Health And Physical Education Research Articles

Digital technology in national curricula: a dialogue among Iberoamerican countries

IntroductionIn today's world, digital technologies have become pervasive, impacting every aspect of our lives. Even in subjects such as Health and Physical Education (HPE), which traditionally emphasizes experiential, active, and corporeal learning, there is a growing interest in the role and influence of new technologies. These technologies not only have the potential to transform human movement and health cultures, but they also offer valuable tools to facilitate teachers' work and enhance student learning. Considering the context of the Research Network on Interactive Digital Didactic Materials, which includes researchers from Iberoamerican countries, this research examines how media and digital technologies are considered in the official Physical Education and curriculum documents from Brazil, Uruguay, Chile, Colombia, and Spain.MethodsThe research comprises a content analysis of official National Curricular Proposals of the selected countries. Considering the specificities of each country to publish their curricula policies, we selected eight different documents from five countries (Brazil, Uruguay, Spain, Colombia, and Chile). We looked for indicators expressed by terms such as “media,” “digital culture,” and “technology” in the documents, all of them related to Physical Education.ResultsThe findings show arguments and proposals for using technology in Physical Education in all documents. However, the curricula trigger this theme in different forms, as an autonomous or transversal character integrated into subjects such as HPE. This fact may be highlighted by the goals of learning areas, which sometimes trigger teaching themes through technology.DiscussionUnder the Media-Education theory lens, we argue that there is no standard for educational investment in curricula in media and technology. Some documents point to the technology use dimension, while others point to the critical or productive dimension that technology makes possible. The literature highlights the need for an organic approach between these dimensions, and educators and policymakers are asked to rethink their curriculum proposals.

Was it a HIIT? A process evaluation of a school-based high-intensity interval training intervention

BackgroundDespite a growing body of research investigating high-intensity interval training (HIIT) in schools, there are limited process evaluations investigating their implementation. This is concerning because process evaluations are important for appropriately interpreting outcome findings and augmenting intervention design. This manuscript presents a process evaluation of Making a HIIT, a school-based HIIT intervention.MethodsThe Making a HIIT intervention spanned 8 weeks and was completed at three schools in Greater Brisbane, Australia. Ten classes (intervention group) completed 10-min teacher-led HIIT workouts at the beginning of health and physical education (HPE) lessons, and five classes (control group) continued with regular HPE lessons. The mixed methods evaluation was guided by the Framework for Effective Implementation by Durlak and DuPre.ResultsProgram reach: Ten schools were contacted to successfully recruit three schools, from which 79% of eligible students (n = 308, x¯\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\overline{{\ ext{x}} }$$\\end{document} age: 13.0 ± 0.6 years, 148 girls) provided consent. Dosage: The average number of HIIT workouts provided was 10 ± 3 and the average number attended by students was 6 ± 2. Fidelity: During HIIT workouts, the percentage of time students spent at ≥ 80% of maximum heart rate (HRmax) was 55% (interquartile range (IQR): 29%—76%). Monitoring of the control group: During lessons, the intervention and control groups spent 32% (IQR: 12%—54%) and 28% (IQR: 13%—46%) of their HPE lesson at ≥ 80% of HRmax, respectively. Responsiveness: On average, students rated their enjoyment of HIIT workouts as 3.3 ± 1.1 (neutral) on a 5-point scale. Quality: Teachers found the HIIT workouts simple to implement but provided insights into the time implications of integrating them into their lessons; elements that helped facilitate their implementation; and their use within the classroom. Differentiation: Making a HIIT involved students and teachers in the co-design of HIIT workouts. Adaption: Workouts were modified due to location and weather, the complexity of exercises, and time constraints.ConclusionThe comprehensive evaluation of Making a HIIT provides important insights into the implementation of school-based HIIT, including encouragings findings for student enjoyment and fidelity and recommendations for improving dosage that should be considered when developing future interventions.Trial RegistrationACTRN, ACTRN12622000534785, Registered 5 April 2022 – Retrospectively registered.

