Exploring Pupils' and Physical Education Teachers' Views on the Contribution of Physical Education to Health and Wellbeing in the Affective Domain

Autor/inn/en	Teraoka, Eishin; Kirk, David
Titel	Exploring Pupils' and Physical Education Teachers' Views on the Contribution of Physical Education to Health and Wellbeing in the Affective Domain
Quelle	In: Sport, Education and Society, 27 (2022) 8, S.935-945 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teraoka, Eishin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2021.1940917
Schlagwörter	Physical Education; Student Attitudes; Teacher Attitudes; Physical Education Teachers; Program Effectiveness; Health; Well Being; Foreign Countries; Mental Health; Affective Behavior; Self Esteem; Teacher Student Relationship; Secondary School Teachers; Secondary School Students; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Schülerverhalten; Lehrerverhalten; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Gesundheit; Well-being; Wellness; Wohlbefinden; Ausland; Psychohygiene; Affective disturbance; Active behaviour; Affektive Störung; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler
Abstract	Physical education is expected to play a significant role in developing pupils' health. This is the case in Scotland, where physical education is located in a prioritised cross-curricular area of Health and Wellbeing (HWB). However, there is a lack of evidence on the extent to which physical education contributes to pupils' HWB under the new curriculum. Given that there is a growing interest in exploring how teachers enact pedagogies as a response to mental health issues, this study seeks to examine the practices of teachers who identify as being committed to pedagogies of affect within a sample of Scottish secondary schools. The purpose of this study was to report how pupils and teachers talk about the contribution of physical education to pupils' HWB, with a particular focus on the affective domain. The study on which this paper is based used qualitative methods within a grounded theory approach. Six physical education teachers who were from four different secondary schools participated in semi-structured interviews. Pupils were selected by the teachers and participated in focus group interviews. We outlined two main themes: (1) teachers' and pupils' practices in building confidence in pupils, which was exclusive to the female pupils and teachers; (2) teachers' concerns with building relationships with pupils. A notable finding was that teachers who had an explicit and direct intention for affective learning among their pupils sought to build a trusting relationship with pupils as a basic concern to implement teaching for affective learning, rather than the need for an emphasis on lesson contents and specific teaching approaches. This study could be a valuable resource for teacher professional learning as the findings referred to teachers' regular practices and their knowledge of the curriculum, especially for those who recognise a need to enact pedagogies of affect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01