Obesity in HPE: The Role of Physical Teacher and the Attitudes towards Obese

Students

College of Indigenous Futures, Education and The Arts

ECU101: Health and Physical Education in Educational Settings

April 15, 2022

The role of physical education in tackling obesity has been recognized significantly in recent

years as obesity continues to be an íssue in global public health issue (Cale & Harris, 2013).

Among various environments, schools are fundamental to children at an early age, but obese

students are often targets of bullying from friends and stigmatization from teachers (Lynagh

et al., 2015). It is shown that teachers in HPE have a considerable impact on the children's

attitude and behavior toward eating, yet physical educators show negative bias toward obese

students (Lynagh et al., 2015). Teachers in HPE play a role in increasing students' physical

activity levels, developing personal and social skills, and being sensible to recognize

children's potential for any sports (Pate et al., 2011). However, many HPE teachers have an

anti-fat bias, yet their primary action should be to help combat obesity and gain back

confidence (Tinning, 2020). This essay will discuss the role of HPE teachers in improving

Australia's obesity rate and the reality of teachers' bias towards non-obessed children. It will

also evaluate how physical educators dealing with obesity in the classroom relates to the

Australian Curriculum's five propositions: Health and Physical Education (ACARA, 2017).

According to World Health Organization (WHO), obesity is defined as abnormal or excessive

fat accumulation that presents a health risk, and obesity in childhood is associated with a

wide range of severe health complications (World Health Organization, 2021). World Health

Organization WHO claims that childhood obesity is one of the most severe public health

challenges of the 21st century and at an alarming rate (Noncommunicable Diseases:

Childhood Overweight and Obesity, 2020). In Australia, reducing obesity in children is

prioritized to improve the population's health (Australian institute of health and welfare,

2020). In 2017-18, it was reported that 25% of Australian children and adolescents aged 2-17

were overweight or obese, and about 8,2% were obese (Australian institute of health and

welfare, 2020). These numbers raise the threat of the "childhood obesity epidemic," showing

that children of the current generation are less active in school and outdoor activities
(Petherick, 2013). It is said that the etiology of childhood obesity is complex as it includes

both individual and environmental factors (Ip et al., 2017). It is reported that obese students

get lower grades at school compared to non-fat ones, even with intelligence and good

characters (Lynagh et al., 2015). Obese students are often targets of bullying and

discrimination from their peers, and their teachers frequently remind them of their weight in

front of other students. Therefore, they usually avoid HPE lessons or any sports activities,

increasing the risk of depression, exercise avoidance, and eating disorders. 

Cale and Harris acknowledged in their paper that physical education is viewed to be the most

suitable vehicle to promote health and active lifestyles to not only obese students but

everyone (Cale & Harris, 2013). Along with the importance of a school nutrition

environment, physical education programs play a role in creating awareness of childhood

obesity and creating activities to combat obesity (Bryan et al., 2012). Starting from activities

that they can do in their daily life, HPE teachers encourage obese students to participate in

any sports that they have potential. It is also essential that physical education teachers get to

talk with the children's parents for further information about their diet so that the programs

can be effective and endurable (Bryan et al., 2012). However, Cale and Harris wrote in their

paper that if health teaching from teachers only focuses on diet and weight matters, obese

students can have a bad relationship with food, leading to eating disorders (Cale & Harris,

2013). Welch and Wright argue that HPE teachers in primary schools are responsible for

interrogating facts related to 'obesity,' 'overweight,' 'bodies,' and 'health' (Welch & Wright,

2011). Teachers need to broaden their health knowledge, especially in subjects related to

childhood obesity, and have non-judgmental attitudes towards the kids. Studies show that the

size of sports uniforms and the lack of privacy in changing rooms are also barriers when

participating in physical activities (Cale & Harris, 2013). They need to inform the children

about the study of health and body shape and size and ensure that HPE is a safe space for any
fat young people to enclosure any insecurity around health and body so that the teachers can

understand and help them with their concerns. The physical educators' role is to provide

opportunities for obese children to acquire and develop knowledge and skills to be more

active in daily life for a better result in addressing obesity (Cale & Harris, 2013).

