Throughout an educational discourse, inclusion is a highly debated subject throughout the curriculum. During the past decade, there have been exceptional levels of funding and resources solely aimed at physical education and school sport within the United Kingdom (UK). The DFE suggests that 57% of children with SEND attend a mainstream school (DfES 2007). Physical Education (PE) has been a rising topic of discussion due to decrease in activity and an increasing level of child obesity within the UK(Coates and Vickerman 2009). There are various implemented strategies such as Physical Education School Sport and Club Links (PESSCL) and Physical Education and Sports Strategy for Young People (PESSYP), which are instruments to ‘direct and guide practice and policies’ (Fitzgerald and Stride, 2012). Using these governmental strategies, schools try and challenge and attempt to increase participation and engagement with the aim of providing ‘high quality PE lessons’ (Griffin 2012), which targets the government initiative particular the London 2012 Olympic and Paralympic games to encourage an promote inclusive PE and school sport (Green 2009). Additionally, Fitzgerald and Stride (2012) distinguish on the concluding issue of inclusion should be recongised as part of a broader international concern to promote inclusive education (Forlin et al. 2008). There are various aspects, which are of high debate within inclusion regarding the national curriculum, initial teacher training and experiences of student and teachers.
Within the United Kingdom, PE has advanced from developments that are also linked with Continuing Professional Development (CPD) around inclusion. Fitzgerald and Stride (2012) highlight that there are a range of developmental...
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...elong learning (Whitehead, 2010). With ‘changes within polices and practice within SEND agenda’ (Bailey 2005), the government have increased political and awareness for children’s PE throughout the National Curriculum within the United Kingdom. Investigations conducted by various authors (Sport England 2001; Vickerman and Coates 2008) suggest that students with SEND take part in a smaller margin of physical activities within PE. He also highlighted that students with SEN do not take part in any sport as part of the extra curricular activities (Vickerman et al. 2003). Further research into this, it has been presented that students benefit socially, physically and mentally from participating in physical activity (Vickerman 2012; Vickerman et al. 2003; Kristen et al. 2002), which promotes ‘lifelong learning’, and participation in physical activities (Whitehead 2010).
The textbook mentions curriculum trends and changes as it relates to physical education. Listed below are those changes compared with the current SHAPE National Standards:
Figueroa’s Framework is a tool used to investigate the issues surrounding access, equality and equity in sport and physical activity. It is split up into 5 separate levels; Individual, Interpersonal, Institutional, Structural and Cultural, starting off with ‘Big Picture’ of society (Cultural Level) and working down to the individual (Individual Level). Each level within the framework connect with the others to shape the overall joint effect. They show the different functions that reinforce, create, remove and eliminate barriers in sport and physical activity. The barriers cannot then be eliminated by simply acting on the individual level for example but instead, all the levels need to work cooperatively and effectively to overcome these barriers. Therefore, to increase the amount of students who participate in touch at Gilroy Santa Maria College, it will have to undergo a rigorous examination using the 5 levels of Figueroa’s Framework to find a solution for the sports coordinator to increase the
The Australian curriculum assessment and reporting authority (ACARA) contains high morals for valuing movement in the health and physical curriculum. Valuing movement is the third of the five propositions to deliver this commitment in the ACARA curriculum. Learning objectives have been situated to increase the participation of children in physical activity. It is to encourage ongoing participation throughout one’s life. Valuing movement focuses on students developing movement skills with confidence and competence. The Australian curriculum and reporting authorities, (2013) allows opportunities for students to enhance a range of social and personal skills, through chal...
Trampolines in math class, soccer in Spanish class, and capture the flag in history class? Sounds like a fun way to learn right? It is! The fun of correlating physical activity and movement with all ranges of classes is one of the reasons why interdisciplinary teaching is one of the successful forms of teaching. What is interdisciplinary teaching? Interdisciplinary teaching is a style of teaching that integrates two or more subjects into a lesson plan. For instance, correlating math within science, language arts within physical education, history within music, no matter what subjects correlate with other subjects of a students curriculum, this puzzle piece teaching method goal is to enhance the learning experience, ability, and knowledge in each study areas (Cone). According to the authors of Interdisciplinary Elementary Physical Education, you cannot just relate a subject with another subject without planning it out, one needs to find a central theme, issue, problem, process, topic or experience to connect two or more subjects together (Jacobs, 1989).
The goal of this paper is to inform others of my reasoning why physical educators are important and why it is my dream to become one. There are three main points I would like to discuss: the value of physical education ,being a role model ,and why it is my dream to become one.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
This research task requires that, through participation in skill learning and game play during the volleyball unit we have been required to observe and analyse the characteristics of skilled performers; receive feedback on weaknesses in technique and develop and participate in training activities that could correct these weaknesses.
