Teachers of physical education (PE) have the responsibility to develop and teach programs that physically educate primary school children. How teachers achieve this aim is a critical consideration. Issues such as planning, delivery, and evaluation are constant themes of consideration; however, other areas of preparedness such as personal presentation are not often investigated. The purpose of this research study was to determine whether a primary school teacher’s choice of clothing in PE impacted children’s perceptions toward that teacher and the PE lesson. Primary school-aged children from six northern Alberta, Canada schools participated in the study. Quantitative data was collected through the use of a specificallydesigned Mannequin Clothing Assessment Questionnaire (MCAQ); while focus group interviews were employed to collect qualitative data. Both quantitative and qualitative data illustrated that teacher clothing is perceived by children to be important in PE lessons. Running shoes, athletic-style pants, and a golf shirt were perceived to be the most effective clothing choices for the ability to demonstrate, role modeling, safety, comfort, and mobility when teaching PE. This information may prove to be beneficial to the literature on effective teaching, teacher as a role model, and the symbolism of teacher clothing. Introduction Primary school physical education (PE) programs should provide breadth, variety, and educational experiences that help develop the whole child (Hickson, 2003). As each subject area can contribute unique strengths to educational programs, all subject areas must be taught effectively. In particular, research indicates that PE can positively affect child development (Fishburne, 2005; Pangrazi & Beighle, 2010; Physical and Health Education Canada, 2016). Children experience several benefits from quality PE programs such as: higher levels of selfefficacy; greater academic performance; less disruptive behaviour; less anxiety (Medina, 2008); improved physical skills (Rink, 2004; 2003); health benefits (Dauenhauer & Keating, 2011); and leadership opportunities (Lieberman, Arndt, & Daggett, 2007; Martinek & Schilling, 2003). In light of this understanding, it is essential that children are exposed to PE environments that promote teaching and learning (Hickson, 2003). Such environments would consist of wellplanned lessons with effective lesson delivery (Fishburne, 2005; Rink, 2006), proper assessment techniques (Metzler, 2005; Pangrazi & Beighle, 2010), and developmentally appropriate activities (Fishburne, 2005; Gleddie, Hickson, & Bradford, in press). PE environments that 21 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 promote learning such as providing opportunities to acquire knowledge, skills, and attitudes to choose healthy active lifestyles are often referred to as ‘quality learning’ environments (Cherubini, 2009; Hickson, 2003). In order for teachers of PE
{"title":"Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education","authors":"Brent Bradford, C. Hickson","doi":"10.18793/LCJ2017.21.03","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.03","url":null,"abstract":"Teachers of physical education (PE) have the responsibility to develop and teach programs that physically educate primary school children. How teachers achieve this aim is a critical consideration. Issues such as planning, delivery, and evaluation are constant themes of consideration; however, other areas of preparedness such as personal presentation are not often investigated. The purpose of this research study was to determine whether a primary school teacher’s choice of clothing in PE impacted children’s perceptions toward that teacher and the PE lesson. Primary school-aged children from six northern Alberta, Canada schools participated in the study. Quantitative data was collected through the use of a specificallydesigned Mannequin Clothing Assessment Questionnaire (MCAQ); while focus group interviews were employed to collect qualitative data. Both quantitative and qualitative data illustrated that teacher clothing is perceived by children to be important in PE lessons. Running shoes, athletic-style pants, and a golf shirt were perceived to be the most effective clothing choices for the ability to demonstrate, role modeling, safety, comfort, and mobility when teaching PE. This information may prove to be beneficial to the literature on effective teaching, teacher as a role model, and the symbolism of teacher clothing. Introduction Primary school physical education (PE) programs should provide breadth, variety, and educational experiences that help develop the whole child (Hickson, 2003). As each subject area can contribute unique strengths to educational programs, all subject areas must be taught effectively. In particular, research indicates that PE can positively affect child development (Fishburne, 2005; Pangrazi & Beighle, 2010; Physical and Health Education Canada, 2016). Children experience several benefits from quality PE programs such as: higher levels of selfefficacy; greater academic performance; less disruptive behaviour; less anxiety (Medina, 2008); improved physical skills (Rink, 2004; 2003); health benefits (Dauenhauer & Keating, 2011); and leadership opportunities (Lieberman, Arndt, & Daggett, 2007; Martinek & Schilling, 2003). In light of