How Do You Define Physical Activity and Physical Education As They Relate to the Curriculum

How Do You Define Physical Activity and Physical Education As They Relate to the Curriculum

Physical Activity and Physical Education within

Health and Physical Education in the New Zealand Curriculum:

A primary school teacher’s perspective

Vanessa Gatman

University of Auckland

December 2005

I was recently watching my three year old daughter as she was playing in the garden. Lily was lying across the swing on her tummy and she was obviously enjoying the feeling of the swing carrying her body backwards and forwards again and again. “Mummy” she called, “Watch me!” The big squeals of delight and sheer pleasure at discovering that if she pushed her feet against the ground, she could swing further and higher and for longer. Lily was feeling the sense of joy and achievement we have all felt at some time on finding out something new that our bodies can do. Lily also learned how her body can apply force, swing, spring, fly and land and how good it feels to find new ways to move with her body. As I observed her, my thoughts centred around the following questions;

How does this learning differ from what she will learn at school?

Will physical education help her to develop a positive attitude towards physical activity and indeed, towards herself and others?

Will she learn how to move more confidently and continue to take risks?

Will she continue to experience feelings of achievement?

These questions are significant for every child as they head toward their years of formal schooling.

Introduction

What is currently happening in Physical Education in our schools? In particular, what is being taught by teachers and learned by students in relation to Physical Activity[1]? The picture is very mixed.

Resonating the tenor of Robertson (2005) in her exploration of curriculum approaches to health promotion, physical activity is something that schools perceive they are doing all the time through formal and informal processes. It is questionable however, whether or not these physical activity opportunities are grounded in educational aims that are educative in their purpose. Overt connections to Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) are frequently made at the surface level during the planning phases of Physical Education programmes but not at a deeper level when the teaching and learning takes place. However, on a more optimistic note, many primary school teachers are embracing aspects of the H&PE curriculum with enthusiasm (Burrows, 2005) and the ‘change process’ is revealing positive shifts in the implementation of curriculum-based Physical Education. But there is still a long way to go before the educative purpose of Physical Activity in Physical Education is realised.

With the 2004 amendments to the Ministry of Education’s National Education Goals and National Administration Guidelines, physical activity within the educational setting has been given a priority in primary schools.

The National Education Goals now state:

The Government sets the following goals for the education system of New Zealand:

(5) A broad education through a balanced curriculum covering essential learning areas. Priority should be given to the development of high levels of competence (knowledge and skills) in literacy and numeracy, science and technology and physical activity.

The National Administration Guidelines have been similarly amended by adding a further clause to NAG 1:

1.Each Board of Trustees is required to foster student achievement by providing teaching and learning programmes which incorporate the New Zealand Curriculum (essential learning areas, essential skills and attitudes and values) as expressed in national Curriculum Statements.

Each Board, through the principal and staff, is required to:

(i)develop and implement teaching and learning programmes:

(c) giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1-6.

(New Zealand Gazette, no. 175, 23 December 2004, p4406)

These policy changes have some important implications for Physical Education in that they increase the opportunities to move the Physical Education ‘change process’ forward. However, teachers will need access to valid information and consistent messages in order to develop a clear understanding about the roles, positioning and contribution that physical activity (curricula and co-curricular) has in an education setting.

Schools are in the business of education and consequently, Physical Activity as an educative process, (as with any other curriculum learning) needs to be distinguished from physical activity outside of the educative process. The need for an improved understanding of the purpose and potential of Physical Education, sport and other forms of movement, and their relationship to Physical Activity and what Physical Activity might be in a school setting is critical (Gillespie, 2005).

The national physical activity initiative launched in 2005 represents a partnership between the Ministry of Education (specifically the regional teacher support services) and Sport and Recreation New Zealand (SPARC) who are working collaboratively to ensure curricular and co-curricular[2] physical activity needs are met within schools. Physical Activity (as a key area of learning in the curriculum, and therefore a teaching and learning requirement of Physical Education programmes) will be developed in conjunction with physical activity practices that happen outside of formal curriculum teaching time. The physical activity initiative will offer professional development for primary teachers and will aim to:

  • enable teachers to deliver quality learning experiences in Physical Activity to primary –school students.
  • raise the profile of physical activity within schools and communities.

(Ministry of Education, 2005:2)

Aims of this paper

The purpose of this paper is to provide a perspective on what Physical Activity is in relation to Physical Education (within the H&PE curriculum) and to consider understandings of physical activity as part of the co-curriculum in school settings. To acknowledge the inherently different issues faced by primary schools in the implementation of the H&PE curriculum (in comparison to the specialist Physical Education teaching more common in secondary schools) the following discussion represents a predominantly primary teacher’s perspective.

The guiding questions to achieve these aims are:

  • What is the intended relationship between Physical Activity and Physical Education in the curriculum?
  • How does this intent vary from what is actually happening in schools?
  • What are the elements of New Zealand/Aotearoa culture that influence what is happening in schools with regard to physical activity, and Physical Activity and Physical Education?

