P02-05 Our healthy community - development of a new model for health promotion and disease prevention in Danish municipalities (original) (raw)
Related papers
2018
The main purpose of the active school communities project was to act as a starting point for more active school communities throughout seven countries across Europe by strengthening the links between community sport organizations and local schools and provide a low-cost solution to improve physical education and physical activity in schools. Further, opportunities for cooperation were fostered by creating new partnerships between stakeholders that already separately work at the community level to encourage children to move more. Therefore, toolkits were created by the active school communities ERASMUS+ project to promote collaborations between the field of education together with grassroots sport sectors and sport clubs. The aim of this study was a pilot evaluation of these toolkits. A total of 38 members of local sport organizations, 34 members of local schools and 5 national coordinators participated in three parts of the evaluation study. In sum, there are ambivalent results rega...
The recent success of the Global Forum for Physical Education Pedagogy 2010 (GoFPEP 2010) held in Grundy Center, Iowa, USA brings renewed interest to the need for examining new forms of pedagogy, the use of technology, ways of linking practice to theory and the importance of contextually-based education embedded in community life as a way to reshape and redesign the future of health and physical education. An outcome of GoFPEP 2010 is this new journal called The Global Journal of Health and Physical Education Pedagogy. The journal aims to publish articles and features reflecting items of theoretical, applied, and professional interest drawn worldwide. In particular, the journal will seek to emphasize articles which advance best practice in the areas of health and physical education pedagogy and physical education teacher training. More specifically, building on the success of GoFPEP 2010, The
Community collaboration through sport: bringing schools together. doi: 10.13140/2.1.1120.1921
Australian and International Journal of Rural Education, 2013
The purpose of this paper is to share how sport was used to build relationships between Monash University (Gippsland campus) pre-service education and six rural primary schools during semester one, 2012. Not only was sport used to build partnerships but also to deliver quality Health and Physical Education lessons, offering children sporting opportunities that they may otherwise not receive. The goals established at the Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008) were "about equity and social justice and improved learning outcomes for our most disadvantaged and isolated students" (Ewing, 2010, p. 127). A commitment to action in achieving these goals included: promoting world-class curriculum and assessment; and improving educational outcomes for the disadvantaged young Australians, especially those from lower socio-economic backgrounds. A large percentage of the Gippsland region population comprises of socio-economically disadvantaged and all six rural schools were located within these areas. Initial discussions with local principals in January (2012) revealed that implementation of the Health and Physical Education (HPE) learning area was carried out by classroom teachers in all but one school, which had a delegated Physical Education (PE) teacher (with no specialist training). Furthermore, some schools outsourced the HPE learning area for the approximate annual cost of $10 000 through the 'Bluearth' program. A major problem identified in the 1992 Senate Inquiry into Physical and Sport Education was that "suitably qualified physical education teachers are not being employed to teach physical education and school sport to all children" (Commonwealth of Australia, 1992, p.xiv), as many classroom teachers lack knowledge and confidence for teaching PE (Lynch, 2008; Morgan and Bourke, 2005). In Semester One, 2012 as part of the Bachelor of Primary Education course at Monash - Gippsland, a pathway was created to achieve these national ideals and goals. Primary education university students, choosing the Physical Education (PE) major stream, study the unit EDF3619 'Sport and physical activity education'. Through amendments made to this unit, objectives involved the implementation of the Friday Sports program. This program ran over five weeks and was the first program of this nature to be implemented within the Latrobe Valley. The Friday Sports program enabled Year 5 and 6 children from the six schools to choose a sport that they would like to participate in during the one hour sessions over the five weeks. Each sport group consisted of 20-25 children, were mixed sexes and mixed schools. The aim of the program was to progressively work towards achieving the objectives of the Sports Education curriculum model; "to develop as competent, literate and enthusiastic sportspeople" (Siedentop, 1994, p. 4). Monash University provided the equipment, the human resource of five teacher education students per group who had planned the five week units, and collaboratively with the local health industry (local leisure and sports centre) provided the stadium and field facilities, all at no cost to schools. Dr Tim Lynch, Senior Lecturer at Monash University reflects on building partnerships between university and the local schools through the medium of sport; provision of quality Health and Physical Education lessons at no cost. He shares: his vision; the benefits for the primary school children; the benefits and interest of the teacher education students; dynamics involved when collaboratively working with a number of stakeholders; and barriers that need to be overcome for future growth and for similar programs to succeed.