this understanding, it is essential that children are exposed to PE environments that promote teaching and learning (Hickson, 2003). Such environments would consist of wellplanned lessons with effective lesson delivery (Fishburne, 2005; Rink, 2006), proper assessment techniques (Metzler, 2005; Pangrazi & Beighle, 2010), and developmentally appropriate activities (Fishburne, 2005; Gleddie, Hickson, & Bradford, in press). PE environments that 21 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 promote learning such as providing opportunities to acquire knowledge, skills, and attitudes to choose healthy active lifestyles are often referred to as ‘quality learning’ environments (Cherubini, 2009; Hickson, 2003). In order for teachers of PE","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78047943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is about teacher perceptions of Indigenous content in Physical Education (PE). The research question being: What obstacles if any do Health and Physical Education (HPE) teachers experience in including Indigenous mention in PE? Individual and group interviews were used to collect data from executive and classroom HPE teachers as well as Indigenous Education Officers (IEOs) at three government high schools in the Australian Capital Territory (ACT). Figurational sociology was used to interpret the findings drawing upon the notion of relative power (Elias, 1998) in particular. Busy roles, limited resources and a shortage of time were given as reasons why teachers rarely taught Indigenous content. Those teachers reported that they required professional learning to meet what they considered to be a new requirement (to include Indigenous mention) in their lessons. Teacher perceptions of obstacles meant that the cultural richness of Aboriginal and Torres Strait Islander peoples was excluded in their teaching. Such an omission thereby limits the cultural and historical knowledge base that underpins the key idea of ‘value movement’ in the Australian Curriculum Health and Physical Education (AC HPE) (ACARA, 2015). Given the nature of the findings this article is relevant to primary, middle and senior years.
{"title":"Embedding Indigenous content in Australian physical education - Perceived obstacles by health and physical education teachers","authors":"John Williams","doi":"10.18793/LCJ2017.21.10","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.10","url":null,"abstract":"This paper is about teacher perceptions of Indigenous content in Physical Education (PE). The research question being: What obstacles if any do Health and Physical Education (HPE) teachers experience in including Indigenous mention in PE? Individual and group interviews were used to collect data from executive and classroom HPE teachers as well as Indigenous Education Officers (IEOs) at three government high schools in the Australian Capital Territory (ACT). Figurational sociology was used to interpret the findings drawing upon the notion of relative power (Elias, 1998) in particular. Busy roles, limited resources and a shortage of time were given as reasons why teachers rarely taught Indigenous content. Those teachers reported that they required professional learning to meet what they considered to be a new requirement (to include Indigenous mention) in their lessons. Teacher perceptions of obstacles meant that the cultural richness of Aboriginal and Torres Strait Islander peoples was excluded in their teaching. Such an omission thereby limits the cultural and historical knowledge base that underpins the key idea of ‘value movement’ in the Australian Curriculum Health and Physical Education (AC HPE) (ACARA, 2015). Given the nature of the findings this article is relevant to primary, middle and senior years.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82598211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inclusive Education (IE) has been an important aspect of the Australian education system for several decades (Armstrong, Armstrong & Barton, 2009). Students with disabilities (SWD) have a right to IE (Disability and Discrimination Act [DDA], 1992) and their development requires support, facilitation and the skill set from teachers to provide meaningful participation across all areas of the curriculum. However, there is limited information in Australia on how pre-service Physical Education (PE) teachers feel about their own ability to deliver inclusive pedagogy to SWD. This paper uses a thematic approach derived from Wallhead and O’Sullivan (2005) to examine 22 peer-reviewed journal articles. The aim was to determine themes which can contribute to understanding the attitudes of pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy for SWD. Four themes and their implications emerged from the literature, these included; (a) measurements to examine attitudes of pre-service PE teachers, (b) exploring pre-service PE teacher’s self-efficacy; (c) the effects of pre-service PE teachers’ practicum experiences; and (d) investigating the hands-on opportunities in Physical Education Teacher Education (PETE) programs. This review highlights inclusive pedagogy is inconsistently practiced at a pre-service level thereby affecting how pre-service PE teachers think when working with SWD. Subsequently, inconsistent practice requires PETE programs to review how inclusive pedagogy is incorporated into student learning outcomes for pre-service PE teachers to develop knowledge and practice for inclusion and, if it adequately prepares them to teach SWD. Research (Hodge & Elliot, 2013; Mangope, Mannathoko & Kuyini, 2013; Pedersen, Cooley & Hernandez, 2014) indicates inclusive pedagogy requires ongoing development at a pre-service level in order to increase the self-efficacy of pre-service teachers to provide meaningful opportunities for SWD in PE. From this review, the authors have identified there is a need to explore Australian pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy. Subsequently, further study needs to explore inclusive pedagogy in PE on a state-wide basis and how it can become embedded throughout an entire PETE program. 