Student‐driven health promotion activities
Purpose The aim was to examine how students in the arctic region of Sweden experienced creating, leading, and participating in student‐driven health promoting activities in cooperation with their teacher. Design/methodology/approach Inspired by the participatory appreciative action research (PAAR) m...
| Published in: | Health Education |
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| Main Author: | |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
Emerald
2013
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| Subjects: | |
| Online Access: | http://dx.doi.org/10.1108/he-02-2012-0012 http://www.emeraldinsight.com/doi/full-xml/10.1108/HE-02-2012-0012 https://www.emerald.com/insight/content/doi/10.1108/HE-02-2012-0012/full/xml https://www.emerald.com/insight/content/doi/10.1108/HE-02-2012-0012/full/html |
| Summary: | Purpose The aim was to examine how students in the arctic region of Sweden experienced creating, leading, and participating in student‐driven health promoting activities in cooperation with their teacher. Design/methodology/approach Inspired by the participatory appreciative action research (PAAR) method 19 Swedish students, ages 10‐11 participated in health promotion work in the classroom through creating, leading, participating in and evaluating their own and their peers’ health promoting activities. Findings Students developed three themes and related activities which they felt helped them reduce stress and have friendly fun: “the friendly touch” (music and student massage), “the outdoor run for fun” (student physical activity in outdoors), and the sounds of well‐being (music). Practical implications This paper provides a comprehensive understanding of how students experienced creating, leading, and participating in student‐driven health promoting activities in cooperation with their teacher, and reveals that when students were asked to choose health promoting activities, they were not only in line with existing research but were able to reflect on how to develop good practice. Students are competent to lead health promoting activities with the support of their teacher and participating in health promoting activities lead by their peers. Originality/value The empowerment‐based group assignment in this study offers an example of implementing health promoting activities in school to increase health literacy useful for health educators and teachers. |
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