WHERE IS THE SYSTEM OF EUROPEAN SCHOOL PHYSICAL EDUCATION HEADING? CONTENT-BASED TENDENCIES OF ITS DEVELOPMENT
DOI:
https://doi.org/10.31499/2306-5532.1.2021.243103Abstract
The article presents the author’s vision of the tendencies of the development of the system of school physical education in the European Union. Based on the literature review and personal experience of work in the sector of physical education, the author defines the following tendencies: student-centeredness (recognizing students’ needs as the priority), equal focus on the process and learning outcomes (equal attention to the process of acquiring physical education competencies and the product of students’ learning activities), regularity (physical activity in formal and non-formal education regularly), increasing frequency (an increase in the number of compulsory physical education classes at school), dynamism (responding to the needs of physical education subjects in determining its content and forms), competency orientation (the acquisition of competencies necessary for the students’ lifelong physical education) and innovation (the constant search for new ways to increase the effectiveness of physical education). The rational behind them are in the current situation that makes these trends in the development urgent. However, the author shows that introducing some of them may encounter many restrictions and unwillingness of the school authorities and teachers of other school subjects. The presented article concludes that the actual vector of the movement of the European school physical education system is not that straightforward, as the pandemic has curved it with hypodynamism and constant stress that have affected people’s physical and psychical health. Besides, the prevalence of academic subjects over physical training remains evident and is still viewed as ‘physical training’. Therefore, one of the most powerful ways to cultivate the culture of keeping their physical and mental body healthy and taking care of their environment is to gradually shift attitudes to physical education from training-oriented to those perceiving the system as culture-related.
Key words: the tendency of the development, the system of school physical education, student-centeredness, learning outcomes, competencies, dynamism and innovation.
References
Annerstedt, C. (2008). Physical education in Scandinavia with a focus on Sweden: A comparative perspective. Physical Education and Sport Pedagogy, 13(4), 303–318.
Azzarito, L. & Solomon, M. (2005). A reconceptualization of physical education: The intersection of gender/race/social class. Sport, Education and Society, 10:1, 25–47, DOI: 10.1080/1357332052 00028794.
Bailey, A. W, Fernando, I. K. (2012). Routine and project-based leisure, happiness, and meaning in life. J Leis Res, 44, 139–154.
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27.
Bernstein, E., Phillips, S. R., & Silverman, S. (2011). Attitudes and perceptions of middle school students toward competitive activities in physical education. Journal of Teaching in Physical Education, 30(1), 69–83.
Butler, J. 2004. Undoing gender, London: Routledge.
Cain, D. I. (2010). Beliefs and practices about implementing technology in physical education. Dissertations Abstracts International, AI-A 71/06, December.
Casey, A. & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2, 51–66, DOI: 10.1080/ 18377122.2011.9730351.
Chatoupis, C. & Vagenas, G. (2011). An analysis of Published Process-Product Research on Physical Education Teaching Methods, International Journal of Applied Sports Sciences, 1 (23), 271–289.
Colquitt, G., Pritchard, Т., Johnson, Chr. & McCollum, S. (2017). Differentiating Instruction in Physical Education: Personalization of Learning, Journal of Physical Education, Recreation & Dance, 88:7, 44-50, DOI: 10.1080/07303084.2017.1340205.
Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., … Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers & Education, 58, 386–396.
Departments: Issues (2012) Does technology in physical education enhance or increase the time available to engage in physical activity? Journal of Physical Education, Recreation & Dance, 83(7), 53–56. DOI: 10.1080/07303084.2012.10598813
EUPEA, (2018). European Framework of Quality Physical Education. Retrieved from: https://eupea.com/european-framework-of-quality-physical-education-2/
European Comission/EACEA/Eurydice. (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy. Eurydice Report.
Luxgembourg: Publications Office of the European Union. Retrieved from: http://eacea.ec.euro-pa.eu/education/eurydice/ docu ments/thematic_reports/145EN.pdf.
