Children's Learning from a "Smokefree Sports" Programme: Implications for Health Education

Autor/inn/en	Fairbrother, Hannah; Curtis, Penny; Kirkcaldy, Andrew
Titel	Children's Learning from a "Smokefree Sports" Programme: Implications for Health Education
Quelle	In: Health Education Journal, 79 (2020) 6, S.686-699 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fairbrother, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896920907130
Schlagwörter	Foreign Countries; Health Education; Critical Literacy; Smoking; Prevention; Intervention; Athletics; Physical Activities; Elementary School Students; Health Promotion; Student Attitudes; Recall (Psychology); Outcomes of Education; Relevance (Education); Instructional Design; Experiential Learning; United Kingdom (Sheffield) + Suchen Sie Ihr Suchwort? Ausland; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Kritisches Lesen; Rauchen; Prävention; Vorbeugung; Leichtathletik; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Schülerverhalten; Abberufung; Lernleistung; Schulerfolg; Relevance; Relevanz; Lesson concept; Lessonplan; Unterrichtsentwurf; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Objective: This article reports on a qualitative evaluation of the Love Life, "Smokefree Sports" primary school pilot intervention. This 8-week programme used sports and physical activity sessions to convey Smokefree messages to 120 children aged 10 and 11 in two primary schools in Sheffield in 2018. The study aimed to understand children's experiences of participating in the programme. Its objectives were to explore children's recall of the health promotion messages associated with each of the learning sessions; explore children's perceptions of the meaningfulness of those messages in the context of their everyday lives; and identify and understand any contextual factors that might impact upon children's recall and/or the meaningfulness of the Smokefree messages. Method: Qualitative data were generated with 25 children through focus groups after the programme concluded. Data were analysed thematically using cross-sectional, categorical indexing. Results: Learning from the programme was particularly likely to be described as meaningful by children when they could interact with material and visual representations of complex ideas and when sessions involved strongly embodied experiences. However, children did not always find it easy to relate learning to their everyday lives and sometimes struggled to reconcile pre-existing, contextualised understandings with intervention messages. We mobilise the concept of critical health literacy as a theoretical lens through which to interpret these findings. Conclusion: Health education should be meaningful in the context of children's everyday lives. Starting from the premise that children are active critical health literacy practitioners and working with them to design and evaluate health education initiatives can promote this. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01