Abstract
The purpose of this study was to identify students’ perspectives of the role of healthy behaviours in their well-being and school success. Since a number of studies focused on establishing the link between healthy behaviours and learning have relied on quantitative measures, it was deemed important to provide a different perspective on the topic and give students a voice. Participants were 50 Aotearoa/New Zealand nine- and 10-year-old students of various ethnic backgrounds from two elementary schools. Using situated learning theory to determine the impact a school environment that promotes physical activity has on students’ perspectives, four categories were drawn from student focus-group interviews: (1) opportunities to be active, (2) roles of physical activity, (3) students’ misconceptions of health concepts, and (4) students’ support for health education and physical education at their schools. Students in this study were afforded multiple opportunities to be physically active and acknowledged the benefits these bouts of activities gave them while differentiating the types of opportunities and value they gained from them. Within their community of practice, students were sometimes ‘full’ participants as their knowledge was fully constructed, and sometimes ‘peripheral’ participants, needing more time, active engagement and content knowledge to better grasp some concepts. Little health education content knowledge was provided to classroom teachers, which might have caused some of the misconceptions held by students related to the impact of physical activity and nutrition on their brain function.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 41-59 |
| Number of pages | 19 |
| Journal | European Physical Education Review |
| Volume | 23 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 1 2017 |
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Keywords
- elementary schools
- healthy behaviours
- physical activity
- Students’ perspectives
ASJC Scopus subject areas
- Orthopedics and Sports Medicine
- Education
- Physical Therapy, Sports Therapy and Rehabilitation
Cite this
Feeling refreshed : Aotearoa/New Zealand students’ perspectives of the role of healthy behaviours in schools. / Banville, Dominique; Kulinna, Pamela; Dyson, Ben; Stylianou, Michalis; Colby, Rachel; Dryden, Craig.
In: European Physical Education Review, Vol. 23, No. 1, 01.02.2017, p. 41-59.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Feeling refreshed
T2 - Aotearoa/New Zealand students’ perspectives of the role of healthy behaviours in schools
AU - Banville, Dominique
AU - Kulinna, Pamela
AU - Dyson, Ben
AU - Stylianou, Michalis
AU - Colby, Rachel
AU - Dryden, Craig
PY - 2017/2/1
Y1 - 2017/2/1
N2 - The purpose of this study was to identify students’ perspectives of the role of healthy behaviours in their well-being and school success. Since a number of studies focused on establishing the link between healthy behaviours and learning have relied on quantitative measures, it was deemed important to provide a different perspective on the topic and give students a voice. Participants were 50 Aotearoa/New Zealand nine- and 10-year-old students of various ethnic backgrounds from two elementary schools. Using situated learning theory to determine the impact a school environment that promotes physical activity has on students’ perspectives, four categories were drawn from student focus-group interviews: (1) opportunities to be active, (2) roles of physical activity, (3) students’ misconceptions of health concepts, and (4) students’ support for health education and physical education at their schools. Students in this study were afforded multiple opportunities to be physically active and acknowledged the benefits these bouts of activities gave them while differentiating the types of opportunities and value they gained from them. Within their community of practice, students were sometimes ‘full’ participants as their knowledge was fully constructed, and sometimes ‘peripheral’ participants, needing more time, active engagement and content knowledge to better grasp some concepts. Little health education content knowledge was provided to classroom teachers, which might have caused some of the misconceptions held by students related to the impact of physical activity and nutrition on their brain function.
AB - The purpose of this study was to identify students’ perspectives of the role of healthy behaviours in their well-being and school success. Since a number of studies focused on establishing the link between healthy behaviours and learning have relied on quantitative measures, it was deemed important to provide a different perspective on the topic and give students a voice. Participants were 50 Aotearoa/New Zealand nine- and 10-year-old students of various ethnic backgrounds from two elementary schools. Using situated learning theory to determine the impact a school environment that promotes physical activity has on students’ perspectives, four categories were drawn from student focus-group interviews: (1) opportunities to be active, (2) roles of physical activity, (3) students’ misconceptions of health concepts, and (4) students’ support for health education and physical education at their schools. Students in this study were afforded multiple opportunities to be physically active and acknowledged the benefits these bouts of activities gave them while differentiating the types of opportunities and value they gained from them. Within their community of practice, students were sometimes ‘full’ participants as their knowledge was fully constructed, and sometimes ‘peripheral’ participants, needing more time, active engagement and content knowledge to better grasp some concepts. Little health education content knowledge was provided to classroom teachers, which might have caused some of the misconceptions held by students related to the impact of physical activity and nutrition on their brain function.
KW - elementary schools
KW - healthy behaviours
KW - physical activity
KW - Students’ perspectives
UR - http://www.scopus.com/inward/record.url?scp=85008645106&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85008645106&partnerID=8YFLogxK
U2 - 10.1177/1356336X15624895
DO - 10.1177/1356336X15624895
M3 - Article
AN - SCOPUS:85008645106
VL - 23
SP - 41
EP - 59
JO - European Physical Education Review
JF - European Physical Education Review
SN - 1356-336X
IS - 1
ER -