18 SES 01, EDUHEALTH - Educating for Equitable Health Outcomes in Physical Education. Sweden, Norway and New Zealand in a Horizon 2020 Project.
School HPE makes a unique contribution to the physical, cognitive, emotional and social development of young people (Morgan & Burke, 2008). The world summit on HPE in 1999 (Doll-Tepper & Scoretz, 2001) stated that this school subject provides the most effective means of providing all young people, regardless of their ability, disability, sex, age, culture, race, ethnicity, religion, or social background, with the skills, attitudes, knowledge, and understanding for lifelong health and well-being. One point of departure in this EDUHEALTH project is that the attainment of health equity goals can be accelerated when social justice and socially-critical perspectives underpin HPE teaching practices to assist ‘students to examine and challenge the status quo, the dominant constructions of reality and the power relations that produce inequities, in ways that can lead to advocacy and community action’ (Wright, 2004, p. 7). New Zealand, Sweden and Norway are unique in that contemporary social justice issues foreground each countries’ HPE curricula – as introduced in the late 1990s. Calls for tertiary teacher education institutions to ensure that their graduating HPE teachers have an understanding of how socially-critical HPE may be enacted, have led to a growing, if scattered, research base that articulates relevant practices in HPE teacher education. Yet there is a paucity of research that documents how HPE teachers are imparting socially-critical perspectives in their schools: this paper will discuss how the EDUHEALTH project focuses on this critical research gap. EDUHEALTH will study HPE teachers’ practices in schools using a Critical Incident Technique (CIT) inspired methodology (Tripp, 2012) to identify HPE teaching practices that clearly enact socially-critical perspective of physical activity and health. Data will be collected through multiple observations and interviews of HPE teachers in all three countries. This data will be analysed through a multi-phase process of inductive thematic analysis (Braun & Clarke, 2013) with findings validated through triangulation of multiple observer reports and by a shared analysis of data by all 15 researchers affiliated with EDUHEALTH. This paper will report on some initial findings generated as part of the pilot studies. Ultimately, the findings of this collaborative research project will inform the creation of teaching strategies designed to assist HPE teachers in their own contexts to develop more inclusive teaching practices, thus, contributing to more active, healthier citizens.
Braun, B., & Clarke, V. (2013). Successful qualititive research: A practical guide for beginners. Los Angeles, CA: Sage. Doll-Tepper, G. & Scoretz, D. (2001). Proceedings, “World Summit on Physical Education” 1999. Schorndorf: Verlag, Karl Hofmann. Morgan, P. & Bourke, S. (2008). Non-specialist teachers' confidence to teach PE: The nature and influence of personal school experiences in PE. Physical Education and Sport Pedagogy, 13(1), 1–29. Tripp, D. (2012). Critical incidents in teaching: Developing professional judgement (2nd ed.) London: Routledge. Wright, J. (2004). Critical inquiry and problem-solving in physical education. In J. Wright, D. Macdonald, & L. Burrows (Eds.), Critical inquiry and problem-solving in physical education (pp. 1–16). London: Routledge.
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