Integrating Health and Physical Education: A Data-Based Assessment of Theory versus Practice

Sondag, K. Ann; Burns, Clarence E.

doi:10.1080/10556699.1998.10603367

Cited by 4 publications

(3 citation statements)

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“…While few would argue against the potential benefits of a well-conceived partnership between health education and physical education, many educators do not understand the distinction between the two subjects. Professionals familiar with both disciplines recognize the differences between the two subjects and the importance of separate teacher education programs (Cleary & Gobble, 1990; T. M. Davis & Hensley, 1997;Sondag & Burns, 1998). In a 1981 Journal of School Health article, Cobb (1981) described the difference between the two disciplines: "each is a distinct area of instruction that requires special and unique professional preparation" (p. 603).…”

Section: > > Challenge #3: Reduce the Acceptance Of Dual Certificatiomentioning

confidence: 99%

“…This combined focus has resulted in teachers with varying levels of preparation in both subject areas. Often these combined programs place more emphasis on physical education and do not adequately prepare candidates to teach health education (Cleary & Gobble, 1990;Cottrell, Girvan, Seabert, Spear, & McKenzie, 2018; T. M. Davis & Hensley, 1997;Fetro, 2000;Sondag & Burns, 1998).…”

Section: Representatives Of the 2013 Sophe School Health Education Acmentioning

confidence: 99%

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Quality Assurance in Teaching K–12 Health Education: Paving a New Path Forward

Birch

Goekler

Auld

et al. 2019

Health Promotion Practice

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To be effective, school health instruction should be taught by health educators who have graduated from accredited health education teacher education programs and are certified in health education. Unfortunately, the nation has failed to ensure that all those who teach health in schools are well prepared. States vary in the required coursework for health teachers in terms of initial licensure and continuing education for licensure renewal; most elementary teachers are not required to receive preparation in health education; health education and physical education are often viewed as synonymous disciplines; support for in-service education of health teachers is often lacking; and more research is needed in professional preparation and development of school health educators. This article provides a call to action in five areas to strengthen both the professional preparation and professional development of school health educators. Given that education is a social determinant of health, public health educators must become stronger allies in supporting school health to promote health equity. Public health practitioners can advocate to state and community school decision makers for comprehensive school health education taught by teachers with appropriate professional preparation and certification in health education. Public health faculty can educate their students about the Whole School, Whole Community, Whole Child framework and effective strategies for its implementation, and seek rigorous professional preparation and certification and accreditation standards for their school teacher preparation programs. National health and education organizations can call for new leadership and investments in health education teacher preparation and development for a brighter future.

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Section: > > Challenge #3: Reduce the Acceptance Of Dual Certificatiomentioning

confidence: 99%

Section: Representatives Of the 2013 Sophe School Health Education Acmentioning

confidence: 99%

Quality Assurance in Teaching K–12 Health Education: Paving a New Path Forward

Birch

Goekler

Auld

et al. 2019

Health Promotion Practice

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“…In fact, when asked to rank their level of preparation to teach a variety of health education content areas on scale of 1 to 5 with 1 being "not prepared" and 5 being "well-prepared," teachers ranked their preparation in sex education as 1.8. (Sondag & Burns, 1998).…”

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confidence: 99%

School sex education: Teachers' and young adults' perceptions of relevance for LGBT students

Sondag

Johnson

Parrish

2020

Journal of LGBT Youth

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LGBT inclusive sex education is one way to address health disparities that exist between students who identify as LGBT and those who identify as heterosexual and cisgender. This study examined the inclusivity of sex education in Montana's high schools and the challenges faced by teachers in providing sex education that is relevant for LGBT youth. Data were collected via electronic questionnaires from 237 young adult alumni of Montana's high schools, about half of whom identified as LGBT, and 64 health enhancement teachers tasked with teaching sex education. Nearly 90% of respondents rated the nine sex education topics listed on the questionnaire as "somewhat or very important." While the importance of sex education was affirmed by most of the young adults and teachers represented in this study, fewer than 30% recalled topics related to LGBT sexual health being "fully covered." Lack of teacher training was the most salient factor related to the paucity of coverage. Meeting the needs of all students in Montana's schools requires professional training and development for teachers that includes a focus on delivering inclusive, comprehensive sex education.

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