Pöppel Katharina, Webner Greta
Institut für Sportwissenschaft, Sport und Erziehung, Carl von Ossietzky Universität Oldenburg, Ammerländer Heerstraße 114-118, 26129 Oldenburg, Deutschland.
Pravent Gesundh. 2023 Apr 24:1-7. doi: 10.1007/s11553-023-01028-5.
In Germany, health is not a subject in general schooling, yet school education is supposed to contribute to health promotion. The interpretation of this objective ranges from a health-promoting effect through exercise to the claim of a reflexive understanding of health that can be described by the construct of health literacy (HL).
In order to examine the extent to which a reflexive understanding of health is applied in school education in Germany according to the HL approach, 33 currently valid curricula of general education schools in Germany are evaluated by content analysis.
In particular, biology and physical education classes from the primary level onward aim to promote health-related competencies. The analysis shows that a sport motoric and, thus, exercise-oriented promotion of HL dominates in physical education. Furthermore, only in a few federal states is physical education intended to stimulate the understanding, evaluation, communication, and decision-making concerning these contents.
It remains unclear whether health-related content should be the focus of instruction or whether the health reference merely serves as a label. Nevertheless, physical education especially has the potential to sensitize adolescents early and comprehensively to health-related topics.
在德国，健康并非普通学校教育的一门课程，但学校教育理应有助于促进健康。对这一目标的解读范围广泛，从通过体育锻炼产生促进健康的效果，到主张通过健康素养（HL）这一概念实现对健康的反思性理解。
为了探究根据HL方法，对健康的反思性理解在德国学校教育中的应用程度，通过内容分析对德国33份现行有效的普通教育学校课程进行评估。
特别是从小学阶段起，生物课和体育课旨在培养与健康相关的能力。分析表明，在体育教育中，以运动技能从而以锻炼为导向促进HL占主导地位。此外，只有少数联邦州的体育教育旨在激发对这些内容的理解、评估、交流和决策。
与健康相关的内容应成为教学重点，还是健康相关内容仅作为一个标签，目前尚不清楚。尽管如此，体育教育尤其有潜力让青少年尽早全面地关注与健康相关的话题。
