Positioning Australia's Contemporary Health and Physical Education Curriculum to Address Poor Physical Activity Participation Rates by Adolescent Girls

Autor/inn/en	Usher, Wayne; Edwards, Allan; Cudmore, Laura
Titel	Positioning Australia's Contemporary Health and Physical Education Curriculum to Address Poor Physical Activity Participation Rates by Adolescent Girls
Quelle	In: Health Education Journal, 75 (2016) 8, S.925-938 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896916631379
Schlagwörter	Foreign Countries; Physical Education; Physical Activities; Adolescents; Females; Health Promotion; Well Being; Health Related Fitness; Health Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Well-being; Wellness; Wohlbefinden; Gesundheitssport; Gesundheitstraining; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Australien
Abstract	Background: Given the wealth of research identifying how schools are in a strong position to promote physical activity (PA) among children, it would be reasonable to suggest that initial experiences of physical education and school sport are critical factors influencing whether a student will develop a healthy relationship to PA. However, research in Australia equally identifies how secondary school-aged young people are increasingly failing to meet national guidelines concerning PA levels and participation rates, with adolescent girls displaying the most disturbing trends. Purpose: This paper examines how the recent Australian Curriculum Assessment and Reporting Authority (ACARA) Health and Physical Education (HPE) structure aims to address such concerns as poor PA levels and participation rates by adolescent girls. Methods: A theoretical approach, consisting of document and literature analysis, was undertaken to develop insights into the current developments surrounding the ACARA HPE implementation, in an attempt to address identified socio-cultural issues within contemporary HPE practices. Such an approach is aimed at heightening effective pedagogy. Conclusion: This paper provides a vision for supporting future student inclusion in HPE, by acknowledging potential barriers to the adoption of PA by adolescent girls and identifying strategies that will collectively promote curriculum priorities and classroom practices accordingly. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01