In responding to these questions, it is important to be mindful of Tinning (2004) who stated that implementing the H&PE curriculum relies less on the curriculum document and more on the ability of teachers to clearly know what they are attempting to do and what is realistic in the doing. The experience of many teachers and teacher educators suggests this is frequently the case as many teachers are still largely unclear about what Physical Activity means within a curriculum context, and what it can ‘look like,’ in comparison with a more general understanding of physical activity. It is in this spirit that this paper concentrates largely on the transfer from theory to practice.

To set the scene, the paper will begin with a brief explanation of curriculum philosophy with reference to the Physical Education application of these underlying concepts and teaching approaches. Following this is a discussion on what ‘Physical Activity’ means in an educational context, that is, what Physical Activity is in Physical Education. Thirdly, an examination is made of the ways the learned curriculum can vary from the intentions of the H&PE curriculum including an exploration of the dominant influences that shape physical education programmes. Lastly, consideration is given to the questions ‘Where to from here? and ‘How do we move forward?

Teaching and learning approaches

How a teacher defines or thinks of Physical Activity within a Physical Education programme must first be located in the broader context of the H&PE curriculum to gain an understanding of the philosophy that underpins the design of Physical Education. This is important because the philosophy that underlies the curriculum model which frames the teaching and learning process, is based on constructivism.

The challenge here for teachers is to develop a clear idea of what constructivism means for them in delivering their physical education programmes. Fundamental questions such as ‘what is the role of the teacher?’, ‘what is the role of the learner?’, ‘what should I be teaching?’, ‘how should I be teaching it?’ are still unclear for many teachers who are predominantly used to exclusively adopting a technical approach (training students to replicate certain behaviours or skills) in their teaching of Physical Education. A constructivist position reflects a more complex view of learning. It strongly challenges the assumption that learning is a linear process involving the acquisition of discrete pre-determined pieces of information or clearly defined skills (Willis, 1994). Learning itself is viewed as a constructive process where individuals set out to create meaning and a deeper understanding of what they are learning and why they are learning it. Learning is therefore not merely an increase in the amount of one’s knowledge but a change in student thinking with the result that the world is viewed differently. Constructivism uses the likes of problem solving, tasks, and groups, sharing activities to provide learning that can be structured around basic concepts (Butler & McCahan, 2005).

Underlying concepts of the curriculum

Encompassed within the curriculum philosophy are key underlying and inter-related concepts:

  • The underpinning philosophy of hauora which is a concept of well-being. Hauora, as described by Durie’s (1994) whare tapa wha model is a Māori philosophy of health, which is unique to New Zealand (Ministry of Education, 1999: 31). ‘Physical Activity programmes contribute to the enhancement of the physical, mental and emotional, social and spiritual aspects of hauora by capturing the intrinsic and instrumental values of physical activity (Health and Physical Education in the New Zealand Curriculum, Ministry of Education, 1999:42).’
  • Health promotion is a process that helps to create supportive physical and emotional environments in classrooms, whole schools, communities and society (Ministry of Education, 1999: p32). It is more than a single lesson or one-off-event. It is an active process that creates or builds a supportive school environment…it is not something we do to children but rather, something we do with students (Robertson, 2005). ‘Schools should develop policies and practices that create a positive learning environment by supporting physical activity, promoting emotional safety, encouraging diversity, and providing equitable access to opportunities (Health and Physical Education in the New Zealand Curriculum, Ministry of Education, 1999:42).’
  • Attitudes and values contribute to the well-being of individuals and society. Through learning in physical education, students will develop a positive and responsible attitude to their well-being, respect and rights of other people, care and concern for other people in the community and for the environment and a sense of social justice (Ministry of Education, 1999:34). Students who are involved in Physical Activity will be taught how to participate positively and will be encouraged to meet competition and challenge constructively and strive for their personal best.
  • The socio-ecological perspective promotes a ‘way of teaching’ that acknowledges the learner operates within a social context (Culpan, 2000) and recognises that students do not come to school encased in a bubble. Through specific pedagogical processes in Physical Education, students are ‘able to understand how broader physical, social, political, economic, ethical, and cultural contexts and histories influence the ways in which they (and other people) make meaning out of their physical activity experiences.’ (Ministry of Education, 2004: p9) ‘Students will be encouraged to question their own decisions critically and work towards improving practices relating to Physical Activity within the school and wider community (Health and Physical Education in the New Zealand Curriculum, Ministry of Education, 1999:42).’