75 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017
{"title":"A review of the literature on inclusive pedagogy in physical education 2005-2015","authors":"Stephanie McNeil, K. Lante, S. Pill","doi":"10.18793/lcj2017.21.07","DOIUrl":"https://doi.org/10.18793/lcj2017.21.07","url":null,"abstract":"Inclusive Education (IE) has been an important aspect of the Australian education system for several decades (Armstrong, Armstrong & Barton, 2009). Students with disabilities (SWD) have a right to IE (Disability and Discrimination Act [DDA], 1992) and their development requires support, facilitation and the skill set from teachers to provide meaningful participation across all areas of the curriculum. However, there is limited information in Australia on how pre-service Physical Education (PE) teachers feel about their own ability to deliver inclusive pedagogy to SWD. This paper uses a thematic approach derived from Wallhead and O’Sullivan (2005) to examine 22 peer-reviewed journal articles. The aim was to determine themes which can contribute to understanding the attitudes of pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy for SWD. Four themes and their implications emerged from the literature, these included; (a) measurements to examine attitudes of pre-service PE teachers, (b) exploring pre-service PE teacher’s self-efficacy; (c) the effects of pre-service PE teachers’ practicum experiences; and (d) investigating the hands-on opportunities in Physical Education Teacher Education (PETE) programs. This review highlights inclusive pedagogy is inconsistently practiced at a pre-service level thereby affecting how pre-service PE teachers think when working with SWD. Subsequently, inconsistent practice requires PETE programs to review how inclusive pedagogy is incorporated into student learning outcomes for pre-service PE teachers to develop knowledge and practice for inclusion and, if it adequately prepares them to teach SWD. Research (Hodge & Elliot, 2013; Mangope, Mannathoko & Kuyini, 2013; Pedersen, Cooley & Hernandez, 2014) indicates inclusive pedagogy requires ongoing development at a pre-service level in order to increase the self-efficacy of pre-service teachers to provide meaningful opportunities for SWD in PE. From this review, the authors have identified there is a need to explore Australian pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy. Subsequently, further study needs to explore inclusive pedagogy in PE on a state-wide basis and how it can become embedded throughout an entire PETE program. 75 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77211737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Stapinski, S. Lawler, N. Newton, B. Reda, C. Chapman, M. Teesson
There is increasing evidence that drug education and prevention programs implemented in schools are effective in reducing alcohol and drug use and associated harm. Despite this, evidence-based programs are not widely implemented in schools. We describe the development and evaluation of Positive Choices, an online portal to improve access to, and implementation of, evidence-based drug education in Australian schools. The portal was developed in consultation with drug and alcohol experts, as well as target users (teachers, parents and students). Research literature and drug education websites were systematically reviewed to identify resources meeting pre-specified inclusion criteria for relevance and quality. An evaluation survey was conducted with 82 teachers to clarify drug education practices and attitudes, and examine use and impact of Positive Choices in the first eight months post-launch of the site. Teacher survey responses reflected a strong preference for evidence-based teaching approaches, yet evidence-based programs were implemented by less than one in four of them. 153 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 Scoping identified 114 evidence-informed resources, including a range of games, videos, and curriculum packages. Beta-testing feedback was overwhelming positive, indicating the Positive Choices portal was easy to navigate, relevant and useful. Teachers who used Positive Choices were more likely to consider supporting evidence when selecting a resource, reported their students were more engaged and felt more comfortable discussing drug and alcohol since using the portal. This study indicates the Positive Choices portal is a valuable, free and easily accessible online database for students, parents and teachers seeking up-to-date information and evidencebased drug education resources.
