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A seminar course on contemporary issues in physical education and health.
Issues around young people's engagement in physical activity and sport and their health
status are centre-stage. Some suggest the level of public and professional concern
about young people's health and physical well-being is unprecedented. Inevitably schools,
and physical and health educators in particular, are drawn into these debates and,
in some cases, held responsible for 'sorting out' the health and well-being of the
This paper asks you to critically interrogate contemporary issues in physical education and health and to question taken-for-granted and common-sense understandings about both health and physical education. By 'physical education', I am talking about physical education in its broadest sense - not only what happens in the name of physical education in schools, but what goes on in tertiary institutions, in the community, in the media and in your own backyard - that is, all the ways in which 'the physical' is represented as 'educative' in our everyday lives. By 'health', I am referring to not simply the 'absence of disease' or health in the sense of the 'physical', but rather health as a holistic concept (i.e. comprising social, spiritual, cultural, psychological and emotional dimensions as well as the physical).
|Paper title||Issues in Physical Education and Health|
|Teaching period||Second Semester|
|Domestic Tuition Fees (NZD)||$1,590.98|
|International Tuition Fees (NZD)||$5,357.07|
- 54 200-level PHSE points
- PHSE 323
- Limited to
- BPhEd(Hons), PGDipOE, PGDipPE, MDanceSt, MPhEd
- Students who have not passed 54 200-level PHSE points may be admitted with approval from the Dean of the School of Physical Education, Sport and Exercise Sciences.
- Suitable for students with an interest in sociological perspectives on health and
A willingness to reconsider prior knowledge and to critically assess the 'truth' of common-sense understandings about health and physical education is crucial. The capacity to work in a self-directed way, independently and with others, is vital.
- More information link
- View more information on the School of Physical Education, Sport and Exercise Sciences' website
- Teaching staff
- Course Co-ordinator and Lecturer: Professor Lisette Burrows
- Paper Structure
- The paper provides an opportunity to:
- Examine key health and physical education issues of interest to you in their socio-political, cultural, historical and economic contexts
- Consider the ethical and moral consequences of particular health and/or physical education practices for different groups of people in Aotearoa
- Critically reflect on your own beliefs about physical education and health
- Teaching Arrangements
- A large component of independent study is required for this paper.
- There are no compulsory text books for this class. A reading list will be provided on Blackboard, with regular updates in class (as new knowledge is emerging all the time).
- Graduate Attributes Emphasised
- Global perspective, Lifelong learning, Communication, Critical thinking, Cultural
understanding, Research, Self-motivation, teamwork.
View more information about Otago's graduate attributes.
- Learning Outcomes
- By the end of this paper you should have:
- Had an opportunity to examine at least one issue you feel strongly about or would like to know more about in depth
- An understanding of the breadth of perspectives that comprise the disciplines and professions of physical education and health education (e.g. sociology, epidemiology, cultural studies, physiology, etc.)
- Acquired some analytic tools that will help you think critically about your own practice and that of others in the context of physical education and/or health education
- Understood some of the ethical, political, cultural and moral implications of viewing and practising physical education and health education in particular ways
- Have read, talked about, listened to, debated and viewed a range of perspectives on contemporary health and physical education issues