Unfit to Teach

Hunt, Kevin; Griffin, Lisa M.; Maina, Michael; Clifford, Tyler; Martin, Steven E.; Sparks, Mikayla

doi:10.18666/tpe-2017-v74-i4-7444

Cited by 4 publications

(3 citation statements)

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“…The teachers' responses suggest that the connection between the role modelling genre and PE subject content is more complex than has been presented in some of the existing literature (Heidorn 2013;Hunt et al 2017). The pedagogical value teachers assign to their bodies is not implicated in any PE subject content.…”

Section: Discussionmentioning

confidence: 88%

“…In the former group, researchers have questioned whether overweight teachers can effectively communicate health concepts to pupils (Melville and Maddalozzo 1988) and examined factors that lead teachers to see themselves as effective models of healthy behaviours (Drummond, McGuire, and Bennett 2002). This work supports claims that teachers' bodies matter and that athletic-looking bodies are better than non-athletic looking ones when it comes to teaching health in PE (Hunt et al 2017). Heidorn (2013, 6) endorses this view, when he states that 'participating in regular physical activity at a level sufficient to promote health-related physical fitness is an important behaviour for professionals in all fields of physical activity at all levels'.…”

Section: Teachers As 'Healthy' Role Modelsmentioning

confidence: 83%

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Fit for the job? How corporeal expectations shape physical education teachers’ understandings of content, pedagogy, and the purposes of physical education

Barker

Quennerstedt

Johansson

et al. 2021

Physical Education and Sport Pedagogy

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Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers' bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject. Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic. Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin's concept of speech genres, and Wertsch's concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years). Findings: Data suggest that when teachers use an 'athletic-looking teacher as healthy role model' speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success. Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre. Conclusion:The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers' bodies and pedagogies.

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Section: Discussionmentioning

confidence: 88%

Section: Teachers As 'Healthy' Role Modelsmentioning

confidence: 83%

Fit for the job? How corporeal expectations shape physical education teachers’ understandings of content, pedagogy, and the purposes of physical education

Barker

Quennerstedt

Johansson

et al. 2021

Physical Education and Sport Pedagogy

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show abstract

“…However, a study of HPE teachers attending a national US HPE conference a decade later reported that even 'physical and health educators who are dedicated to the profession… are still not achieving wellness across the board' (p.14) on a measure of physical, intellectual, emotional, and spiritual health (Esslinger et al 2014). More recent US studies tend to report that fitness levels are poor, and label pre-service teachers as 'unfit to teach' (Hunt et al 2017) despite around 70-80% of participants in Physical Education Teacher Education [PETE] programs passing individual components of fitness (Blackshear, Barton, and Moxley 2018). Some universities have also adopted physical fitness requirements for their physical education graduates, with electronic fitness report cards, but few are yet to prevent students from graduating if they do not meet these standards (Blackshear, Barton, and Moxley 2018).…”

Section: Introductionmentioning

confidence: 99%

Pre-service teachers’ gendered attitudes towards role modelling in health and physical education

Yager

Gray

Curry

et al. 2019

Physical Education and Sport Pedagogy

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Background: Health and Physical Education (HPE) teachers are in a unique position to act as role models to their students.Purpose: To explore the expectations, beliefs and attitudes towards role modelling of health behaviours by pre-service teachers who were specialising in HPE, and those who were not. Study Design: Cross-sectional, Survey Design Method: N=637 pre-service teachers (who were in the first three weeks of their undergraduate Bachelor of Education course at three universities in Australia) completed self-report questionnaires asking about attitudes and beliefs toward role modelling of health behaviours. Comparison of attitudes and beliefs between those studying Health and Physical Education (HPE) and those studying other curriculum areas (classified as Bachelor of Education or non-HPE) were made.Results: We found both gender and degree-based differences in attitudes towards role modelling. Men were found to believe more so than women that HPE teachers should maintain a slim, athletic build which makes them appear as though they are fit and healthy.Male teacher education students who were not specialising in HPE were more likely than male HPE students to believe that Health and Physical Educators should maintain a 'slim, athletic appearance' and engage in regular physical activity.Conclusion: Pressure for HPE teachers to meet appearance and role modelling expectations may be coming more from men, and more from generalist teachers, as opposed to coming from within the profession. This research contributes to the debate regarding the fitness expectations of HPE teachers and has implications for physical education teacher education programs.

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The Evaluation of Student Fitness Levels in Exercise Science and Physical Education Teacher Education Programs

Blackshear

Barton

Moxley

2018

Quest

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Unfit to Teach

Cited by 4 publications

References 0 publications

Fit for the job? How corporeal expectations shape physical education teachers’ understandings of content, pedagogy, and the purposes of physical education

Fit for the job? How corporeal expectations shape physical education teachers’ understandings of content, pedagogy, and the purposes of physical education

Pre-service teachers’ gendered attitudes towards role modelling in health and physical education

The Evaluation of Student Fitness Levels in Exercise Science and Physical Education Teacher Education Programs

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