Feeling refreshed: Aotearoa/New Zealand Students’ perceptions of the role of healthy behaviors in schools

Banville, Dominique, Hodges Kulinna, Pamela, Dyson, Ben, Stylianou, Michalis, Colby, Rachel and Dryden, Craig (2016) Feeling refreshed: Aotearoa/New Zealand Students’ perceptions of the role of healthy behaviors in schools. European Physical Education Review, 23 1: 41-59. doi:10.1177/1356336X15624895


Author Banville, Dominique
Hodges Kulinna, Pamela
Dyson, Ben
Stylianou, Michalis
Colby, Rachel
Dryden, Craig
Title Feeling refreshed: Aotearoa/New Zealand Students’ perceptions of the role of healthy behaviors in schools
Journal name European Physical Education Review   Check publisher's open access policy
ISSN 1356-336X
1741-2749
Publication date 2016-01-28
Year available 2016
Sub-type Article (original research)
DOI 10.1177/1356336X15624895
Open Access Status Not Open Access
Volume 23
Issue 1
Start page 41
End page 59
Total pages 19
Place of publication London, United Kingdom
Publisher Sage Publications
Language eng
Subject 3304 Education
3612 Physical Therapy, Sports Therapy and Rehabilitation
2732 Orthopedics and Sports Medicine
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.
Formatted 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.
Keyword elementary schools
healthy behaviours
physical activity
Students’ perspectives
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Human Movement and Nutrition Sciences Publications
 
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Created: Thu, 21 Jan 2016, 03:38:53 EST by Michalis Stylianou on behalf of School of Human Movement and Nutrition Sciences