Digital technologies and the hidden curriculum in the educational praxis of physical education

Doodewaard, Corina van; Knoppers, Annelies

doi:10.4324/9780203704011-10

Cited by 4 publications

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“…Adolescents should be empowered to use digital technologies and social networks autonomously and responsibly to find and to pursue their individual healthrelated goals (Goodyear et al, 2019a). Teachers need to be careful not to consolidate normative health and body discourses by introducing and using fitness and performance apps in a nonreflective way (Van Doodewaard & Knoppers, 2018). Rather, students should be encouraged to oppose stereotypical and exaggerated norms of health, fitness and performance transported in traditional and new media and to be selfconfident about their individual bodies, physical abilities and skills (Azzarito, 2019).…”

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“…"As indicated by these quotes, it is vital for PE teachers to promote the development of positive body images and affirmative sports-related identities in an increasingly digitalized world as the foundation for joyful and long-term physical activity among students. Teachers can achieve this by offering and working with diverse sports and fitness models that can serve as an inspiration for young people(Van Doodewaard & Knoppers, 2018). Being sensible of different body cultures on social media -such as body neutrality and acceptance movements -that sometimes convey opposing norms of health and beauty(Langnes & Walseth, 2023) seems relevant in this regard.…”

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Digital health education as a topic for PE: Relevance, practical implications, and teachers’ perspectives

Andreas Raab

2023

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Digital health technologies and social networking services have become an inherent part of physical activity, exercise routines and fitness training. Adolescents obtain significant parts of their health-related knowledge and beliefs from such technologies and social media, which in turn can influence how they approach sports and physical activity. These processes have been accelerated and intensified by the Covid-19 pandemic. Against this background, this paper aims to discuss the relevance of digital health education as a topic for the subject PE. First, potential benefits and risks of digital health technologies and networks are explained with a focus on adolescents as the target group for digital health education. In this context ideas and recommendations to implement digital health education in teaching practices are illustrated. It is argued that young people should be supported to develop their own critical viewpoints and attitudes towards the use of digital health technologies and networks to pursue individual health-related goals. Second, results from a qualitative interview study with 32 PE teachers in Austria regarding their perspectives on digital health education in PE are presented. The most significant findings of the survey are that asked teachers see digital technology mainly as a tool for functional health promotion and are aware of normative body representations in social networks. Some PE teachers also orchestrate PE as a counterpart to an increasingly digitalized world excluding digital technology form their lessons. However, a holistic approach to digital health education requires that the digital culture of health, body, exercise and fitness is experienced and discussed from different perspectives. In doing so, students can be enabled to use digital health technologies and networks in an informed, responsible and self-determined way.

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confidence: 99%