Italian Journal of Health Education, Sports and Inclusive Didactics
Becoming “physically educated” to improve health and wellbeing: the meanings of “Education” and “Physical” in Physical Education
Abstract
In this contribution, we explained the meanings of “Education” and “Physical” in Physical Education (PE) in the international framework, as there is a global confusion among PE practitioners. To date, there's a risk of doing sports, physical activity, and obesity prevention without Education, or acquiring theoretical knowledge without movement. Research indicated that social, emotional, physical, and cognitive dimensions are enhanced through PE and Physical Literacy, that is educating through movement. Thus, laying a strong “physical dimension” platform is necessary to achieve a “health and physically educated” child. In conclusion, to optimise wellbeing children must be first “physically educated”.
Full Text:
PDF (Italiano)References
Alderman, B., Beighle, A., & Pangrazi, R. (2006). Enhancing motivation in physical education. Journal of Physical Education, Recreation and Dance, 77(2), 41–51.
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24, 1–27.
Bass, R.V. (1997). The purpose of education. The Educational Forum, 61(2), 128–132.
Bass, R.V., & Good, J. W. (2004). Educare and educere: Is a balance possible in the educational system? The Educational Forum, 68(2), 161–168.
Boss, S. (2000). Gym class renaissance. In the ‘new PE’, every kid can succeed, not just the jocks. Northwest Educational Magazine, 6(1), 14–21.
Bradshaw, J., Hoelscher, P., & Richardson, D. (2007). Comparing child wellbeing in OECD countries: Concepts and methods (Innocenti Working Paper No. 2006–03). Florence: UNICEF Innocenti Research Centre.
Brown, T. D. (2013). A vision lost?(Re) articulating an Arnoldian conception of education ‘in’movement in physical education. Sport, Education and Society, 18(1), 21-37.
Cale, L., & Harris, J. (2019). Promoting active lifestyles in schools. Champaign, IL: Human Kinetics.
Corbin, C. (2016). Implications of physical literacy for research and practice: A commentary. Research Quarterly for Exercise and Sport, 87, 14–27.
Dale, D., Corbin, C. B., & Dale, K. S. (1999). Restricting opportunities to be active during school time: Do children compensate by increasing physical activity levels after school? Research Quarterly for Exercise and Sport, 71(3), 240–248.
Durlak, J. A., & Weissberg, R. P. (2005). A major meta-analysis of positive youth development programs. Washington, DC: Invited Presentation at the Annual Meeting of the American Psychological Association.
Fischetti, F., & Greco, G. (2017a). Multilateral methods in Physical Education improve physical capacity and motor skills performance of the youth. Journal of Physical Education and Sport, 17(Suppl 4), 2161-2168. DOI:10.7752/jpes.2017.s4223.
Fischetti, F., & Greco, G. (2017b). Multilateral training as an innovative didactic method to support continuous education in police. Form@re, 17(3), 303-315. DOI:10.13128/formare-20801
Fischetti, F., Cappa, F., Defonte, N., & Greco, G. (2016). Il benessere fisiologico, metabolico e psicologico associato all'attività fisica: le linee guida. In F. Fischetti, & G. Greco (Eds.), Educare all'attività fisica e sportiva per il benessere (pp. 53-82). Bari: Wip edizioni. ISBN: 978-88-8459-405-1.
Garvis, S., & Pendergast, D. (2014). Health and wellbeing in childhood. Port Melbourne, VIC: Cambridge University Press.
Giunto, A., Fischetti, F., & Greco, G. (2017). Il movimento. In A. Giunto (Ed.), Movimento, allenamento, prestazione in ambito giovanile (pp. 15-27). Bari: Wip edizioni. ISBN: 978-88-8459-410-5.
Griggs, G. (2015). Understanding primary physical education. London: Routledge.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811–826.
Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45, 973–986.
Kirk, D. (2014). A defining time for physical education futures? Exploring the legacy of Fritz Duras. Asia-Pacific Journal of Health, Sport and Physical Education, 5(2), 103–116.
Lee, A. M. (2002). Promoting quality school physical education: Exploring the root of the problem. Research Quarterly for Exercise and Sport, 73(2), 118–125.
