School Physical Education: The Pill Not Taken

McKenzie, Thomas L.; Lounsbery, Monica

doi:10.1177/1559827609331562

Cited by 165 publications

(126 citation statements)

References 36 publications

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“…In a wide ranging profile of the current and historical links between PE and physical activity, McKenzie and Lounsbery (2009) conclude by endorsing the American Heart Association"s (AHA) position on the key role of schools in the provision of physical activity for youth. These authors emphasise a need to ensure the school environment is conducive to physical activity, and they highlight the importance of four specific AHA recommendations: (i) schools should deliver evidence-based health related PE; (ii) PE should be taught by qualified PE teachers; (iii) schools should be held accountable for the PE programmes they offer in schools; and (iv) "Colleges and universities should provide professional preparation programs that produce teachers who are highly qualified to deliver evidence based physical education and health education programs" (p. 224, our emphasis).…”

Section: Claims Made For the Role Of Pe In Delivering Public Health Omentioning

confidence: 99%

“…In this paper, therefore, we follow the lead taken by McKenzie and Lounsbery (2009) by undertaking an historical perspective on health within PE, although our case study is England. In particular, we consider the ways in which policies and practices prevailing at different moments in the history of PE in England are suggestive of specific health-related pedagogies.…”

Section: Claims Made For the Role Of Pe In Delivering Public Health Omentioning

confidence: 99%

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Making the Case for Developing New PE-for-Health Pedagogies

Armour

Harris

2013

Quest

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This paper argues for a new direction in research on health education within physical education (PE). Governments are increasingly looking to schools as a convenient form of public health investment. PE is implicated in health because of its core focus on physical activity, but there is little evidence to suggest that PE improves health outcomes.Moreover, although there has been interest in health-focussed curriculum activities and interventions, there has been a surprising silence around the pedagogies to be used in the health dimension of PE practices. This paper critically reviews claims made about the role of PE in public health, and considers how health has been conceptualised in PE over time. The professional development needs of PE teachers in health are examined, and it is argued that the development of new, complex, evidence-based and personalised "PE-forhealth" pedagogies is the next major step to be taken in PE research.

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Section: Claims Made For the Role Of Pe In Delivering Public Health Omentioning

confidence: 99%

Section: Claims Made For the Role Of Pe In Delivering Public Health Omentioning

confidence: 99%

Making the Case for Developing New PE-for-Health Pedagogies

Armour

Harris

2013

Quest

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“…Maybe I should entertain it and be a bit more critical in relation to 'Okay, well, let's work through this'. (Sara, Ireland) Given the varied educational and societal contexts within which the participants work, it was somewhat surprising to note the level of consensus regarding what the purpose of physical education is not, especially in light of research and policy discourses which point to school physical education as a key site for increasing physical activity and combating obesity (Fairclough & Stratton, 2005;McKenzie & Lounsbery, 2009Tinning, 2009). Indeed, the participants did demonstrate an acute awareness of both the need to be sensitive to societal expectations and the need to legitimise physical education within school and institutional contexts.…”

mentioning

confidence: 99%

Physical education teacher educators’ views regarding the purpose(s) of school physical education

McEvoy

Heikinaro-Johansson

MacPhail

2015

Sport, Education and Society

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The aim of this paper was to gain an understanding of the views of a group of physical education teacher educators on the purpose(s) of school physical education and whether, how and why these views have changed over time. Semi-structured individual interviews were carried out with thirteen physical education teacher educators; a fourteenth participant responded to interview questions in writing. Participants were based in seven countries: Belgium, Finland, Germany, Ireland, New Zealand, Switzerland and the USA. A relative consensus on the overarching purpose of physical education was evident, centred on physical education preparing young people for a lifetime of physical activity. The framing of this shared purpose differed somewhat between participants, reflecting a range of perspectives on the value of physical activity. Delineating the boundaries of their subject, participants characterised obesity prevention and maximising in-class physical activity as potential by-products rather than as goals of the subject. The views of many had changed over time, influenced by such factors as findings from research, societal expectations and a perceived need to legitimise physical education within school and university contexts. We note that many of the influences acting on the views of the physical education teacher educators are also known to affect practicing teachers. This suggests a possibility, in the open reflection of physical education teacher educators on the interaction between their views and the institutional and societal contexts within which they work, to provide future teachers with alternative value pathways paved with relatable explanations and shared experiences.Keywords: Physical education teacher educators, physical education, purpose, physical activity, value orientationsThe project of which this study forms a part focuses on the professional journeys, views, experiences and practices of an international group of physical education teacher educators. This paper represents a starting point for the sharing of this research, centring on the views these physical education teacher educators hold regarding the purpose(s) of their subject, how these views have changed over time and the influences acting on these views. Discussing values and purpose in teacher education, Hansen (2008, p. 23) argues that without dialogue on purpose people can become passive and resigned to the status quo and that enquiry into purpose functions to keep the conversation 'vibrant, dynamic and consequential', adding that such dialogue is 'indispensable to the very existence of a sense of purpose'. Physical education teacher educators are acknowledged to play key roles in the transformation and reproduction of physical education work practices and knowledge (Lawson, 1991;Kirk & Macdonald, 2001). In this light, the ends towards which the work of these professionals are directed and the circuits of persuasion within which the goals to which they aspire are formed, influenced, or resist influence, become of import for anyone inter...

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“…Young people spend a significant proportion of their waking hours in school and for this reason school is often identified as a key site in efforts to increase the daily physical activity levels of this population (McKenzie & Lounsbery, 2014;Pate et al, 2006;Sallis et al, 2012). Physical education (PE), in particular, is seen by some researchers as an untapped source of potential for young people's achievement of daily PA recommendations (McKenzie & Lounsbery, 2009.…”

Section: Introductionmentioning

confidence: 99%

Untitled

Lyyra¹,

Heikinaro-Johansson²,

Lyyra³

2017

JPES

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Abstract:This research aimed to measure in-class physical activity levels during physical education in grades seven to nine, and to determine the influence of gender and lesson content on such activity levels. Data was collected from 96 lessons across 14 secondary schools. Heart rate data consisted of 821 valid measurements. The mean heart rate across the data set was 135 beats per minute and students engaged in moderate-to-vigorous physical activity 41% of lesson time. Students were most active during game lessons and there was an evident gender difference, with boys being more active. However, when the impact of lesson content and gender on physical activity were tested simultaneously by multi-level logistic regression, the impact of gender was no longer significant. The findings indicate that the gender difference in the activity levels was rooted in having different lessons content for gender groups with boys having games more often than girls do.

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School Physical Education: The Pill Not Taken

Cited by 165 publications

References 36 publications

Making the Case for Developing New PE-for-Health Pedagogies

Making the Case for Developing New PE-for-Health Pedagogies

Physical education teacher educators’ views regarding the purpose(s) of school physical education

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