Feeling refreshed: Aotearoa/New Zealand students’ perspectives of the role of healthy behaviours in schools

Dominique Banville, Pamela Kulinna, Ben Dyson, Michalis Stylianou, Rachel Colby, Craig Dryden

Research output: Contribution to journalArticle

1 Citation (Scopus)

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 languageEnglish (US)
Pages (from-to)41-59
Number of pages19
JournalEuropean Physical Education Review
Volume23
Issue number1
DOIs
StatePublished - Feb 1 2017

Fingerprint

New Zealand
Emotions
Students
school
student
Exercise
Health Education
health promotion
Learning
school success
Physical Education and Training
learning theory
Focus Groups
physical education
nutrition
elementary school
brain
well-being
Interviews
classroom

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 journalArticle

Banville, Dominique ; Kulinna, Pamela ; Dyson, Ben ; Stylianou, Michalis ; Colby, Rachel ; Dryden, Craig. / Feeling refreshed : Aotearoa/New Zealand students’ perspectives of the role of healthy behaviours in schools. In: European Physical Education Review. 2017 ; Vol. 23, No. 1. pp. 41-59.
@article{f547584158b24bcf8e810472e41009c3,
title = "Feeling refreshed: Aotearoa/New Zealand students’ perspectives of the role of healthy behaviours in schools",
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.",
keywords = "elementary schools, healthy behaviours, physical activity, Students’ perspectives",
author = "Dominique Banville and Pamela Kulinna and Ben Dyson and Michalis Stylianou and Rachel Colby and Craig Dryden",
year = "2017",
month = "2",
day = "1",
doi = "10.1177/1356336X15624895",
language = "English (US)",
volume = "23",
pages = "41--59",
journal = "European Physical Education Review",
issn = "1356-336X",
publisher = "SAGE Publications Ltd",
number = "1",

}

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 -