Conceptions of Assessment: Perceptions of Physical and Health Education Teachers in Selangor, Malaysia

Physical and Health Education (PHE) assessment is essential for evaluating students’ knowledge, skills, and attitudes towards physical and health education. Despite the limited number of studies on conceptions of assessment, more research is needed to focus on PHE teachers in the local context. This quantitative study aims to uncover secondary school PHE teachers’ conceptions of assessment by examining four variables: improvement, school accountability, student accountability, and irrelevance. The study involved 268 PHE teachers from two districts in Selangor, Malaysia. Results indicated that improvement received the highest level of agreement, while irrelevance had the lowest. A MANOVA analysis explored the effects of gender and years of teaching experience on teachers’ perceptions. The analysis showed no significant gender differences, but teachers with more than 20 years of experience had a significantly different mean perception of assessment compared to all other groups, suggesting that teaching experience affects teachers’ conceptions of assessment. The result of this study provides valuable insights for stakeholders in education, particularly in PHE assessment. Future research may benefit from incorporating qualitative methods to enhance the study’s findings on conceptions of assessment among school teachers.

‘Level the playing field’ – pupils’ experiences of inclusion and social justice in physical education and health

ABSTRACT School physical education and health (PEH) has an important role to play in the physical, cognitive, emotional and social development of young people [Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797–813] which, in turn, can enhance interpersonal relations and help build more socially cohesive and just societies [Benn, T., Dagkas, S., & Jawad, H. (2011). Embodied faith: Islam, religious freedom and educational practices in physical education. Sport, Education and Society, 16(1), 17–34; Smith, W., Philpot, R., Gerdin, G., Schenker, K., Linnér, S., Larsson, L., Mordal Moen, K., & Westlie, K. (2021). School HPE: Its mandate, responsibility and role in educating for social cohesion. Sport, Education and Society, 26(5), 500–513]. Unfortunately, research continues to highlight the inability of PEH to realize these important outcomes and the pervasiveness of practices that instead contribute to exclusion and inequality. The aim of this study was to add our understanding of school PEH practices by exploring pupils’ experiences of inclusion and social justice. Data were generated through a survey, observations, interviews and critical reflective texts. Participants in the study were pupils from three different upper-secondary schools (age 16–19) located in southern Sweden. The analysis of data involved a six-phase thematic analysis approach [Braun, B., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage] informed by theories of critical and dialogical pedagogy [Freire, P. (1970). Pedagogy of the oppressed. Seabury]. The results are presented in relation to four central themes: (1) care and relationships, (2) pupil involvement, (3) use of modified and non-traditional activities and spaces; and (4) learning about and acting on social inequities. In order to promote more inclusive and socially just PEH practice, a [Freire, P. (1970). Pedagogy of the oppressed. Seabury] analysis of the pupils’ experiences draws attention to the importance of: establishing horizontal teacher–pupil relationships built on trust and love: engaging pupils in an ongoing dialogue where the pupils practice choice and decision-making with their peers; inviting the pupils into critically reflecting on issues of positionality and power and; pupils learning to act on social inequities. To conclude, the paper calls for future studies where teachers and pupils collaborate to develop PEH practices underpinned by inclusion and social justice.

Using Humor in the Health/Physical Education Classroom to Create an Enjoyable Learning Environment

The purpose of this article is to show that health and physical education (HPE) teachers who implement humor in the classroom intentionally create a more relaxed classroom environment, build stronger relationships with students, and engage students in the learning process. Humor used as an instructional strategy eases teacher stress and engages students, leading to a comfortable and welcoming classroom climate. Students feel connected, relaxed and calm when humor is implemented in the classroom. Three theories of humor are briefly described, with Incongruity Theory identified as the primary way to conceptualize using humor in the classroom as a teaching practice. Different kinds of humor are introduced that can be implemented in the classroom. This article also identifies the types of humor considered inappropriate for the classroom. Strategies for implementing humor as a pedagogical practice are discussed to help HPE teachers reach the laugh-into-engagement effect.