According to Cale and Harris, ‘every child of every size matters,’ which means all young

people of any size have the right to benefit from positive physical education and physical

activity experience (Cale & Harris, 2013). However, HPE teachers have lower expectations

from ‘fat’ children and give negative beliefs to obese children instead of developing bias-free

attitudes among students. In HPE lessons, it is shown that obese children are excluded from

certain physical activities such as sports teams and activities in class because of the prejudice

of teachers as overweight children being slow and lazy (Cale & Harris, 2013). Weight

stigmatization is often seen in schools, especially in HPE. School teachers possess bias

toward non-fat students and endorse negative stereotypes regarding obese children as

unhealthy and more self-conscious (Lynagh et al., 2015). Although teachers avoid showing

direct bias toward non-fat students, using words like ‘slim’ and ‘fit’, considered healthy in

front of the class, shows clear discrimination against obese children and humiliates them in

front of their peers. HPE teachers need to recognize that body size discrimination is an issue

so as to find a solution to it. In order to tackle this issue, schools should ensure whether

anti-fat bias exists among their teaching staff, especially HPE teachers (Lynagh et al., 2015).

Additionally, schools are advised to raise awareness of obesity and improve teachers’

knowledge of health and lesson planning to cooperate obese students with other class

members. Institutions must consider providing teachers with strategies to engage all students

in physical activities in school. Physical education teachers need to be sensible enough to

understand the feelings of obese children and ensure that they enjoy thoroughly and safely in

physical activities (Cale & Harris, 2013). Providing a safe and enjoyable environment can
break the barrier among obese children so that they are able to participate in activities like

other kids (Lynagh et al., 2015).

In the Health and Physical Education, the curriculum has a strong focus on supporting

children to develop any skills and knowledge that will enhance their health and others

(ACARA, 2017). The priority of the curriculum is to promote movements in the children's

daily life for positive health outcomes. With a focus on developing an understanding of health

literacy, the children have the knowledge to tackle adverse health issues such as obesity and

respond to any health-related questions (ACARA, 2017). It is evidenced in the Australian

Curriculum: Health and Physical Education that a healthy and supportive environment helps

with better learning of the students in the curriculum (ACARA, 2017). The attitudes of HPE

teachers influence the children's behavior and manner, particularly in primary schools. It is

essential to consider how teachers bring their thinking about health into their teaching of HPE

and how they assist students in applying knowledge in health and movement fields (ACARA,

2017).

In recent years, childhood obesity has reached an epidemic, with a high percentage of all

children being either obese or overweight (Bryan et al., 2012). HPE teachers believe that the

primary cause of childhood obesity is mainly overeating and inactivity. However, instead of

engaging them in physical activities, teachers show a direct bias towards non-fat kids.

Research shows that both general teachers and HPE teachers have a strong negative bias

towards obese children (Lynagh et al., 2015). It is crucial that schools take action improving

teacher training programs to avoid any anti-fat bias occurring in classrooms. The role of

physical education is to provide knowledge of health and understanding of obesity to all the

students and engage obese children in sports and physical activities in schools, preventing

them from getting teased by their peers. By incorporating "body size-friendly" activities and

games into HPE lessons with "body size-friendly" sports uniforms for all students, obese
children can enjoy the most in a positive school environment (Lynagh et al., 2015). It is the

school's role in promoting and maintaining a positive environment for the kids regarding their

size, nationality, and appearance (Lynagh et al., 2015). This essay emphasizes HPE teachers'

role in tackling the childhood obesity epidemic and solutions to their negative attitude to

obese children. Various solutions are recommended in the essay for physical education

teachers and schools to prevent the issue from reoccurring.

References

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