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HEALTHY, ACTIVE MESSAGES: WHAT ARE WE
TELLING OUR STUDENTS?
By Dr. Clive
Hickson & Brent
Bradford, University of Alberta
It would
not be difficult to argue that teachers,
on a daily basis, are constantly sending
messages to students. These messages
are often in the form of "you can
run in the gym, but please walk in the
hallways" or "make sure the
mat is in the right place before you
jump" and they are probably the
kind of things that we have all communicated
to students. Likewise, we are sure that
we have all posed the question "is
that a good choice?" to students
in order to influence their decision
making. But what do we communicate about
health and activity on a daily basis?
As teachers,
we are in a position where we can influence
the students around us. We can influence
the choices they make, the directions
they decide to follow, or the actions
they choose to undertake. The potential
for educators to influence students
is immense. For example, how many times
have we heard from a parent that our
words or actions caused an impact on
their child? However, although we all
like to remember the positive impact
that we have had on those around us,
we need to also understand that we can,
if we are not careful, influence students
in a negative manner too.
As physical
and health educators, we can influence
the health choices and behaviours of
the students in our schools. However,
it is vital that we recognize that it
is not only the verbal messages that
students hear from us that are important,
but also the more subtle, non-verbal
ones that students see. These non-verbal
messages are sent, not only during our
lessons, but also during such times
as lunch breaks, recesses, and school-wide
activities. As students may develop
ideas about their own health choices
and behaviours through these silent
messages we need to understand the importance
of sending appropriate messaging at
all times.
There are,
without doubt, many opportunities throughout
the school year for us to send messages
nonverbally to students regarding the
positive effects of healthy, active
living. How we present ourselves, what
food items we select in cafeterias,
how physically active we are, and how
we treat performers with different ability
levels are just a few examples of communicating
nonverbally. We are truly being physical
educators when we consciously send appropriate
messages through our actions concerning
healthy, active choices. Let's look
at these a little deeper...
Dress
for the Message. How we present
ourselves in the gymnasium, on the playground,
or the playing field may have just as
much power on student learning as how
we teach. For example, what we wear
can impact what students think of us
and our teaching (Bradford
& Hickson, 2010, Lux, 2010).
A study conducted with elementary school
students found that the clothing and
shoe choice of teachers during a physical
education lesson can influence a child's
perception of the competence and the
demonstration capabilities of the teacher
(Bradford &
Hickson, 2010). So, we need to
think carefully about not only how we
demonstrate how to throw, physically
illustrate a movement, or discuss the
benefits of being physically active,
but also what we are wearing while doing
so.
When preparing
our lessons, we should be considering
what is the most effective and appropriate
clothing to wear while teaching an activity.
That way, we know that the students
listening and watching us are receiving
a consistent message rather than a message
that is confusing and holds a mixed
meaning. If we truly want students to
adopt our messages of the importance
of leading an active, healthy lifestyle
"dressing for the message"
is something we might all need to consider!
Being
a healthy food and drink role model.
It is common for physical and health
educators, due to a demanding schedule
of both class and extra-curricular activities,
to receive only small amounts of time
to snack on foods and liquids throughout
the school day. What we choose to eat
and drink during these times, as we
walk down the hallway to the gymnasium
or through the changing room to the
field, is often observed by students.
The messages we send to students can,
if we are not careful, create mixed-signals
from what was taught during health class
or discussed at a team practice - water
being a better choice than soda, and
staying away from chocolate bars and
chips in vending machines. If we are
frequently consuming such food items
as chocolate bars or chips in front
of students, what message does that
send to them? Moderation is acceptable,
but we need to ask ourselves, is eating
an apple instead of a bag of chips during
supervision a healthier and better message
to send to students?
Let's
play, being physically active.
Choosing to arrive at school early,
or staying after the bell rings for
the end of the school day to participate
in physical activities with students,
sends a clear message that physical
activity is important for everyone throughout
their lives. Engaging in an activity
with students (e.g., badminton, basketball,
running club, yoga, etc.), who would
normally be sitting around the hallways
or going home to laze on a couch, can
send the message that we all cherish
physical activity and that we also need
to be physically active. We have a wonderful
opportunity to be active whilst teaching
students indirectly outside class time.
We can demonstrate to them through our
actions that physical activity is just
as important for us as it is for them!
Also, a good game of badminton against
a few students or participating in a
yoga session can provide all of us with
the energy or focus required to have
a great, productive day!
Welcoming
everyone. At times, elite athletes
are provided with special treatment
within the school community. For example,
they may be mentioned in the morning
announcements or in school newsletter
stories, teams may be afforded the prime
time for gymnasium usage, team members
may have distinctive apparel, and photos
of success may be placed in trophy cases
or displayed throughout the school.
While this messaging does have its place
within the school environment and it
is important to recognize athletic achievement,
we also need to carefully consider what
message we are also sending to the rest
of the students in our schools.
As this is
often the far greater segment of the
student population, we need to find
ways to also recognize other levels
of achievement. Dedicate time throughout
the year when students who are not part
of school teams are also recognized
for their participation in physical
activity (e.g., school-wide extra-curricular
tournaments, lunch time dances and demonstrations,
charity walks, etc). Every student who
is enrolled in the school should be
provided with some form of recognition;
we need to find ways to reward their
efforts during physical activities.
Let's not only reward a small percentage
of our school population, let us find
ways to recognize everyone! Such action
may be the seed of encouragement a student
needs to choose a new physically active
and healthy lifestyle. An extra-curricular
physical activity trophy case would
be a great start; let's extol everyone
who participates in physical activities.
The
Perfect Role in the School. As
physical and health educators, we have
an ideal role in schools. We can send
many silent, but very powerful and influential
messages to students that may help them
develop healthy, active lifestyles.
Paying attention to what we wear, eat
and drink during school hours may have
an impact on how and what a student
learns from us. Next time we place a
few coins into the school vending machine
perhaps we should ask ourselves, "what
would the students think if they saw
the selection?" Even better,
perhaps we should be campaigning to
have the vending machines in our hallways
stocked with healthy snacks! When we
decide to put down our work for a few
minutes to join in an activity with
students we should take a moment and
observe the impact we can make on the
attitudes and behaviours of the students.
The manner
in which we communicate to our students
can help to promote healthy, active
choices for all. Nonverbal messages
in the school environment may have lasting
effects on our students. If students
are to truly become physically educated
then we as educators need to ensure
that we are consciously sending healthy,
active verbal and non-verbal messages
to them throughout the school year!
References
Bradford, B. & Hickson, C. (2010).
What we wear: Does it matter?
Poster session presented at:
American
Alliance for Health, Physical Education,
Recreation and Dance Annual
Convention;
2010 March 17 – 20; Indianapolis,
IN.
Lux, K. M.
(2010). How to Raise the Status of Physical
Education at Your School. The Journal
of
Physical Education, Recreation and Dance,
81(8), 40-42.
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