Making sense of health in PE: conceptions of health among Swedish physical education teachers

PurposeOver the last couple of decades, health has become a central part of the subject content in physical education (PE) curricula in many countries. As a result, issues of health have been foregrounded much more clearly in the teaching of PE. The aim of this study was to explore how Swedish PE teachers make sense of health in relation to their teaching practices. This was done through investigating conceptions and theories about health in the teachers' descriptions of their teaching practices.Design/methodology/approachThe data analyzed in this paper were collected through focus group and individual interviews with PE teachers in the grades 7-9 within compulsory schools in Sweden. The data were analyzed using thematic analysis.FindingsFour dominant themes were identified in the data: 1) Health as a healthy attitude, 2) Health as a functional ability, 3) Health as fitness, 4) Health as mental wellbeing. There is a clear impact from healthism and obesity discourses on the teachers' accounts of health, but there is also an impact from holistic views and approaches to health. The authors contend that teachers should be explicit in what they mean by health in relation to what they teach, how they teach and why they teach health in a certain way.Originality/valueThe knowledge produced by this study is crucial since teachers' assumptions regarding health affect the subject content (what), the pedagogies (how), as well as the reasons (why) they teach health and therefore what students learn regarding health.

Automated summary

This study explores how Swedish PE teachers interpret and integrate health in their teaching practices. The findings reveal that teachers have different conceptions of health, including healthy attitude, functional ability, fitness, and mental well-being. The study emphasizes the importance of explicit definitions of health and teaching objectives in health education.