Health by stealth – exploring the sociocultural dimensions of salutogenesis for sport,health and physical education research     

Louise McCuaig  Mikael Quennerstedt 《Sport, Education and Society》2018,23(2):111-122

Sport, health and physical education (SHPE) researchers have increasingly embraced the salutogenic model of health devised by Aaron Antonvosky, to re-understand and problematise the relation between movement, physical activity or physical education on one hand, and health on the other. However, contemporary research employing Antonovsky's theories has almost exclusively focused on the sense of coherence scale. In so doing, we suggest salutogenic researchers have missed opportunities to explore the sociological aspects of Antonovsky's work. In responding to this challenge, we demonstrate the generative possibilities posed by social theory for those seeking to inform and design salutogenically oriented SHPE programmes for children and young people. As such, we first review Antonovsky's theory of salutogenesis to highlight the sociocultural aspects of his model. We then draw on these sociocultural underpinnings to propose additional, alternative approaches to salutogenic research in SHPE, according to the theoretical and methodological tools devised by Michel Foucault [1990. The use of pleasure: The history of sexuality (Vol. 2, R. Hurley, Trans.). New York: Vintage Books]. In conclusion, we propose a schedule of research questions to inspire qualitative endeavours that move beyond privileged biomedical perspectives, to investigate health in terms of how individuals live a good life. In short, we contend that such investigations are best achieved when researchers approach ‘health by stealth’.  相似文献   

Early home learning support and home mathematics environment as predictors of children's mathematical skills between age 4 and 6: A longitudinal analysis using video observations and survey data     

Yiran Vicky Zhao  Jenny Louise Gibson 《Child development》2023,94(6):e377-e392

This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes.  相似文献   

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools     

Louise D. Denne  Corinna F. Grindle  Suzi J. Sapiets  Millie Blandford-Elliott  Richard P. Hastings  Marguerite Hoerger  Katy Lambert-Lee  Andreas Paris  Gemma Nicholls  J. Carl Hughes 《Support for Learning》2023,38(4):183-193

The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.

Key Points

• Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.
• Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.
• School-wide positive behaviour support (SW-PBS) provides a useful framework to help special schools meet these expectations.

  相似文献