L’inclusion de l’éducation à la santé dans les programmes canadiens d’éducation physique
Abstract
Au cours des deux dernières décennies, l’actualisation des curricula scolaires a permis de consolider la place occupée par l’éducation à la santé à l’école. L’éducation physique est perçue comme l’une des disciplines scolaires susceptible de contribuer aux actions en éducation à la santé. S’appuyant sur une analyse documentaire de neuf programmes d’éducation physique primaire canadiens, cette étude avait pour objectifs d’identifier et de situer les finalités éducatives et les objets d’enseignement-apprentissage en éducation à la santé insérés dans ces programmes. Quatre grandes finalités éducatives émergent et elles sous-tendent des acceptations variées de la santé. Vingt-huit objets d’enseignement-apprentissage ont été répertoriés et classés à l’intérieur des quatre facteurs clés du développement individuel des jeunes. Leur inclusion dans les programmes analysés est extrêmement divergente, ce qui confère un statut particulier à chacun de ces programmes, soulevant des questions quant au rôle dévolu à l’éducation physique en promotion de la santé.
In the last two decades, the modernization of school curricula has helped strengthen the role of health education in school settings. Physical education is perceived as one subject matter that can help bring about concrete changes in health education. Stemming from the documentary analysis of nine physical education programs taught in Canadian elementary schools, the study’s goals were to describe the program orientations and content directly relatd to health education. The four major educational orientations that emerged reflect varying levels of acceptance of health as an integral part of physical education. Twenty eight elements of content were identified and classified under the four main factors of children’s personal development. Their level of integration in the programs analyzed varies widely. This conveys a special status to each program and raises questions regarding the role that physical education is called upon to play in the promotion of health.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).