scholarly journals Sex Education in Primary Schools?

2002 ◽  
Author(s):  
Jill Young
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Sex Education ◽  
Primary Schools ◽  
Biological Process ◽  
Primary Students ◽  
Health And Physical Education ◽  
Social And Emotional ◽  
1960S And 1970S ◽  
The 1960S

The introduction of sex education into primary schools in New Zealand was a controversial and contested issue throughout the 1960s and 1970s. This article explores key documents and legislation produced during the period. It is argued that the controversy surrounding sex education for primary students resulted in the implementation in the 1980s of a largely fact-based curriculum, focusing on the biological process of pubertal change rather than social and emotional issues surrounding sexuality. The implementation of the 1999 curriculum document Health and Physical Education in the New Zealand Curriculum is also briefly discussed.

Classroom teachers’ and administrators’ views of teaching health and physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 448-464
Author(s):  
Dominique Banville ◽  
Ben Dyson ◽  
Pamela H Kulinna ◽  
Michalis Stylianou
Keyword(s):  
Physical Activity ◽  
New Zealand ◽  
Physical Education ◽  
Professional Learning ◽  
School Environment ◽  
Primary Schools ◽  
National Curriculum ◽  
Classroom Teachers ◽  
Health And Physical Education ◽  
Aotearoa New Zealand

Teacher efficacy influences what and how they teach. This may be particularly important to consider in Aotearoa New Zealand contexts where primary classroom teachers teach health and physical education and use physical activity breaks with little training. It remains unclear how classroom teachers perceive this role and how to better support them. The purpose of this study was to investigate classroom teachers’ and administrators’ views of teaching health and physical education, including physical activity behaviours, in primary schools in Aotearoa New Zealand. Participants were 10 teachers and three administrators from two schools selected as a purposive sample. Data were collected through formal interviews, field notes, and photographs, and were analysed using inductive analysis and constant comparison. The findings are shared using four themes: (a) support for physical activity breaks; (b) support for curriculum content in health and physical education and ‘Kiwi’ sport culture; (c) teachers’ influence level; and (d) school environment. Overall, teachers and administrators felt very efficacious in their roles of creating healthy and active schools. These teachers also appeared to be confused regarding the difference between physical education, sport, and physical activity. They did feel, however, that instructional self-efficacy could be improved through enhanced content and pedagogy taught in teacher education programmes, and increased opportunities for professional learning and development. Potentially, this could lead to more time spent teaching the health and physical education content as well as a greater focus on the national curriculum for health and physical education being taught in Aotearoa New Zealand.

“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Ben Dyson ◽  
Donal Howley ◽  
Yanhua Shen
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Cooperative Learning ◽  
Primary Schools ◽  
Social And Emotional Learning ◽  
Primary Teachers ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Aotearoa New Zealand ◽  
Teachers Perspectives

Purpose: The purpose of this study was to explore primary teachers’ perspectives of implementing cooperative learning (CL) to accomplish social and emotional learning (SEL) in Aotearoa New Zealand physical education. Method: A qualitative case study design gathered data from 21 teachers at four primary schools using interviews, focus groups, and field notes. Inductive and deductive analysis were used for data analysis. Findings: Four primary themes are presented: emotional processes, social and interpersonal skills, students working it out, and taking time. Findings show that using CL as a pedagogical approach allowed teachers to teach for and accomplish SEL outcomes while accomplishing broader learning outcomes in physical education. However, there appeared to be shortcomings and constraints in the implementation of CL to accomplish SEL outcomes comprehensively. Conclusion: Future research should look to examine and connect professional learning involving pedagogical approaches like CL in physical education to SEL theory and school settings to enhance learning.

O początkach wychowania seksualnego w Polsce i kontestacji młodzieżowej na Zachodzie – zapis ostatniego wywiadu z Profesorem Andrzejem Jaczewskim

2021 ◽  
pp. 188-205
Author(s):  
Julia Stępniewska ◽  
Piotr Zańko ◽  
Adam Fijałkowski
Keyword(s):  
Sex Education ◽  
Auxiliary Function ◽  
Sexual Revolution ◽  
Sexual Education ◽  
The West ◽  
The Social ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University ◽  
The Relationship

In this text, we ask about the relationship between sexual education in Poland in the 1960s and 1970s with the cultural contestation and the moral (including sexual) revolution in the West as seen through the eyes of Prof. Andrzej Jaczewski (1929–2020) – educationalist, who for many years in 1970s and 1980s conducted seminars at the University of Cologne, pediatrician, sexologist, one of the pioneers of sexual education in Poland. The movie “Sztuka kochania. Historia Michaliny Wisłockiej” (“The Art of Love. The Story of Michalina Wisłocka” [1921–2005]), directed in 2017 by Maria Sadowska, was the impulse for our interview. After watching it, we discovered that the counter-cultural background of the West in the 1960s and 1970s was completely absent both in the aforementioned film and in the discourse of Polish sex education at that time. Moreover, Andrzej Jaczewski’s statement (July 2020) indicates that the Polish concept of sexual education in the 1960s and 1970s did not arise under the influence of the social and moral revolution in the West at the same time, and its originality lay in the fact that it was dealt with by professional doctors-specialists. We put Andrzej Jaczewski’s voice in the spotlight. Our voice is usually muted in this text, it is more of an auxiliary function (Chase, 2009). Each of the readers may impose their own interpretative filter on the story presented here.

scholarly journals Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand

2018 ◽  
Vol 25 (1) ◽  
pp. 273-290 ◽  
Author(s):  
Göran Gerdin ◽  
Rod Allan Philpot ◽  
Lena Larsson ◽  
Katarina Schenker ◽  
Susanne Linnér ◽  
...  
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Physical Education ◽  
School Health ◽  
Neoliberal Globalization ◽  
Health And Physical Education ◽  
Physical Education Teacher Education ◽  
Paper Record ◽  
Social Justice Teaching ◽  
Equitable Outcomes

