Empowering Physical Educators to deliver effective PE-for-Health Pedagogies

Physical Education (PE) is claimed to be a subject that can promote health yet ‘a credible role for PE in public health’ (Armour & Harris, 2013, p.17) still needs to be identified through the development of effective... [ view full abstract ]

Physical Education (PE) is claimed to be a subject that can promote health yet ‘a credible role for PE in public health’ (Armour & Harris, 2013, p.17) still needs to be identified through the development of effective PE-for-health pedagogies. Within the Maltese National Curriculum Framework (NCF) (DQSE, 2012), PE is included in the area of Health Education (HE) and specific learning outcomes centre on students becoming health literate. This calls for a need to develop more effective PE-for-Health pedagogies. This paper presents preliminary data from an ongoing doctoral study, part of which explores the expression of health within PE in Maltese schools.   Phase 1 focused on the expectations of PE with regards to health, explored from the perspective of different stakeholders.  Data were collected via semi-structured interviews with 32 participants from three stakeholder groups: policy makers and writers; PE officials and teacher trainers; and PE teachers from state, independent and church schools. Data analysis was carried out using a constructivist grounded theory approach (Charmaz, 2014). The findings revealed a disparity between health policy and practice. Whilst there was consensus that health in PE was important, there was a lack of clarity amongst all concerning the specific aims of the subject with respect to health. and confusion regarding its expression in PE.  The findings suggest physical educators need to be supported in order to meet PE for health expectations.  Phase 2 of this study will therefore involve the development of a professional development programme that is innovative and needs-based, to deliver effective PE-for-health pedagogies.