{"title":"Empowering young people to make Positive Choices: Evidence-based resources for the prevention of alcohol and other drug use in Australian schools","authors":"L. Stapinski, S. Lawler, N. Newton, B. Reda, C. Chapman, M. Teesson","doi":"10.18793/LCJ2017.21.12","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.12","url":null,"abstract":"There is increasing evidence that drug education and prevention programs implemented in schools are effective in reducing alcohol and drug use and associated harm. Despite this, evidence-based programs are not widely implemented in schools. We describe the development and evaluation of Positive Choices, an online portal to improve access to, and implementation of, evidence-based drug education in Australian schools. The portal was developed in consultation with drug and alcohol experts, as well as target users (teachers, parents and students). Research literature and drug education websites were systematically reviewed to identify resources meeting pre-specified inclusion criteria for relevance and quality. An evaluation survey was conducted with 82 teachers to clarify drug education practices and attitudes, and examine use and impact of Positive Choices in the first eight months post-launch of the site. Teacher survey responses reflected a strong preference for evidence-based teaching approaches, yet evidence-based programs were implemented by less than one in four of them. 153 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 Scoping identified 114 evidence-informed resources, including a range of games, videos, and curriculum packages. Beta-testing feedback was overwhelming positive, indicating the Positive Choices portal was easy to navigate, relevant and useful. Teachers who used Positive Choices were more likely to consider supporting evidence when selecting a resource, reported their students were more engaged and felt more comfortable discussing drug and alcohol since using the portal. This study indicates the Positive Choices portal is a valuable, free and easily accessible online database for students, parents and teachers seeking up-to-date information and evidencebased drug education resources.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76344999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of Physical Education (PE) in Australia is multifaceted, with physical activity (PA) participation recognised as the means by which a variety of learning outcomes are achieved. There is evidence to suggest that PA accrued during PE has the potential to be health enhancing. It may also be the only opportunity for some children, especially those from low socioeconomic backgrounds to accrue PA. This paper identifies criterion-referenced pedometer step guidelines as a valid, reliable, unobtrusive, and cost-effective means by which PA can be objectively quantified in PE settings. With the current state of the Health and Physical Education national curriculum area in focus, the application of pedometer step guidelines in PE settings are outlined. Introduction: Physical activity and the curriculum The Australian Curriculum for Health and Physical Education (ACHPE) suggests that Physical Education (PE) should be a foundation for lifelong physical activity (PA) participation. It also recommends appreciation of the significance of PA in society locally and globally (Australian Curriculum, Assessment and Reporting Authority, 2014). Brooker and Clennet (2005) suggested that although government and public expectations of PE to realise PA participation outcomes has served to narrow the scope of health and PE, few would argue that PA participation is not inherent to Australian PE. The Australian Council for Health, Physical Education and Recreation (ACHPER) (2009) acknowledge this position in a statement that is intended to inform the development of the Australian Health and Physical Education (HPE) Curriculum: Contexts of physical activity and sport are therefore central to HPE (ACHPER, 2009, p. 3-4) [...] “Students should be provided with HPE learning experiences that will enable them to” (ACHPER, 2009, p. 5-6). Although PA participation is recognised as the means by which PE learning outcomes can be realised and that PA appreciation and participation beyond the PE setting “now and in the future” is a goal rather than PE’s primary statement of learning content, PA is intrinsic to Australian PE contextually and pedagogically. 181 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 Physical activity in physical education Several studies have shown that PA accrued in PE settings is associated with improved health outcomes in children and adolescents weight status (Datar & Sturm, 2004; Sollerhed & Ejlertsson, 2008; Wardle, Brodersen & Boniface, 2007) bone health (Weeks, Young & Beck, 2008) and blood pressure (Mc Murray et al., 2002). Some evidence also indicates that engagement in PE during childhood is associated with long-term positive effects on PA level, attitudes toward PA, and perceptions of barriers to PA during adulthood. Additionally, review papers have identified associations between curricular-PA or PE and academic performance. The contribution PE-based PA makes in relation to total daily