Lounsbery, M., & McKenzie, T. (2015). Physically literate and physically educated: A rose by any other name? Journal of Sport and Health Science, 4, 139–144.
Lune, H., & Berg, B. (2017). Qualitative research methods for the social sciences (9th ed.). New York, NY: Pearson Educational Leadership.
Lynch, T. (2016). The future of health, wellbeing and physical education: Optimising children’s health and wellbeing through local and global community partnerships. London: Palgrave Macmillan.
Lynch, T. (2017). How does a physical education teacher become a health and physical education teacher? Sport Education and Society, 22(3), 355–376.
Lynch, T., & Soukup, G. J. (2016). “Physical education”, “health and physical education”, “physical literacy” and “health literacy”: Global nomenclature confusion. Cogent Education, 3(1), 1217820.
McKenzie, T., & Lounsbery, M. (2016). Physical literacy and the rose: What would Shakespeare say. Physical Activity Plan Alliance Commentaries on Physical Activity and Health, 2(1).
Merriam, S. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass.
National Association for Sport and Physical Education (NASPE). (2009). Appropriate instructional practice guidelines for elementary school physical education: A position statement from the national association for sport and physical education. Reston, VA: NASPE.
Nutbeam, D. (2008). The evolving concept of healthy literacy. Social Science and Medicine, 67, 2072–2078.
Pangrazi, R. P., & Beighle, A. (2019). Dynamic physical education for elementary school children. Human Kinetics Publishers.
Payton, J. W., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Quennerstedt, M. (2019) Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society, 24(6), 611-623.
Quennerstedt, M., Burrows, L., & Maivorsdotter, N. (2010). From teaching young people to be healthy to learning health. Utbildning och demokrati, 19(2), 97–112.
Richards, R. (2016). Physical literacy and sport. Canberra: Australian Sports Commission.
Salkind, N. J. (2017). Exploring research (9th ed.). Boston, MA: Pearson Educational Leadership.
Sallis, J. F., Prochaska, J. J., Taylor, W. C., Hill, J. O., & Geraci, J. C. (1999). Correlates of physical activity in a national sample of girls and boys in grade 4 through 12. Health Psychology, 18(4), 410–415.
Solmon, M. A., & Carter, J. A. (1995). Kindergarten and first-grade students perceptions of physical education in one teacher’s classes. Elementary School Journal, 95(4), 355–365.
Sperka, L., Enright, E., & McCuaig, L. (2018). Brokering and bridging knowledge in health and physical education: A critical discourse analysis of one external provider’s curriculum. Physical Education and Sport Pedagogy, 23(3), 328-343.
Tinning, R. (1999). Pedagogies for physical education: Pauline’s story. Geelong, VIC: Deakin University Press.
Tinning, R. (2004). Rethinking the preparation of HPE teachers: Ruminations on knowledge, identity, and ways of thinking. Asia-Pacific Journal of Teacher Education, 32(3), 241–253.
Tinning, R., MacDonald, D., Wright, J., & Hickey, C. (2001). Becoming a physical education teacher: Contemporary and enduring issues. Frenchs Forest, NSW: Pearson Education.
United Nations Educational, Scientific and Cultural Organization. (2016). UNESCO strategy on education for health and wellbeing: Contributing to the sustainable development goals. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000246453?posInSet=3&queryId=f8d55dbf-35c5-4382-a691-4adaa0a7adbd
Williams, B. J., & Macdonald, D. (2015). Explaining outsourcing in health, sport and physical education. Sport, Education and Society, 20(1), 57 – 72.
World Health Organization. (2010). Global recommendations on physical activity for health. Retrieved from https://www.who.int/dietphysicalactivity/factsheet_young_people/en/
World Health Organization. (2013). Health literacy. The solid facts. Retrieved from http://www.euro.who.int/__data/assets/pdf_file/0008/190655/e96854.pdf?ua=1
Zhu, N., Jacobs, D. R., Schreiner, P. J., Yaffe, K., Bryan, N., Launer, L. J., … Sternfeld, B. (2014). Cardiorespiratory fitness and cognitive function in middle age: The CARDIA study. Neurology, 82(15), 1339–1346.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success through social and emotional learning: What does the research say? New York: Teachers College Press.
DOI: https://doi.org/10.32043/gsd.v3i4.146
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296