Sport Education & Participation____________________________________
Introduction || Lecture 1
why PE in the educational curriculum:
1. early mastery of basic motor skills
2. understand and value physical activity and a physical active lifestyle
3. later participation in physical activity and sport/reduce sedentary behavior
4. knowledge and insight on principles such as rules of the game, fair play
5. tactical awareness
6. awareness of the body
7. social awareness and teamwork
sport context [history]
– beginning 20th century
from mid 19th century first sport clubs and associations:
- start of championships and links with obligatory military service (elite males)
– post war (1960)
- dominated by competition amongst sports clubs
- selection, training and competition
- male dominated
- youth sports very similar to adult sports
– 2000 until the current time
- more variety in types of activities, organizations, suppliers (commercial), own rules
- more participation in different groups (male/female, young/old & able/disabled)
- differentiation within sports
- special adaptations for children and disabled (e.g. peanutball → slagbal)
physical education since 1900
→ current PE has little attention to newer stuf (hoverboards) and stays conservative
,claims of PE since 1900
> beginning 20th century
physical: functioning of the body and posture
social: social order, preventing delinquint behavior
affective: cheerful and joyous spirit, expression of emotion
educational: mental (e.g. development of memory, habits, of self-discipline and order,
concentration, determination)
> post war (1960)
physical: physical fitness (e.g. performance based, endurance, flexibility, strength) and skill
development
social: also working class children
affective: emotional growth, expression
educational: academic scores (not harm cognition)
> 2000 until the current time
physical: physical fitness (e.g. ameliorating effects of sedentary lifestyles, cardiovascular
endurance, body competition) and skill development
social: social good for all (e.g. a common denominator)
affective: motivation, anxiety, confidence
educational: positive effects on cognition
claims of PE: physical development
1. fitness
- limited evidence of PE effects: bone strength (+), cardiovascular diseases, blood
pressure and childhood obesity (?)
- it is also not known which characteristics of PE are beneficial and which not
- time in PE usually not sufficient for substantial health effects (60 min per day MVPA)
- focus PE on physical fitness not sufficient for achieving an active lifestyle: need to
gain appropriate knowledge, understanding and behavioural skills
2. fundamental movement skills (FMS)
- locomotor (skipping, hopping, jumping), manipulative (throwing, catching, striking)
& body-management (balancing, rolling)
- proficiency barrier:
- level necessary to access a wide range of physical activities
- necessary for development of sport specific skills
- common misconception: FMS will develop naturally through maturation
- influenced by environmental factors: equipment, cues and feedback etc. (lecture 2)
, claims of PE: social
- PE as a suitable vehicle for promoting personal and social responsibility and social skills:
- trust, empathy, sense of community, cooperation etc
- role of the teacher central (respectful, honest, fair, act as role model)
- some evidence for the development of:
1. skills such as cooperation, teamwork
2. improve attendance, behavior and attitudes within schools
3. reduction of antisocial behavior
- uncertainty of the extent of the impact (lack of studies)
- need for a greater understanding of the mechanism (change process)
claims of PE: affective (lecture 3)
- synonymous with psychological and emotional well-being
- mental health. self-esteem, coping skills, intrinsic motivation, sense of autonomy,
preference, choice, aspirations, attitudes, identity etc.