{"title":"Pedometer step guidelines for physical education settings","authors":"Terry Magias, K. Ridley, S. Pill","doi":"10.18793/lcj2017.21.14","DOIUrl":"https://doi.org/10.18793/lcj2017.21.14","url":null,"abstract":"The role of Physical Education (PE) in Australia is multifaceted, with physical activity (PA) participation recognised as the means by which a variety of learning outcomes are achieved. There is evidence to suggest that PA accrued during PE has the potential to be health enhancing. It may also be the only opportunity for some children, especially those from low socioeconomic backgrounds to accrue PA. This paper identifies criterion-referenced pedometer step guidelines as a valid, reliable, unobtrusive, and cost-effective means by which PA can be objectively quantified in PE settings. With the current state of the Health and Physical Education national curriculum area in focus, the application of pedometer step guidelines in PE settings are outlined. Introduction: Physical activity and the curriculum The Australian Curriculum for Health and Physical Education (ACHPE) suggests that Physical Education (PE) should be a foundation for lifelong physical activity (PA) participation. It also recommends appreciation of the significance of PA in society locally and globally (Australian Curriculum, Assessment and Reporting Authority, 2014). Brooker and Clennet (2005) suggested that although government and public expectations of PE to realise PA participation outcomes has served to narrow the scope of health and PE, few would argue that PA participation is not inherent to Australian PE. The Australian Council for Health, Physical Education and Recreation (ACHPER) (2009) acknowledge this position in a statement that is intended to inform the development of the Australian Health and Physical Education (HPE) Curriculum: Contexts of physical activity and sport are therefore central to HPE (ACHPER, 2009, p. 3-4) [...] “Students should be provided with HPE learning experiences that will enable them to” (ACHPER, 2009, p. 5-6). Although PA participation is recognised as the means by which PE learning outcomes can be realised and that PA appreciation and participation beyond the PE setting “now and in the future” is a goal rather than PE’s primary statement of learning content, PA is intrinsic to Australian PE contextually and pedagogically. 181 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 Physical activity in physical education Several studies have shown that PA accrued in PE settings is associated with improved health outcomes in children and adolescents weight status (Datar & Sturm, 2004; Sollerhed & Ejlertsson, 2008; Wardle, Brodersen & Boniface, 2007) bone health (Weeks, Young & Beck, 2008) and blood pressure (Mc Murray et al., 2002). Some evidence also indicates that engagement in PE during childhood is associated with long-term positive effects on PA level, attitudes toward PA, and perceptions of barriers to PA during adulthood. Additionally, review papers have identified associations between curricular-PA or PE and academic performance. The contribution PE-based PA makes in relation to total daily","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75456967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper focuses on how children develop particular understandings about health and about their bodies through formal and informal learning processes. It will discuss findings from a two year long ethnographic study undertaken in Aotearoa New Zealand that explored how primary school aged children reproduce health messages. The study drew on Shilling’s (2008) notion of corporeal perfection, referring to the ‘ideal body’, an image that is often cultivated as acceptable with children. This paper discusses opportunities that teachers have to reinforce messages about health during and following a health intervention called Healthy Homework. Findings from this doctoral research illustrate ways in which health programmes and resources overtly and inadvertently limit understandings of what it is to be healthy and what constitutes a healthy body. The reading book Mum’s Diet (Cowley, 1987) provides a framework for discussion on children’s understanding of health and healthy bodies. The findings illustrated that understandings of health can often be re-contextualised, resulting in children’s voice being a reproduction of the cultural norms afforded them through their school and home environments.
