Health-Based Physical Education Flashcards
1
Q
Key facts about Child health - Global Inequalities? United Nations (2020)
A
- In 2018 an estimated 6.2 million children and adolescents under the age of 15 years died
- Children in sub-Saharan Africa are more than 15 times more likely to die before the age of 5 than children in high income countries
2
Q
Name four global inequalities? (United Nations, 2020)
A
- Access to clean drinking water
- Child labour and exploitation
- Growing up in conflict areas
- Lack of education opportunities on health
3
Q
Name 4 western world inequalities?
A
- Lack of regular and sustained physical activity
- Poor nutrition
- Childhood obesity
- Mental health and well-being
4
Q
Name 2 key facts about worldwide obesity? (World Health Organisation, 2020)
A
- Worldwide obesity has nearly tripled since 1975
- In 2016, more than 1.9 billion adults were overweight. Of those over 650 million were obese
5
Q
UK obesity figures? (BBC, 2020)
A
- 60,000 children at the end of primary school in England and Wales were obese, of whom 22,000 were classed as “severely obese”.
6
Q
What is the role of schools and PE in health? (Palmer and Behrens, 2017)
A
- site for investment in and improvement of health outcomes
- True because a site with permanent access to young people means a potential to influence health knowledge and behaviour outcomes
- Important for schools to agree to focus on the most important health problems such as obesity
7
Q
Ways to tackle obesity? (3 points)
A
- Citing obesity statistics (McKenzie and Lounsdbery, 2009)
- Physical activity, but effect sizes differ and nutritional factors are seen to have a major impact in this (Schwartz et al. 2016)
- Diet management (Caloric deficit)
8
Q
Opinions of the ways being used to combat obesity? (Cale and Harris, 2013)
A
- Many PE professionals are contesting the accuracy of claims about the predictions of the rise in childhood obesity
- Advocate positive and inclusive approaches that encourage physical activity and health, without focusing on the ‘overweight body’
9
Q
Critical reflection on Obesity statistics? (Cale and Harris, 2013) (3 points)
A
- Questions over the way statistics are used
- Overweight and obesity often mentioned together, thus inflating numbers
- Assumption that overweight automatically had adverse health outcomes, something that is not backed up by the evidence from research
10
Q
Can schools have a role in tackling obesity?
A
- Schools are not a “silver bullet” in tackling obesity
- Factors outside the gates make it impossible for schools “to have a direct and measurable impact on children’s weight”, said chief schools inspector, Amanda Spielman
11
Q
‘The Remit and Power of PE to solve Obesity crisis?’ (Cale and Harris, 2013) (Obesity crisis, evidence?)
A
- Solving obesity crisis is not a reason for PE
- There is limited evidence that any school-based obesity interventions actually work
12
Q
What does a study in the British medical Journal suggest about anti-obesity programmes in school?
A
School programmes encouraging children to take more exercise and eat healthily are unlikely to have any real effect on childhood obesity.
13
Q
What were the results from the 12 month obesity programme in the West Midlands?
A
The study found no improvements in BMI and no improvements in energy expenditure, body fat measurements or activity levels
14
Q
What is the Salutogenic view of health? (Quennerstedt, 2019)
A
- Takes a more holistic (interconnected) view of health
- Recognises a range of contextual factors that influence and impact on people’s health
- Being ‘healthy’ is more than the absence of physical disease, and having an idealised body shape
15
Q
What are assumptions about health? (Quennerstedt, 2019)
A
- The norms for health are body shape and body weight
- Focus on external perspective of the body and
- Deviations from society’s bodily ideals are constituted as unhealthy and often immoral
16
Q
What is strength-based, Salutogenic approach?
A
- Takes a positive approach to help people building health resources that keep us healthy, instead of what makes us ill
17
Q
What is Educative PE?
A
- Recognises the importance on educating children and young people about meaningful and health-promoting behaviours.
18
Q
Seven guiding principles that inform Health-related teaching? (Harris, 2000)
A
- Exercise can be a positive and enjoyable experience
- Exercise is for all
- Everyone can benefit from exercise
- Everyone can be good at exercise
- Everyone can find the right kind of exercise for them
- Exercise is for life
- Excellence in health-related exercise is maintaining an active way of life
19
Q
What are the three critical, innate psychological needs that must be supported in relation to Self-Determination Theory?
A
- Autonomy: the sense that one is acting in a self-directed manner
- Competence: the belief that one can interact effectively with one’s environment
- Relatedness: perceptions of connectedness with significant others.
Meeting these conditions promotes a motivational climate that fosters intrinsic motivation (Lonsdale, 2016)
20
Q
Implications from research for PE teachers and PE teaching?
A
- Research that makes a difference should focus on teachers
- It seems right to educate PE teachers about the importance of satisfying students’ basic psychological needs (Standage, 2009)
21
Q
What is England’s ‘school sport and activity Action Plan’ (2019) statement of intent? (PA per day, character building, focus?)
