• Introduces pedagogy for teaching health in the context of physical education and exercise • Health, PE and physical activity are commonly taught alongside each other at degree level • Examines principles, policy and best practice • Includes authors and cases from around the world • Each chapter includes features to encourage the reader to reflect on their own practice

The family is an important site for the transmission of knowledge and cultural values. Amidst claims that young people are failing to follow health advice, dropping out of sport and at risk of an ever-expanding list of lifestyle diseases, families have become the target of government interventions. This book is the first to offer critical sociological perspectives on how families do and do not function as a pedagogical site for health education, sport and physical activity practices. This book focuses on the importance of families as sites of pedagogical work across a range of cultural and geographical contexts. It explores the relationships between families, education, health, physical activity and sport, and also offers reflections on the methodological and ethical issues arising from this research. Its chapters discuss key questions such as: how active living messages are taken up in families; how parents perceive the role of education, physical activity and sport; how culture, gender, religion and social class shape engagement in sport; how family pedagogies may influence health education, sport and physical activity now and in the future. This book is essential reading for anyone with an interest in health, physical education, health education, family studies, sport pedagogy or the sociology of sport and exercise.

The Open Access version of this book, available at http://www.tandfebooks.com/doi/view/10.4324/9781351026987, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. The pervasiveness of social media in young people’s lives is widely acknowledged, yet there is little evidence-based understanding of the impacts of social media on young people’s health and wellbeing. Young People, Social Media and Health draws on novel research to understand, explain, and illustrate young people’s experiences of engagement with health-related social media; as well as the impacts they report on their health, wellbeing, and physical activity. Using empirical case studies, digital representations, and evidence from multi-sector and interdisciplinary stakeholders and academics, this volume identifies the opportunities and risk-related impacts of social media. Offering new theoretical insights and practical guidelines for educators, practitioners, parents/guardians, and policy makers; Young People, Social Media and Health will also appeal to students and researchers interested in fields such as Sociology of Sport, Youth Sports Development, Secondary Physical Education, and Media Effects.

This book focuses on health within physical education (PE) and specifically on PE pedagogies for health. It gives practitioners and students the knowledge, understanding, skills and confidence to employ effective health pedagogies and practices in their work, and to promote healthy, active lifestyles within their PE curricula. Drawing on cutting-edge research, the book highlights key pedagogical issues and debates concerning the delivery of health in PE, and their implications for practice, such as in policy and curriculum development. It explores recent recommendations and developments in PE pedagogies for health which have been shown to enhance, or have the potential to enhance, practice in the area, as well as future opportunities for doing so. It provides practical tools that bridge the gap between research and application, including learning activities and questions that encourage the reader to reflect on their own professional practice and identify actions for developing their own pedagogy, practice and curricula in the area. This is essential reading for all PE teachers, coaches working with children or young people, teacher and coach educators, and trainee teachers and coaches.

Drawing on observations and teacher interviews across Sweden, Norway and New Zealand, the book explores successful school teaching practices that promote social justice and equitable health outcomes. Draws attention to the importance of building relationships, teaching for social cohesion, and explicitly teaching about and acting on social inequities as pedagogies for social justice. Argues that context matters and that pedagogies for social justice need to recognise how both approaches to, and focus on, social justice vary in different contexts.

This book offers an overview of contemporary debates in social justice and equity within Physical Education (PE) and Youth Sport (YS). It gives the reader clear direction on how to evaluate their current PE or YS program against current research and provides ideas for content, curriculum development, implementation, and pedagogical impact. The book addresses key contemporary issues including healthism, sexism, racism, classism, heterosexism, ableism and colonialism, and it highlights the importance of positionality and critical awareness on the part of the teacher, coach, or researcher. Presenting an array of case studies, practical examples, and thought-provoking questions, the book discusses equitable pedagogies and how they might be implemented, including in curriculum design and assessment. Concise, and avoiding academic jargon, this is an invaluable guide for pre-service and in-service teachers, teacher educators, coaches, and educators, helping them to ensure that all students and young people are included within the PE and YS settings for which they are responsible.

This book demonstrates how creative research methods can be used to better understand the experiences of children, particularly in the context of sport, physical activity and health. Extending recent developments in arts-based methods, mobile digital ethnographic methods, participatory visual methods and autoethnography in research with children, the book focuses on British Chinese children – an often-neglected group in research studies – providing new perspectives on diversity and inclusion, innovative research methods and the Chinese diaspora. The book draws on concepts from health and physical education, sport, sociology, and psycho-social studies to shed new light on social dynamics, cultural diversities and contextual changes in British Chinese children’s health-related experiences. It shows how globalisation and international mobility has complicated diversity and difference in the Chinese diaspora, and how creative research methods and reflexivity can be powerful tools for unlocking our understanding of children’s everyday lives. This is fascinating and useful reading for any researcher or advanced student with an interest in innovative research methods, sport, physical activity, health, migration and diaspora studies, childhood and youth studies.

This unflinching analysis explains the nature of precarity and its detrimental effects on the health and wellbeing of young people. It exposes physical educators’ unpreparedness to provide inclusive, fair and equitable forms of physical education that might empower young people to overcome the mal effects of precarity. Following a thorough analysis and critique of critical pedagogy, David Kirk advocates for critical pedagogies of affect as physical education’s response to precarity, providing detailed outlines of these pedagogies and their grounding in research. He argues that now more than ever physical educators need to be alive to the serious social and economic challenges that shape young people’s health, happiness and life chances. This bold and provocative book is essential reading for all researchers in the field of physical education and health education pedagogy, as well as teacher educators, curriculum policy makers, and other professionals who work with young people living in precarity.

This is the first book to examine social pedagogy within the context of physical education, enabling more inclusive, and meaningful educational experiences for all students. It introduces the key concepts of social pedagogy and outlines practical strategies for implementing social pedagogy in physical education. Written by a team of leading international scholars and practitioners, this book assesses the research base for social pedagogy and explores how social pedagogy can be embedded in the physical education curriculum, in teaching and in assessment. Every chapter includes vignettes from both school and after‐school contexts and features a practitioner voice, from a teacher or a community member. This book also looks at social pedagogy in the context of key themes across physical education, from digital assessment methods and systems thinking, to models‐based approaches and physical education teacher education. As the chapters of this book unfold, the reader gets to know how to apply social pedagogy as a framework for physical education, choose strategies to enable human‐centred practice, and use assessment to align the curriculum with social pedagogy principles. This book makes a major contribution to our understanding of teaching and learning within physical education as processes of interacting for a good life though communication, connection, contribution, and creation. Concise, practical, and full of real‐world examples, this is essential reading for any student, pre‐service and in‐service physical education teacher, or coach working with children or young people across various educational levels and country contexts.

This title focuses on complexity thinking in the context of physical education, enabling fresh ways of thinking about research, teaching, curriculum and learning. Written by a team of leading international physical education scholars, the book highlights how the considerable theoretical promise of complexity can be reflected in the actual policies, pedagogies and practices of physical education.