How has the Inquiry Project experience advanced my understandings of what good

health education might be, and why?

I have often restricted health education and the relating topics within the subject
barrier of Physical Education. The Inquiry Project has allowed me, as an individual, to
understand the extensive approach in which health education needs to be addressed.
From the moment of deciding the social health issue focus, it was clear that there are
an abundance of issues that are rarely addressed among societies, especially in
schools. Being a young adult myself, the inquiry project provided the opportunity to
expand my views on such prominent health issues, and address them in a way that is
familiar to a selected age group. The social issue of media felt relatable, especially
growing up in the digital age, surrounded by extensive means of communication,
traditional and developed. In understanding the social issue, it was then the process of
discovering a link between that and an outstanding health issue. In 2013, the top
issues of concern for young people were coping with stress, school, body image and
depression. The link between media and the effect it has upon an individuals selfimage was deemed most suitable and relatable, especially with young-adults and the
ever-developing exposure to technology.
Self-image, defined as the idea one has of one's abilities, appearance, and
personality ("self-image Merriam-Webster.com. Merriam-Webster, 2016.
Web. 15 June 2016), deals with the way in which you perceive yourself and the
number of self-impressions that have been built up over your lifetime. A successful
health education is one that doesnt shy away from addressing the prevalent issue at
hand. It has become obvious, specifically during the inquiry project, that the media
has the undermining ability to strategically select specific pieces of information they
wish to highlight, and those they choose to disregard. In Second Opinion, Germov
states internet has become an increasingly important contributor to how people
gather information and the choices they make about their health. (Lewis 2006 cited
in Germov 347) Through intensive research, the aspects of self-image were further
understood through the inquiry project. Truly, I found that media is commonly linked
and related to the effect it has upon body image. Through focussing on self-image, we
were then able to link together the effect on all aspects of a person. Focussing on a
persons appearance, personality and abilities, it helped to link together the effect of

media as a whole. There is a common domino effect between the three main
contributors to a negative self-image. It has become prominent that, especially
nowadays, teens and other young adults have a terrific interest in knowing whats
going on in the lives of their peers, coupled with a terrific anxiety about being out of
the loop. (Carr 118) Ultimately, the constant need to feel connected online is
detrimental to a persons image of himself or herself. Without even noticing it, our
everyday lives are commonly affected by our self-image. Growing up as a teenager on
Facebook, it became clearer that there is difficulty in knowing what to think and how
to feel when it comes to your own body and mind. The inquiry project, linked with
my personal experiences, proved that confidence levels stream from our mindset,
whether they are positive or negative. We need to be addressing such issues in
schools, especially from early ages.
Australias youth have never been so digitally connected, and means of mass media
have developed rapidly through both traditional and digital methods. Such methods
are able to reach large numbers of people at a time. In reality, very few people such
as celebrities and major business campaigns can communicate to a great number,
and, second, the audience has no effective way of answering back. This process of
mass communication through media leaves open interpretation, and has no way of
truly understanding the effect the messages have upon an individual. Good health
education must understand these extensive concepts, and work towards diminishing
their power over personal perception. Aspects of a successful, developing health
education must accept the idea that education and schooling will have to change to
respond to the new priorities of the twenty-first century. (Crawford & ONeill 190)
Young adults are constantly subjected to various forms of media. Through the inquiry
project research, I was able to discover and gain deeper understanding for the three
major and most influential forms of media. Social media, advertising and TV/film
have come to dominate the twenty-first century. Such forms of media are constantly
using unrealistic products, celebrities and actions to influence the intended audience.
It is inevitable that the mass introduction of major media outlets is in a long series of
tools that have helped mould the human mind. (Carr 115) Even with this, it is hard to
say if this moulding of the human mind is more positive than negative. The future of
health education must continue to enlighten students with the truth that evolves
behind those forms of media that have been deemed reputable. A good health

education should acknowledge the ever-developing digital age, but use this
knowledge in assisting the development of students.
A good health education in regards to media may simply be to assign homework for
each student to research about social media and the activities they may perform
online. Although one might think this as a positive, by getting students to address the
issue, it has common faults. Some students may be unable to even access a computer,
or even any means of Internet connection in a home environment. In school
classrooms, I believe that such issues need to be introduced from a young age, even
simply in the form of discussion. There should be activities presented, in which are
fair for all students, and allow participation from a variety of backgrounds. Through
personal education and study, I have further understood the fact that schooling, deals
with the personal formation, belief construction, [and development of] a world-view,
with culture transmission (Beare 21-22) of children. Especially nowadays, it is
unimaginable to simply state that schools are only there for students to acquire useful
knowledge and enabling skills. (Beare 21-22) Schools are so much more than this,
and need to provide the understanding to be enlightening students with moral
understanding, especially when dealing with social health issues. Even when in
lessons of History, Mathematics or English, the seed of respectful and understanding
behaviour must be planted. Students should be exposed to the nature of a successful
health education from a young age, so that it is able to develop over their adolescent
years and prosper into adulthood.

Our self-image is often what drives us to do certain activities. A lack in confidence

levels whether relating to appearance or personality may have an effect on how
everyday tasks are performed. At the moment, the things we see in the media make us
objectify our own appearance, our own personality and our own capabilities. Through
further research, it was discovered that there are many help-lines and promotions in
place to enhance the image of a successfully diverse community. I found that Doves
campaign for Real Beauty has offered an opportunity for women to see confidence
and strength within a variety of racial backgrounds and body types. Such programs
have aimed to educate young people in the area of media and self-image, so that they
grow up within a positive, diverse and dynamic community that accepts all

individuals. Such campaigns should be demonstrated within the boundaries of the

schoolyard, within the simplest of group and individual activities. The imagined line
between what is beautiful and what isnt, and how being beautiful is being
successful, needs to be destroyed, and I am apart of a generation that needs to do this.
I found that the inquiry project has unleased an ever-longing passion for equality and
acceptance. I was never and have never been the super skinny type and found
that it had always affected my self-image, and the means to which I would participate
in everyday activities. Because of this connection, even if I am not a teacher of Health
as a subject, I will most definitely be a teacher of Health education within any
classroom environment. The skills and understanding acquired throughout the inquiry
project has proved that health education is crucial to a developing society, and no
matter our position in life, we must be addressing a positive approach to such social
health issues.
As future educators, we should work to educate young students on their knowledge
and understanding of media and the influence it has on peoples day-to-day lives. We
should be encouraging students, no matter age, shape or race, to be positive and active
members of the community by introducing activities that are fair for all participants.
In the end, we should aim to enrich future generations in developing an accepting and
dynamic community, where all students have the opportunity to prosper.

Reference list
Beare, Hedley 2001, 'From an old world-view to a new', in Beare, Hedley, Creating
the future school, Routledge Falmer, London, pp. 11-22.
Carr, N 2010, The Shallows: What the Internet is doing to our brains, W.W. Norton &
Company, USA
Crawford, K & ONeill, D 2010, School, identity and society, 2nd edn, Pearson
Australia, Frenchs Forest, NSW
Germov, John 2013, Second Opinion: An Introduction to Health Sociology, 5th
edition, Oxford University Press
"Self-image" Merriam-Webster.com. Merriam-Webster, 2016.
Web. 15 June 2016),

Weebly link:
http://scarlettparker.weebly.com