Health and Wellbeing

Marisa Hewett St20104114 Health and Wellbeing Traditional physical education (P.E) is slowly fading out in the education system and these lessons are being replaced with health and wellbeing. The need for this movement has arose from issues that the young people today are facing much as mental health, distorted body images, obesity to name a few. According to WalesOnline almost a third of children in Wales do not receive enough exercise everyday. The Guardian states that there is a shocking 18 month waiting list of children for mental health treatment. Schools in general are responsible for transmitting health messages such as ‘’How school-based body pedagogies mediate, categorize and select on the basis of health and discourse which has its referent a normative vision of the ideal body (its shape, acceptable physical activity and healthy eating) should therefore become more than just our passing concern” (Evans & Rich, 2011, p.375) Health and Wellbeing derives on themes from PE, mental, physical and emotional wellbeing, sex and relationships, parenting, healthy eating and cooking, substance misuse. It also focuses on how the school environment supports children and young people’s social, emotional, spiritual and physical health and wellbeing. (Donaldson, 2015, P.45) This is essential for children to thrive and engage in their education by developing children. The Welsh Government strives to develop young people’s habits within education that will promote their own and other’s well-being in an effort to reduce health inequalities and improving well-being more widely. The Successful Futures document has introduced health and wellbeing as it supports the 4 purposes of the curriculum. For example (ambitious, capable learners) can be developed through the understanding of social, physical and emotional health which could therefore be used in their own lives. (enterprising, creative contributors) is achieved by developing the students skills and attributes for successful participation in work; i.e. learning how to work in a team and support and mentor others which will in turn create ethical, informed citizens by understanding how the consequences of actions affect themselves and others. By taking into account their actions and decisions due to their understanding of legal, political, health and ethical issues involving drug and alcohol policy. (Healthy, confident individuals) can be created through undertaking regular physical activity, developing and maintaining relationships and learning how to keep safe in a range of difficult circumstances. By moving away from segmented sports such as netball or football to a more holistic approach the curriculum aims to create healthy, confident individuals who are able to apply their knowledge of physical and mental health and the impact of diet in their daily lives, get involved with physical activity and make measured decisions about lifestyle and manage risk, gain the confidence to participate in performance. (Donaldson, 2015, P.30) Subjects are no longer taught in silo, P.E as a single subject no longer exists but used throughout the cross curricula system. Teachers will be able to make strong links across the curriculum with health and wellbeing such as; Expressive arts it could be used as a way of learning to express feelings and emotions, Languages, literacy and communication it could be used to explore the relationships thorough drama and literature, Humanities for informed RE and ethical matters and Science and technology it could be used to learn about nutrition and reproduction. This prepares the students to be citizens for the future, as nowadays young people compare themselves to edited pictures of models on Instagram. Individuals are expected to work meet the proscribed ideals created by society which is not a healthy comparison. (Evans et al, 2008, p.388) Health and wellbeing aims to tackle performativity expectations in society. (Bernstein, 2001; Evans et al 2008) Physical education and in turn the educator who provides it are often seen as the medium from which to address these issues. (Evans, Davis & Wright) Overall this shift in education aims to re-educate the population about eating a healthy diet, exercising and learning to love yourself. It aims to educate children about the importance of all aspects of health such as diet, sleep, exercise to live a healthy life rather than just taking part in organized sports once a week in PE. References http://www.walesonline.co.uk/news/health/almost-third-children-wales-dont-13480517 https://www.theguardian.com/society/2017/oct/20/children-waiting-up-to-18-months-for-mental-health-treatment-cqc Department for Education (DfE), (2013) Statutory guidance: National curriculum in England: PE programmes of study,retrieved:https://www.gov.uk/government/publications/national-curriculum-in-England-physical-education-programmes-of-study Donaldson, G. (2015) Successful Futures: Independent review of curriculum and assessment arrangements in Wales, retrieved:http://gov.wales/docs/dcells/publications/150225-successful-Futures-en.pdf Evans, J., & Rich, E. (2011) Body policies and body pedagogies: every child matters in totally pedagogised schools? Journal of Education Policy, 26 (3), 361 379.