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Objective: Ideas from evolutionary theories are increasingly taken up in health promotion. This article seeks to demonstrate how such a trend has the potential to embed essentialist and limiting stereotypes of women and men in health promotion practice. Design: We draw on material gathered for a larger ethnographic study that examined how discourses of health were re-contextualised in four workplace health promotion interventions in Sweden. Method: This study provided the opportunity to investigate how ideas derived from evolutionary theories produced particular constructs of the healthy employee. A Foucauldian notion of governmentality was used to examine the rationalities, truths and techniques that informed what we have called a "Stone Age" discourse as these contributed to shaping the desires, actions and beliefs of lecturers and participants in the interventions. Results: We focus on one intervention which used the Stone Age discourse as an organising idea to constitute differences in women's and men's health through references to women as gatherers and men as hunters, thereby positioning men as the physical, emotional and mental ideal and women as the problematic and lacking "other". Conclusion: The paper concludes by discussing the implications of such ideas about health and gender for interventions aimed at changing behaviour and lifestyles.

All over the westernised world, sport has been promoted as a "solution" to many of the social "problems" and challenges that face modern societies. This study draw on Foucault's concept of governmentality to examine the ways in which Swedish Government Official Reports on sport, from 1922 to 1998, define social problems and legitimate governing, and sport as a solution, in the name of benefiting Swedish society. The analysis shows that citizens' "good" and "healthy" behaviour and bodies are in focus of problematisation throughout the studied period. In relation to this, sport is seen as an important tool and solution. Parallel with increased critique of sport in contemporary times, a neo-liberal governmentality is embraced which in turn affect how "problems" and "solutions" are thought of in individualistic and rational ways.

Drawing on research conducted in Australian Health' and Physical Education (HPE) and Swedish Physical Education and Health (PEH), this paper demonstrates the analytic possibilities of Foucault's notion of pastoral power to reveal the moral and ethical work conducted by HPE/PEH teachers in producing healthy active citizens. We use the pastoral power analytic to make visible the consequences of caring HPE/PEH teaching practices which appear unassailable as producing a general "good" for all students. In so doing we undertake the challenge posed by Nealon to be attuned to those social practices that appear beyond reproach as "power becomes more effective while offering less obvious potential for resistance". From this Foucauldian perspective we argue that caring HPE/PEH teachers employ a wide range of normalization tools to interpellate young people into a specific model of "normal" healthy living, simultaneously determining those who represent problematic deviations from the norm. We further argue that instead of discarding or ignoring these students, such deviations call upon the HPE/PEH teacher to care more fervently, to employ more intense strategies of individualization such as togetherness, encouragement and familiarity. In conclusion, we highlight the tensions and implications that may result for HPE/PEH teachers and their students.

Drawing on research conducted in Australian Health' and Physical Education (HPE) and Swedish Physical Education and Health (PEH), this paper demonstrates the analytic possibilities of Foucault's notion of pastoral power to reveal the moral and ethical work conducted by HPE/PEH teachers in producing healthy active citizens. We use the pastoral power analytic to make visible the consequences of caring HPE/PEH teaching practices which appear unassailable as producing a general ‘good’ for all students. In so doing we undertake the challenge posed by Nealon to be attuned to those social practices that appear beyond reproach as ‘power becomes more effective while offering less obvious potential for resistance’. From this Foucauldian perspective we argue that caring HPE/PEH teachers employ a wide range of normalization tools to interpellate young people into a specific model of ‘normal’ healthy living, simultaneously determining those who represent problematic deviations from the norm. We further argue that instead of discarding or ignoring these students, such deviations call upon the HPE/PEH teacher to care more fervently, to employ more intense strategies of individualization such as togetherness, encouragement and familiarity. In conclusion, we highlight the tensions and implications that may result for HPE/PEH teachers and their students. [ABSTRACT FROM PUBLISHER]