Physical Education - Assignment Example

? Education Introduction Physical education provides a basis for positive developmental characteristics from early childhood, through adolescence to adulthood. It is a lifelong process, which optimizes the notion of physically fit and educated person. Physical literacy is the only school subject that seeks to prepare pupils for a healthy lifestyle with focus to develop them physically, mentally, and impart vital social values like solidarity, team work, tolerance and fairness. CS4L defines physical literacy as: "...the development of fundamental movement skills and fundamental sport skills that permit a child to move confidently and with control, in a wide range of physical activity, rhythmic (dance) and sport situations.  Physical literacy also includes the ability to read what is going on around them in an activity setting and react appropriately." It provides very pleasant opportunities for pupils to learn independently and to work co-operatively. In secondary schools however, there are different value orientations among the teachers and pupils too, on the role of physical education. According to the audio English dictionary, value orientations are the principles of right and wrong that are accepted by an individual or a social group. Physical education influences and reflects the values of society, and the kind of society we desire to have. It is vital, therefore, to accept and recognize a set of common values and purposes in the school curriculum that is broad and balanced. This leads to a holistic development which has various orientations including individual, cultural and social orientations. Some teachers perceive the importance of physical education to be for physical fitness and health, while others associate it with psychosocial and motor skills development. Such diverse perceptions have granted a role in achieving broader educational objectives and varied learning experiences in the subject. Pervasive factors contributing to varied notions on physical education in schools are depicted in the development of curriculum, the time allocation and priority assigned to other subjects. Inadequate resources, deficiencies in numbers of qualified physical education and poor attitudes of significant individuals such as head teachers, also contribute to the diverse perceptions. Time allocation is an issue that is generally complicated by localized control of curricula and practices of offering subject options or electives, which provide less opportunities and interest for additional engagement in physical education and/or school sport activity (Hardman, 2009). There are various survey findings which reveal variations in expected time allocated to physical education. Curriculum time allocated to other subjects deteriorates the situation where recent educational reforms have resulted in physical education teaching time reductions as observed in Taiwan (Hardman, 2009). • Taiwan-Integrating PE with health education has led to the reduction in the teaching time of physical activities and the time allocated to PE is again affected by an increase in the teaching time of English and other subjects e.g. Mathematics, computer and dialects which are assigned more weight into the curriculum (Hardman, 2009). Physical education is also faced with the consequences of the global financial and economic crisis. This is evidenced by the words of Gov. Arnold Schwarzenegger who proposed trimming state money for physical education classes leaving athletic programs at the two-year schools in doubt (Krupnick, 2009). Another contentious issue is the actual status of physical education and its teachers. Data indicate that equal subject legal status is claimed in 69% of countries. Africa, where only 15% of countries indicate equal legal status of subjects, represents a marked contrast with Europe’s 88%. This is an indication that across all regions except Europe, in practice physical education is considered to have lower status than other subjects (Hardman, 2009). Other examples on how of physical education has perceived lower status include: • Italy- In secondary schools, physical education is often regarded as free play in the lower levels and in the upper levels; it has lower status than other subjects (Hardman, 2009). • USA-Physical education is not an academic subject; therefore it is not appropriate to have it as an academic subject. They claim that they only require pupils to visit the dentist, take showers, get more sleep, and eat balanced meals- physical education is not a high priority (Hardman, 2009). More over, the attitude of secondary school teachers towards physical education depends on their experience in the field. Teachers with less experience in physical education tent to be more negative towards the subject than the trained teachers. Another reason may be age difference among the teaching staff, where the older teachers will be reluctant to perform the practical activities and leave the task for the young and energetic staff. Despite these challenges, it is generally accepted that physical education has a distinctive contribution to students’ physical development. The development is significant to health fitness, school performance and acquisition of personal, social, and moral morals that enables young people to fit well in a wide range of social situations. This claim is based on a belief that physical education is an appropriate vehicle for personal, social and pro-social skills. Physical education also contributes to the affective domain that comprises emotions, preference, choice and feeling, beliefs, aspirations, attitudes and appreciations, i.e. psychological well-being including self-esteem, self-perception, and personality development(Hardman, 2009). A person’s experience in physical education indicates whether their contribution is positively or negatively viewed. Intrinsic factors such as excitement of physical activity, personal accomplishment and performing skills are more vital than extrinsic factors such as winning, rewards and pleasing others (Wankel & Kreisel, 1985); personal achievement and task mastery are more important than competition in determining positive perceptions(Hardman, 2009).