Case 3: Persuading Teens to Reduce Health Risk Through Healthy Messaging

• In Event: Digital Technologies and Learning in Physical Education: Pedagogical Cases

Abstract

Purpose

To increase the awareness of adolescent health issues and empower students, this case described the effects of integrating problem-based learning (PBL) on student intentions to make healthy decisions.

Theoretical Framework

Grounded in cognitive and social constructivism, PBL is a pedagogical strategy that requires students to identify a real-world problem, then actively investigate and propose a solution. This instructional practice requires self-direction, problem solving, and collaboration. This case overviews a project that required teams of students to identity a health issue and create a public service announcement for their peers.

Mode of Inquiry

This authentic case was constructed by having one high school physical education teacher describe her attempts at integrating a technology-rich, PBL project involving students enrolled in both physical and health education. The purpose was to meet specific learning standards in the content areas of physical education, health education, and technology, while potentially influencing students to make healthy decisions. Two health communication experts were then asked to review the teacher’s description of the project, student artefacts, and reflections for critique. Finally, a physical education pedagogy specialist overviewed all materials to provide pedagogical recommendations.

Data Source (Student PSAs)

Working in groups using iPad cameras, garage band, and the iMovie application, students created public service announcements (PSAs) about a student-selected health problem. The teacher presented minimal guidelines, with the students only told to identify, investigate, and propose a solution to the problem. The teacher recruited a film class to help each group with the video capture, editing, and production. In total, 20 PSAs were created then narrowed to a field of three to be viewed first by the physical education students and then by the entire student body.


Results

Comments and reactions from students not engaged in the PSA development indicated that the PSAs achieved multiple learning outcomes producing increased content knowledge, awareness, and even behavior changes. Yet, the critiques by the health experts were less optimistic. Many of the critical elements of health messaging (engaging, informative, and persuasive, relative to their audiences) were demonstrated in only a few of the PSAs. Peer models as an authentic, believable source was seen as a strength, but the lack of validated persuasive tenets such as the application of extended parallel process model, dramatically limited the potential effects. More focused planning and an emphasis on pro-social and social normative behaviors is critical. Stricter adherence to the underlying tenets of PBL and cooperative learning should be reinforced.
Scholarly Significance

Implementing PSAs into a physical education setting is feasible and meaningful for both the developers and observers when the topic is relevant. Students suggested that watching the videos and discussing the content led to contemplation of their own behaviors. Formalizing a cross-disciplinary team of teachers to enhance the planning phase may facilitate the development of more impactful PSAs. Further, greater pedagogical adherence with respect to all of the key elements of PBL is necessary if learning outcomes are to be achieved and sustained.

Author

• Darla M. Castelli, The University of Texas - Austin