Engaging adolescent females in physical education (PE) has been recognised as an ongoing ‘battle’ for educators over several decades (Evans, 2006; Slater and Tiggemann, 2010). Traditionally, adolescent females lack of participation has created numerous challenges for educators’ classroom planning and management, positioning disengaged teenage girls as a ‘problematic’ disruption towards their own and other pupils learning (Azzarito, Solmon, & Harrison, 2006). However, Flintoff and Scraton (2001) suggest that viewing girls as the ‘problem’ for low engagement levels is an unfair trend evident throughout literature. In support of this point, Evans (2006) illustrates female engagement in physical activity (PA) out with school is not always mirrored
Physical education must be mandatory for students all over the world. It provides many conveniences for children later in life. Sports in school encourage kids to play more outside of school and from there, their health increases. Unquestionably, physical education improves kids’
motivated than past students. Many of these young people would prefer to be sitting passively in front of the television rather than to do something physically active. Most high school students believe they do not have sufficient time, opportunity or guidance to participate in physical activities. The ideal place in which students would be able to find adequate time, opportunity and guidance are in the high schools themselves. Politicians and educators responsible for the mandatory physical education program at the junior high school levels (grades
Patterson, Joan. “Many schools cutting back on physical education”. Review Journal. Stepens Media LLC, 2013. Web. 28 April 2014
When a child lacks the natural born talent of athleticism, they can be destroyed emotionally and physically. The 2005 Youth Sports Report Card rated parental behavior and involvement as “unacceptable and needing improvement”(Citizenship Through Sports Alliance,2005). Community sports have “lost their child-centered focus” and has become “too specialized and over interested in parents”(Citizenship Through Sports Alliance,2005). Failing parental expectations, the child will lose any enjoyment felt previously in participation. Their desire to play is diminished, confidence decreases and anxiety overwhelms their innocent minds. Something that was created to add enjoyment and positively influence their life becomes a nightmare that they are unable to cope with. They become humiliated due to inadequately fulfilling their peer 's expectations as well as their
Physical education time is being cut in schools to give more time for students to focus on core courses such as Science, Math and Reading. Some districts have eliminated the course or do not even provide it. These courses, although are very important, should not take away from a student’s well-being. Physical education provides a foundation to a student’s future lifestyle and good health habits. Physical education should be treated like every other foundational course because it is a necessary part of a student’s lifestyle that will benefit from every day. Physical education provides: 1) a variation of motor skills aimed to enhance the physical, mental, social and emotional development, 2) an understanding to improve and maintain their physical well-being and 3) opportunities to advance developing social and cooperative skills while gaining a multi-cultural perspective.
Some activity clubs we provide include, dancing, running, jump roping, basketball and soccer clubs, just to name a few. These clubs encourage kids to stay active. Our PE program also sends out monthly newsletters to the parents that give them ways to help their child live a healthy lifestyle. The National Association for Sport and Physical Education states, “Regular physical activity improves functional status and limits disability during the middle and later adult years. Physical activity contributes to quality of life, psychological health, and the ability to meet physical work demands. Physical education can serve as a vehicle for helping students to develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles. The outcomes of a quality physical education program include the development of students’ physical competence, health-related fitness, self-esteem, and overall enjoyment of physical activity. These outcomes enable students to make informed decisions and choices about leading a physically active lifestyle. In early years children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in their movement ability. Evidence suggests that the level of participation, the degree of skill, and the number of activities mastered as a child directly influences the extent to which children will continue to participate in physical activity as an
‘Beyond 2012 – outstanding physical education for all’ makes recommendations for schools and the Department for Education to secure the quality of PE in schools and draws out improvements made to PE and sport over the last four years. The Department of Education are looking on making improvements which have generated from the London Games in 2012. They are hoping to make a new strategy for PESS to help pupils become more engaged in sporting activities in their school curriculum. The Government are advising class teachers to raise their expectations by setting more challenging and competitive PE lessons, so pupils increase their performance to a higher level. Also, to engage them in regular and high intensity activities for the full period they have been given in their timetable. As previous studies have shown, when schools were visited, teachers set activities that were too easy for children which led to boredom and lack of motivation and had no planned extra curriculum activities for the pupils. However, schools with the best PE provision had excellent PE lessons with extra curriculum hours set up for them. In 2014, there was a funding of £360,000 to train primary teachers to specialise in PE. This was to ensure children developed ‘a sporting habit for life’. Children's minister Edward Timpson said: "We have announced extra funding to create a second intake of specialist primary PE