Abstract
Schools are an excellent setting for health promotion in children and adolescents. In particular the school subject physical education (PE) offers high potential in this regard. The following paper applies thesalutogenic model of Aaron Antonovsky to PE in schools. This approach focuses on strengthening the sense of coherence with its central factors: comprehensibility, manageability and meaningfulness. A high sense of coherence mobilizes generalized resistance resources, results in positive coping strategies and contributes to well-being and health. The presented modified and adapted salutogenic model of health for PE may serve as one element of a schools’ general concept for health promotion.
Highlights
What makes people healthy? This question reflects a central issue of the salutogenic model developed by Aaron Antonovsky (Antonovsky, 1979; Antonovsky, 1987)
The following paper applies the salutogenic model of Aaron Antonovsky to physical education (PE) in schools
By focusing on individual resources and strengths, the salutogenic model may especially be applicable for inclusive health promoting PE, including children with special needs
Summary
What makes people healthy? This question reflects a central issue of the salutogenic model developed by Aaron Antonovsky (Antonovsky, 1979; Antonovsky, 1987). The French surgeon and philosopher René Leriche in 1936 defined health as “the silence of the organs” (cited after Bézy, 2009), meaning the absence of illness This pathogenic viewpoint distinguishes between just two states: healthy or ill. “the enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition” (WHO, 2014) This WHO-definition undisputedly constitutes a milestone and still is applicable today. At least 60 minutes or more of enjoyable and developmentally appropriate moderate to vigorous physical activity are recommended for children and adolescents every day (Gao et al, 2018; Strong et al, 2005) In this context, schools constitute an excellent setting for health promotion through compulsory curricular physical education (PE) and extra-curricular sport activities. The aim of the present paper is to apply the salutogenic model to PE in schools
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