Unveiling Physical and Health Education

2021 ◽  
Keyword(s):  
Health Education ◽  
Physical And Health Education

Does physical and health education classes improve physical fitness?

2016 ◽  
Vol 16 (2) ◽  
Author(s):  
Ronald Chow ◽  
Drew Hollenberg ◽  
Cooper Midroni ◽  
Stuart Cumner
Keyword(s):  
Physical Activity ◽  
Blood Pressure ◽  
Health Education ◽  
Healthy Lifestyle ◽  
Interval Training ◽  
Primary Objective ◽  
School Year ◽  
Healthy Habits ◽  
Physical And Health Education ◽  
High Intensity Interval

AbstractTraditional continuous exercise, as well as low-volume high-intensity interval training in adults, have shown to offer benefits to one’s cardio-metabolic health. With the benefits of physical activity being proven without a doubt, education curricula around the world have implemented physical and health education programs with the aim of promoting a healthy lifestyle through physical activity and healthy habits. The primary objective of this study was to determine whether physical and health education, alone without any change, improved heart rate (HR), systolic blood pressure (SP) and diastolic blood pressure (DP) of adolescents at Crescent School. HR, SP and DP of students were recorded before and immediately after they ran 1 mile, and statistical analyses were conducted to determine whether there was any difference in HR, SP and DP from baseline at the beginning of the year to Term 2, the middle of the school year. While mile-run times did improve from baseline to Term 2, SP, DP and HR did not significantly change from one term to another. This study does suggest that SP, DP and HR are not affected by physical and health education classes, but it is important to keep in mind that the sample group was already a very healthy and active group.

Dodgeball: Inadvertently teaching oppression in physical and health education

2020 ◽  
Vol 27 (1) ◽  
pp. 27-40
Author(s):  
Joy Butler ◽  
David P Burns ◽  
Claire Robson
Keyword(s):  
Health Education ◽  
Hidden Curriculum ◽  
Ethic Of Care ◽  
Ethical Education ◽  
Physical And Health Education

Though students can learn a great deal about ethics as they play sport, the authors of this article ask what, exactly, they learn from playing dodgeball. As they look beyond the usual arguments offered for and against the teaching of the game, they view it through three ethical lenses: the ethic of care, the ethic of anti-oppressive education, and the ethics of virtue. They conclude that in terms of modelling, confirming, and practising caring behaviours, or offering opportunities to discuss and process what might be considered fair, dodgeball can be considered miseducative. They further argue that the hidden curriculum of dodgeball reinforces the five faces of oppression defined by the feminist theorist Iris Young as marginalization, powerlessness, and the helplessness of those perceived as weaker individuals through the exercise of violence and dominance by those who are considered more powerful. They conclude that the playing of dodgeball habituates the practice of aggression and fails to contribute positively to an ethical education.

scholarly journals Similarities and Differences in Risk and Protective Factors in Teacher Induction for Prospective Elementary and Physical and Health Education Teachers

2017 ◽  
Vol 51 (2) ◽  
pp. 807-831
Author(s):  
Mylène Leroux ◽  
Charlotte Beaudoin ◽  
Johanne Grenier ◽  
Sylvain Turcotte ◽  
Marie-Claude Rivard
Keyword(s):  
Health Education ◽  
Protective Factors ◽  
Teacher Induction ◽  
Prospective Teachers ◽  
Risk And Protective Factors ◽  
Adverse Outcomes ◽  
Negative Consequences ◽  
Physical And Health Education ◽  
Similarities And Differences ◽  
Support Teacher

The growing body of literature on teacher induction barriers has revealed the need to address issues that may lead to negative consequences. Recent research points to an increased interest in teacher resilience, a concept that promotes positive adaptation to counteract these adverse outcomes. However, teacher induction and resilience may differ depending on teaching context. For example, do specialists such as physical and health education teachers experience the same induction situation as generalist teachers? The authors aimed to compare the anticipated risk and protective factors related to the induction of these prospective teachers. The data from two studies were analyzed using thematic coding. The results indicate similarities and differences between the two groups that suggest ways to better support teacher induction.

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