Education: Physical Education

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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.

Within the United Kingdom, PE has advanced from developments that are also linked with Continuing Professional Development (CPD) around inclusion. Fitzgerald and Stride (2012) highlight that there are a range of developmental...

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...elong learning (Whitehead, 2010). With ‘changes within polices and practice within SEND agenda’ (Bailey 2005), the government have increased political and awareness for children’s PE throughout the National Curriculum within the United Kingdom. Investigations conducted by various authors (Sport England 2001; Vickerman and Coates 2008) suggest that students with SEND take part in a smaller margin of physical activities within PE. He also highlighted that students with SEN do not take part in any sport as part of the extra curricular activities (Vickerman et al. 2003). Further research into this, it has been presented that students benefit socially, physically and mentally from participating in physical activity (Vickerman 2012; Vickerman et al. 2003; Kristen et al. 2002), which promotes ‘lifelong learning’, and participation in physical activities (Whitehead 2010).

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