Daniel B. Robinson

Health education and interactive drama Findings from a service learning project

Objective: Within Canada, health education is generally taught by teachers who are subject generalists, or subject specialists within other disciplines, with little-to-no formal teacher training in health education. Without teacher training related to curriculum and instruction in health education, teachers are effectively required to adapt their developing pedagogies to unique health contexts. This article highlights findings from a recent study in which pre-service physical education (PE) teachers implemented interactive drama (ID) as a pedagogical practice to engage adolescent students (aged 13–16 years) in meaningful learning opportunities related to particular health education curricular outcomes. Design: The study was part of a Service Learning Project (SLP) within a secondary physical education curriculum and instruction course at Atlantic Canada University. 1 During the SLP, pre-service PE teachers (n = 21) engaged adolescent students (n = 162) in ID presentations and discussions. After completion of the SLP, pre-service PE teachers shared their perspectives of ID as a pedagogical practice capable of meaningfully engaging themselves and their students within health education. Setting: Atlantic Canada University has a population of approximately 5,000 students, the majority of whom come from Atlantic and Eastern Canada. The SLP occurred at Melmerby School, 2 a P-12 school with a student population of approximately 500 students. Method: Applying case study methodology, the researchers examined pre-service PE teachers’ written responses to a post-SLP survey. These data were collected so as to gain an in-depth understanding of ID as a perceived appropriate pedagogical practice for health education. Results: Three primary themes were identified through the data analysis. These were: enabling teachers; engaging students; and real-life connections. Conclusion: ID can be a beneficial pedagogical practice for health education; it has the potential to benefit both pre-service PE teachers and their adolescent students.

Marking Physical Literacy or Missing the Mark on Physical Literacy? A Conceptual Critique of Canada’s Physical Literacy Assessment Instruments

ABSTRACT Margaret Whitehead first introduced the concept of physical literacy over 20 years ago. Since that introduction, physical literacy has been gaining in popularity within many Western physical education and sport contexts. This is particularly true within Canada, where physical literacy has been embraced by two of the nation’s most notable national physical education and sport organizations (i.e., Physical and Health Education Canada, Canadian Sport for Life). As physical literacy has been generating interest and action by these organizations, they, and others, have been quick to also seek methods by which to measure it. However, it is our observation that despite the promises and possibilities of physical literacy resources, initiatives, and programs, Canada’s most accessible physical literacy assessment instruments are wanting for focused and direct contemplation. In this article, we offer a conceptual critique of the physical literacy assessment instruments being developed for and practices being encouraged within Canadian school communities. Our contemplations consider three physical literacy assessment instruments, and they are focused, principally, upon usability, trustworthiness, and fidelity to Whitehead’s conception of physical literacy. We conclude that the instruments differ in their ease of use and usefulness, some are lacking, markedly, with respect to trustworthiness, and some fail to capture physical literacy as Whitehead intended it. Finally, in light of these conclusions, we offer suggestions for future practice and inquiry.

Religion as an other(ed) identity within physical education

In recent years, physical education (PE) pedagogues and researchers have studied, theorized about and provided practical suggestions related to diverse and intersecting identities (e.g. class, [dis]ability, gender, racialized identity, sexual orientation, etc.). Such efforts have had a profound impact upon those who have suffered the consequences of being ‘othered’ within PE, and more globally within schools, communities and societies. This impact notwithstanding, few PE scholars have focused closely upon the role that religion, particularly as an other(ed) identity, might play within PE. Given this current context, I have undertaken the task of writing this article with two goals in mind: (a) to offer a scoping review of peer-reviewed literature about religion as it relates to PE; and (b) considering that scoping review, to offer suggestions for future practice and inquiry.

Creating a Healthy School Community? Consider Critical Elements of Educational Change

In recent years, the concept of creating and sustaining healthy school communities (HSC) has increased in popularity and acceptance as a way to link health and education outcomes within school communities across the globe. With the dual goal of enhancing student learning and facilitating action for health through education, schools with integrated, holistic and strategic HSC approaches have become exemplars for many others. Nonetheless, the introduction of an initiative such as HSC generally necessitates a change of practice and vision within already-established school communities and contexts. To address the resistance that might occur in such a scenario, this article provides a commentary on, and practical applications for, three aspects of school change that ought to be closely considered when implementing the concept of HSC within educational jurisdictions — namely, the important role of professional development, leadership capacity building, and cultural change in school settings.