(Re)positioning Indigenous games in HPE: turning to criticality

ABSTRACT In 2011, the Australian national curriculum called for the inclusion of Indigenous histories, cultures and perspectives/knowledges, prompting Health and Physical Education (HPE) teachers in schools and academics within higher education have experimented with and reported upon different purposes and ways of teaching Indigenous Games. However, Australian schools remain sites of epistemic injustice, where the privileging of Western knowledges marginalises alternative voices and knowledge systems, maintaining disciplinary terra nullius [terra nullius means ‘empty land’ – it was a legal fiction, overturned by the High Court of Australia in 1992, used by British settler-colonisers to justify the invasion of Australia. In this context, we mean that Physical Education in Australia still assumes erroneously that Western knowledges are the only available knowledges]. Worryingly, experimentation with Indigenous games, by predominantly white educators with minimal understanding of Indigenous histories and cultures, has resulted in confusion and apprehension over their purpose and place in the curriculum, leading toward either omission or cultural appropriation, rather than deep, critical engagement with Indigenous Knowledges. Centring on the publication and implementation of Yulunga: Traditional Indigenous Games [Edwards, K., & Meston, T. (2009). Yulunga: Traditional indigenous games. Ausport. http://www.ausport.gov.au/participating/indigenous/resources/games_and_activities/full_resource], we reappraise the Australian approach toward Indigenous games, suggesting this work has occurred over three distinct time periods or ‘waves’. Conceptualising this work with the heuristic of ‘three waves’ provides a useful contribution to the field, revealing a lack of substantive progress in including Indigenous knowledges and perspectives in HPE. We argue HPE educators and researchers are complicit in the marginalisation and/or omission of Indigenous knowledges and perspectives and must shift current practice toward a ‘fourth wave’ of implementing Indigenous games with criticality. We call for a revisiting of Martin Nakata’s [(2002). Indigenous knowledge and the cultural interface: Underlying issues at the intersection of knowledge and information systems. IFLA Journal, 28(5-6), 281–291. https://do.org/10.1177/034003520202800513; Nakata, M. (2007). The cultural interface. Australian Journal of Indigenous Education, 36, 1–7. Nakata, M. (2011). Pathways for Indigenous education in the Australian curriculum framework. The Australian Journal of Indigenous Education, 40(1), 1–8. https://do.org/10.1375/ajie.40.1] theory of the Cultural Interface – a theory of critique of knowledge systems. Nakata [(2002). Indigenous knowledge and the cultural interface: Underlying issues at the intersection of knowledge and information systems. IFLA Journal, 28(5-6), 281–291. https://do.org/10.1177/034003520202800513] cautioned that Indigenous knowledges and perspectives cannot be simply dropped into contested knowledge domains. Now more than ever, knowledge of critical frameworks like Nakata’s are required to disrupt the entrenched white disciplinary praxis of Australian HPE.

Assessment of Factors Influencing Students’ Participation in Physical and Health Education in Secondary Schools in The Federal Capital Territory

This quantitative research study aims to understand the factors that influence the participation of secondary school students and teachers in Physical and Health Education (PHE) in public schools located in the Federal Capital Territory. The study involved a sample of 150 students and 20 PHE teachers, selected using a stratified random sampling technique to ensure diversity in the participant groups. Data collection was primarily done through a structured four-point Likert scale questionnaire, which evaluated level of participation, factors and barriers to engagement in PHE programmes. Descriptive and inferential statistical analyses were conducted to summarise and analyse the data obtained. ANOVA was used to test for significant impacts of different factors on student participation in PHE, including student-related, teacher-related, and institution-related factors. The findings of the study indicate that teacher-related and institution-related factors have a significant impact on participation in physical and health education among secondary school students, while student-related factors were not found to be determinants. The study also found that the perceived importance of physical and health education, availability of facilities, and support from teachers and peers were the key factors influencing students’ participation in the subject. Based on these findings, the study recommends enhancing the importance of PHE in the curriculum, improving facilities and resources for physical and health education, and fostering greater collaboration between teachers and students to promote participation. Implementing these recommendations could potentially enhance student engagement and overall participation in physical and health education in secondary schools.

