' (ibid., p. 62).…”

Section: Discussionmentioning

confidence: 99%

Teacher or coach? How logics from the field of sports contribute to the construction of knowledge in physical education teacher education pedagogical discourse through educational texts

Svendsen

2014

Sport, Education and Society

Self Cite

View full text Add to dashboard Cite

The main purpose of this paper is to focus attention on educational texts as central conveyers of discourses of sport into physical education teacher education (PETE) and by extension into physical education (PE). A considerable volume of research suggests that sport and games continue to be dominant elements of curriculum and practice in contemporary PE. Given the issues of masculinity, physicality and performativity resulting from such continuing sport-focused PE practice, it is relevant to question how such practices are discursively produced or reproduced. In this regard, one area has received only scant attention, namely the potential influence of educational texts used in PETE. Using the theoretical frameworks provided by Michel Foucault, Basil Bernstein and Norman Fairclough, this paper considers educational texts as important contributors to the discursive construction of knowledge in PETE, and thus also as a central resource for studying-and challenging-those discourses that influence on the PE teachers' perceptions of PE and their choices when it comes to the organisation of the PE class. This paper is based on a thorough examination of Danish PETE course documents listing educational texts prescribed by teacher educators for PETE programmes in Denmark. Several of the prescribed educational texts are published by private organisations with sporting interests, such as Team DK and The Sports Confederation of Denmark. This paper conducts a discourse analysis of these texts in order to illuminate how specific social rules regulate their content and involve specific constructions of the learner, the teacher and the relation between them. The paper's findings underline the need for an increased awareness among those who engage in PE practices of the ways in which discourses shape our thinking, and of the potential dangers that lie in the transfer of particular meanings and values as they are constructed in educational texts.

show abstract

Section: Discussionmentioning

confidence: 99%

Teacher or coach? How logics from the field of sports contribute to the construction of knowledge in physical education teacher education pedagogical discourse through educational texts

Svendsen

2014

Sport, Education and Society

Self Cite

View full text Add to dashboard Cite

show abstract

“…This issue is illustrated by the variety of uses or strategic purposes attributed to PE in different countries. The role of school PE in the United States is related to the SPARK/HOPE principles (Sports, Play, and Active Recreation for Kids/Health Opportunities through Physical Education) [6]; in the United Kingdom, a sports-centered role has also been considered [31], passing through several health-centered roles in a broader conception, such as in Canada [32], Denmark [1], Spain [33], Greece [34], South Korea, Hong Kong, and China [35], and considering a deeper physical activity literacy in the curriculum, such as in Austria [36] and Wales [37], to countries that incorporated the term "health" and are now referring to it as "physical education and health", such as in Sweden [38], or "health and physical education" in Australia. These initiatives reinforce that PE goes beyond sports, and health is even more emphasized in the curriculum [4].…”

Section: The Role Of School Physical Educationmentioning

confidence: 99%

“…Physical education (PE) is closely identified with health in school curricula nowadays, with the PE teacher playing a central role in its deployment and implementation [1]. The concept of health in these curricula range from a fitness-centered concept, with a closer relationship between physical activity and health [2], to a broader and even critical view with an exacerbated value about what health actually is [3].…”

Section: Introductionmentioning

confidence: 99%

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion

Nasário

Zaia

Trevisan

et al. 2020

IJERPH

View full text Add to dashboard Cite

Physical education (PE) is identified with health, with PE teachers and school PE regarded as legitimate instruments for health promotion. The PE teacher’s conceptions, attitudes, and values regarding the role of PE are inseparable from their performance. Thus, the objective of the present work is to verify concepts and attitudes of PE professionals and undergraduate students, in order to verify how they value their role in health promotion. This was a cross-sectional study that used surveys to assess attitudes and values of PE professionals and undergraduate students about their concepts of the role of PE in health promotion. A total of 942 PE professionals and undergraduate students regards themselves as players in health promotion (86.9%) despite no clear definition about the concept of health or the curriculum to attain such a goal, mainly based on academic training only. Also, they attribute the responsibility for childhood obesity and lack of motivation for the practice of physical activity to external factors, such as media (72.6%), family (84.7%), and technologies (83.1%). Despite participants regarding themselves as players in health promotion, there is a loose definition on how to promote health, and how to provide curriculum and strategies to meet the needs of public health.

show abstract

“…Harvey & Donnovan, 2013;Kirk, 2010;Pill, Penney & Swabey, 2012), lack of critical scrutiny towards, for example, the teaching of health issues (e.g. Fitzpatrick & Russel, 2013;Gard & Pluim, 2017;Svendsen, 2012) and low academic status (e.g. Richards, Gaudreault & Starck, 2018).…”

Section: Introductionmentioning

confidence: 99%

A mountain too high to climb? An exploratory study of perceived barriers to mobilisation of research literature into physical education teacher education experienced by a group of Danish PE teacher educators

Svendsen

2019

Sport, Education and Society

Self Cite

View full text Add to dashboard Cite

International research emphasises that Physical Education Teacher Education (PETE) has a key role to play in initiating and processing changes in Physical Education (PE). However, several researchers also find that it is a significant challenge for PETE to contest ideological approaches regarding PE practices among PE student teachers. Stronger relationships between research and educational practice and more deliberate mobilisation of research into teacher education may help address such educational issues. The main agents in that regard are teacher educators who are supposed to have the competencies to mobilise research literature into PETE. However, in Denmark, only 10% of Danish teacher educators hold a research-based PhD. The main aim of this article is to make the first steps towards more knowledge in this area by presenting an exploratory study of perceived barriers to mobilising research literature into PETE as experienced by a group of Danish PE teacher educators. The paper is based on empirical data generated through a course developed to qualify PE teacher educators' competencies in the use of research literature: papers, discussion-notes and interviews. Four main categories were generated: (1) 'We're competing on time', (2) 'A separate approach', (3) 'It has to add value' and (4) 'Hard to make it that academic'. The discussion addresses some general focus points for supporting the application of research in teacher education and suggest directions for future research.

show abstract

Get moving! A comparison of ideas about body, health and physical activity in materials produced for health education in the Danish Primary School

Cited by 9 publications

References 17 publications

Teacher or coach? How logics from the field of sports contribute to the construction of knowledge in physical education teacher education pedagogical discourse through educational texts

Teacher or coach? How logics from the field of sports contribute to the construction of knowledge in physical education teacher education pedagogical discourse through educational texts

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion

A mountain too high to climb? An exploratory study of perceived barriers to mobilisation of research literature into physical education teacher education experienced by a group of Danish PE teacher educators

Contact Info

Product

Resources

About