Fitspiration to Inspire or to Mire? A Review of the Literature and Educational Implications

  • Joanne M. Crossman Saint Leo University
Keywords: Fitspiration, health, well-being, body image, media impact, young women, fitness, media literacy, learning


Fitspiration has been positioned as an online interchange featuring images and text designed to inspire fitness and healthy eating. Given its ubiquity as an emerging social media trend, and its unintended impact on body image disturbance mediated by social comparison, Fitspiration has been understudied. This review draws on theoretical perspectives associated with traditional and new media impact on young women’s body image concerns, and overviews strategies to engage students in adopting a healthier body image. The manuscript also provides educational implications and directions for practice, particularly guided by media literacy models that may serve to intervene with body comparisons, inspire deeper learning and a renewed vision of fitness, health, and well-being.

Author Biography

Joanne M. Crossman, Saint Leo University

Joanne M. Crossman is a Professor of Education in the School of Education and Social Services at Saint Leo University in Florida. She earned an Ed.D. in Educational Leadership, C.A.G.S. in Higher Education Curriculum/Administration, M.Ed. in Health Education, and B.A. in Communication, and numerous education certifications. Dr. Crossman has delivered more than 60 conference presentations. Her research interests include pedagogy, assessment, and wellness education. During her 29 years as an educator, she has provided oversight of curriculum and instruction, assessment, professional development, chaired critical committees, and mentored beginning teachers. She received a number awards as an educator, Toastmaster, and for community service work, championing student outreach initiatives with more than 50 not-for-profit organizations.

How to Cite
Crossman, J. M. (2017). Fitspiration to Inspire or to Mire? A Review of the Literature and Educational Implications. LEARNing Landscapes, 10(2), 115-130.