Hartescu, I. & Morgan, K. (2019). Regular physical activity and insomnia: An international perspective. Journal of Sleep Research, 28, 127–145. https://doi.org/10.1111/jsr.12745.
Hills, L. & Croston, A. (2012). ‘It should be better all together’: exploring strategies for ‘undoing’ gender in coeducational physical education. Sport, Education and Society, 17:5, 591–605, DOI: 10.1080/ 13573322.2011.553215.
Koekoek, J., van der Mars, H., van der Kamp, J., Walinga, W. & van Hilvoorde, I. (2018). Aligning Digital Video Technology with Game Pedagogy in Physical Education. Journal of Physical Education, Recreation & Dance, 89(1), 12–22. DOI: 10.1080/07303084.2017.1390504.
Kougioumtzis, K. & Patriksson, G. (2011). Ninth Grade Students´ Beliefs about Physical Education and the Impact of Weekly Lessons. GÖTEBORGS UNIVERSITET Institutionen för kost- och idrottsvetenskap. Retrieved from: https://iki.gu.se/digitalAssets/1559/1559640_nr-2015-1-.pdf.
Lleixà, T. & Sebastiani, E. M. (eds). (2016) Competencias clave y Educación Física ¿Có-mo y para qué tenerlas en cuenta en la programación? [Key competences and PE. Howand why are they must be taken into consideration? Barcelona: Inde.
MacPhail, A., Tannehill, D., Avsar, Z. (Eds.) European Physical Education Teacher Education Practices. Initial, induction, and professional development. London: Meyer & Meyer Sport. Retrieved from http://www.eupete.com/webimages/website/INTELLECTUALOUTPUTS/Layout_European_Physical_Education_Book.pdf.
Martin, B. W., Kahlmeier, S., Racioppi, F., Berggren, F., Miettinen, M., Oppert, J.-M. et al. (2006). Evidence-based physical activity promotion – HEPA Europe, the European network for the promotion of health-enhancing physical activity. Journal of Public Health, 14 (2), 53–57.
Mishu, M. P., Peckham, E. J., Heron, P. N. et al. (2019). Factors associated with regular physical activity participation among people with severe mental ill health. Social Psychiatry Psychiatric Epidemiology, 54, 887–895. https://doi.org/10.1007/s00127-018-1639-2.
Palao, J. M., Hastie, P. A., Cruz, P. G. & Ortega, E. (2015). The impact of video technology on student performance in physical education. Technology, Pedagogy and Education, 24(1), 51-63, DOI: 10.1080/1475939X.2013.813404.
Park, J. W., Park, S. H., Koo, C. M., Eun, D., Kim, K. H., Lee, C. B., … Jee, Y. S. (2017). Regular physical education class enhances sociality and physical fitness while reducing psychological problems in children of multicultural families. Journal of exercise rehabilitation, 13(2), 168–178. doi: 10.12965/jer. 1734948.474.
Skalski, D. (2017). Development of physical education in European Union: literature review. Studies in Comparative Education, 2 (32), 31–44.
Silverman, S. & Manson, M. (2003). Research teaching in physical education doctoral dissertation: A detailed investigation of focus, method, and analysis. Journal of Teaching in Physical Education, 22, 280–297.
Trendowski, Th. N. & Woods, A. M. (2015). Seven Student-centered Principles for Smart Teaching in Physical Education, Journal of Physical Education, Recreation & Dance, 86:8, 41–47, DOI: 10.1080/ 07303084.2015.1075923.
Weir, T., & O’Connor, S. (2009). The use of digital video in physical education. Technology, Pedagogy and Education, 18, 155–171.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
Responsibility for technical content and for protection of proprietary material rests solely with the author(s) and their organizations and is not the responsibility of the publisher, journal or its Editorial Staff.
The main author is responsible for ensuring that the article has been seen and approved by all the other authors.
It is the responsibility of the author to obtain all necessary copyright release permissions for the use of any copyrighted materials in the manuscript prior to the submission.
