Health Literacy Teaching Beliefs, Attitudes, Efficacy, and Intentions of Middle School Health and Physical Education Teachers

2018 ◽  
Vol 88 (5) ◽  
pp. 350-358 ◽  
Author(s):  
Hsiang-Ru Lai ◽  
Der-Min Wu ◽  
Pi-Hsia Lee ◽  
Yu-Siang Jhang
Keyword(s):  
Middle School ◽  
Health Literacy ◽  
Physical Education ◽  
School Health ◽  
Physical Education Teachers ◽  
Teaching Beliefs ◽  
Health And Physical Education ◽  
Literacy Teaching

Health literacy in school-based health programmes: A case study in one Australian school

2021 ◽  
pp. 001789692110036
Author(s):  
Louisa R Peralta ◽  
Renata L Cinelli ◽  
Claire L Marvell
Keyword(s):  
Health Literacy ◽  
Physical Education ◽  
School Health ◽  
Catholic School ◽  
Learning Activities ◽  
Australian Curriculum ◽  
Health And Physical Education ◽  
School Based ◽  
Health Programmes

Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.

scholarly journals Teaching for Student and Societal Wellbeing in HPE: Nine Pedagogies for Social Justice

2021 ◽  
Vol 3 ◽  
Author(s):  
Göran Gerdin ◽  
Rod Philpot ◽  
Wayne Smith ◽  
Katarina Schenker ◽  
Kjersti Mordal Moen ◽  
...  
Keyword(s):  
Social Justice ◽  
Physical Education ◽  
School Health ◽  
School Curriculum ◽  
Health And Physical Education ◽  
Global Migration ◽  
Health And Wellbeing ◽  
Whole School ◽  
Social Inequities ◽  
Societal Level

We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective, and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.

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