Food, exercise and lifestyle: an initial teacher training perspective

Abstract

All too often, we are told via the media that our children are overweight, under‐exercised and eating poor diets. This is disconcerting at the best of times but even more so when we, as a country, are reviewing our farming and food production practices. So what is our perception of food and how does this relate to the lives we lead? These questions were put to initial teacher‐trainees (ITT) at the University of Gloucestershire. They will be the teachers of tomorrow, playing a significant role in the development and lifestyles of our children. The answers received were varied; both encouraging and giving cause for concern. This paper describes an action research project based around the analysis of those answers in the light of current research into food and health. Throughout the paper, published research findings relating to school children's perception of food and nutrition are compared with the trainee teachers’ views. The comparison draws striking similarities. The implications of this point to the way we teach food and nutrition in schools and on our ITT programme at the University of Gloucestershire. Whilst praising the good practice that already exists, this paper recognises that there is a need to adequately equip trainee teachers, especially at primary level, to educate children towards a more holistic understanding of the food we eat and how it relates to the lifestyles we lead.

The golden age of protein: an initial teacher training perspective on the biological role of proteins in our everyday lives

“…This paper explores the perceptions of Initial Teacher Training (ITT) students, in terms of the biological significance of proteins in their everyday lives. 9 This over representation of protein has been recognized elsewhere 13 in a study on children's packed lunches; it was discovered that children were eating too much protein in their diet on a regular basis. Frequent media coverage of diets, obesity and other medical implications [5][6][7] together with the public's potential misuse of food supplements and general laxity in terms of our eating habits, prompted this study.…”

“…By tracking our routine of eating, cleaning and working, as well as aspects of human metabolism, proteins play a major role. 9 Emerging from the early stages of this research was the highly mechanistic and reductionist approach often afforded by trainee students and indeed some experienced teachers, when teaching this subject. This paper explores the perceptions of Initial Teacher Training (ITT) students, in terms of the biological significance of proteins in their everyday lives.…”

“…Yet, according to research, [2][3][4] confusion and misconceptions relating to the nature of proteins, their function and association with other aspects of metabolism, are apparent. 9,12 This has significant implications to teaching and learning both in the classroom and in ITT. Research into this field of biology is not uncommon, however, its association with diet and implications in terms of teacher training are less so.…”

Health promoting schools: integrated practices to develop critical thinking and healthy lifestyles through farming, growing and healthy eating

“…This paper forms part of wider research into approaches to promoting understanding of the processes and patterns of food production and consumption that may foster healthy eating practices in children. Concern that young people have become distanced from nature has increased in recent years, with many not making the connection between the food they see in supermarkets and the land that produces it [Lakin, 2002; Growing Schools, 2006 (http://www.teachernet.gov.uk/growingschools (accessed on July 2007)]. This disconnection, combined with a general lack of interest in food and what constitutes a healthy diet, means that many pupils struggle to understand the interdependence between urban and rural environments and the countryside with the wildlife and people it sustains.…”

“…The national debate resulting from this influenced the subsequent increase in government funding for school meals. Yet it has been recognized elsewhere that the food choices we make are influenced by a variety of conflicting factors (Lakin, 2002) – these include peer and parental pressure, finance, socio‐demographic standing, taste, mood and other variables that need to be taken in to consideration in health education programmes. To inform such programmes, the research presented here seeks to identify key factors that may contribute to a ‘Health Promoting School’ based on developing children's critical understanding of food production and consumption issues, with supporting school practices for a healthy diet maintained by ecologically sustainable and ethically sound food production.…”