To understand how inclusive pedagogies can be developed physical education (PE), physical activity and youth sport (PE/PA/YS) need to be defined. PE is where children learn in, about and through physical activities at school (De Martelaer and Theeboom, 2006). Physical activity is any movement that increases energy expenditure (WHO, 2013). While youth sport is organised, competitive physical activities for children aged 5-18 (De Martelaer and Theeboom, 2006).
Inclusive pedagogies emphasise Siedentop’s (2002) educative and public health goals (Kirk, 2006). Everyone participating, learning and improving their health is the focus (Siedentop, 2002). Basic movement skills are taught because without these participation will be limited (Jess and Collins, 2003; Bernstein et al., 2011). However without the elite development goal there would be no elite sportspeople of tomorrow and no cultural preservation (Siedentop, 2002).
There are numerous perceived benefits of PE/PA/YS. Overall there is a perception that they are beneficial (Bailey, 2009; Armour, 2011). Learning occurs in the affective, social, cognitive and behavioural domains (Bailey et al., 2009; Jenkins, 2010). Evidence shows PE/PA/YS reduces crime (Andrews and Andrews, 2003), brings communities together and increases self-esteem (Rogge, 2004). In addition to improving behaviour, attainment and attendance, communication and teamwork skills are enhanced (Sandford et al., 2006; Kidman & Lombardo, 2010; Collins, 2012).
Improvements in health and wellbeing are accepted benefits despite the lack of conclusive evidence (Biddle et. al, 2004; Cale and Harris, 2011). Though this may be because some benefits are not immediate but protect against diseases in later life (Biddle et al., 20...
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.... Establishing a positive partnership with students and parents helps to minimise barriers. Additionally when appropriate teachers should liaise with other agencies. Recognising inclusion is a process is essential so that PE/PA/YS evolve to meet the students’ needs. National and international policies should be inclusive and should drive pedagogical practices. The success of PE/PA/YS should be assessed based on the effectiveness and inclusivity of practice (Vickerman, 2007a, 2007b, 2010b).
Reflection is an essential part of the process model (Vickerman, 2004). Refection is a ‘cycle of planning, acting, observing, reflecting then re-planning’ (Carr and Kemmis, 1986: 162). Teachers should reflect on their beliefs about disability and inclusion (Armstrong et al., 2011; Black, 2011). What should be taught, how and who to should also be considered (Laker et al., 2003).
Performance enhancing drugs have been a longstanding problem in sports. It not only deteriorates the honesty of the game, but also can have broader social affects that one may not even realize. The use of performance enhancing drugs is especially apparent in Major League Baseball. This problem can be traced back to the 1980’s when baseball was facing one of its first “dark periods”. During the 1980’s Major League Baseball was experiencing a home run drought. Home run totals were down as far as they had been since Babe Ruth, and fans were seemingly becoming bored with the sport. The lack of home runs was a growing concern for players whose salary relied on home run totals. Players needed to find a quick way to boost their power and performance in order to keep the sport alive and to keep bringing in their paychecks. This desire for fame and fortune introduced steroids into Major League Baseball in the 1990’s and 2000’s. Home run totals jumped tremendously during these decades and players were willing to risk being caught using illegal substances in order to shine above the rest. New idols and role models started to sprout up from these outstanding home run statistics and young children started to take notice. This all came tumbling down when these new idols and role models who were making the big bucks and hitting the ball out of the park tested positive for performance enhancing drugs. Here lie the affects of a growing social problem in sports. These famed athletes become walking advertisements and promotions for the use of performance enhancing drugs in sports. The influence professional athletes have over aspiring young athletes is very powerful and these roles models make it seem acceptable to use performance ...
This controversy may stem from the fact that inclusion is expensive and experts disagree about how much time disabled students should spend in regular classrooms (Cambanis, 2001). Although this topic is controversial, it cannot be ignored. Inclusion will, at some point, affect 1% of all children born each year, who will have disabilities and the families and educators they will come in contact with (Stainback, 1985).
... 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”
Inclusion in the classroom is a topic that I did not fully understand when I first became a special education teacher. Studying inclusion and all the aspect that it encompasses has enlighten me to the complexities of inclusion in the classroom. Inclusion has expanded to every facet of school activities outside the classroom. I am going on my fifth year of being a special education teacher and continuously find the need for additional education and training among the staff and administration. I feel having a comprehensive understanding has made me a better educator and advocate for children with disabilities.
Wesson, K., Wiggins, N., Thompson, G & Hartigan, S (2000) Sport and PE: a complete guide to advance level study, second addition, London: Hodder & Stoughton.
American Alliance for Health. Physical Education for Life Long Fitness. 2nd ed. N.p.: National Association for Sport and Physical Education, n.d. Print.
...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).
Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
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’
The definition of physical education is the educational process that includes physical activity to help individuals retain skills, fitness, knowledge, and attitudes that help lead to optimal development and well-being. Physical education can cover many different things, like the health and well-being of individuals, how to maintain a healthy life, and how to maintain or start healthy habits. In a class room setting it can simply be teaching students how to be coachable, how to play a sport, or how to take care of your body. Two careers in this field of study could be a gym teacher, or a recreation worker. A gym teachers overall description could be “To develop in each student an understanding of the relationship of body function
However, many studies show that physical education is necessary for physical and mental health. According to the 2007-2008 National Health Survey, 72% of Australians aged 15 years and over were categorised as sedentary. Therefore, schools should encourage sport to decrease health problems that are caused due to immobility (Healey, 2013). Furthermore, being physically active has significant health benefits, including reducing the risk of Alzheimer’s disease, type 2 diabetes mellitus, dementia, some chronic conditions and helping to control weight (Healey, 2013; Reiner,2013). Other studies found that sport has positive impacts on mental health. For example, sports activities have positive impacts on psychological and emotional development, so they help to relieve stress and depression resulting from exams (Thomas, Côté & Deakin, 2016). That’s why physical education should be taught for
Over the last eight weeks this writer has learned a monument amount of knowledge in a short period of time. Each module and activity clearly defined each objective covered in the readings. Reflection plays a huge part in increasing one's self awareness, after having reflected on the course assignments writer is prepared to use the knowledge that they have attained. Having taken this course one feel comfortable utilizes the materials in the professional world successfully. Before taking this course many things about the laws and right guaranteed to students with disabilities were unclear. Knowledge is power and knowing has opened this writer up to understanding how a special educator a...
Some activity clubs we provide include, dancing, running, jump roping, basketball and soccer clubs, just to name a few. These clubs encourage kids to stay active. Our PE program also sends out monthly newsletters to the parents that give them ways to help their child live a healthy lifestyle. The National Association for Sport and Physical Education states, “Regular physical activity improves functional status and limits disability during the middle and later adult years. Physical activity contributes to quality of life, psychological health, and the ability to meet physical work demands. Physical education can serve as a vehicle for helping students to develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles. The outcomes of a quality physical education program include the development of students’ physical competence, health-related fitness, self-esteem, and overall enjoyment of physical activity. These outcomes enable students to make informed decisions and choices about leading a physically active lifestyle. In early years children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in their movement ability. Evidence suggests that the level of participation, the degree of skill, and the number of activities mastered as a child directly influences the extent to which children will continue to participate in physical activity as an