“Where participants experience excessive pressure to win, have low perceived ability and feel unattached to teams, low self-esteem may follow” (Wankel & Kreisel, 1985). There is therefore need to focus on the physical education contexts that exploit the potential of the young people in order to benefit their development. This can be achieved by overcoming the discrepancies among teachers in the following ways: Integrating technology in teaching physical education- Use of technology in schools has greatly influenced education planning, instruction design and pupils’ assessment. New inventions in educational technology have positively changed communication systems, learning resources, lesson ideas and development. It facilitates creativity and productive learning. Technology can consist of computer programs, Internet programs, or other assistive, digital and communicative tools (Gibbone, 2010). Classroom teachers have integrated these forms of technology over time using a variety of methods through different styles and practices. Physical educators can therefore integrate technology through various approaches. Preparing, generating, administering, and reporting information such as fitness scores, class participation, or motor skill rubric grades for both students and teachers are completed more efficiently (Posner, 2004). In addition to normal everyday technology use, physical education programs can be structured based on the enhancement of content-specific technology. Physical educators can include the use of word processing and desktop publishing for items like newsletters, information packets or student portfolios (Gibbone, 2010). Teachers can utilize technology through fitness assessment databases, physical education department Web pages, content-based software programs, multi-media systems and visual presentations (P.28). Digital videos, programming equipment and other fitness-related devices may be incorporated into daily assignments and unit planning (Mohnsen, 2006). Further developments on the nature of teaching can be done through use of the internet for efficient communication, diversified resources and enormous lesson ideas. Technology use influences both the structures and attitude of practice in physical education. The formation of attitudes can provide an understanding of teachers’ decisions and perceptions which may serve to explain decisions educators apply to teaching and how they prepare to teach with technology (Lumpe & Chambers, 2001). Teachers’ attitudes and experience are factors associated with computer use where both a positive attitude about technology and technology skills in combination are accepted precursors for effective use of technology (Gibbone, 2010). Other influences on attitude of technological use are self-efficacy, social norms, and external pressures. Contextual factors can shed light on how teachers interpret their role, respond, and make sense of their work based on their conditions (Lumpe & Chambers, 2001). Teachers may be constrained by factors such as access to equipment, training, personal comfort levels, availability of equipment, and time. Barriers within a teachers’ context may hinder efforts and meaningful use even when the value of technology integration is widely accepted by faculty (Gibbone, 2010). Research can be helpful in structuring professional development in physical education through the identification of teachers’ concerns and their degree of technology use for both personal preparation and curricular applications. This improvement can translate into better teaching, and in due course impact student achievement (Gibbone, 2010). Additionally, there is need to re-appraise the context and concepts of physical education curriculum in order to socialization into physical activity. Recently, the physical education practicum rarely provides competition that is achievement oriented, but emphasizes on unjustifiable theoretical frameworks. Such programs do not offer personally significant and socially relevant experiences therefore limiting participatory options rather than expanding horizons. Physical education must move beyond interpretations of activity based upon performance criteria, if is to play a valued vital role in changing and promoting active lifestyles. It should widen its current frame of reference to meaningful and relevant contexts. It worries to know that physical education in some countries has little relevance to pupils. There exist discrepancies between what goes on in physical education lessons and what occurs outside and beyond the school environment. To sustain regular and habitual participation in and out of school environment, physical education engagement has to be relevant and meaningful. Its curricula has to be based on the vision that the knowledge, skills and understanding acquired have to benefit pupils throughout their lives and assist them thrive in a dynamic world by equipping them with physical and health literacy. This would also develop the comprehension, capacity and commitment to practice and promote the benefits healthy and active living. The physical literacy provides the ability to apply competence in various physical activities and health sensitivity i.e. the required skills to obtain, understand and utilize the knowledge to make informed decisions for health. The curriculum is therefore about assisting pupils develop the appropriate skills to make healthy choices (Hardman, 2009). Physical Education curriculum is most effective when pupils' learning, values and healthy habits are