Experiences, Attitudes, and Perceived Competence Regarding Sustainable Development Among Physical Education and Health Teachers in Sweden

Purpose: Literature suggest that physical education and health (PEH) may contribute to the sustainable development (SD) agenda, yet little is known how PEH teachers relate SD to their teaching practices. This paper explores Swedish upper secondary PEH teachers’ experiences and perceived competence regarding teaching SD as part of PEH. Method: An online questionnaire was used to examine SD competence. Data from 702 PEH teachers were analyzed descriptively and inferentially. Results: PEH teachers perceive higher competence regarding the social dimension of SD compared to the economic and environmental dimensions. Female teachers and those with more than 15 years teaching experiences reported the highest perceived competence. Seventy percent of the respondents perceived that they lacked competence to teach SD. Discussion/Conclusion: PEH teachers struggle to relate SD to PEH practice and call for support to increase their competence in terms of how to conceptualize and transform SD into PEH teaching practice.

The Exergame Roles in Physical Activity Adherence among Pre-Service Teachers: A Follow-Up Study

This study is designed to determine students’ use of exergame and physical activity (PA) adherence levels using the PA Adherence Questionnaire. Specifically, this study focuses on the exergame’s role in promoting higher PA levels among participants. Additionally, this study would also attempt to identify the main factors in exergame that influence PA adherence as well as using several modifiable factors to propose practical strategies to improve and maintain lifetime PA. This follow-up study involves a quantitative approach with the same students in the initial study (i.e., 33 participants, mix-genders with an age range between 20-25 years old) comprising undergraduate-level physical and health education (PHE), biology, and chemistry students at a local university in central peninsular Malaysia. The researcher used a questionnaire as the instrument to evaluate this follow-up study. Furthermore, the Statistical Package for Social Sciences (SPSS) (version 28.0) was utilised to analyse the variables in this study. The majority of participants fall into the “adherence possible” with the minority falling into the “adherence likely” categories in the PA adherence ratings. Specifically, participants tend to associate exergame with space and freedom when engaging in PA. Although social support values were generally high, receiving support from the lecturers was rated the highest followed by friends and family respectively. Nonetheless, knowledge, skills, and self-esteem were interdependent factors which could also determine the likelihood of PA adherence.

Challenges of Health and Physical Education in Teacher Education Program

Health and Physical Education (HPE) is losing appeal despite of its real need in teacher education. In this context, this study aims to explore the teachers’ perceptions towards the importance of health and physical education and its challenges to gain prescribed objectives. To accomplish the objectives, phenomenological research design under qualitative inquiry was applied. Unstructured interview was taken with teachers to gather information. Informants were selected purposively from Prithvi Narayan Campus (PNC) which is the largest constituent campus under Tribhuvan University of Nepal. The study explored that health and physical education is always emerging, dynamic, daily life related and life skills based education but phenomena is different. For this phenomena various constrains are responsible, out of them student, teacher, curriculum, pedagogies, evaluation system and job related challenges are major constrains.

Preservice teachers’ health literacy levels and perceptions of teaching capabilities: an Australian case study

ABSTRACT Research studies focusing on schools and teachers’ capabilities to teach and develop students’ health literacy (HL) are few. Of the research that currently exists, teachers face difficulties when teaching health education to enhance students’ critical HL levels, with only one study examining preservice teachers (PSTs). The aim of this study is to explore one Australian University and two of its undergraduate initial teacher education (ITE) programs and the role that it plays in developing PSTs’ HL levels and capabilities to plan for promoting students’ HL. Twenty-three final year Health and Physical Education (HPE) and thirty-four final year Primary Education participants completed a Health Literacy Questionnaire. Five PSTs from each ITE program consented and were involved in focus group and individual interviews. Current HL levels were found to be higher across all nine sections for HPE PSTs when compared with Primary PSTs, showing medium to very large effect size differences, with all but one section reporting statistical significance. Interviews emphasised the need for ITE programs to focus on developing PSTs’ HL levels and to implement authentic opportunities to practice enhancing students’ HL. Findings provide insight into the role ITE programs in promoting PSTs’ HL before becoming graduate teachers in schools.

