Physical Educator and/or Health Promoter? Constructing 'Healthiness' and Embodying a 'Healthy Role Model' in Secondary School Physical Education
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| Title: | Physical Educator and/or Health Promoter? Constructing 'Healthiness' and Embodying a 'Healthy Role Model' in Secondary School Physical Education |
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| Language: | English |
| Authors: | Parkinson, Sam (ORCID |
| Source: | Sport, Education and Society. 2020 25(4):365-377. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Physical Education Teachers, Health Promotion, Role Models, Teacher Role, Secondary School Teachers, Health Related Fitness, Foreign Countries, Health, Beliefs, Human Body, Self Concept, Professional Identity |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/13573322.2019.1613635 |
| ISSN: | 1357-3322 |
| Abstract: | The following sociologically orientated study explores how two physical education (PE) teachers at two secondary schools in North West England construct the notion of 'healthiness', and how this informs their health-based PE practice. The research process was influenced by figurational sociology [Elias, N. (1978). "What is sociology?" New York, NY: Columbia University Press], and the use of in-depth, reflexive interviews allowed emergent beliefs of the teachers in relation to 'healthiness' to be made evident, as contextual elements of their lived-in world surfaced. Within health-based PE, the teachers embodied a 'healthy role model' to match dominant PE discourses, whereby teachers must work on their capacity to help pupils learn, and work on their own 'healthy bodies' simultaneously. It is suggested that notions of 'healthiness' constructed by PE teachers develop within the social contexts of their personal and professional lives as complex spaces that provide dilemmas, opportunities and possibilities within which the teacher constructs, adapts and embodies a 'healthy role model' to enhance both long and short term (self) interests. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1250914 |
| Database: | ERIC |
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| Abstract: | The following sociologically orientated study explores how two physical education (PE) teachers at two secondary schools in North West England construct the notion of 'healthiness', and how this informs their health-based PE practice. The research process was influenced by figurational sociology [Elias, N. (1978). "What is sociology?" New York, NY: Columbia University Press], and the use of in-depth, reflexive interviews allowed emergent beliefs of the teachers in relation to 'healthiness' to be made evident, as contextual elements of their lived-in world surfaced. Within health-based PE, the teachers embodied a 'healthy role model' to match dominant PE discourses, whereby teachers must work on their capacity to help pupils learn, and work on their own 'healthy bodies' simultaneously. It is suggested that notions of 'healthiness' constructed by PE teachers develop within the social contexts of their personal and professional lives as complex spaces that provide dilemmas, opportunities and possibilities within which the teacher constructs, adapts and embodies a 'healthy role model' to enhance both long and short term (self) interests. |
|---|---|
| ISSN: | 1357-3322 |
| DOI: | 10.1080/13573322.2019.1613635 |