In conceptualising Physical Education in this manner, the central construct of learning in, through and about movement[3] is integral to the H&PE statement (Culpan, 2000). Arnold (1979) proposed that any form of movement can contribute to and promote learning, but that Physical Education needs to be viewed as more than a single dimensional subject. It is through the multi-dimensional approach of in, through and about which are inter-related dimensions of movement, that need to be considered in the context of Physical Education. Physical Activity contributes to and promotes learning by:

  • Learning in movement students will have opportunities to learn basic and more advanced locomotor, non-locomotor skills, manipulative skills, use physical skills to develop and extend their personal capabilities in a range of physical activity contexts
  • Learning through movement students will have opportunities to use imagination, initiative, flexibility when creating movement sequences, use physical skills for personal expression, demonstrate effective interpersonal skills when working to achieve common movement goals, take responsibility for their own safety and that of others
  • Learning about movement, students will have the opportunity to consider societal, cultural, religious and environmental factors that influence people’s attitudes and behaviours in relation to participating in physical activities, identify ways in which the bodies respond to different movement skills (Moving in Context (Yrs 1-6) Ministry of Education, 2002:7).

The H&PE curriculum model and the philosophy and concepts which underpin it, require time for learning about, looking at, discussing, and trying out new ways of thinking and teaching Physical Education. Any educator working with the H&PE curriculum knows that coming to grips with the curriculum’s conceptual framework and imperatives has not been a straightforward matter (Burrows, 2005). It’s not just a matter of making practical or technical changes such as implementing a new resource or programme that provides glossy lesson plans. It requires change efforts which are based on thinking and emotion; matters of the soul/wairua (Youngs, 2004) about the value of Physical Education, what Physical Education might look like in the classroom and what can be achieved through Physical Education.

Physical Activity and Physical Education in an educational context

There is confusion among teachers about the difference between general understandings of physical activity and Physical Activity as a key area of learning in Physical Education in an educational setting. Physical Activity is an integral part of Physical Education, but in a wider school setting the different roles that physical activity has needs to be clarified. That is, physical activity as part of the co-curriculum, and Physical Activity as part of a Physical Education programme. The similarities that stand out are:

  • Physical activity describes many forms of movement, including activities that involve large skeletal muscles (Georgetown University, 2005). Students can be ‘physically active’ and can engage in physical activity opportunities both in the co-curriculum and in Physical Education.
  • Physical activity whether it is in an educational context or not, engages learning. As students are physically active, whether this is in co-curriculum time or in Physical Education, learning is ‘caught,’ continuously.

Physical Activity as part of school-based Physical Education and within an educative process is distinctive because it takes on a more deliberate role (see Fig 1), that is, to physically educate the child. Through Physical Activity in Physical Education as an educational process, the focus is on the child who makes choices, has a point of view and whose growing understanding and ability to assess the value of Physical Education in relation to her/his own life will be vital in this process (Wright, 2004). As specified in the H&PE curriculum Physical Activity within a Physical Education programme should,

‘encourage students to enjoy movement, to learn about the movement culture, and to develop positive attitudes towards regular participation in physical activities.’

(Health and Physical Education in the New Zealand Curriculum, Ministry of Education, 1999:42)

Physical Education provides a fundamental and significant place in the provision of Physical Activity experiences. Physical Activity becomes a context for learning in, through and about movement. Through this teaching and learning process, the value of Physical Activity is explored and experienced (Gillespie, 2005).

Figure.1.Physical Activity: Curriculum and Co- Curriculum

As the following scenario illustrates, learning in Physical Activity as part of school Physical Education is characterised by the educative component.

“When I wake up in the morning the first thing I do is go out to the letterbox to get the paper for my Mum. As I walk up the driveway, I experience the difficulty of walking up a hill and that my body has to work harder as the hill gets steeper. I realise that my breathing gets heavier and notice how my body responds to the cooler temperature outside, and that my body increases in temperature as it works harder. This is physical activity, not Physical Activity (KAL) and therefore not Physical Education, but I am making sense about what is happening to me because of my previous learning in Physical Education.

Once I am at school, I join in with a game on the playground. I am reminded that playing with my mates is fun and that it feels good for my body to be exerting more energy. I discover new ways to play with a ball. This is physical activity, not Physical Activity (KAL) and therefore not Physical Education.

During the school day, the teacher discusses what we are going to learn in our Physical Education lesson. The teacher then explains what we are going to do to achieve this learning (through physical activities). Throughout the lesson, the teacher stops us a few times (sometimes as a class and sometimes individually) to question us and make us think about what we are learning, why we are learning it and how we could use the learning in other physical activities we do. The teacher also talks to us about how well our learning is going and how we could improve with our learning. We also get to work in groups at times. This is using the context of Physical Activity to learn in Physical Education.

At lunchtime, I meet up with my rugby coach. We practice rugby skills and tactics. It is reinforced to me how important it is to know the rules and what my team mates are doing while we are on attack. I experience how good it feels when I score a try. I learn that if I don’t play fairly, I get taken off the field. This is physical activity, not Physical Activity (KAL) and therefore not Physical Education. But yet again, my learning in Physical Education and what I also learn from my team mates, helps me at rugby practice.”

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