Debating health knowledge and health pedagogies in physical education

The health benefits of physical activity during childhood are now widely recognised and reported. However, if young people are to realise such benefits, they require the necessary knowledge, skills, physical competence and confidence to be able to do so. Physical education (PE) is clearly an appropriate context for fostering these attributes in that it provides opportunities to be active and educates about and through physical activity (Harris, 2010). Not surprisingly then, contributing to health and increasing physical activity are viewed by many to be key objectives of the subject (e.g. Fairclough and Stratton, 2005; Fox, Cooper and McKenna, 2004; Trost, 2006). The need to do so is furthermore evident given that the majority of young people do not meet current physical activity guidelines for their health (Harris and Cale, 2018). That said, to date, the seemingly obvious partnership between health and PE has not been as smooth or straightforward as might be expected and the area has been the topic of much deliberation and critique. This chapter then, focuses on some of the key debates concerning PE and health. First, it discusses the role and responsibilities of PE in relation to health, including policy and curricular expectations and health-related learning, and some of the challenges to achieving these. Notably, knowledge and teachers’ and pupils’ health knowledge are considered. The chapter then turns its attention to health pedagogies and to the approaches required or deemed desirable in effectively delivering health within and through PE. To conclude, a summary of the key debates and some key questions are presented for critical reflection and consideration by the PE profession moving forwards.