Health Promotion Practice, 2014
The settings approach to health promotion is a worldknown concept concerning settings like city, hospital, school, and workplace. The concept has also been used in some regionally specific settings, such as island, prison, or university. However, there are still many, often noninstitutional, settings that have a lot of potential but have not yet been recognized. One of the newcomers is the youth sports club, which has the potential to reach a lot of children and adolescents and is effective, via its casual educational nature based on voluntary participation. According to research, health is an important aim for most youth sports clubs, but it has not been converted into practical actions. Indeed, the clubs often recognize the importance of healthy lifestyles, but there is a lack of understanding of what to do to reinforce it within one's activities. That is why, on the basis of the results of the Health Promoting Sports Club survey in Finland, guidelines for clubs to enhance health promotion as a part of their activities were created. The aim of this article is to present the guidelines, theirs rationale, and practical examples.
Health promotion guidance activity of youth sports clubs
Health Education, 2011
Purpose -This paper aims to clarify the extent to which youth sports clubs guide their coaches to recognise health promotion as a part of the coaching practice. The guidance activity of clubs is seen parallel to internal organisational communication. Design/methodology/approach -A survey of 93 (from 120, 78 per cent) youth sports clubs in Finland was carried out, and a total of 273 sports club officials acted as respondents. The clubs' guidance activity was examined under three domains: sports performance time, non-performance sports club time, and health topics. Findings -In general, youth sports clubs were passive on guiding their coaches on health promotion. Guidance activity was evident concerning actual sports performance time, whereas non-performance sports club time received much less attention. Health topics were guided to a varying degree in that the clubs had been active in guiding the coaches on topics such as the risks of being physically active when ill, injury prevention, and sleep/rest, whereas topics such as nutrition and the use of various substances were much less acknowledged.
The SPARK Programs: A Public Health Model of Physical Education Research and Dissemination
Journal of Teaching in Physical Education, 2016
SPARK [Sports, Play, and Active Recreation for Kids], in its current form, is a brand that represents a collection of exemplary, research-based, physical education and physical activity programs that emphasize a highly active curriculum, on-site staff development, and follow-up support. Given its complexity (e.g., multiple school levels, inclusion of both physical education and self-management curricula), SPARK features both diverse instructional and diverse curricular models. SPARK programs were initially funded by the NIH as two separate elementary and middle school intervention studies, and the curriculum and instructional models used in them embody the HOPE (Health Optimizing Physical Education) model. This paper reviews background information and studies from both the initial grants (1989–2000) and the dissemination (1994-present) phases of SPARK, identifies program evolution, and describes dissemination efforts and outcomes. Procedures used in SPARK may serve as models for oth...
Designing a paradigm model for sport-based health development among students
Journal of Multidisciplinary Care
Background and aims: The consequences of health development with the exercise approach affect the 4 dimensions of physical, mental, economic, and social health. The aim of this study was to present a comprehensive model to determine the contributing factors, strategies, and outcomes of sport-based health development (SBHD). Methods: This qualitative study was conducted through the grounded theory approach. Data were collected through interviews with 24 experts and authorities in health, sports, and health development who were selected through purposive and snowball sampling. Open, axial, and selective coding were used for data analysis. Trustworthiness was ensured through member checking and peer debriefing. Results: Four hundred codes were drawn during open coding and were grouped into 127 subcategories during axial coding and nineteen main categories during selective coding. The nineteen categories were assigned to the five main dimensions of the paradigm model of grounded theory....