9,755
Views
1
CrossRef citations to date
0
Altmetric
Articles

A salutogenic strengths-based approach in practice – an illustration from a school in Sweden

, ORCID Icon, & ORCID Icon

References

  • Alfrey, L., & Brown, T. D. (2013). Health literacy and the Australian curriculum for health and physical education: A marriage of convenience or a process of empowerment?. Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 159–173. doi: 10.1080/18377122.2013.805480
  • Antonovsky, A. (1996). The salutogenic model as a theory to guide health promotion. Health Promotion International, 11(1), 11–18. doi: 10.1093/heapro/11.1.11
  • Australian Curriculum, Assessment and Reporting Authority. (2012). The shape of the Australian curriculum: Health and physical education. Sydney: ACARA.
  • Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian curriculum: Health and physical education. Sydney: ACARA.
  • Ball, S. J., & Bowe, R. (1992). Subject departments and the ‘implementation’ of national curriculum policy: An overview of the issues. Journal of Curriculum Studies, 24(2), 97–115. doi: 10.1080/0022027920240201
  • Bolander, E., & Fejes, A. (2009). Diskursanalys [discourse analysis]. In A. Fejes & R. Thornberg (Eds.), Handbok i kvalitativ analys (pp. 81–105). Stockholm: Liber.
  • Brolin, M. (2014). Hälsoarbete i skolan: Mer än motion, morötter och moral (Licentiate dissertation). Örebro: Örebro university.
  • Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
  • Brown, T. D. (2013). ‘In, through and about’ movement: Is there a place for the Arnoldian dimensions in the new Australian curriculum for health and physical education?. Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 143–157. doi: 10.1080/18377122.2013.801107
  • Brown, T., & Penney, D. (2013). Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian certificate of education physical education. European Physical Education Review, 19(1), 39–61. doi: 10.1177/1356336X12465508
  • Casey, A., Fletcher, T., Schaefer, L., & Gleddie, D. (2017). Conducting practitioner research in physical education and youth sport: Reflecting on practice. London: Routledge.
  • Casey, A., & Schaefer, L. (2016). A narrative inquiry into the experience of negotiating the dominant stories of physical education: Living, telling, re-telling and re-living. Sport, Education and Society, 21(1), 114–130. doi: 10.1080/13573322.2015.1108300
  • Dinan-Thompson, M. (2013). Claiming ‘educative outcomes’ in HPE: The potential for ‘pedagogic action’. Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 127–142. doi: 10.1080/18377122.2013.801106
  • Englund, T., & Quennerstedt, A. (2008). Linking curriculum theory and linguistics: The performative use of ‘equivalence’ as an educational policy concept. Journal of Curriculum Studies, 40(6), 713–724. doi: 10.1080/00220270802123938
  • Gard, M., & Wright, J. (2001). Managing uncertainty: Obesity discourses and physical education in a risk society. Studies in Philosophy and Education, 20, 535–549. doi: 10.1023/A:1012238617836
  • Garn, A. C., & Cothran, D. J. (2006). The fun factor in physical education. Journal of Teaching in Physical Education, 25(3), 281–297. doi: 10.1123/jtpe.25.3.281
  • Gee, J. P. (2014). An introduction to discourse analysis: Theory and method. London: Routledge.
  • Goodson, I., & Numan, U. (2003). Livshistoria och professionsutveckling. Berättelser om lärares liv och arbeten. Lund: Studentlitterartur.
  • Hickey, C., Kirk, D., Macdonald, D., & Penney, D. (2014). Curriculum reform in 3D: A panel of experts discuss the new HPE curriculum in Australia. Asia-Pacific Journal of Health, Sport and Physical Education, 5(2), 181–192. doi: 10.1080/18377122.2014.911057
  • Lambert, K. (2018). Practitioner initial thoughts on the role of the five propositions in the new Australian curriculum health and physical education. Curriculum Studies in Health and Physical Education, 9(2), 123–140. doi: 10.1080/25742981.2018.1436975
  • Leahy, D., Burrows, L., McCuaig, L., Wright, J., & Penney, D. (2015). School health education in changing times: Curriculum, pedagogies and partnerships. London: Routledge.
  • Leahy, D., O'Flynn, G., & Wright, J. (2013). A critical ‘critical inquiry’ proposition in health and physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 175–187. doi: 10.1080/18377122.2013.805479
  • Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis and interpretation. Thousand Oaks, CA: Sage.
