Integration of Mental Health Promotion Strategies Within Physical Education Curricula

Abstract

The present study investigated the incorporation of mental health promotion techniques within physical education curricula, as well as the influence of school policies in addressing the mental health needs of students. The sample predominantly comprised male physical education instructors between the ages of 31 and 40, who possessed 11 to 20 years of teaching experience. The results of the study indicated a uniform degree of integration among physical education instructors across various age and experience cohorts. This finding implies the significance of incorporating continuous mental health education within physical education curricula, however there were observed discrepancies across distinct domains. Significantly, the domain of social and emotional learning had comparatively lower scores, hence highlighting the necessity for focused enhancements in these specific aspects. Educators played a pivotal part in modifying their instructional approaches to cater to the mental health requirements of their students. The proponents placed significant emphasis on the principles of individualization, emotional management, and value-oriented pedagogy. The emergence of school policies also played a crucial role. The policies should prioritize the implementation of strategies, comprehensive staff training, the utilization of diverse educational techniques, active collaboration with parents, the provision of extracurricular activities, the availability of psychological counseling services, the integration of ideological perspectives, and the adoption of a student-centered approach.