- strong evidence:
1. positive effect of sport on self-esteem and enjoyment
2. however, strong individual differences (peer of family influences, lack of
opportunities, individual experiences)
3. key elements: experiences of personal success/development, rich variety of
activities, sufficient opportunity to practice, motivational climate towards task
mastery
- less evidence for the other outcomes: mechanisms unclear and questions for pedagogy
within activities
claims of PE: cognitive (lecture 3)
- no reduction in academic performance of more PE-time in the curriculum
- various mechanisms possible: increased generation, concentration, increased arousal, brain
development
general reflection on level of evidence:
- a number of claims are made about the broad educational impact of PESS upon young
people; there is a prevailing belief that engagement in PESS is, somehow, a good thing
- robust evidence is needed to test some of the claims made for the benefits of PESS, but the
accumulation of evidence suggests that PESS can have some/many benefits for some/many
pupils, given the right social, contextual and pedagogical circumstances
- different – or better – research is needed to focus on the contexts and processes that are
most likely to exploit the potential, if any, of the PESS learning environment for young
people’s educational benefit
- often evidence stems from the association between physical activity and physical, social,
affective or cognitive outcomes
- only few robust, large scale, longitudinal studies: not possible to have a relevant control
group with no PE
- teaching methods often assessed by means of single case studies: interviews with teachers
applying the new methods
Introduction || Lecture 1
why PE in the educational curriculum:
1. early mastery of basic motor skills
2. understand and value physical activity and a physical active lifestyle
3. later participation in physical activity and sport/reduce sedentary behavior
4. knowledge and insight on principles such as rules of the game, fair play
5. tactical awareness
6. awareness of the body
7. social awareness and teamwork
sport context [history]
– beginning 20th century
from mid 19th century first sport clubs and associations:
- start of championships and links with obligatory military service (elite males)
– post war (1960)
- dominated by competition amongst sports clubs
- selection, training and competition
- male dominated
- youth sports very similar to adult sports
– 2000 until the current time
- more variety in types of activities, organizations, suppliers (commercial), own rules
- more participation in different groups (male/female, young/old & able/disabled)
- differentiation within sports
- special adaptations for children and disabled (e.g. peanutball → slagbal)
physical education since 1900
→ current PE has little attention to newer stuf (hoverboards) and stays conservative
,claims of PE since 1900
> beginning 20th century
physical: functioning of the body and posture
social: social order, preventing delinquint behavior
affective: cheerful and joyous spirit, expression of emotion
educational: mental (e.g. development of memory, habits, of self-discipline and order,
concentration, determination)
> post war (1960)
physical: physical fitness (e.g. performance based, endurance, flexibility, strength) and skill
development
social: also working class children
affective: emotional growth, expression
educational: academic scores (not harm cognition)
> 2000 until the current time
physical: physical fitness (e.g. ameliorating effects of sedentary lifestyles, cardiovascular
endurance, body competition) and skill development
social: social good for all (e.g. a common denominator)
affective: motivation, anxiety, confidence
educational: positive effects on cognition
claims of PE: physical development
1. fitness
- limited evidence of PE effects: bone strength (+), cardiovascular diseases, blood
pressure and childhood obesity (?)
- it is also not known which characteristics of PE are beneficial and which not
- time in PE usually not sufficient for substantial health effects (60 min per day MVPA)
- focus PE on physical fitness not sufficient for achieving an active lifestyle: need to
gain appropriate knowledge, understanding and behavioural skills
2. fundamental movement skills (FMS)
- locomotor (skipping, hopping, jumping), manipulative (throwing, catching, striking)
& body-management (balancing, rolling)
- proficiency barrier:
- level necessary to access a wide range of physical activities
- necessary for development of sport specific skills
- common misconception: FMS will develop naturally through maturation
- influenced by environmental factors: equipment, cues and feedback etc. (lecture 2)
, claims of PE: social
- PE as a suitable vehicle for promoting personal and social responsibility and social skills:
- trust, empathy, sense of community, cooperation etc
- role of the teacher central (respectful, honest, fair, act as role model)
- some evidence for the development of:
1. skills such as cooperation, teamwork
2. improve attendance, behavior and attitudes within schools
3. reduction of antisocial behavior
- uncertainty of the extent of the impact (lack of studies)
- need for a greater understanding of the mechanism (change process)
claims of PE: affective (lecture 3)
- synonymous with psychological and emotional well-being
- mental health. self-esteem, coping skills, intrinsic motivation, sense of autonomy,
preference, choice, aspirations, attitudes, identity etc.
- strong evidence:
1. positive effect of sport on self-esteem and enjoyment
2. however, strong individual differences (peer of family influences, lack of
opportunities, individual experiences)
3. key elements: experiences of personal success/development, rich variety of
activities, sufficient opportunity to practice, motivational climate towards task
mastery
- less evidence for the other outcomes: mechanisms unclear and questions for pedagogy
within activities
claims of PE: cognitive (lecture 3)
- no reduction in academic performance of more PE-time in the curriculum
- various mechanisms possible: increased generation, concentration, increased arousal, brain
development
general reflection on level of evidence:
- a number of claims are made about the broad educational impact of PESS upon young
people; there is a prevailing belief that engagement in PESS is, somehow, a good thing
- robust evidence is needed to test some of the claims made for the benefits of PESS, but the
accumulation of evidence suggests that PESS can have some/many benefits for some/many
pupils, given the right social, contextual and pedagogical circumstances
- different – or better – research is needed to focus on the contexts and processes that are
most likely to exploit the potential, if any, of the PESS learning environment for young
people’s educational benefit
- often evidence stems from the association between physical activity and physical, social,
affective or cognitive outcomes
- only few robust, large scale, longitudinal studies: not possible to have a relevant control
group with no PE
- teaching methods often assessed by means of single case studies: interviews with teachers
applying the new methods