  • Lindström, B., & Eriksson, M. (2010). The hitchhiker’s guide to salutogenesis: Salutogenic pathways to health promotion. Helsinki: Folkhälsan Research Center.
  • Lynch, T. (2014). Australian curriculum reform II: Health and physical education. European Physical Education Review, 20(4), 508–524. doi: 10.1177/1356336X14535166
  • Macdonald, D. (2013). The new Australian health and physical education curriculum: A case of/for gradualism in curriculum reform? Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 95–108. doi: 10.1080/18377122.2013.801104
  • Macdonald, D. (2014). Sacred ties and fresh eyes: Voicing critical public health perspectives in curriculum-making. Critical Public Health, 24(2), 239–247. doi: 10.1080/09581596.2013.857760
  • McCuaig, L. (2007). Sitting on the fishbowl rim with foucault: A reflexive account of HPE teachers’ caring. Sport, Education and Society, 12(3), 277–294. doi: 10.1080/13573320701464127
  • McCuaig, L., & Hay, P. J. (2013). Principled pursuits of ‘the good citizen’ in health and physical education. Physical Education and Sport Pedagogy, 18(3), 282–297. doi: 10.1080/17408989.2012.666793
  • McCuaig, L., & Quennerstedt, M. (2018). Health by stealth – exploring the sociocultural dimensions of salutogenesis for sport, health and physical education research. Sport, Education and Society, 23(2), 111–122. doi: 10.1080/13573322.2016.1151779
  • McCuaig, L., Quennerstedt, M., & Macdonald, D. (2013). A salutogenic, strengths-based approach as a theory to guide HPE curriculum change. Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 109–125. doi: 10.1080/18377122.2013.801105
  • Mittelmark, M. B., Sagy, S., Eriksson, M., Bauer, G. F., Pelikan, J. M., Lindström, B., & Espnes, G. A. (2017). The handbook of salutogenesis. Cham: Springer.
  • Öhman, M. (2010). Analysing the direction of socialisation from a power perspective. Sport, Education and Society, 15(4), 393–409. doi: 10.1080/13573322.2010.514735
  • Penney, D., Brooker, R., Hay, P., & Gillespie, L. (2009). Curriculum, pedagogy and assessment: Three message systems of schooling and dimensions of quality physical education. Sport, Education and Society, 14(4), 421–442. doi: 10.1080/13573320903217125
  • Phillips, L., & Jorgensen, M. W. (2002). Discourse analysis as theory and method. London: Sage.
  • Polkinghorne, D. (1988). Narrative knowing and the human sciences. Albany: SUNY Press.
  • Quennerstedt, M. (2008a). Exploring the relation between physical activity and health – a salutogenic approach to physical education. Sport, Education and Society, 13(3), 267–283. doi: 10.1080/13573320802200594
  • Quennerstedt, M. (2008b). Studying the institutional dimension of meaning making: A way to analyze subject content in physical education. Journal of Teaching in Physical Education, 27(3), 434–444. doi: 10.1123/jtpe.27.3.434
  • Quennerstedt, M. (2013). PE on YouTube – investigating participation in physical education practice. Physical Education and Sport Pedagogy, 18(1), 42–59. doi: 10.1080/17408989.2011.631000
  • Quennerstedt, M., Burrows, L., & Maivorsdotter, N. (2010). From teaching young people to be healthy to learning health. Utbildning och Demokrati, 19(2), 97–112.
  • Renwick, K. (2017). Same same but different: Curriculum representations of health education. Asia-Pacific Journal of Health, Sport and Physical Education, 8(3), 273–288. doi: 10.1080/18377122.2017.1366247
  • Sinkinson, M., & Burrows, L. (2011). Reframing health education in New Zealand/Aotearoa schools. Asia-Pacific Journal of Health, Sport and Physical Education, 2(3–4), 53–69. doi: 10.1080/18377122.2011.9730359
  • Skolverket. (2007). Trygghet och studiero i skolan – information om nya bestämmelser. Stockholm: Fritzes AB.
  • SNAE. (2011). Läroplan för grundskolan, Lgr 11. Stockholm: Skolverket.
  • Sperka, L., Enright, E., & McCuaig, L. (2018). Brokering and bridging knowledge in health and physical education: A critical discourse analysis of one external provider’s curriculum. Physical Education and Sport Pedagogy, 23(3), 328–343. doi: 10.1080/17408989.2017.1406465
  • Varea, V. (2018). Mixed messages: Pre-service health and physical education teachers’ understandings of health and the body and the expectations of the Australian curriculum. Sport, Education and Society, 23(3), 244–256. doi: 10.1080/13573322.2016.1179182