Editorial: health, the body, and identity work in health and physical education

Beckett, Lori

doi:10.1080/1357332042000233921

Cited by 16 publications

(6 citation statements)

References 1 publication

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“…We can, for example, re-consider Kirk's (2005) suggestions relating to early learning experiences and knowledge that is useful in adult life, Wright and Burrow's (2004) suggestions that 'students need to learn to become inquirers to develop tools to work with uncertain knowledge' (p. 228), or Evans' (2004) call for greater attention to 'physical education' and educability as questions closely related to health. Issues related to identity (Beckett, 2004), aesthetic abilities (Gard, 2006) or alternate movement practices (Wright, 2000;Tinning & Glasby, 2002) can also be considered with a salutogenic approach. The same applies to Quennerstedt's (2006) salutogenic claim of regarding democracy, learning and well-being in ongoing activities within physical education as potentially health promoting.…”

Section: The Relation Between Physical Activity and Health * A Salutomentioning

confidence: 99%

Exploring the relation between physical activity and health—a salutogenic approach to physical education

Quennerstedt

2008

Sport, Education and Society

108

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This article takes a point of departure in the debate whether physical education should consider a limited or an increased commitment towards public health goals and a public health agenda. The article further discusses the relationship between physical activity and health, and the perspective of health in physical education. This is done through a critique of the dominance of a pathogenic perspective of health, as well as through a salutogenic approach regarding health as a process. A salutogenic approach makes, as suggested in the article, other questions*salutogenic questions*possible. In this sense, physical activity and movement can be regarded as something more than mere protection against disease or overweight, and by posing salutogenic questions we can enrich our understanding of the relation between physical activity and health, and in consequence richness to the perspective of health in physical education. With a salutogenic approach, the pupils' unique and common experiences of health, movement, body ideals or outdoor-life can meet a wider perspective of health. This would facilitate a health perspective in physical education that draws attention to the qualities, abilities and knowledge that pupils can develop, and, in the name of learning health, point the way to the possible contribution of physical education in pupils' health development in terms of how physical education can enrich their lives, strengthen them as healthy citizens and contribute to a sustainable (health) development.

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Section: The Relation Between Physical Activity and Health * A Salutomentioning

confidence: 99%

Exploring the relation between physical activity and health—a salutogenic approach to physical education

Quennerstedt

2008

Sport, Education and Society

108

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“…With a few exceptions (Beckett, 2004;Davis, 2004;McWilliam, 1999;Shilling, 2004;Wright & Harwood, 2007;Zembylas, 2007), few have made the affective and embodied dimensions of pedagogy a primary concern (Evans et al, 2008, p. 110). Research and critique that addresses the exposure and effect of body pedagogies including the socialisation of the swimmer body, the effects that memes, action, structures of power, occurring through practice, have on the body and self both in the short term and also long term, specifically in the context of the Australian swimming culture is still largely lacking in the social sciences.…”

Section: Resultsmentioning

confidence: 99%

Exposure and Effect: An Investigation into a Culture of Body Pedagogies

McMahon

2018

Structuring the Thesis

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“…Such genetic determinism may present dangers of reverting back to biomedical notions of ability which fail to recognise that physiology is only part of the process; that physical ability is variously re-configured within and across different situations of learning (for further reading on situated learning see Lave & Wenger (1991) and Wenger (1998)). Research is already suggesting that teachers may have particularly narrow conceptions of child development in relation to Physical Education and Health contexts (see Burrows & Wright, 2001;Beckett, 2004) and genetic determinism may compound these. This is not to deny the potential value of genetic testing.…”

Section: Genetic Tests Versus Talent Development?mentioning

confidence: 95%

Genetic tests for ability?: talent identification and the value of an open future

Miah

Rich

2006

Sport, Education and Society

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This paper explores the prospect of genetic tests for performance in physical activity and sports practices. It investigates the terminology associated with genetics, testing, selection and ability as a means towards a socio-ethical analysis of its value within sport, education and society. Our argument suggests that genetic tests need not even be used (or widely used) as a tool for talent identification to have an impact on the way in which abilities are recognised and celebrated within sport. Just the development of these tests may consolidate discourses associated with performance and techno-scientific views of the bodies which are drawn upon in selecting, labelling and positioning some, rather than others, as 'able'. The attachment of sports institutions to these technologies may be helping to shape a theoretical and wider social construction of how performance is viewed. Our paper problematises the place that such testing may assume in the culture of physical activity and potentially physical education. In doing so, we explore how the development of these tests may impact educational practices related to sport in two keys ways. Firstly, the direct impact in terms of the ways in which the information from these tests may be used to influence the sports experience of young people, within both physical education and sports arenas. Secondly, we consider how, on a broader level, the increasing importance given to genetic science may be (re)constructing wider social understandings of the nature of 'ability' within sport and physical activity. Our response to these developments extends Feinberg's thesis on an 'open future', which argues that selecting the characteristics of children would be unacceptable on account of it diminishing the openness of that child's future*the range of prospects they might encounter that could lead to the flourishing of their life. On this view, we argue that genetic tests for performance might violate the child's right to an open future and that this concern should be taken into account when considering how and whether such tests should be used.

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Editorial: health, the body, and identity work in health and physical education

Cited by 16 publications

References 1 publication

Exploring the relation between physical activity and health—a salutogenic approach to physical education

Exploring the relation between physical activity and health—a salutogenic approach to physical education

Exposure and Effect: An Investigation into a Culture of Body Pedagogies

Genetic tests for ability?: talent identification and the value of an open future

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