PHYSICAL EDUCATION IN ELEMENTARY/PRIMARY SCHOOLS: AN INTERNATIONAL PERSPECTIVE
Conference theme:
- Physical education, sport and the making of active healthy citizens
Discussant/Chair/Program organizer:
BEN DYSON, The University of Auckland, New Zealand
<Insert the presenting author name and email Ben Dyson –
Introduction:
Physical education has historically held an important place as an identified Learning Area or content area within the school curriculum. While consistently present, the way that physical education has been conceptualised, programmed and implemented has evolved and changed over time. This research symposium considers the changes that have occurred in the teaching of physical education in primary schools at the primary/elementary since the introduction of the prolific Health and Physical Education global changes in curricula in the last 10 years. The potential educative value of Health and Physical Education globally has been strengthened by the conceptual and philosophical frameworks underpinning this Learning Area within each new curricula (New Zealand, Australia, Scotland, and Japan) and the National Standards (USA). While acknowledging that this potential exists, it should be noted that there is concern about the quality of physical education as it actually occurs within primary/elementary schools worldwide. This research symposium attempts to gain a greater understanding of the situation by exploring: the recent Health and Physical Education Curriculum and National Standards; the conceptual confusion about what physical education is; the role of external providers in primary/elementary schools; the preparation of primary/elementary teachers to teach physical education; and the research on primary school physical education from several different countries. This exploration has been informed by an analysis of a variety of curriculum documents, systematic reviews and meta-analyses of the literature, observations of classes, surveying of teachers’ perceptions and interviews with teachers.
Future directions for research and scholarship with Elementary/Primary School Physical Education will be discussed: Ben Dyson, University of Auckland; Mike Jess, University of Edinburgh, Scotland; Jeanne Keay, Higher Education Academy, England; Maura Coulter, Dublin City University, Ireland; Kim C. Graber and Amelia Mays Woods, University of Illinois, USA; Yoshinori Okade, University of Tsukuba, Japan, and Phil Morgan, University of Newcastle, Australia.
Word Count: 300
PRESENTATIONS:
WHAT IS PHYSICAL EDUCATION IN PRIMARY SCHOOLS IN AOTEAROA / NEW ZEALAND?
Ben Dyson, Graeme Severinsen, and Craig Dryden, 1
BARRIE GORDON,2
JACKIE COWAN,3
Alli McKenzie,4
- University of Auckland, NZ
- University of Victoria, NZ
- University of Canterbury, NZ
- University of Otago, NZ
The purpose of this study was to explore and interpret physical education as it is taught in New Zealand primary schools. Physical education has historically held an important place as an identified Learning Area within the wider New Zealand curriculum; however, there is at present a paucity of school-based research (Dyson, Gordon & Cowan, 2011). While consistently present, the way that physical education has been conceptualised and implemented has evolved and changed over time. This presentation reports on the reality of contemporary practice of physical education in New Zealand primary schools (5 years - 12 years). The research used a case study design utilizing a mixed methods approach. Quantitative data were collected from 487 classroom teachers via questionnaires while qualitative data was obtained through 32 semi-structured interviews. Exploratory Factor Analysis of the questionnaires was used to investigate the factor structure of the items. Four factors were generated: Planning (.88), Assessment (.89), Student experience (.80), and Evaluation/feedback (.77). The research established that classroom teachers had a narrow definition of physical education, limited physical education content knowledge and lacked physical education pedagogical knowledge. Non-physical education specialist classroom teachers used traditional sport, games, and fitness as a limited physical education curriculum but expressed a strong desire to be “up-skilled” in physical education. This presentation provides an understanding of primary physical education in New Zealand and will explore: teachers understanding of the HPE Curriculum; their conceptual uncertainty about physical education; the role of external providers in primary schools and teachers’ perceptions of theirpreparation to teach physical education.
Word Count: 254
PHYSICAL EDUCATION IN PRIMARY SCHOOLS IN SCOTLAND
MIKE JESS, 1
Nicola Carse, 2
- University of Edinburgh, Scotland, UK
- University of Strathclyde, Scotland, UK
Observations about the inadequate nature of initial teacher education and continuing professional development physical education (PE) courses for primary teachers have long resulted in concerns being voiced about the quality of primary PE in Scotland. However, in 2004, two key recommendations from the National PE Review Group set the context for major change in primary PE. The first recommendation proposed a move to at least two hours of curriculum PE for all children and led to a significant increase from a baseline figure of 3% of all primary classes receiving two hours per week of PE in 2005 to 84% in 2012. The second recommendation proposed the need for more continuous staff development in primary schools as teachers’ levels of confidence, skills and knowledge had been reported as varied. Consequently, in 2006, opportunities emerged for primary teachers to undertake more in-depth and long term primary PE CPD with the introduction of Postgraduate Certificates in Primary PE at the Universities of Glasgow and Edinburgh. These programmes, commissioned by the Scottish Executive, were specifically created to help existing classroom teachers develop a specialism in primary PE and support their competence and confidence to deliver the two hours of PE within their schools. The uptake of these programmes far exceeded the initial 400 teacher places allotted to the project and by 2012 these figures rose to almost 1,200 teachers. This presentation discusses the extent to which these programmes have helped set a foundation for lasting change in Scottish primary PE.