{"title":"Mum’s Diet and children’s voice in health education","authors":"D. Atkins","doi":"10.18793/LCJ2017.21.13","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.13","url":null,"abstract":"This paper focuses on how children develop particular understandings about health and about their bodies through formal and informal learning processes. It will discuss findings from a two year long ethnographic study undertaken in Aotearoa New Zealand that explored how primary school aged children reproduce health messages. The study drew on Shilling’s (2008) notion of corporeal perfection, referring to the ‘ideal body’, an image that is often cultivated as acceptable with children. This paper discusses opportunities that teachers have to reinforce messages about health during and following a health intervention called Healthy Homework. Findings from this doctoral research illustrate ways in which health programmes and resources overtly and inadvertently limit understandings of what it is to be healthy and what constitutes a healthy body. The reading book Mum’s Diet (Cowley, 1987) provides a framework for discussion on children’s understanding of health and healthy bodies. The findings illustrated that understandings of health can often be re-contextualised, resulting in children’s voice being a reproduction of the cultural norms afforded them through their school and home environments.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78058326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The assessment, measurement, and support of child wellbeing has garnered a substantive amount of research due to its widespread acceptance as the foundation of healthy development and future health and wellbeing. Despite this sustained interest, current understandings have derived almost exclusively from adult conceptualisations of wellbeing, contributing to the implicit and explicit exclusion of children’s voices in child wellbeing research, policy, and practice. This has resulted in a fundamentally deficit view of children in relation to their health and wellbeing, where child health and wellbeing are benchmarked along developmental trajectories relating largely to skills and school readiness. Despite the pervasiveness of developmental perspectives of health and wellbeing in childhood, however, both national curricula, the Early Years Learning Framework (birth-to-five years of age) and the Australian Curriculum: Health and Physical Education learning area (AC:HPE) (foundation to year 10) (Australian Curriculum Assessment and Reporting Authority, 2013) highlight the need for children to be active and engaged participants in their own and others’ wellbeing, and position children as beings who bring with them personal, relational, and community strengths and assets. This paper reports on a study that used emoji as a child-centred method for eliciting young children’s (n=78) perspectives of their own wellbeing. The findings of the study suggest that a range of young children are able to articulate their own understandings and experiences of wellbeing using emoji, and the value of this tool as a strengths-based approach for meeting curricular outcomes and supporting child wellbeing. This paper provides a rationale for the use of child-centred tools to re-position child wellbeing from a deficit to a strengths-based approach through the facilitation of children’s exploration and communication of their own understandings and experiences of wellbeing.
