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dc.contributor.authorWeir, Jillian
dc.date.accessioned2013-09-19T14:12:56Z
dc.date.available2013-09-19T14:12:56Z
dc.date.issued2013-09-19
dc.identifier.urihttp://hdl.handle.net/10464/4998
dc.description.abstractThe research presented is a qualitative case study of educators’ experiences in integrating living skills in the context of health and physical education (HPE). In using semi-structured interviews the study investigated HPE educators’ experiences and revealed their insights relative to three major themes; professional practice, challenges and support systems. Professional practice experiences detailed the use of progressive lesson planning, reflective and engaging activities, explicit student centered pedagogy as well as holistic teaching philosophies. Even further, the limited knowledge and awareness of living skills, conflicting teaching philosophies, competitive environments between subject areas and lack of time and accessibility were four major challenges that emerged throughout the data. Major supportive roles for HPE educators in the integration process included other educators, consultants, school administration, public health, parents, community programs and professional organizations. The study provides valuable discussion and suggestions for improvement of pedagogical practices in teaching living skills in the HPE setting.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectliving skills, physical education, integration, curriculum implementation, mental healthen_US
dc.titleUnderstanding the Integration of Living Skills Through the Context of Health and Physical Education: A Case Study of Educators’ Experiencesen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Health Sciencesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US
dc.embargo.termsNoneen_US


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