Lisette Burrows – författare

This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment.

Drawing on extensive literature and research, the book explores and considers what health education can and should do. Chapters examine the extent to which health education, past and present, has attended to the needs and interests of young people in school environments, as well as assess common pedagogical approaches and whether the outcomes tally with expectations. By considering the problems in teaching health education, curriculum making, health education pedagogies and porous classrooms, the book offers a knowledge base from which educators can consider how theories and models can sit together to shape curriculum and influence practice.

School Health Education in Changing Times will be of key interest to postgraduate students, researchers and academics in the field of health education. It will also be a valuable resource for teacher educators, current teachers, and those on professional development courses who want to navigate the moral minefield surrounding health education.

This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment.

Drawing on extensive literature and research, the book explores and considers what health education can and should do. Chapters examine the extent to which health education, past and present, has attended to the needs and interests of young people in school environments, as well as assess common pedagogical approaches and whether the outcomes tally with expectations. By considering the problems in teaching health education, curriculum making, health education pedagogies and porous classrooms, the book offers a knowledge base from which educators can consider how theories and models can sit together to shape curriculum and influence practice.

School Health Education in Changing Times will be of key interest to postgraduate students, researchers and academics in the field of health education. It will also be a valuable resource for teacher educators, current teachers, and those on professional development courses who want to navigate the moral minefield surrounding health education.

Critical inquiry, critical thinking and problem-solving are key concepts in contemporary physical education. But how do physical educators actually do critical inquiry and critical thinking?

Critical Inquiry and Problem-Solving in Physical Education explains the principles and assumptions underpinning these concepts and provides detailed examples of how they can be used in the teaching of physical education for different age groups and in a range of different contexts.

Topics covered include:

The authors are teachers, teacher educators, policymakers and academics. Each shares a commitment to the notion that school students can do more than learn to move in physical education classes.

Critical inquiry, critical thinking and problem-solving are key concepts in contemporary physical education. But how do physical educators actually do critical inquiry and critical thinking?

Critical Inquiry and Problem-Solving in Physical Education explains the principles and assumptions underpinning these concepts and provides detailed examples of how they can be used in the teaching of physical education for different age groups and in a range of different contexts.

Topics covered include:

The authors are teachers, teacher educators, policymakers and academics. Each shares a commitment to the notion that school students can do more than learn to move in physical education classes.

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:

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 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:

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.

Contemporary strength and conditioning coaching is, for the most part, informed by the exercise sciences, with little engagement being made with sociocultural and pedagogical perspectives which have emerged in sports coaching research over the last two decades. In Understanding Strength and Conditioning as Sport Coaching: Bridging the Biophysical, Pedagogical and Sociocultural Foundations of Practice, the authors – whose expertise span strength and conditioning, sports coaching and pedagogy – help students and coaches to integrate perspectives from these disciplines to enhance their strength and conditioning coaching practice.

The book encourages readers to add moral, ethical and political considerations to the technical aspects of their coaching practice. It discusses and applies concepts to a full range of strength and conditioning settings, including elite performance, young athletes, ageing athletes and returning to play following injury.

Featuring an eResource, and structured around rich, narrative pedagogical cases reflecting the issues faced by practising strength and conditioning coaches, the book offers a thoroughly engaging introduction to pedagogical and sociocultural concepts and literature in a strength and conditioning context. This is a vital book for students of strength and conditioning, and an important resource for practising strength and conditioning coaches and sport science staff.