Word Count: 247
PRIMARY PHYSICAL EDUCATION IN ENGLAND
JEANNE KEAY,1
- Higher Education Academy, England
Despite a growing realisation and acceptance on the part of policy makers that primary physical education in schools in England is not good enough, a new National Curriculum for Physical Education (NCPE), which is much reduced in terms of content will be introduced in 2014. It is feared that this will result in a narrow interpretation of the content of the curriculum, leading to a traditional, sports based curriculum for 4 -11 year olds.This presentation will firstly provide an analysis of the Government driven process to revise the National Curriculum for Physical Education (NCPE) in England. The revision process was undertaken over two years, from 2011 to 2013 and was led by civil servants within the Department for Education (DfE). The presentation will examine the stages of curriculum development and the range of drivers,which have influenced the process. Secondly, it will present an overview of the work and outcomes of an ‘physical education expert group’, drawn together by the DfE, from sports national governing bodies, schools, subject associations, universities and a small number of Government ‘quangos’. Despite the political influences brought to bear during its formation, this group has worked together to meet the objectives, set by the DfE, to provide support for teachers who will be required to deliver the new NCPE in 2014 and, more urgently, support for the wide range of initial teacher educators who will work with new teachers during 2013/14. The presentation will provide an overview of the web-based support provided for teachers and those involved ITE.
Word Count: 254
WHAT IS PE IN PRIMARY SCHOOLS IN ÉIRE/ IRELAND?
MAURA COULTER,1
DéirdreNíChróinín,2
- St Patrick’s College, Dublin City University, Ireland
- Mary Immaculate College, University of Limerick, Ireland
The aim of this presentation is to firstly draw on recent research to provide insight on current primary PE practices in Ireland and secondly to highlight and discuss trends that are shaping current priorities in primary PE. It is suggested that there is a significant gap between the aspirations of the Irish primary PE curriculum and the PE experiences of children and teachers in primary school with emphasis on physical activity participation over learning. Three trends in primary schools impacting on the teaching and learning of PE are discussed. Firstly, a national policy focused on school self-assessment requires all schools, and individual teachers, to provide evidence of systematic planning and assessment in physical education. Until now, while teachers were required to provide evidence of planning it was not necessary to provide evidence of the children’s learning. Secondly, in the past year a physical literacy focused approach to PE entitled ‘Points for Life’ has been developed and is currently being piloted nationally,spearheaded by members of the Irish Senate. Thirdly, the development and expansion of initiatives focused on increasing physical activity across the school day including the ‘Active School Flag’ and ‘Be Active ASAP’ indicate recognition of schools as key sites to promote children’s physical activity. This creates a challenge to distinguish between what happens during PE and other non-curriculum based PA opportunities. These three examples are used to illustrate how stakeholders, including the wider curriculum decision-makers, sport and health organisations, can shape the focus and outcomes of primary PE. We then highlight some of the challenges faced in ensuring the provision of quality PE experiences and suggest some changes to ensure opportunities for all children to learn within a quality PE environment.
Word count: 282
PHYSICAL EDUCATION AT THE ELEMENTARY SCHOOL LEVEL IN THE US
KIM C. GRABERand Amelia Mays Woods, 1
- University of Illinois, USA
In 1995, the National Association for Sport and Physical Education (NASPE) developed national physical education standards for children in grades K-12. Later revised in 2004, these standards serve as a guide for what children should know and be able to physically accomplish as a result of instruction in physical education. At the elementary level, the standards and a series of nationally validated assessments (NASPE, 2010a) specifically address what students should achieve by the end of grades 2 and 5. Although NASPE (2010b) also recommends that elementary-aged children should receive at least 150 minutes of physical education per week that is taught by a certified physical education specialist, only three states meet this recommended guideline and only 18% require daily school recess. Given the alarming increase in childhood obesity in the US, this is a serious concern for physical educators and public health experts who increasingly cite the importance of in-school physical education and physical activity programs (Le Masurier & Corbin, 2006). Despite less than optimal amounts of time allocated for physical education in the public school sector, physical education instruction at the elementary level is generally highly regarded and many teachers adhere to appropriate practice guidelines. In part, high quality programs have been attributed to willing clientele who are excited about participating in physical education and teachers whose primary focus is teaching, not coaching. Recent trends at the elementary level have included implementing before- and after-school physical activity programs for children, improved school nutrition options, and initiatives that encourage classroom teachers to incorporate physical activity into the classroom curriculum. Many elementary teachers adopt either a movement concepts/skill theme (Graham, Holt/Hale, & Parker, 2010) or dynamic approach (Pangrazi, 2013) to teaching physical education; the latter of which has been studied extensively. The purpose of this presentation will be to provide information related to current physical education standards, appropriate practice guidelines, recent trends in elementary physical education, commonly implemented curricular models, and current research as it relates to effective practice at the elementary level.
