Loughborough University is a top-ten rated university in England for research intensity (REF2014) and an outstanding 66% of the work of Loughborough’s academic staff who were eligible to be submitted to the REF was judged as ‘world-leading’ or ‘internationally excellent’, compared to a national average figure of 43%. In choosing Loughborough for your research, you’ll work alongside academics who are leaders in their field. You will benefit from comprehensive support and guidance from our Doctoral College, including tailored careers advice, to help you succeed in your research and future career. Public policy and strategy (DoH 2004; WHO 2010) position schools as key sites in the delivery of public health (Penney & Jess 2004) and teachers are seen as advocates of health and physical activity (PA) (Stratton et al. 2008). However, teachers’ knowledge and understanding have been found to be narrow, limited and flawed (Armour & Harris 2013). This, coupled with the finding that pupils lack knowledge (Ofsted 2012) and have misconceptions about health (Smith & Parr 2007), poses questions concerning teachers’ ability to effectively deliver/promote health/PA (Larsen & Samdal 2013). Further, society increasingly relies on mass media as a form of ‘public pedagogy’ in the delivery of health knowledge (Giroux 2004; Rich 2011) and evidence suggests that teachers and pupils are no exception (Kirk, 2010). This research explores a) teachers' and pupils' sources of health knowledge, and b) their engagement with ‘public pedagogy’ and its accuracy. It seeks to understand the extent to which teachers and pupils rely on and make sense of these pedagogies and reconcile health messages they receive.