Education Sciences, Vol. 14, Pages 467: Teachers’ Knowledge and Experiences after the Implementation of an Eating Disorder Prevention Program in the Physical Education Classroom

Education Sciences, Vol. 14, Pages 467: Teachers’ Knowledge and Experiences after the Implementation of an Eating Disorder Prevention Program in the Physical Education Classroom

Education Sciences doi: 10.3390/educsci14050467

Authors: Montserrat Monserrat Ángeles Arjona Juan Carlos Checa Joaquín Tarifa Darío Salguero

Since psychological and social factors are especially prominent among the multiple causes of eating disorders, we argue that school, a meeting place among equals and thus a locus for the transmission of values and attitudes, can play an important role in preventing these disorders. This article’s main objective is to verify whether the physical education (PE) class can become an arena for transferring and learning that prevent eating disorders, analyzing teachers’ perceptions of the program development “Psychology for Nutrition and Physical Activity in the Prevention of Eating Disorders” (P-NAF) and specifically: (1) analyzing what teachers know and believe about preventing eating disorders; (2) analyzing the relationship between PE sessions and the acquisition of skills for the prevention of eating disorders; and (3) verifying whether the strategies proposed in the program P-NAF help teachers develop skills for the prevention of eating disorders. We conducted semi-structured interviews with physical education teachers (six women and six men) from five educational institutions in southern Spain. We organized their responses into four blocks: (1) self-esteem, (2) social skills, (3) satisfaction with body image, and (4) nutrition. The results show that physical education teachers are poorly trained in eating disorders, in their detection, as well as their treatment. In particular, there is little communication between health professionals and teachers to provide the information needed to develop effective intervention programs. However, after participating in the Psychology for Nutrition and Physical Activity program, the teachers improved both their knowledge and educational tools when it comes to transmitting that knowledge. We conclude that this program is effective in its objectives and that it should be presented more widely to physical education teachers who work directly with young people.