Word count: 332
PHYSICAL EDUCATION AND PETE FOR ELEMENTARY SCHOOL TEACHERS IN JAPAN
YOSHINORI OKADEand Etsushi Hasegawa
1. University of Tsukuba, Japan
Japan has a mandated Course of Study for Physical Education in elementary school. While Physical Education is a compulsory subject in elementary school, it is the only subject that has no textbook. The goal of Physical Education is to develop qualities and abilities for children to participate in enjoyable physical activity throughout their lives, maintain and improve their health and fitness, and cultivate an appropriate attitude towards leading a pleasant and happy life. From 1st-4th grade, 105 hours of physical education classes and in 5-6 grade, 90 hours are offered in 5th -6th grade in 35 weeks. Usually, Physical Education is taught by classroom teachers of which 62.7 % of elementary teachers are female. Throughout Japan there are physical education specialists in 6th grade about 8% (MEXT, 2012) of elementary schools. In the near future, developing a quality Continuing Professional Development (CPD) program that is a sustainable system for quality physical education is an urgent task. The Ministry of Education, Culture, Sports, Science, and Technology (MEXT), educational boards, and each school should control quality of physical education by offering CPD program in each level.Generally, elementary school teachers in Japan have good pedagogical knowledge, but poor content knowledge for Physical Education. So MEXT and educational boards are trying to develop teaching resources for quality physical education to help teachers to acquire both content and pedagogical knowledge and enhance their Pedagogical Content Knowledge. For example, the pedagogy of how to teach off-the-ball movements in games teaching in physical education are introduced to teachers based on the TGfU model in CPD program.This presentation will describe and explore the CPD program for Japanese schools, the school-based PETE program, and classes in Physical Education that play an important role to share information and to build the Physical Education community.
Word count: 296
A SYSTEMATIC REVIEW OF EVIDENCE FOR THE BENEFITS OF FUNDAMENTAL MOVEMENT SKILLS INTERVENTIONS TARGETING YOUTH
PHILIP J. MORGAN, Hayley A. Scott, and Kristen Weaver, and David R. Lubans, 1
Lisa M. Barnett, 2
Dylan P. Cliff and Anthony D. Okely, 3
1. Priority Research Centre in Physical Activity & Nutrition, Faculty of Education & Arts, University of Newcastle, Australia
2. School of Health and Social Development, Deakin University, Australia;
3.Interdisciplinary Educational Research Institute, Faculty of Education, University of Wollongong, Australia
Context: Fundamental movement skills (FMS) competency provides the foundation for a lifetime of physical activity. Efforts to promote physical activity in youth would benefit from a greater understanding of strategies to improve FMS proficiency.
Objective: To systematically review evidence for the benefits of FMS interventions targeting youth.
Data Sources: A literature search with no date restrictions was conducted across seven electronic databases.
Study Selection and Data Extraction:Studies included any school-, home-, or community-based intervention for typically developing children and adolescents with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both pre-intervention and at least one other post-intervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by two reviewers.
Results: Twenty-two articles describing 19 unique interventions were included. There were six RCTs, thirteen quasi-experimental and three pre-post trials. All but one intervention were evaluated in primary/elementary schools and seven studies included follow-up assessments after a period of no intervention. All studies reported significant intervention effects for one or more FMS. Meta-analyses revealed large effect sizes for overall gross motor proficiency (SMD=[95%CI]=1.42[0.68,2.16],Z=3.77[p<0.00002]) and locomotor skill competency (SMD=1.42[0.56,2.27],Z=3.25[p<0.001]). A medium effect size for object control skill competency was observed (SMD=0.63[0.282,0.98],Z=3.53[p<0.0004]). However, many studies scored poorly for risk of bias items.
Conclusions: School- and community-based programs that include developmentally appropriate FMS learning experiences delivered by physical education specialists or highly trained classroom teachers significantly improve FMS proficiency in youth.
Word count: 291