Integrating Football, Physical Education and Children with Special Needs - Coursework Example

Integrating Football, Physical Education and Children with Special Needs Football has been a sport in Britain that has been around since the 12th century. William FitzStepen was the first person who had written about the sport. He observed that it was attracting so much attention from the elders, watching their sons playing, and commented, “there seems to be aroused in these elders a stirring of natural heat by viewing so much activity and by participation in the joys of unrestrained youth." (Spartacus Educational, 2010). A few centuries later another monk wrote that football was a game "in which young men... propel a huge ball not by throwing it into the air, but by striking and rolling it along the ground, and that not with their hands but with their feet." This monk strongly disapproved of the game claiming it was "undignified and worthless" and that it often resulted in "some loss, accident or disadvantage to the players themselves." Later on, football has gained much controversy due to its nature of being an aggressive sport. Players are always at a high risk for injury. Time and again, it has been banned as a sport and blamed for hurting several players who attempted to play the sport. Over the centuries, it has gained prominence as a skilled sport, even introduced to schools for children to play (Spartacus Educational, 2010). George Owen distinguished Welsh football from English football. According to him, in Wales, the ball, called knappan, is made of wood and boiled in tallow to make it slippery and hard to hold. It is hurled into the air and whoever catches it hurls it towards the goal. This ball gets tossed back and forth, causing several injuries along the way, yet the players end the game with fun and laughter (Spartacus Educational, 2010). Football was introduced to public schools in the 18th century. Renowned educator Thomas Arnold emphasized the importance of sport in young men’s education. As a headmaster of a public school, he believed that sport was a good method for "encouraging senior boys to exercise responsible authority on behalf of the staff". He also argued that games like football provided a "formidable vehicle for character building". In the National Curriculum, PE and Sports are included to ensure that children learn ways and means to care for their bodies through exercise, and Sports is one way to achieve fitness and health (QCDA, 2010). For each Key Stage, there are different goals for PE. During key stage 1, natural enthusiasm of pupils for movement is tapped as they watch, listen and experiment in developing skills for movement and coordination and enjoying the expression and testing of themselves in a variety of situations. In Key Stage 2, children learn to use creativity and imagination in physical activity. Communication, collaboration and competition emerge as they learn to understand how to succeed in various activities and learn how to evaluate and recognize their own success. Key Stages 3 and 4 develops pupils’ competence and confidence to take part in important physical activities that have become important to them. Students learn to use tactics, strategies and compositional ideas to perform successfully. The importance of P.E should not be underestimated, especially since it does not have as high a priority like academic subjects (Houlihan, 2008). PE helps students develop not only physically but also personally and socially a well. Children learn to work as individuals, in groups and teams, as they develop concepts of fairness and concepts of personal and social responsibility. “They take on different roles and responsibilities, including leadership, coaching and officiating.” (QCDA, 2010). The HM Inspectorate of Education (n.d.) has identified characteristics of very good programmes that are offered in Physical Education. These include broad and balanced and included games, sports, gymnastics, dance and swimming. The programmes take account of the students’ prior learning experiences and special education needs. These are enhanced by inputs by visiting teachers and focused clearly on skills, knowledge and understanding that are relevant to their lives. The programmes offer opportunities for choices either within the programme or through extracurricular activities. There is a clear progression and continuity of what is to be covered from one stage to another. Schools take a range of initiatives to extend their programmes beyond the formal school day so that it impacts all pupils’ lifestyles and needs. Extra-curricular activities and after-school clubs emphasizing recreation, public performance or competition are offered. Such activities develop in students a range of skills and gain confidence in their abilities. Sport and dance enhance their personal and social development. Having a variety of physical activities in school helps students clarify their choices regarding their interests and activities. They develop an outward-looking approach to physical activity that schools make an effort to seek out opportunities for them. Students are encouraged to take part in taster sessions in sports and dance at local authority sports and leisure centres or sponsored by organizations. Some schools take advantage of coaching sessions in sports and outdoor activities (HMIE, n.d.). Engaging in sports is truly beneficial to children. This includes those with special needs (Houlihan, 2008). Issues on Children with Special Educational Needs have often been discussed and have come a long way since differences in children were acknowledged and given importance. Several theories and concepts have been presented and are still continually changing and evolving as parents, educators, and legislators, focus on the benefits of each program that had stemmed up from these theories and concepts. Children with SEN are described as pupils who need additional help at school because they have learning difficulties or disabilities which significantly affect their access to the curriculum. Recently, inclusion is seen as a social concept of equality. According to Early Childhood Forum (2003), National Childrens Bureau in UK, "ECF believes inclusion is a process of identifying, understanding and breaking down the barriers to participation and belonging." It is a as a process of including ALL children regardless of the condition or experience of a child. Inclusion is a term that expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. All services must be given to the child in the school setting and he or she does not need to go out. Definition of SEN in UK law was changed radically in 1981 and has remained consistent since. It considered SEN as a disability of mind or body, hence incorporating in law the individual differences concept of SEN. At present, the law on SEN has stated that: “A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her.” (Education Act, 1996, Section 312). In 2001, it reiterated the definition of SEN by stating “A child