Primary physical education (original) (raw)
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Moving beyond Sport in Primary Physical Education
2017
Introduction The language and actions of sport are enduring historical features of primary physical education (Jess, McEvilly and Carse, 2016). Whilst this chapter will draw primarily from examples of primary physical education the UK, research which reports from other parts of the world suggest the issues I will raise here are global in nature (Hardman and Marshall, 2006). In England, for example, discourses concerning national sporting success, combating sedentary lifestyles and reducing obesity are now prominent within primary physical education (Griggs, 2015; Petrie, 2016). Indeed, promoting health and long-term adult participation though competence in sport has become an increasing preoccupation within the subject (cf. (DfEE/QCA, 1999; DfE, 2013; Larsson and Redelius, 2008; Svendsen and Svendsen, 2016). For primary aged pupils this involves very distant, long term goals and overlooks their immediate and ongoing understandings of different sports and physical activities (Ward, 2...
A major review of stakeholder perspectives on the purposes of primary physical education
European Physical Education Review, 2019
While there may be some broad agreement about the purposes of primary physical education, there is dramatic variance in how these purposes are prioritised and enacted. Primary physical education consequently focusses on multiple, often competing, priorities. To gain a better understanding of this issue we review how different stakeholders view the purposes of primary physical education. We analysed 95 qualitative studies published between 2000 and 2017 that focussed on the views of different stakeholders. Across all stakeholders, the main purposes of primary physical education were identified as being physically active and learning physical, social, and emotional skills. Teachers and pupils were the most represented stakeholders, while the limited representation of school principals and policy makers was noted. The review indicates a need to examine the perspectives of those underrepresented stakeholders, serving as an entry point for bridge-building to shape the future direction of...
Physical education in primary schools: holding on to the past or heading for a different future?
This paper reports on research undertaken by Pétrie, jones, and McKlm (2007)' during 2006, as part of a Ministry of Education funded evaluation ofthe Impacts of professional learning on currlcular and co-currlcular physical activity. While the evaluative research explored physical activity In the broadest sense, this paper concentrates specifically on the aspect ofthe research that focussed on physical education [PEj as a curriculum subject. The paper provides a snapshot of how PE ¡s understood and practised by generallst teachers In ten primary schools. It then identifies some of the factors that contribute to interpretations and delivery of PE, and Issues that need to be addressed If PE is to move beyond the past and towards an alternative future. This article has been published in the journal: Journal of Physical Education New Zealand. Used with permission.
Routledge Handbook of Primary Physical Education
Routledge, 2017
The Routledge Handbook of Primary Physical Education goes further than any other book in exploring the specific theoretical and practical components of teaching PE at the primary or elementary school level. As the most comprehensive review of theory, research and practice in primary PE yet published, it represents an essential evidence-based guide for all students, researchers and practitioners working in this area. Written by a team of leading international primary PE specialists from academic and practitioner backgrounds, this handbook examines the three discourses that dominate contemporary PE: health, education and sport. With case studies from twelve countries, including the UK, USA, Canada, Australia, New Zealand, Norway, Spain and South Korea, it provides a truly international perspective on key themes and issues such as: • primary PE pedagogy, policy and curriculum development • assessment and standards • child development • diversity and inclusion • teacher training and professional development. Offering an unprecedented wealth of material, this handbook is an invaluable reference for any undergraduate or postgraduate degree programme in primary physical education or any primary teacher training course with a physical education element.
Moving primary physical education forward: start at the beginning
Education 3-13, 2016
Moving primary physical education forward: start at the beginning This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers' personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either 'very important' or 'important', while almost 40% perceived it to be of 'limited' or 'very limited importance'. 'Staff', 'time' and 'subject status' were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice.
This paper discuses the role Physical Education (PE) in a changing culture of school-based education, particularly across Key Stages 3 and 4. The authors recognise that PE has to find its niche in order to survive as a formal subject given that its current position in the curriculum, having been marginalised for many years, may now be under serious threat (Kirk, 2010). However, the strength of PE could lie in its ability to support academic achievement (Sallis, et al., 1999; Trudeau and Shephard, 2008) and thus convert the current perceptions of PE as having low academic status into an opportunity for PE and its professors to revise and improve the academic requests made of pupils in PE. The paper concludes that if there is a desire to incorporate more learning activities into PE which cross-over and draw upon core subject areas, such as English, Maths and Science, then a more engaging learning experience may be afforded – by virtue of what PE demands from pupils and consequently, offers them educationally. Such a strategy could place PE at the heart of learning and teaching rather than at the periphery, but in order to fit in with education and learning it has to branch out from exercise provision and entertainment. A changing demand for physical engagement across all subjects may point to exciting times academically and professionally for the PE teacher.
The recent review of the national curriculum, which places Physical Education as a compulsory subject at key stages 1–4, indicates a government commitment to the subject. However, given the contested history of Physical Education's priorities and practices, such commitment should, perhaps , be handled with care. The main strength of Physical Education lies in its ability to develop the child holistically, through a focus on the promotion of physical literacy, but more recently the emphasis has been on its ability to support academic achievement. This suggests a dualistic view of Physical Education, whereby the mind and body are separate and physicality is viewed as a sub-servient function to cognition. It is argued, however, that these aspects cannot be separated, as it is the holistic development rooted in monism that enables the individual to flourish both physically and intellectually. In January 2011, the Department for Education launched a review of the national curriculum, with a 'greater emphasis on competition'. This totally ignores the notion that competition does not suit everyone and may be catastrophic for some pupils' self-esteem, having implications for physical activity levels. This paper concludes that a number of aspects require further consideration if the true value of Physical Education is to be realised. The pedagogical implications of a curriculum underpinned by physical literacy must be debated and a consolidated approach agreed.
Understanding Primary Physical Education
Routledge, 2015
In order to become a more effective practitioner every teacher needs to have a sound understanding of the theoretical, social and historical context in which their work takes place. Understanding Primary Physical Education goes further than any other textbook in exploring the development of Physical Education teaching at the primary and elementary level, drawing together important research from across the educational and sociological literature. The book goes beyond everyday teaching practice at an operational level to encourage students, trainee teachers and researchers to develop a critical understanding of policy, process and practice in primary Physical Education. By rooting everyday documents and everyday issues in a broader, connected educational and developmental landscape, this book challenges casual assumptions and encourages a better, more thoughtful teaching practice. It is an essential companion for any degree level course in primary Physical Education.