Teaching Australian Indigenous Games and Sports Post-Pandemic: Reimagining and Reforming

Indigenous games and sports (IG&S) form a mandated part of the Health and Physical Education (HPE) learning area of the Australian National Curriculum and to encourage the adoption of IG&S, the Australian Curriculum, Assessment, and Reporting Authority (ACARA), the independent statutory authority responsible for the development of a national curriculum, a national assessment program, and a national data collection and reporting program that supports learning for Australian students, developed resources to support teachers. The promotion of IG&S was also assisted by numerous commentators, educators, and academics who advocated for the educational and social benefits of their inclusion. Since their inclusion in the National Curriculum in 2015, their teaching has been minimal and sporadic.

Assessing the effectiveness of a school educational video on cancer and radiotherapy

Background: Japan has recently begun introducing educational programmes on cancer as part of health and physical education (HPE) classes in schools. In support of this work, the Japanese Society for Radiation Oncology has developed an educational video to enhance children’s understanding of cancer and radiotherapy. Objectives: This study examined the perceived effectiveness of this video among teachers and clarified whether their specialisation played a role in their responses. Methods: An online survey was administered to junior and senior high school teachers without a history of cancer. Respondents’ demographic characteristics, healthy lifestyle habits, anxiety about cancer treatment and knowledge about cancer and radiotherapy were surveyed pre- and post-video. We compared the data from science teachers, HPE teachers and teachers of other specialties. Subsequently, we performed a multiple logistic regression analysis to estimate significant factors that predicted post-watch correct-answer rates. Results: Science teachers were less anxious about radiotherapy and surgery than the other-specialty teachers. They were also the most knowledgeable about cancer and radiotherapy. Post-viewing correct-answer rates improved, except for questions about the work of medical physicists and damage to normal cells. The multiple regression analysis identified age (β = .07), sex (β = .08), anxiety about radiotherapy (β = −.09) and pre-video correct-answer rates (β = .46) as significant factors predicting post-watch correct-answer rates. Conclusion: The video was beneficial in enhancing teachers’ understanding of cancer and radiotherapy. Compared with HPE and other-specialty teachers, science teachers were superior in terms of cancer and radiotherapy comprehension. There may be value in exploring possibilities for cross-disciplinary instruction involving not only HPE but also science teachers in cancer education, especially radiotherapy education.

Making a HIIT: co-design of high-intensity interval training workouts with students & teachers within the curriculum

BackgroundHigh-intensity interval training (HIIT) interventions are becoming more common in schools. However, limited input has been sought from end-users, which can help design interventions that are more engaging and context appropriate, therefore increasing their potential for successful implementation. One method of engaging end-users is co-design, which involves an active collaboration to design solutions to pre-specified problems. This paper aimed to: (1) describe the methodology and results of the co-design process in Making a HIIT to develop HIIT workouts for a school-based intervention; and (2) evaluate the feasibility and impact of co-designing HIIT workouts with students and teachers within the health and physical education (HPE) curriculum.MethodsThe development of the HIIT workouts occurred during obligatory HPE lessons with year seven and eight students. The co-design process included: (1) identifying barriers and facilitators to exercise to create evaluation criteria for creating the HIIT workouts; (2) exploring HIIT; (3) defining HIIT parameters (intensity and interval length); (4) creating HIIT workouts using the parameters and evaluation criteria; (5) trialling and modifying the HIIT workouts based on class feedback and intensity data. To evaluate the feasibility and impact of the co-design process, a thematic analysis was completed using teacher interviews, student discussions, and student surveys.ResultsFive classes comprised of 121 students (12–14 years; 49% female) and five teachers were involved in the co-design process across three schools in Queensland, Australia. A total of 33 HIIT workouts were created aimed at satisfying the HIIT parameters and variations of the following evaluation criteria: (1) fun; (2) social; (3) achievable skill level; (4) feeling accomplished; and (5) beneficial for health. From the thematic analysis, three themes (acceptability; implementation; integration) and 12 codes contributed to the overarching understanding of the feasibility of the lessons within the curriculum and a further three themes (perceived changes to lessons; educative outcomes; personal and social capabilities) and three codes contributed towards understanding their impact.ConclusionOverall, co-designing HIIT workouts was feasible within the HPE curriculum and may have contributed to positive educative outcomes. Using this methodology could improve the implementation of HIIT interventions within HPE while supporting educative benefits.