Teaching outside of the box: a short-term international internship for pre-service and in-service physical education teachers

Abstract This article reports on results from a qualitative study of a two-week international internship for pre-service and in-service physical education (PE) teachers in a developing nation (Belize). Relying upon data from questionnaires that were administered before and after the short-term international internship, participants’ perspectives related to their professional and personal development were investigated. Understanding the overlap that necessarily exists between professional and personal growth, five themes are identified and discussed. These include: (1) Kids are Kids (Or are they?), (2) Relationships Matter, (3) Cooperation and Collaboration in Teaching: Learning Together, (4) Teaching without Bells and Whistles, and (5) Recognising One’s Own Privilege. In light of these findings, some suggestions for future practice and inquiry are offered.

Gadgets in the Gymnasium: Physical Educators’ Use of Digital Technologies | Les gadgets au gymnase : l’utilisation des technologies numériques par les enseignants en éducation physique

This article highlights results from a recent study that investigated Atlantic Canadian physical educators’ adoption and implementation of various digital technologies. Employing a mixed-methods research design (survey participants, n = 206; focus group participants, n = 12), the research intended to provide a clear overview of physical educators’ implementation of digital technologies—as well as an account of the factors that may enable or limit their use. Results suggest that some digital technologies are used more (e.g., audio players, computers) than others (e.g., Dartfish, iTouch). Moreover, a number of external barriers (limitations in time, expertise, resources) and internal barriers (teacher beliefs, established pedagogy) were identified. In light of these results, a number of observations and comments are offered. Results from this research might be of particular interest to those engaged with physical education and technology implementation.Cet article souligne les resultats d’une etude recente qui s’est penchee sur l’adoption et la mise en application de diverses technologies numeriques par les moniteurs d’education physique du Canada atlantique. A l’aide d’un modele de recherche faisant appel a des methodes mixtes (participants au sondage, n = 206; participants au groupe de discussion, n = 12), l’etude entendait fournir un survol limpide de la mise en œuvre des technologies numeriques par les enseignants en education physique, ainsi qu’un compte-rendu des facteurs qui peuvent permettre ou limiter cet usage. Les resultats suggerent que certaines technologies numeriques sont plus utilisees (p. ex. lecteurs audio et ordinateurs) que d’autres (p. ex. Dartfish, iTouch). De plus, un certain nombre d’obstacles externes (des limites relatives au temps, a l’expertise, aux ressources) et internes (croyances des enseignants, pedagogie etablie) ont ete reperes. A la lumiere de ces resultats, nous offrons certaines observations et des commentaires. Les resultats de ces recherches peuvent etre interessants pour les personnes qui s’occupent de l’education physique et de la mise en application des technologies.

Why play outside? Problematising outdoor play as a biopedagogical task

ABSTRACT Although outdoor play has been widely recognised for the many benefits it affords children, some have rationalised the need for it based on goals related to physical health. More specifically, these instrumental goals have been closely related to obesity, overweight, and/or physical (in)activity. Adhering to obesity discourses and the notion of a childhood obesity epidemic, such instrumentalisation of outdoor play unnecessarily positions it as a biopedagogical task. Herein we have identified three relatively recent and notable institutes of truth that perpetuate this instrumentalisation of play into a biopedagogical task. Through our consideration and analysis of the initial conception of nature-deficit disorder, subsequent research into outdoor playgrounds and natural play spaces in schools, and a recent national report on physical activity, we hope to initiate and invite candid contemplation, reflection, and critique for and from those within the physical and health education field.

Telling and selling: a consideration of the pedagogical work done by nationally endorsed corporate-sponsored educational resources

ABSTRACT In recent times, not-for-profit organisations have been partnering with for-profit corporations to create educational resources. This has been especially true in physical and health education, particularly within Canada. For example, Physical and Health Education Canada has recently endorsed a number of corporate-sponsored educational resources related to health and wellness. Given this observation, we have recognised a need to theorise about how such resources – when considered as pedagogical texts – do pedagogical work. Ascribing to the belief that such resources are shaped by corporations’ biased, value-laden, and ideological views, we suggest that the desired knowledge(s) of corporations are necessarily present, if not influential or foundational, when such resources are conceived, produced, and distributed. By turning our attention to this belief and suggestion, we provide a necessary critique of these resources and the pedagogical work they achieve. We have done this by attending to the scholarship of Bernstein [2000. Pedagogy, symbolic control and identity: Theory, research, critique. Lanham, MA: Rowman and Littlefield], with some additional attention to curriculum theorising done by Tinning [2010. Pedagogy and human movement: Theory, practice, research. New York, NY: Routledge]. We are hopeful that our analysis promotes discussion, debate, and potential (re) action in response to this current practice.