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Exploring physical education teachers conceptualisations of health and wellbeing discourse across the four nations of the UK.pdf (2.16 MB)

Exploring physical education teachers’ conceptualisations of health and wellbeing discourse across the four nations of the UK

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posted on 2024-02-07, 15:00 authored by Shirley Gray, Stephanie Hardley, Anna Bryant, Oliver HooperOliver Hooper, Julie StirrupJulie Stirrup, Rachel SandfordRachel Sandford, David Aldous, Nicola Carse

As a group of researchers representing England, Northern Ireland, Scotland and Wales, we previously carried out a comparative analysis of the health discourses evident within the physical education (PE) curriculum of each UK nation (Gray et al., 2022). We uncovered complex  ‘health’ landscapes, represented through different discourses of health across contexts and shifting discourses within contexts. The purpose of the present proof of concept study is to extend this cross-border work by exploring how UK PE teachers conceptualise health and wellbeing (HWB), and to identify the ways in which their conceptualisations align (or not) with their respective curricula. We found some alignment between the teachers’ understanding of HWB and their respective curricular documentation, which was highlighted in the similarities and differences across contexts. Furthermore, all of the PE teachers had some understanding of HWB as a holistic and broad concept. We argue that understanding the various conceptualisations of HWB within and across contexts can serve as a useful foundation for cross-border dialogue, which may support the development of PE teachers’ critical reading of curriculum and their capacity and authority to contribute to future curriculum developments. 

History

School

  • Sport, Exercise and Health Sciences

Published in

Curriculum Studies in Health and Physical Education

Volume

15

Issue

1

Pages

1-23

Publisher

Taylor & Francis

Version

  • VoR (Version of Record)

Rights holder

© The Authors

Publisher statement

This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

Acceptance date

2023-01-30

Publication date

2023-02-10

Copyright date

2023

ISSN

2574-2981

eISSN

2574-299X

Language

  • en

Depositor

Dr Rachel Sandford. Deposit date: 7 February 2023

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