ABSTRACT

The increasing use of media and digital technologies has been modifying how people think over and shape their physical activities and healthcare consumption. This growing trend has been reflected in school curriculum developments for Physical Education and Health. As educators and policy makers adjust local curricula to reflect these technological changes, there is alack of knowledge on how these developments have been undertaken in different national realities. This study employ Media-Education theory and use content analysis to examine how media and digital technologies have impacted on the official Physical Education and curriculum documents from Australia, Brazil, and New Zealand. The findings show that there is acommon assumption and emphasis that educators need to use technology to focus on thinking critically about media content. On the other hand, there was alower emphasis on understanding media and technology as alanguage for social interaction and communication. In that sense, the results show little investment in the production and consumption of media content. Such findings highlight the need to evolve Health and Physical Education as alearning area so that it can provide students with the means to make critical and informed decisions about their health and physical activity needs.

摘要

越来越多地使用媒体和数字技术已经改变了人们思考和塑造他们的体育活动和医疗保健消费的方式。这种增长趋势已反映在学校体育和健康课程的发展中。随着教育者和政策制定者调整当地课程以反映这些技术变化，人们对这些发展如何在不同国家的现实中进行的了解不足。本研究采用媒体教育理论并使用内容分析来研究媒体和数字技术如何影响澳大利亚、巴西和新西兰的官方体育和课程文件。调查结果表明，有一个共同的假设和强调，即教育工作者需要使用技术来专注于对媒体内容进行批判性思考。另一方面，人们不太重视将媒体和技术理解为社交互动和交流的语言。从这个意义上说，结果表明在媒体内容的生产和消费方面的投资很少。这些发现强调了将健康和体育教育发展为一个学习领域的必要性，以便它可以为学生提供关于他们的健康和体育活动需求做出关键和明智决定的手段。