The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

‘BEAMED DIRECTLY TO THE CHILDREN’: SCHOOL BROADCASTING AND SEX EDUCATION IN BRITAIN IN THE 1960s AND 1970s

2015 ◽  
Vol 25 ◽  
pp. 187-214 ◽  
Author(s):  
Mara Gregory
Keyword(s):  
Sex Education ◽  
Sexual Morality ◽  
British Broadcasting Corporation ◽  
Research Project ◽  
Broadcast Media ◽  
Types Of Knowledge ◽  
1960S And 1970S ◽  
The 1960S

ABSTRACTThis paper presents findings from a larger research project that addresses the production, content and reception of sex education broadcasts produced by the British Broadcasting Corporation and Independent Television in the 1960s and 1970s. More than educational aids, these programmes were vehicles of communication with explicit and implicit messages regarding sexual morality and the nature of childhood. With a focus on the broadcast media and their modes of address to children, this paper connects sex education content with classroom practice and broadly questions how broadcasts portrayed and authorised certain images, types of knowledge and methods for teaching children about sex.

The outsourcing of health and physical education

2017 ◽  
Vol 24 (3) ◽  
pp. 349-371 ◽  
Author(s):  
Leigh Sperka ◽  
Eimear Enright
Keyword(s):  
Physical Education ◽  
Scoping Review ◽  
Primary Schools ◽  
Empirical Work ◽  
School Level ◽  
Health And Physical Education ◽  
Manual Search ◽  
Length Data ◽  
Scholarly Inquiry ◽  
Selection Of

The outsourcing, or external provision, of Health and Physical Education (HPE) has only relatively recently become the focus of research. This critical scoping review of empirical work on outsourcing in HPE seeks to examine the extent, nature, and range of research that has been undertaken and provide a context for future scholarly inquiry. Literature was sourced from two educational databases, a manual search of five HPE journals, and searches of citations and references. A content analysis of the 31 empirical articles retrieved was undertaken to identify country of origin, study focus, participants recruited, subject and school level researched, study length, data sources, nature of analysis, and theoretical framework. This was followed by a critical analysis of the findings of each empirical study to identify knowledge gaps regarding the outsourcing of HPE. This process revealed that outsourcing varied from being an explicit research focus to becoming of interest as a result of the findings of the study. Nonetheless, there was consistency across all publications in the selection of primary schools as data collection contexts and the recruitment of either school staff or external agency employees as research participants. Thematic analysis of the findings of the articles resulted in three dominant themes: ‘curriculum, pedagogy, and assessment’, ‘expertise’, and ‘partnerships’. Overall, this critical scoping review highlighted that it is crucial that outsourcing continues to be a focus of inquiry for the field and that both balance and depth is sought in the research design of studies that are undertaken.

The Concerns of Physical Education Student Teachers: A Developmental View

1985 ◽  
Vol 4 (3) ◽  
pp. 202-211 ◽  
Author(s):  
Teresa E. Boggess ◽  
Ronald E. McBride ◽  
David C. Griffey
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Education Student ◽  
Areas Of Concern ◽  
Level Of Concern ◽  
1960S And 1970S ◽  
The 1960S

This study was conducted to assess the level of concern that exists in physical education student teachers with regard to self, task, and impact—three areas of concern identified by Frances Fuller and her colleagues during the 1960s and 1970s. The study follows the changes in the level of concern during the student teaching semester. Information gathered was subjected to factor analysis where it was found that Fuller’s three constructs did not exist among the physical education student teachers sampled. Rather, a more elaborate pattern of concern development was uncovered than that reported in previous work. The authors make recommendations for the supervisors of student teachers as a result of these findings.

scholarly journals External providers and their impact on Primary Physical Education in Aotearoa/New Zealand.

2020 ◽  
Author(s):  
B Dyson ◽  
Barrie Gordon ◽  
J Cowan ◽  
A McKenzie
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Physical Education ◽  
San Francisco ◽  
Primary Schools ◽  
Qualitative Evaluation ◽  
Classroom Teachers ◽  
Intermediate Schools ◽  
Aotearoa New Zealand ◽  
Wide Range

© 2016 Australian Council for Health, Physical Education and Recreation. Within Aotearoa/New Zealand primary schools, External Providers (EPs) have steadily increased their influence on physical education. The purpose of this study was to explore and interpret classroom teachers’ perspectives of EPs in their primary school. The research team obtained questionnaire responses from 487 classroom teachers from 133 different primary and intermediate schools in six regions across Aotearoa/New Zealand. In addition, 33 classroom teachers, selected from the six regions as a purposive sample [Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Newbury, CA: Sage], were interviewed. The research utilised a case-study design [Stake, R. E. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), The sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage] and incorporated a mixed-methods approach [Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Jossey-Bass]. Our findings support the belief that EPs are established as major providers of physical education and sport in the primary schools space. Teachers identified a large number of EPs (n = 638) active in their schools. A number of categories were drawn from the interviews: Prevalence of EPs, Expertise and professional development (PD), Valued programs, Evaluation and assessment of EP provided programs and Pedagogical limitations. The teachers valued the EPs for their expertise, PD and the opportunities for students to experience a wide range of sports. However, schools conducted little assessment or evaluation of the programs. Teachers expressed some criticisms around the pedagogical approaches used and the EPs’ lack of knowledge of the curriculum. As a profession it is our responsibility to ensure that all students experience quality physical education programs and that EPs are working in ways that maximise the benefits for our students.

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