Physical education has yet to become an established and important feature in Australian and English school programs. At one level physical education has enjoyed considerable political support, acquired support from athletes and secured a place on Australia and England's national curriculum. However on another level physical education has been the subject of crisis meetings in Australia, on the verge of being wiped out in later secondary school education in England and had numerous reviews. So why is physical education important? The major factor being the increasing rise in obesity, but also children appear to have less knowledge of physical skill, lack fitness and are very inactive is a few reasons why physical education needs remain in the curriculum but also gain greater priority.
The purpose of this essay is to compare and contrast the national curriculum for physical education (PE) in Australia and England and comment on any developments that could be made. The areas of interest with in the curriculum are learning objectives of the curriculum and the time allocated with in the curriculum. These areas have been chosen for various reasons. The learning objectives and content of the physical education curriculum have been chosen so that a comparison can be made between the objective of the curriculum i.e. is the objective to just teach sport or is to teach sport and knowledge? Also with in this area are attainment targets. These will be looked at to see how both countries assess the pupils under the curriculum. Time allocation was the other factor chosen, and this was because it follows on from learning objectives and content. Looking at time allocation will show how much time is spent on physical education and the amount of ...
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... schools must start to offer more extra curricular activities. This is an issue which both Australia and England have left off their physical education. There could never be a case for making extra-curricular activities compulsory for children but it could be added to the curriculum and state that schools most give the option of after school activity. Regular curriculum checks need to be done to make sure schools are following the curriculum.
To bring to a conclusion there are certainly many differences between physical education in England and Australia. However both countries have fallen prey to the notion that physical education isn't considered important and therefore has deteriorated somewhat. England has recently made physical education a priority but unfortunately with the lack of information able to be gained a proper conclusion can't be drawn on Australia.
Talbot, M. (2007) ‘Valuing Physical Education – Package or Pedagogy?’ Physical Education Matters, 3 (3).
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
Lastly, the textbook states that “A high-quality physical-education program parallels whole-child education. While the main focus is on physical development (psychomotor), it also addresses the knowledge (cognitive) and social (affective) aspects of the child”
This paper examines the issues associated to the disengagement of students in the health and physical education domain. Typically traditional curriculums have shown to foster anxiety and create undesirable competition amongst students through fitness testing. It is critical to understand the reasons behind the issues of why students are disengaging in the participation of physical education, as the sedentary behavior is becoming a major factor in the obesity epidemic.
The essay states that physical education is necessary without examining any contrary opinions or sides making the essay in effect an opinion paper rather than an exploratory argument. The clarity of ideas suffer from poor sentence structure, misuse of words, none sequential sentence structure and non sequiturs. When it promotes flexibility the confusion about context and its use makes it hard to understand. The idea expressed is reasonably easy to follow only because it’s conventional.
Throughout an educational discourse, inclusion is a highly debated subject throughout the curriculum. During the past decade, there have been exceptional levels of funding and resources solely aimed at physical education and school sport within the United Kingdom (UK). The DFE suggests that 57% of children with SEND attend a mainstream school (DfES 2007). Physical Education (PE) has been a rising topic of discussion due to decrease in activity and an increasing level of child obesity within the UK(Coates and Vickerman 2009). There are various implemented strategies such as Physical Education School Sport and Club Links (PESSCL) and Physical Education and Sports Strategy for Young People (PESSYP), which are instruments to ‘direct and guide practice and policies’ (Fitzgerald and Stride, 2012). Using these governmental strategies, schools try and challenge and attempt to increase participation and engagement with the aim of providing ‘high quality PE lessons’ (Griffin 2012), which targets the government initiative particular the London 2012 Olympic and Paralympic games to encourage an promote inclusive PE and school sport (Green 2009). Additionally, Fitzgerald and Stride (2012) distinguish on the concluding issue of inclusion should be recongised as part of a broader international concern to promote inclusive education (Forlin et al. 2008). There are various aspects, which are of high debate within inclusion regarding the national curriculum, initial teacher training and experiences of student and teachers.