On the periphery of pedagogical practice in health and physical education (HPE): the importance of self-management skills for physical activity

ABSTRACT The purpose of the article is to discuss, explore and advocate for the importance of self-management skills (cognitive and behavioural) for physical activity in health and physical education (HPE) in relation to the newly revised Australian Curriculum. This conceptual paper is presented as two halves. The first half presents an examination of the contemporary literature around learning about physical activity and fitness knowledge (PAFK). In doing so, I present the importance of physical activity and the role of school physical education in the development of cognitive and behavioural skills and the contribution these can make to HPE curriculum and pedagogy. The second half explores and interrogates the proposed sub-strand Making Active Choices of version 9.0 of the Australian Curriculum: Health and Physical Education (AC: HPE). Here, I explore the literature as well as the proposed aims, rationale, content descriptions/elaborations and focus areas to ask questions of the legitimacy and value of PAFK and the role of self-management skills in contemporary curriculum policy. The contribution is timely, given the imminent development of the revised AC: HPE and its implications on curriculum and pedagogical enactment in primary and secondary schools here in Australia.

Putting criticality into health and physical education and teacher education: seizing the power of racial literacy and Indigenous knowledges

ABSTRACT Health and physical education (HPE) is a discursively white, Western learning domain. Despite minor disruptions through radical scholarship in HPE research and teacher education (often referred to as PETE), and the implementation of curricular devices and/or models-based practices promoting inclusion in HPE teaching, more radical work to honour Indigenous knowledges (IK) is needed. Since all HPE curricular encounters in Australia occur upon stolen and unceded lands and waters, and ongoing possession is justified through racially constructed educational narratives of Western superiority, the suppressed histories, Indigenous languages, and Indigenous knowledges have a fundamental role to play. In this paper, we argue that Australian HPE educators must (1) develop a greater depth of knowledge about our entwined Indigenous and non-Indigenous histories and present, (2) acquire tools to develop racial literacy from a coalition of critical Indigenous studies and Critical Race Theory (CRT), before (3) turning towards IK in HPE. These theoretical tools are not typical in PETE and require educators and researchers to acquire an initial criticality and to invest in ever-evolving racial literacies. We provide some examples of radical scholarship and suggest what conditions are necessary to address the historical and recurring epistemic violence in Australian HPE.

An Examination of the Structural Validity of Instruments Assessing PE Teachers’ Beliefs, Intentions, and Self-Efficacy towards Teaching Physically Active Classes

Schools and, in particular, health and physical education (HPE) classes, has the potential to engage children and adolescents in health-enhancing physical activity. HPE teachers may enable or constrain this behaviour through appropriate classroom strategies and pedagogies that enhance not only student learning but also their engagement in physical activity. Such practices are a result of a teacher’s curricula beliefs, self-efficacy, and intention to teach physical activity as part of their HPE classes. The purpose of this study is to investigate the structural validity of six instruments designed to assess teachers’ beliefs, self-efficacy, and intentions regarding physical activity in physical education using the Rasch Measurement Model (RMM). Data suggest that three out of six instruments demonstrated multidimensional characteristics (curriculum beliefs, self-efficacy, and subjective norm). Model fit data were in the ranges of 0.5 to 1.61 for infit and −2.58 to 3.20 for outfit data. Differential item functioning was only present on one item in the curriculum beliefs instrument. Person reliability was >0.55 and item reliability was >0.73. Qualitative interpretation of Wright maps demonstrated a very good spread of items. Overall, each instrument demonstrated appropriate structural validity when weighed up against all of the components of the RMM.

