scholarly journals Physical education and health promotion: a qualitative study of teachers’ perceptions

2002 ◽  
Vol 102 (3) ◽  
pp. 113-123 ◽  
Author(s):  
Ken Green ◽  
Miranda Thurston
Keyword(s):  
Health Promotion ◽  
Physical Education ◽  
Qualitative Study ◽  
Teachers Perceptions ◽  
Education And Health

scholarly journals Educación Física y promoción de la salud: estrategias de intervención en la escuela (Physical Education and health promotion: strategies of intervention in the school)

Retos ◽  
2015 ◽  
pp. 186-191 ◽  
Author(s):  
Lourdes Rué Rosell ◽  
Maria Ángeles Serrano Alfonso
Keyword(s):  
Health Promotion ◽  
Physical Education ◽  
Learning Communities ◽  
Primary Education ◽  
School Health ◽  
Healthy Habits ◽  
Education And Health ◽  
Palabras Clave ◽  
Web Of Knowledge ◽  
Educación Primaria

Este trabajo pretende profundizar, desde una perspectiva multidisciplinar, en las posibilidades de estrategias e intervenciones que ofrece la Educación Física en el contexto educativo, concretamente en la educación primaria, y que contribuyen al establecimiento de hábitos saludables en el alumnado y que pueden extenderse más allá del propio alumnado. La identificación de tales intervenciones se ha realizado a partir de una revisión profunda de las bases de datos que recogen las publicaciones de más impacto internacional a través de la Web of Knowledge. Asimismo, se presenta la potencial aplicabilidad de estas prácticas, por compartir algunas de las características que las definen o por ser propuestas ya compartidas, en centros educativos que se han transformado en Comunidades de Aprendizaje. Palabras clave: Educación Física, Educación Primaria, Estrategias de intervención en la escuela, Promoción de la salud, Comunidades de aprendizaje.Abstract: This paper focus, from a multidisciplinary approach, on the strategies and interventions that physical education offers in the establishment of healthy habits in the educative context, specifically in primary education. Physical education is contributing to establish healthy habits among students and can be extended further the students, to the community. The identification of these strategies and interventions has been done through the literature review of publications with the highest international impact and which are collected on the ISI Web of Knowledge. Moreover, the paper also presents the applicability of these interventions to educative centers that have decided to transform into Learning Communities, because sharing some of their characteristics or proposals. Key words: Physical Education, Primary Education, Strategies of intervention in the school, Health promotion, Learning Communities.

scholarly journals School Nurses’ perspectives on the role of the school nurse in health education and health promotion in England: a qualitative study

BMC Nursing ◽  
2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Beverley A. Hoekstra ◽  
Vicki L. Young ◽  
Charlotte V. Eley ◽  
Meredith K. D. Hawking ◽  
Cliodna A. M. McNulty
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Qualitative Study ◽  
School Nurse ◽  
School Nurses ◽  
Education And Health

Exergames as a Teaching Tool in Physical Education?

2013 ◽  
Vol 22 (5-6) ◽  
pp. 369-386 ◽  
Author(s):  
Jane Meckbach ◽  
Béatrice Gibbs ◽  
Jonas Almqvist ◽  
Marie Öhman ◽  
Mikael Quennerstedt
Keyword(s):  
Physical Education ◽  
Video Game ◽  
Physical Inactivity ◽  
Teaching Tool ◽  
Descriptive Data ◽  
Teachers Perceptions ◽  
Education And Health ◽  
Teaching Content ◽  
Different Types ◽  
New Type

Abstract Video games are often highlighted as risk factors in relation to physical inactivity and increasing levels of obesity. Now a new type of video game, the exergame, has entered the market. In recent years, several countries have increasingly foregrounded exergames as a possible activity for use in school PE and as perhaps improving young people’s knowledge, skills, attitudes, and behaviors in relation to health and physical exercise. The purpose of this study is to explore Swedish PE teachers’ perceptions and use of exergames and also the barriers to and reasons for using exergames based on a survey containing closed- and open-ended questions. A total of 493 teachers (10% of all Swedish PE teachers) answered the questionnaire. The responses were coded and entered into SPSS, allowing for both descriptive data and cross-table analyses. The results show that 80 percent are familiar with exergames, 17 percent are recreational exergamers, and a few (3%) have tried using exergames in physical education and health. The reasons for introducing exergames are generally as follows: encouraging physical activity, offering different types of movement, and having fun. The barriers to introducing exergames are mainly: financial, prioritizing other activities, and the teachers’ own knowledge. The majority of the PE teachers are generally positive to introducing exergames as a teaching aid into their subject. However, this requires developing the teachers’ own knowledge of exergames. The choice of teaching content and the introduction of new activities and teaching tools also involve critically examining the games, and this, in turn, entails didactic reflection.

Health-Saving Technologies in Preschoolers’ Physical Education and Health Promotion

10.12737/4670 ◽  
2014 ◽  
Vol 3 (2) ◽  
pp. 77-78
Author(s):  
Зайцева ◽  
O. Zaytseva
Keyword(s):  
Health Promotion ◽  
Physical Education ◽  
Preschool Education ◽  
Education Programme ◽  
Primary Task ◽  
Educational Technologies ◽  
Federal State ◽  
Education And Health ◽  
Individual Traits

Modern educational technologies and preschool educational programs based on the «Federal State Requirements to the Structure of Basic General Preschool Education Programme» call for developing special type of interaction with children, with the primary task to create conditions for development of each child, with regard to his individual traits, capabilities and interests.

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

scholarly journals I wonder if robots will take care of me when I am old: Positive aging representations of professionals working in health promotion services

2016 ◽  
Vol 21 (12) ◽  
pp. 2872-2881 ◽  
Author(s):  
Catrinel Craciun ◽  
Uwe Flick
Keyword(s):  
Health Promotion ◽  
Qualitative Study ◽  
Institutional Context ◽  
Actual Practice ◽  
Active Aging ◽  
Positive Aging ◽  
The Social ◽  
Practice Gap ◽  
Agency Models ◽  
Theory Practice Gap

How the social and institutional context is structured and represented by its actors has an impact on positive aging representations. This qualitative study explores professionals’ views on positive aging, how they promote positive aging in their practice and what disparities occur between their discourses and the actual practice of promoting positive aging. Interviews were conducted with professionals from different active aging promotion services and analyzed with thematic coding. Findings show professionals hold negative views on aging while trying to promote positive views in their work, illustrating an existing theory-practice gap. Strategies used in practice can be integrated in existing agency models and inform interventions and active aging policies.

scholarly journals Community participation in rural Ecuador’s school feeding programme

2017 ◽  
Vol 117 (2) ◽  
pp. 176-192 ◽  
Author(s):  
Irene Torres ◽  
Venka Simovska
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Community Participation ◽  
Rural Schools ◽  
Local Conditions ◽  
Content Type ◽  
School Feeding ◽  
Education And Health ◽  
Meaningful Participation ◽  
Small Rural Schools

Purpose The purpose of this paper is to contribute to the debate concerning community participation in school-based health education and health promotion, with regard to food and nutrition. Design/methodology/approach Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the school feeding programme (SFP) in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the health promoting school (HPS) paradigm. Findings The findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, though very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings. Research limitations/implications The study shows that the meaningful participation of the parents and community members in small rural schools in a low- to middle-income country such as Ecuador can be linked to an empowered stance towards the SFP so that it is better tuned to local conditions, priorities and systems of meaning. School leadership, geographical characteristics and internal community organization seem to influence how participation is valued and enacted. Challenges remain in the interpretations of community participation, including counter- and non-participation of members. Originality/value The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.

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