The goal of this paper is to inform others of my reasoning why physical educators are important and why it is my dream to become one. There are three main points I would like to discuss: the value of physical education ,being a role model ,and why it is my dream to become one.
Physical education must be mandatory for students all over the world. It provides many conveniences for children later in life. Sports in school encourage kids to play more outside of school and from there, their health increases. Unquestionably, physical education improves kids’
eight to ten) should be applauded for this, but frowned upon for not enforcing it on senior high school students (grades 11 and 12). Physical Education is defined as “the process of education that develops the human body, specifically fitness and movement skills” (Baker, 1990, p. 14). This teaches students valuable skills that would be applicable to life, present and future. Students also learn how to work and interact with others to pursue goals in a way which academic subjects, such as mathematics and science, may not provide. Physical Education should be a requirement for all British Columbia high school students because it provides physical skills necessary for effective social functioning, offers educational value and teaches healthy habits reducing health risks.
Over the past decades our culture has changes dramatically. To which our nation was once a physically active nation. Yet now it seems that society discourages physical activity. The human race has been dependent on automobiles, discouraging people to walk or bike, increasing the chance of a poor life-style. Yet there are many factors that affect the achievement and maintenance of a healthy life. Young people are growing into a diverse society, which is characterized by rapid change, inactive work and leisure practices that influence unhealthy behaviors. By incorporating physical activity into peoples daily routine will increase their chances of being healthier, reducing certain diseases and learning how to avoid injuries. Physical education helps students improve their knowledge about health issues and practices that will lead to a more enjoyable life. Students playing and working in a team together develop social skills, teamwork, achieving goals, and development of self-esteem. Overall physical education provides the potential for a better life style.
Sport at school should NOT be compulsory. Sports training and PE take up time that could be better spent learning other subjects, and PE and Sport are not as important as other subjects like maths, science etc. It is also my belief that it students should have the right to choose whether or not we do sport/PE, because we are allowed to choose the subjects that are more important, so why are we not allowed to choose whether or not we do sport?Every year in PE, we do the same sports and the same practice drills, so after year 7, there is no point continuing to do PE, because the you are just doing the same things that you have done in previous years. 2 periods per cycle are spent on PE, 2 periods which could be spent on subjects like foreign languages, which are only allocated 4 periods per cycle or English or Science, which get 5 periods per cycle.
Two-thirds of children who participate in extracurricular activities are expected to attain at least a bachelor’s degree, whereas only half of children that do not participate do (National Center for Education Statistics, 1995). Childhood is a very important time in our lives, a time when we develop many vital skills that follow us into adulthood. Some people laugh or scoff at us parents that keep our children to busy schedules. Those same people would also argue that our children should be allowed to have a childhood, to not be so tightly scheduled in their daily lives. Before jumping on that bandwagon, I would suggest doing a little research. Participating in after-school activities has shown to benefit children in many ways. Children should
“Physical education plays a critical role in educating the whole student. Research supports the importance of movement in educating both mind and body. Physical education contributes directly to development of physical competence and fitness. It also helps students to make informed choices and understand the value of leading a physically active lifestyle. The benefits of physical education can affect both academic learning and physical activity patterns of students. The healthy, physically active student is more likely to be academically motivated, alert, and successful. … Throughout the school years, quality physical education can promote social, cooperative and problem solving competencies. Quality physical education programs in our
The main goals behind Sport Education are to help students become knowledgeable about different sports and activities to the point where they can participate in these outside of the classroom to stay active. Also it teaches execution and strategies and encourages competitiveness. It is important for kids to be competitive because they will have to be in life and it will teach the importance of winning and losing the right way. “Sports offer kids a great chance to work cooperatively toward a common goal. And working coope...
In this essay, the role and benefits of Physical Education and School Sport will be identified from in and outside the school curriculum. The benefits that pupils have gained from the national school curriculum, what has changed from the past to present day in schools and how it has affected Physical Education in School Sport will be discussed. Also, mental and physical health benefits that occur from Physical Education will be mentioned in this essay along with what the teaching standards were like and how Physical education has changed such as different teaching ways.