Hagell, et al. (2015) Promoting Health Literacy In Secondary Schools: A Review. British Journal Of School Nursing, 10(2), 82-87. Retrieved November 22, 2015, from: http://search.ebscohost.com.ezproxy.library.ubc.ca/login.aspx?direct=true&db=ccm&AN=103776395&site=ehost-live&scope=site
In their paper, Promoting Health Literacy In Secondary Schools, Hagell et al. look to promote the implementation of health literacy within students of secondary schools, and the importance this information provides in the development of students. This paper focuses on the use of the nurse workforce within schools, and their ability to transfer health literacy knowledge to students, although needing to be used in partnership with other agencies. The paper shows that although health literacy is part of the curriculum and is put forth to students, it could be much more effective in conjunction with the school nurse workforce, although small, and that there are many different delivery options available for implementation. “Health literacy is defined as: ‘the capacity of an individual to obtain, interpret and understand basic health information and services in ways which are health-enhancing.” Their definition of health literacy shows how wide of a concept it really is, and how it is a vast amount of information that students are required to learn. By combining forces, the information could be effectively relayed to the students across a variety of delivery methods, and could be much more effective in the transfer of knowledge from teacher to student. This paper does an excellent job at summarizing why health literacy is an important topic, as well as touches on how all faculty of a school must work together to get it across to students. This is especially important for PE teachers who will be looking for a way to get all of the new health education curriculum across to students while maintaining a productive amount of active PE time.
Marlett, et al. (2004). The Use Of Alternative Texts In Physical Education. Journal Of Adolescent & Adult Literacy, 48(3), 226-237. Retrieved November 25, 2015, from: http://www.jstor.org.ezproxy.library.ubc.ca/stable/40009183?pqorigsite=summon&seq=1#page_scan_tab_contents
Marlett et al. look to the connection between body and mind in their paper, The Use Of Alternative Text In Physical Education. The paper discusses the topic that PE is no longer simply movement and activity based, but rather requires a large amount of critical thinking and feeling, coming in new shapes and forms of text. The variety of new material forms, (electronic, visual, and printed material,) allow students to incorporate daily physical activities to other subjects, without confining the class lesson strictly to the gymnasium. Marlett et al. point out the sheer number of alternative ways material can be transferred from teacher to student, and how it will shift PE from strictly movement based to a focus on content literacy, showing the connection between new forms of text, appropriate teaching strategies, and the open door that allows more teachable areas in PE, such as outdoor education, body image awareness, and the concept of physical exertion and force dynamic. With the new curriculum on its way in, students will be required to learn an enormous amount of information in their PE classes. PE teachers could, theoretically, just move to a classroom and teach all the Health Education topics there. However, most will be looking for ways to provide the knowledge within PE classes, and by occupying as little of active time as possible. This paper provides teachers with unique ways of teaching through text, and could provide new, variable ways to get information across in the confines of the gymnasium, without having to move to an enclosed classroom.
Guerrero, M. (2015). Literacies In Health And Physical Education. Literacy Learning: The Middle Years, 23(3), 50-56. Retrieved November 17, 2015, from: http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfvie wer?sid=e73c22c9-dc6f-445a9dc95f01fa701cd6%40sessionmgr4004 &vid=1&hid=4204
In this paper, the gap between ever-evolving literacies are examined, specifically the literacies involved with Health and Physical Education. Michelle Guerrero makes a valid argument for the emergence of a non-traditional form of literacy in education, and how the traditional model of literacy is evolving, in her paper Literacies In Health And Physical Education. She states that, “Health and Physical Education involve much more than traditional literacy…” (2015). In addition to this, she quotes Tremblay and Lloyd who “describe ‘physical literacy’ as the ‘new kid on the block’ (2010). While physical literacy is a relatively foreign concept to many PE teachers, they will also be tasked with introducing health education in a much more in depth format throughout their PE lessons and semesters. The topics covered in PE will now almost double, and teachers must find new ways to approach the material to ensure all students understand and grasp it. Understanding and employing these up and coming literacies in the Health and Physical Education stream will allow teachers to cover all material in a successful manner. In her conclusion, Guerrero states: “by taking a wider view, Health and Physical Education has the potential to develop a broad range of literacies.” (2015). By adapting using some of her strategies, teachers will be able to effectively communicate every bit of the new curriculum to their students throughout their classes, and hopefully use some of these techniques to incorporate them directly into their active PE classes.
Le Masurier, G. et al. (2006). Top 10 Reasons For Quality Physical Education. Journal Of Physical Education Recreation And Dance, 77(6). Retrieved January 13, 2016, from: http://files.eric.ed.gov/fulltext/EJ794467.pdf
Le Masurier et al., although not in conjunction with health education, promote the benefits that a quality Physical Education can have on students, and give the top ten reasons it is important. These topics range from how regular physical activity can help prevent disease, to how it teaches and promotes self-management and motor skills, and how it helps to educate the total child. They conclude that although extremely important, physical education programs “face increased scrutiny and the potential for elimination when budgets are tight.” This paper touches on the overall importance of health that PE has on a child, and now combined with health education, can have a drastic effect on their health across their entire lifetime. Many of these top ten reasons tie directly into why health education is important and would play a big role in the implementation of the new health curriculum into modern PE classes. Topics as mentioned, such as self-management and motor skills, are directly connected to topics such as stress management and anxiety control; topics covered in the new health education curriculum. In addition, health education combined with PE, if done so in a constructive way, can not only teach students what it takes to be healthy, but how they can be healthy for life, and the importance of why the new PE will be so beneficial for them even after their high school career.
Barker, D. et al. (2015). Inter-student Interactions And Student Learning In Health And Physical Education: A Post Vygotskian Analysis. Physical Education And Sport Pedagogy, 20(4). Retrieved January 13, 2016, from: http://www.tandfonline.com/doi/abs/10.1080/17408989.2013.868875
This paper written by Barker et al in 2013 looks at the effect of group work in Physical Education, as well as Health Education. It looks at three topics of group work, specifically “it’s widespread use; advances surrounding HPE models that utilize group strategies; and a significant amount of literature dealing with group work in other school subjects” and proposes that even with all of this, there is little understanding of it in a Health and Physical Education setting. Their task was to discover the effect of group work in a Health and Physical Education setting, focusing on members engaging in shared communication, relationships that develop and change throughout group activities, and agreements as a result of constructing knowledge as a group. They concluded that a further growing understanding of the benefits of group work will help teachers of these subjects effectively teach all the material they are required to, and how group work can be an effective means of learning, even in an obscure subject such as this. As mentioned, the new curriculum will have teachers searching for a variety of ways to instruct the new material, and group work in this sense could be a major factor into the effectiveness of teaching a much larger amount of material, especially those that usually are taught in a classroom.