A
- Young people 60 mins of PA a day
- Character building experiences, competition
- Physical activity provision focuses on fun and enjoyment
22
Q
Issues of the School Sport and Activity Action Plan? (Armour and Harris, 2019) (3 points)
A
- Lack of knowledge in teacher workforce, how to develop positive approaches to HBPE
- Excessive focus on fitness for performance, rather than fitness for health
- Mis-guided approaches to fitness testing
23
Q
What are the main points about fitness for life?
A
- The role of PA in maintaining/enhancing health
- The promotion of active lifestyles
- A focus on participation
- A desire for pupils to be fit enough to undertake and enjoy everyday activities
24
Q
What are the main points about Fitness for Performance?
A
- The role of PA in increasing/developing fitness
- A desire for pupils to be fit for sports
- An emphasis on improving sports performance
- A limited PE curriculum, dominated by competitive games and fitness-related activities
25
What was said about Health and Fitness: The Hidden Curriculum? (Harris and Legget, 2015)
In their research the authors found that:
“Curiously, rhetorical ‘fitness for performance’ practices in the form of testing and training activities.”
26
Key points about fitness testing? (4 points)
- Remains a controversial issue in schools
- Fitness testing and circuit training common vehicles to teach health in PE in secondary schools
- Not appealing to the least active students
- Represents a misdirected effort in the promotion of healthy, active lifestyles
27
Summary health points? (Health, negative factors, holistic and positive approach)
- Maintenance of good health is globally one of the most important challenges
- The role of negative factors that impact health is frequently the focus of research
- A more strength-based and positive (salutogenic) approach to viewing and teaching health is needed to support lifelong health
28
What are the nine points Harris (2020) talks about in relation to health promotion in young people?
1) Physical education, school sport, and physical activity
2) Whole-school approaches
3) Health Guidelines and recommendations
4) Physical Education’s role in public health
5) Significance of physical activity for health guidelines
6) Government targets and policies
7) Activity Headlines on children/young people
8) Monitoring health, fitness and activity
9) Recommendations (Appendix)
29
Key points from Section 1: Physical Education, school sport and physical activity (Harris, 2020)? (4 points)
- Structured learning focusing on learning through activity
- Organised activities outside school curriculum that compliment PE
- Encompasses all types of movement
- At least two hours weekly
30
What does (Harris, 2020) say about Section 2: Whole-school approaches to physical activity? (Health promotion, Action Plan)
- School plays a pivotal role in promoting health
- WHO’s Global Action Plan (2018-2030) emphasises active societies, environments, people and systems
31
What does (Harris, 2020) say about Section 3: PE’s contribution to public health? (3 points)
- PE supports holistic (all parts interconnected) health
- It builds confidence for lifelong physical activity
- Tailoring activities to student needs
32
Section 4: UK-wide physical activity guidelines? (Harris, 2020)
- Children, at least 60 mins of moderate to vigorous exercise daily
- Adults, 150 mins of moderate or 75 mins of vigorous activity weekly, plus strength training
Older adults, regular activity with flexibility training
33
Section 5: Significance of exercise guidelines? (Harris, 2020) (3 points)
- Emphasises lifelong activity, flexibility in achieving goals
- Highlights vigorous activity benefits
- Encourages inclusivity
34
What does (Harris, 2020) say about Section 6: UK governments physical activity targets? (2 points)
- Targets vary across regions
- Focus on aligning curriculum and extracurricular activities to meet health guidelines
35
What does (Harris, 2020) say about Section 7: Physical activity guidelines for children and youth? (Results essentially)
- Most children do not meet daily activity guidelines
- Boys are more active than girls
- PA declines with age
- Active children report better mental health
36
What does (Harris, 2020) say about Section 8: Monitoring health, Fitness and PA in schools? (3 points)
- Fitness testing should focus on promoting active lifestyles
- Monitoring activity levels is more effective than traditional fitness tests
- Inclusive practices to ensure positive experiences
37
What does (Harris, 2020) say about Section 9: Practical recommendations for PE teachers addressing childhood obesity? (9 points)
- Challenge stereotypes
- Promote holistic health
- Adopt inclusive practices
- Provide guidance
- Address barriers to participation
- Design appropriate activities
- Engage families and communities
- Enhance teacher training
- Support behaviour change
38
Authors for Health section? (10 needed)
(United Nations, 2020) - facts about child health, global inequalities
(World Health organisation, 2020) - Worldwide obesity
(BBC, 2020) - Obesity figures
(Palmer and Behrens, 2017) - role of schools and PE in health
(McKenzie and Loundsbury, 2009) - Ways to tackle obesity
(Cale and Harris, 2013) - Critical reflection on obesity, Remit of Power
(Quennerstedt, 2019) - Salutogenic view of health
(Harris, 2000) - Seven guiding principles
(Armour and Harris, 2019) - Issues of the school sport and activity action plan
(Harris, 2020) - 9 points about health promotion in young people