has SEN if he has a learning difficulty which calls for special educational provision to be made for him (s.312). A child, for the purposes of the SEN provisions, includes any person under the age of 19 who is a registered pupil at a school.” in Special Educational Needs And Disability Act 2001. An additional law affecting schools’ arrangements for children who may have SEN is the Special Educational Needs and Disability Act (SENDA), which came into effect in September 2002. This Act requires schools to avoid discriminating against current and prospective disabled pupils. This enacted the following key points: An education institution should not treat a disabled person less favourably for a reason relating to their disability. An institution is required to make reasonable adjustments if a disabled person would otherwise be placed at a substantial disadvantage . Adjustments should be anticipatory . “ (SENDA) A paper by Martin E. Block (1999) focused on the issue of having a quality general Physical Education for an Inclusion program. He claimed that there are four large assumptions about general physical education that in many cases proven to be wrong. First, the assumption that general physical education programs were of high quality with individual instruction already in place. In reality, most physical educators still taught to the middle, which then tend to force children with special needs cope up with the regular students. A second assumption was that “physical education class sizes mirrored the general education classroom, and that most typically developing children were well behaved and highly motivated.” It seems that more children who do not necessarily have special education labels pose significant, chronic behavior problems in general physical education. Due to large classes, class management was a major problem for many general physical educators (Capel, and Piotrowski, 2000). Inclusion into such an environment sets the child up for failure from the very beginning. Third assumption is that general physical educators were willing to take on the challenge of working with children with disabilities (Penney and Evans, 1999). Capel, and Piotrowski (2000) called an attitude of teachers having an add-on approach to inclusion, in which the child was simply added to the program. This results to children with SEN not being a functional or active member of the class. Ferguson (1995) noted children with disabilities were "in but not of the class" (p. 284). Again the issue on proper training was reiterated. Even those who were willing to take children with disabilities had very little training and really did not know where to begin. As Bricker (1995) noted, "Most professionals and paraprofessionals prepared to work with nondisabled children know little about disabilities, about how impairments may affect children, or what strategies to use in addressing questions and problems in ways that expand and enhance positive attitudes in young children" (p. 188). Lastly, there was an assumption that general physical educators would receive training, and that adapted physical education specialists, who previously worked with children with disabilities in special settings, would be able to provide this training (Block, 1999). The reality was that many general physical educators did not receive adequate training, and many more received no training at all (Block, 1999) However sad and pathetic this reality is, hope is not lost. Identification of the problem and its cause makes it easy for legislators to come up with the solution. One is the provision of the right training and development for educators, specifically in the Physical Education and Special Education areas. In including children with SEN in sports, a few rules may be adopted to ensure their wellness and safety. This may be possible if the game will not be competitive with other teams. Conclusion Going back to football as a sport introduced in Physical Education classes in school, just how significant is it? Football’s social relevance is manifest during its season when even the children get “football fever”. McBain (2010) a former player of the game and coach to primary students in the nineties, claims the game brings children together from various areas forging social involvement that brought fun and exercise. He also explained that it was not just about football skills the children learn. It brings together divides in religion, colour and race and bridges communities and gaps in society. “It simply brings a nation together because football is the U.K.’s national sport” (McBain, 2010). Although in the past, football has caused rifts between supporters of different teams, what prevails is the love for the sport, that people end up resolving their differences. The question of including children with SEN in football games now crops up. Considering the risks that the game proves, then how will they be able to cope? Is there a special game designed with different rules to suit their needs? If so, then it should consider their specifications for safety. Coaches and assistants treat them with more care than usually provided to children with regular needs. However, the nature of football, being historically a full contact sport, risks are much higher. It would mean rules are changed altogether to accommodate the SEN child, compromising the needs of the regular children, unless it is done just for fun and not to build skills. A better alternative would be choosing another sport which has less risks to the SEN’s safety and well-being – one which does not entail as much physical contact and aggression as football. Considering that the government and school initiatives cover many alternatives for all children to develop their physical competencies through Physical Education classes, Sports and Dance, all children have access to activities and resources that benefit their over-all physical development. If it is not football, then an equally challenging but less risky alternative may be chosen, especially for children with special needs. References Block, M., 1999. Problems with Inclusion in Physical Education. Palaestra, Vol.15, no. 3, 1999.     Capel, S. and Piotrowski, S. (2000) Issues in Physical Education. London, Routledge HM Inspectorate of Education (n.d.) Improving Physical Education in Primary Schools. Retrieved on May 10, 2010 from http://www.hmie.gov.uk/documents/publication/sqpe.pdf Houlihan, B. (2008) (ed) Sport and Society: A Student Introduction. London, Sage http://www.teachernet.gov.uk/teachingandlearning/subjects/pe/ McBain, G. (2010) Former Football player and Primary School Coach, Personal conversation, May 11, 2010. Penney, D. and Evans, J. (1999) Politics, Policy and Practice in Physical Education. London, Routledge QCDA (2010) National Curriculum. Retrieved on May 11, 2010 from http://www.qcda.gov.uk/default.aspx Spartacus Educational (2010) The Encyclopedia of British Football: History of Football. Retrieved on May 10, 2010 from http://www.spartacus.schoolnet.co.uk/Fhistory.htm Read More