shared and supported by school staff, families and the society (Pp 13-14). It should be characterized by high quality teaching and relevant learning content, and a healthy physical and social environment (Hardman, 2009). Practice in physical activity is the fundamental vehicle for student learning; therefore it is an important principle for pupils to learn about physical activities by doing them. This way, they not only discover the joy of movement but also develop skills that will lead to a lifetime of healthy active living (Hardman, 2009). It also enables them apply the skills and principles they acquire to other life situations. This provides the opportunity to accommodate the increasing number and range of activities available and accessible, and where and when appropriate preserve the social activities (Hardman, 2009). Another need for a supportive social environment in physical education is for the purposes physical and emotional safety which is a pre-condition for effective learning. It is probable for pupils to engage in physical activities that involve inherent risk. They should do so in environments where their peers and teachers can see them explore, succeed and make mistakes (Hardman, 2009). Safety and inclusivity is therefore essential and the program should aim to accommodate all students, regardless of their strengths, needs and interests. The physical and emotional development needs of pupils vary; therefore the curriculum should shift from a content-focused approach to a more skill-based approach that gives room for a variety of teaching method with modification of lessons according to a learner’s readiness, interest and learning preference. This ultimately assists them gain and practice skills needed to develop their physical and health literacy, therefore attaining their maximum life potential. It is the role of teachers to encourage pupils to continue participating in physical activity by providing links and coordinated opportunities in the wider communities. Developing such partnerships extends and improves the chances of remaining physically active throughout their lives. Time allocated to physical education need also to be considered. In most countries, the time allocated for physical education in secondary schools is less than two hours in a week, which is too limited to satisfy pupils’ physical activity needs to bring forth significant outcomes. Alternatively, bridges can be built, especially to stimulate pupils to participate in physical activity during their leisure time. This involves creating awareness on how to negotiate the multifarious pathways to opportunities beyond the school environment (Jewett, 1994). Teacher Education programs on physical education should address the facilitation and intermediary roles of a physical education teacher. Therefore, at most, their professional training should induce familiarization with pathways for participation in the larger society multi-sector provision and the achievement of personal excellence (Hardman, 2009). Support is very vital to the achievement of such ideals. It is achievable through collaboration, co-operation, and partnership with other professionals who are committed, dedicated and properly mentored volunteer individual and group enthusiasts (Hardman, 2009). Such personnel have appropriate skills and competences, which would greatly benefit the pupils through some special training. Finally, proper management of the physical education program within the school is vital to its implementation. Schools’ senior managers, and particularly the head teacher, should attribute a high value to physical education by demonstrating commitment to the importance of participation in physical activity by all pupils. They should take an active personal interest in activities by supporting teams, watching rehearsals and participating as novices or accomplished performers in physical activities. Their personal involvement strongly contributes to the status of physical activities in the life of the school and the motivation of pupils and staff. Curriculum development in physical education and very good pupil attainment is frequently positively correlated with the enthusiasm of an effective head teacher (Jewett, 1994). The senior staff contributes strongly to motivating and inspiring staff by involving them effectively in development planning and policy-making. This grants them ownership of the plan and gives a clear lead in communicating high expectations to the pupils. The provision of high quality staff development is also a fundamental factor in the successful management of physical education. If teachers are confident of their role, then they feel well-equipped and supported (Jewett, 1994). This can be achieved through effective in-service training or regular opportunities for co-operative teaching with a visiting specialist. REFERENCE LIST CSLA (2012) http://www.asrpwf.ca/physical-literacy/defining-physical-literacy.aspx. http://www.audioenglish.org/dictionary/value_orientation.htm Jewett (1994). The Curriculum Process in Physical Education. Linda Lee Bain and Catherine D. Ennis Hardman, K (2009).Physical education: “The future ain’t what it used to be!”.University of Worcester, UK. Krupnick, M., (2009). Governor proposes big cuts to college physical education. Contra Costa Times, http://www.insidebayarea.com/sanmateocountytimes/localnews/ci_12452961 07/07/09 Wankel L.M., & Kreisel, S.J., (1985). Factors underlying enjoyment of youth sports: sport and age group comparisons. Journal of Sport Psychology, 7, 51-64. Posner, G., (2004). Analyzing the curriculum. (3rded.). New York: McGraw-Hill. Mohnsen, B. (2006). Using technology in physical education. Cerritos, CA: Bonnie’s Fitware. Lumpe, A. T., & Chambers, E. (2001). Assessing teachers’ context beliefs about technology use. Journal of Research on Technology in Education, 34, 93-107. Read More