PAL Paradox Paper Oct 2020.pdf (287.88 kB)
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Prompting pedagogical change through promoting active lifestyles paradoxes

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journal contribution
posted on 20.11.2020, 16:07 by Jo Harris, Lorraine CaleLorraine Cale, Oliver HooperOliver Hooper
This study explored approaches to promoting active lifestyles (PAL) in schools which aimed to inform and develop physical education (PE) trainees and teachers’ health-related philosophies and pedagogies. Thirty-two secondary school PE trainees and teachers involved in a University-based Initial Teacher Education partnership in England participated in this study during the period 2015–2019. The participants were involved in professional development which included an introduction to research-informed PAL ‘paradoxes’ associated with promoting active lifestyles. Participants were asked to review their own health-related philosophies and practices in light of these paradoxes and were encouraged to use them to influence their own pedagogies as well as those of colleagues/peers. Participants found the PAL paradoxes interesting, surprising and perplexing; expressed a keen desire to address and solve them; and experienced the joys and challenges of influencing colleagues’/peers’ health-related philosophies and pedagogies. The findings suggest that this innovative low-cost, flexible and accessible approach to pedagogical change has the potential to engage PE teachers, increase their effectiveness as promoters of physical activity, and to greatly enhance the subject’s contribution to public health. This is significant, given calls for new pedagogical approaches and teachers’ previously reported lack of engagement in professional development in this area.

History

School

  • Sport, Exercise and Health Sciences

Published in

International Journal of Environmental Research and Public Health

Volume

17

Issue

21

Publisher

MDPI AG

Version

VoR (Version of Record)

Rights holder

© The Authors

Publisher statement

This is an Open Access Article. It is published by MDPI under the Creative Commons Attribution 4.0 International Licence (CC BY 4.0). Full details of this licence are available at: https://creativecommons.org/licenses/by/4.0/

Acceptance date

24/10/2020

Publication date

2020-10-29

Copyright date

2020

ISSN

1660-4601

eISSN

1660-4601

Language

en

Depositor

Prof Jo Harris. Deposit date: 19 November 2020

Article number

7965