18 SES 10, Parallel Paper Session
Parallel Paper Session
This paper reports data from a project investigating Physical Education (PE) teachers’ health pedagogies. In Europe, the link between PE and health has historical roots. In recent years, curriculum, medical and policy authorities (Department for Education and Skills and Department of Health, 2005) have reinforced the view that the quantity and quality of young people’s engagement in physical activity for health is an important goal for Physical Education. Evidence suggests that PE teachers are making efforts to include a ‘health’ component in the PE curriculum (Cale 2000; OFSTED, 2009); and in some cases (albeit limited and in particular contexts) their endeavours are facilitated by health-related instructional programmes developed and tested by leading academics in the field (e.g., Fardy et al., 2004; Kulinna et al., 2008). However, in the English context, numerous concerns have been expressed about confusion and variability in the delivery of ‘Health Related Exercise’ (HRE) (Cale & Harris, 2009); and the (negative) impact of some prevailing HRE practices (e.g. fitness testing, drills) upon pupils has been highlighted (Corbin, 2002; Trost, 2004). Moreover, there is a lack of agreement about what teachers need to know in order to teach this curriculum requirement effectively and the lack of relevant Continuing Professional Development (CPD) has been identified as a key concern (Ward, 2009). Therefore, fundamental questions remain about PE teachers’ knowledge, understandings and practices in this curriculum area (Cale & Harris, 2009; OFSTED, 2009; Trost, 2004; Kirk, 2006). To address this, the study sought to investigate two research questions: What are the main features of PE teachers’ existing health-pedagogies? What do these PE teachers need to learn to extend or improve their existing health pedagogies?
Cale, L. (2000) Physical activity promotion in schools – PE teachers’ views. European Journal of Physical Education, 5 (2), 158-167. Cale, L. & Harris, J. (2009) Fitness testing in physical education - a misdirected effort in promoting healthy lifestyles and physical activity? Physical Education and Sport Pedagogy, 14 (1), 89-108. Charmaz, K. (2006) Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis (London: Sage publications). Corbin, C.B. (2002) Physical activity for everyone: What every physical educator should know about promoting lifelong physical activity. Journal of Teaching in Physical Education, 21, 128-144. Department for Education and Skills and Department of Health, (2005). National Healthy School Status. A Guide for Schools (London: Author). Fardy, P.S., Azzollini, A. & Herman, A. (2004) Health-based physical education in urban high schools: the PATH program. Journal of Teaching in Physical Education, 23, 359-371. Kirk, D. (2006) The ‘obesity crisis’ and school physical education. Sport, Education and Society, 11 (2), 121-133. Kulinna, P.H., McCaughtry, N., Martin, J.J., Cothran, D. & Faust, R. (2008) The influence of professional development on teachers’ psychosocial perceptions of teaching a health-related physical education curriculum. Journal of Teaching in Physical Education, 27, 292-307. OFSTED (2009) Physical Education in schools 2005/8 (London: The Office for Standards in Education, Children's Services and Skills (Ofsted). Trost, S.G. (2004) School physical education in the post-report era: an analysis from public health. Journal of Teaching in Physical Education, 23, 318-337. Ward, L. (2009) Physical education teachers’ engagement with ‘health-related exercise’ and health-related continuing professional development: A health profile? (Loughborough: unpublished thesis Loughborough University).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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