Education, Physical Education and Physical Activity Promotion

Smith, Andy; Green, Ken; Thurston, Miranda

dc.contributor.author	Smith, Andy	*
dc.contributor.author	Green, Ken	*
dc.contributor.author	Thurston, Miranda	*
dc.date.accessioned	2017-10-26T11:20:14Z
dc.date.available	2017-10-26T11:20:14Z
dc.date.issued	2017-12-18
dc.identifier.citation	Smith, A., Green, K., & Thurston, M. (2018). Education, Physical Education and Physical Activity Promotion. In J. Piggin, L. Mansfield, & M. Weed (Ed.), Routledge handbook of physical activity policy and practice. London, United Kingdom: Routledge.
dc.identifier.isbn	9781138943087
dc.identifier.uri	http://hdl.handle.net/10034/620687
dc.description.abstract	This chapter examines: (i) the policy rationale for viewing education and schools as an appropriate setting for PA promotion; (ii) the apparent role PE is expected to have in fostering lifelong participation in PA and sport; and (iii) the limits of education in promoting PA given the significance of wider social inequalities in families and the wider societies of which they are a part. It is suggested that while engaging in PE may help promote PA among young people in schools, and may strengthen their sporting predispositions and biographies, whether the content, organization and delivery of curricula promotes PA often depends on the predispositions, habits and experiences that are acquired and reproduced outside of education in childhood and family contexts characterized by varying degrees of social inequality.
dc.language.iso	en	en
dc.publisher	Routledge
dc.relation.url	https://www.routledge.com/Routledge-Handbook-of-Physical-Activity-Policy-and-Practice/Piggin-Mansfield-Weed/p/book/9781138943087	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	en
dc.subject	Physical education	en
dc.subject	Physical activity	en
dc.title	Education, Physical Education and Physical Activity Promotion	en
dc.type	Book chapter	en
dc.contributor.department	Edge Hill University; University of Chester; Innland Norway University
or.grant.openaccess	Yes	en
rioxxterms.funder	Unfunded	en
rioxxterms.identifier.project	Unfunded	en
rioxxterms.version	AM	en
rioxxterms.licenseref.startdate	2217-12-18
html.description.abstract	This chapter examines: (i) the policy rationale for viewing education and schools as an appropriate setting for PA promotion; (ii) the apparent role PE is expected to have in fostering lifelong participation in PA and sport; and (iii) the limits of education in promoting PA given the significance of wider social inequalities in families and the wider societies of which they are a part. It is suggested that while engaging in PE may help promote PA among young people in schools, and may strengthen their sporting predispositions and biographies, whether the content, organization and delivery of curricula promotes PA often depends on the predispositions, habits and experiences that are acquired and reproduced outside of education in childhood and family contexts characterized by varying degrees of social inequality.
rioxxterms.publicationdate	2017-12-18
dc.dateAccepted	2017-07-01
dc.date.deposited	2017-10-26