Reading curriculum as cultural practice: interrogating colonialism and whiteness in Ontario’s Health and Physical Education curriculum

ABSTRACT Background This paper highlights the cultural construction of health in Health and Physical Education (HPE) curriculum. Using Kanu’s approach to reading the curriculum as cultural practice, I interrogate how the construction of ‘healthy lifestyle’ in particular is positioned within government policy. In this way, diverse cultural understandings of health are foregrounded to consider how race, ethnicity and culture are central to health and lifestyle, regardless of their visibility in state-sanctioned policy in the area of HPE. Theoretical Framework and Methods Using a postcolonial lens I identify and follow how non-dominant cultural practices are referenced within HPE curriculum to expose how diverse cultural meanings of health remain on the periphery and when included in policy perpetuate stereotypical notions of race and ethnicity. The HPE curriculum from Ontario, Canada, serves as a site to identify and interrogate the textual and discursive representations of culture, ethnicity and race. Text within the secondary school curriculum (grades 9–12) was submitted to a detailed text and discourse analysis. Identifying how, when and where cultural references to health arise within the text is followed by an analysis interrogating the power relations used in constituting Eurocentric views and practices of healthy lifestyles. Findings The paper identifies two key areas within the HPE curriculum where references to culture, ethnicity and race present themselves in the document: first, in relation to English Language Learners and their embodied responses to cultural environments; and second, in pedagogical examples, called Teaching Prompts and Student Reply. In both areas, reading the curriculum as cultural practice brought into view how efforts to recognize difference are recuperated into dominant, normative Eurocentric approaches to wellbeing, sport and physical activity. Conclusion Reading the curriculum as cultural practice illustrates how colonial knowledge systems are the foundation for what becomes recognizable in HPE curriculum. What some might see as seemingly benign ideas, practices, activities, games and sport are indeed educative practices that mark bodies and prioritize knowledge systems, and in some cases, perpetuate ethnic and racial stereotypes.

Primary school Physical Education (PE) specialist teachers’ experiences of teaching Health Education and Physical Education

AbstractThe purpose of this paper was to extend understanding of the studied phenomenon: primary school Physical Education (PE) specialist teachers’ experiences of teaching Health Education and Physical Education within the Learning Area Health and Physical Education (HPE) in their schools. Figurational sociology guided the research, which employed an explanatory sequential mixed methodology consisting of an online survey with 94 participants, followed by semi-structured interviews with 11 purposively sampled participants. Survey data indicated participants perceived their students undertook approximately one hour of HPE each week, except for Kindergarten students, who completed just over 40 minutes. This is less than the notional 80 hours a year recommended for delivering the subjects Health Education (HE) and Physical Education (PE) within the Australian Curriculum. Participants perceived HPE delivery in their primary schools was predominantly PE focused, and therefore, HE was ‘falling between the cracks’. Thematic analysis of the interview data led to the identification of themes reflecting specialist teachers’ perceptions of HE being the remit of class teachers, marginalised due to a crowded curriculum and lack of collaboration between PE specialists and classroom teachers. There is significant scope for HE not to be taught or not be taught well in the primary schools represented in the data provided by participants in this study. Improved collaboration between class teachers and PE teachers, increased support and prioritisation from senior staff (e.g. principals) and increased HE professional learning opportunities for class teachers are required.

Exercising space: re-examining young people’s use of digitised health and physical education (HPE) technologies through a spatial lens

ABSTRACT The potential for technologies to transform health and physical education (HPE) has received increasing international attention in both policy and academic contexts. However, what is absent from much of this work is a lack of appreciation of the spatial dimension that recognises the relationship between how young people use digitised HPE technologies and where they use them. Applying Henri Lefebvre’s spatial theory, in this narrative review we examine how space is currently treated in existing research on digital HPE technologies with attention to how spaces are perceived, conceived, and lived by young people. Our work demonstrates how the spatial analysis of existing research sheds light on the materiality and power relations inherent in young people’s use of digitised HPE technologies. Our review highlights the significance of recognising spatial dynamics in research on ‘borders and boundaries’ and the transformative potential of digital technologies for learning and education.