{"title":"Using emoji as a tool to support children’s wellbeing from a strength-based approach","authors":"Jennifer Fane","doi":"10.18793/LCJ2017.21.08","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.08","url":null,"abstract":"The assessment, measurement, and support of child wellbeing has garnered a substantive amount of research due to its widespread acceptance as the foundation of healthy development and future health and wellbeing. Despite this sustained interest, current understandings have derived almost exclusively from adult conceptualisations of wellbeing, contributing to the implicit and explicit exclusion of children’s voices in child wellbeing research, policy, and practice. This has resulted in a fundamentally deficit view of children in relation to their health and wellbeing, where child health and wellbeing are benchmarked along developmental trajectories relating largely to skills and school readiness. Despite the pervasiveness of developmental perspectives of health and wellbeing in childhood, however, both national curricula, the Early Years Learning Framework (birth-to-five years of age) and the Australian Curriculum: Health and Physical Education learning area (AC:HPE) (foundation to year 10) (Australian Curriculum Assessment and Reporting Authority, 2013) highlight the need for children to be active and engaged participants in their own and others’ wellbeing, and position children as beings who bring with them personal, relational, and community strengths and assets. This paper reports on a study that used emoji as a child-centred method for eliciting young children’s (n=78) perspectives of their own wellbeing. The findings of the study suggest that a range of young children are able to articulate their own understandings and experiences of wellbeing using emoji, and the value of this tool as a strengths-based approach for meeting curricular outcomes and supporting child wellbeing. This paper provides a rationale for the use of child-centred tools to re-position child wellbeing from a deficit to a strengths-based approach through the facilitation of children’s exploration and communication of their own understandings and experiences of wellbeing.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81395224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Western Australia (WA), health education (HE) is timetabled as a separate, discipline-based subject belonging to the health and physical education (HPE) learning area. Globally, this subject is identified as a key site to support and strengthen the health and wellbeing of children and young people. In WA, teachers from outside-of-the-field of HPE are commonly used to deliver HE. This situation is not exclusive to HE nor to WA, and in some circles is referred to as education’s dirty little secret. This mixed-methods study critically examined the role of the teacher in the delivery of HE with the purpose of continuing previous WA-based research and responding to a gap in data with regard to the qualifications of the teachers. The study obtained questionnaire responses from 75 teachers delivering HE in 49 different lower secondary government schools across the state with nine teachers interviewed after the first round of quantitative data collection to provide contexualised information of the WA setting. The study found that half of the teachers delivering HE were unprepared to do so.
{"title":"Rumination, realignment and reflection: Who is really teaching health education in secondary schools?","authors":"D. Barwood","doi":"10.18793/LCJ2017.21.05","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.05","url":null,"abstract":"In Western Australia (WA), health education (HE) is timetabled as a separate, discipline-based subject belonging to the health and physical education (HPE) learning area. Globally, this subject is identified as a key site to support and strengthen the health and wellbeing of children and young people. In WA, teachers from outside-of-the-field of HPE are commonly used to deliver HE. This situation is not exclusive to HE nor to WA, and in some circles is referred to as education’s dirty little secret. This mixed-methods study critically examined the role of the teacher in the delivery of HE with the purpose of continuing previous WA-based research and responding to a gap in data with regard to the qualifications of the teachers. The study obtained questionnaire responses from 75 teachers delivering HE in 49 different lower secondary government schools across the state with nine teachers interviewed after the first round of quantitative data collection to provide contexualised information of the WA setting. The study found that half of the teachers delivering HE were unprepared to do so.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87108844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher Education programs have a unique and important role to play in assisting pre-service teachers (PSTs) to deliver developmentally-appropriate physical education (PE) classes. Despite this important role, the ‘physical’ nature of PE classes and the growing externallyfocused environment of online tertiary education programs can make it challenging to provide access to real-life practical PE learning experiences for PSTs. One possible solution to this is facilitating simulated on-campus learning experiences to those online. A form of technology that has emerged within educational contexts that has the potential to simulate PE learning and address a number of key learning areas is GoPro video recording devices. To date, there is little investigation of the potential of simulating PE practical learning processes via GoPro video technology. The