A salutogenic and activist strengths-based approach: crossing theoretical and practical borders in physical education

Abstract

Salutogenic strengths-based approaches (SbAs) are progressively being introduced in Health and Physical Education curricula. A salutogenic SbA focuses more on the promotion of healthy living than on preventing illness, views healthy living as multi-dimensional (social, mental, spiritual, environmental and community), acknowledges humans as active agents, and considers health as an important prerequisite for living a good life. This article examines the use of the Activist Approach (AA) as the basis for a salutogenic SbA from a theoretical perspective, and explores the challenges faced by the participating teachers that enacted the initiative. The project was grounded in participatory action research whereby the researchers worked together with the teachers to enact an SbA in physical education. The participants in this study were five teachers (three in primary school and two from secondary school) and five researchers. This three-month experience involved between 18 and 22 lessons in the secondary schools (twice a week), and between 28 and 30 lessons in the primary schools (three times a week). The co-researchers enacted an SbA consisting of applying the AA and complementing it with salutogenic strategies. Data sources were debriefing sessions and the focus groups which were framed within a border crossing perspective, seeking to confront the perceptions of teachers and researchers regarding the enactment of the SbA between academic and non-academic communities of practice. The main challenges (themes) identified by the co-researchers were as follows: the journey of understanding and actually applying the salutogenic and activist SbA; effects of time constraints during the enactment of the SbA; and the emotional challenge of adopting the SbA. Together with the challenges, we discuss the ways in which they overcame them.