aim of this paper is to report on teacher field note observations and reflections underpinned by a Technological Pedagogical and Content Knowledge (TPACK) framework. It was revealed that the suitability of GoPro technology was enforced by its portable nature and the ability of the camera to capture point-of-view vision. It is vital for teacher training programs to enhance PST ‘readiness’ by providing simulated experiences from PE practical classes to ensure graduate standards are met. Introduction The effective preparation of physical education (PE) teachers in our modern society is vital. The readiness of our future PE teachers within the overall subject of Health and Physical Education (HPE) continues to be evaluated as the training methods, tools and delivery to facilitate PE teaching preparation continues to evolve (McMahon & Dinan-Thompson, 2014). Yet questions still remain as to how technology can be integrated within PE teaching in a pedagogically appropriate manner (Juniu, 2011). In 1998, Shulman reported that teachers should have the ability to demonstrate content knowledge via pedagogical methods that are adaptable to the learning profiles of students irrespective of the educational setting (for example, practical classes on basketball courts). Due to the practical nature of PE often being taught away from structured, seated classrooms, it is important that PE teachers consider technology integration that can be applied beyond the confines of a classroom to capture and enhance student engagement (Juniu, 2011). Pre-service teachers (PSTs) must develop the appropriate pedagogical knowledge and subsequent application of a variety of teaching skills to use in practical contexts that often differ from other teaching disciplines (Hyndman, 2017). 7 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 The expectation to prepare Physical Education Teacher Education (PETE) PSTs for innovative teaching practices is reflected in the Tertiary Education Ministry Advisory Group (TEMAG) recommendations and Australian Institute for Teaching and School Leaders
{"title":"The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0","authors":"B. Hyndman, Lisa H. Papatraianou","doi":"10.18793/LCJ2017.21.02","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.02","url":null,"abstract":"Teacher Education programs have a unique and important role to play in assisting pre-service teachers (PSTs) to deliver developmentally-appropriate physical education (PE) classes. Despite this important role, the ‘physical’ nature of PE classes and the growing externallyfocused environment of online tertiary education programs can make it challenging to provide access to real-life practical PE learning experiences for PSTs. One possible solution to this is facilitating simulated on-campus learning experiences to those online. A form of technology that has emerged within educational contexts that has the potential to simulate PE learning and address a number of key learning areas is GoPro video recording devices. To date, there is little investigation of the potential of simulating PE practical learning processes via GoPro video technology. The aim of this paper is to report on teacher field note observations and reflections underpinned by a Technological Pedagogical and Content Knowledge (TPACK) framework. It was revealed that the suitability of GoPro technology was enforced by its portable nature and the ability of the camera to capture point-of-view vision. It is vital for teacher training programs to enhance PST ‘readiness’ by providing simulated experiences from PE practical classes to ensure graduate standards are met. Introduction The effective preparation of physical education (PE) teachers in our modern society is vital. The readiness of our future PE teachers within the overall subject of Health and Physical Education (HPE) continues to be evaluated as the training methods, tools and delivery to facilitate PE teaching preparation continues to evolve (McMahon & Dinan-Thompson, 2014). Yet questions still remain as to how technology can be integrated within PE teaching in a pedagogically appropriate manner (Juniu, 2011). In 1998, Shulman reported that teachers should have the ability to demonstrate content knowledge via pedagogical methods that are adaptable to the learning profiles of students irrespective of the educational setting (for example, practical classes on basketball courts). Due to the practical nature of PE often being taught away from structured, seated classrooms, it is important that PE teachers consider technology integration that can be applied beyond the confines of a classroom to capture and enhance student engagement (Juniu, 2011). Pre-service teachers (PSTs) must develop the appropriate pedagogical knowledge and subsequent application of a variety of teaching skills to use in practical contexts that often differ from other teaching disciplines (Hyndman, 2017). 7 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 The expectation to prepare Physical Education Teacher Education (PETE) PSTs for innovative teaching practices is reflected in the Tertiary Education Ministry Advisory Group (TEMAG) recommendations and Australian Institute for Teaching and School Leaders","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78594542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book review: Leading and Managing Indigenous Education in the Postcolonial World","authors":"S. Smith","doi":"10.18793/LCJ2016.20.09","DOIUrl":"https://doi.org/10.18793/LCJ2016.20.09","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81919532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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