Sport Education & Participation____________________________________
Introduction || Lecture 1
Link 1:
The report examines physical education (PE) and sport in schools across Europe, covering national
strategies, curriculum requirements, teaching resources, and extracurricular activities. It highlights
the diversity in how PE is implemented, the time allocated, teacher qualifications, and assessment
methods. The study identifies challenges such as resource disparities and varying levels of emphasis
on PE, while offering insights into improving its role in education. It aims to support policy
development and promote the benefits of PE in fostering health and social skills.
Link 2: research on effective teaching in elementary school PE
The purpose of elementary PE is to develop a physically active lifestyle by equipping children with
the necessary skills, knowledge, and attitudes for moderate to vigorous physical activity. Effective
teaching is crucial for skill acquisition and lifelong engagement. PE teachers must manage resources
(people, equipment, space, and time) efficiently. Teaching in gymnasiums and classrooms shares
instructional goals but differs in its emphasis on physical skills and active participation for all children.
PE is uniquely responsible for fostering these abilities in every student.
> US national content standards for physical education target six areas critical to the development of
a physically active lifestyle:
1. motor skills → factors are competence at performing and confidence in using motor skills,
both of which are established through early experiences in physical activity and sport
2. the role of fitness → viewed by the public as ‘the’ singular product of PE programs
a. emphasis ub school orgrams is on fitness factors related to health rather than on
those highly related to sport participation
3. participation in physical activity → recommended daily activity for kids is 60 min MVPA a day
4. affective goals → (1) responsible personal and social behavior in PA settings: (2) goal of
helping students value PA
> effective instruction
1. high engagement in content
2. managing people, equipment, space and time
a. ineffective learning when students wait for their turn to practice
3. maintaining a learning environment → prevention is key to discipline both in the classroom
and in the gymnasium: expectations and close teacher monitoring
4. quality of practice, success rate, and student interest and motivation
5. effective communication → in PE verbal instruction must be brief and clear, children learn by
moving
6. developing content → goal driven and plans well beyond daily lessons
7. teacher feedback
8. classroom teacher vs specialist
, Link 3: the educational benefits claimed for PE and school sport
The benefits of Physical Education and School Sport (PESS) are influenced by environmental and
contextual factors, including strong leadership, active involvement of young people in
decision-making, the promotion of positive social relationships, and an explicit focus on structured
learning processes. Physical activity enhances children’s concentration, alertness, and academic
performance. However, these benefits are not guaranteed; they depend on the context and
pedagogical methods, highlighting the need for thoughtful planning and implementation to maximize
PESS outcomes.
Sport Education & Participation____________________________________
Movement Sciences Perspective || Lecture 2
Link 1: understanding skill acquisition and game play
This paper advocates for a constraints-led approach to motor learning in physical education,
emphasizing the interplay of task, performer, and environmental constraints in shaping skill
acquisition and game play knowledge. It introduces nonlinear pedagogy, a student-centered
framework that uses real-world performance conditions to enhance learning. Movement variability is
viewed positively, helping students develop functional movement patterns. Teachers are encouraged
to adopt a hands-off approach, fostering active learning. This framework combines the art of
teaching with the science of motor learning to design effective, context-sensitive PE programs,
exemplified through Rugby Union and Cricket.
> constraints-based perspective → potential to provide physical educators with a framework for
understanding how performer, task and environmental constraints shape each individuals PE
Link 2: constraint-led approach to sport and physical education pedagogy
The Constraints-Led Approach (CLA) focuses on how task, environment, and performer constraints
interact to help learners self-organize and find effective movement solutions. While CLA is gaining
traction in teaching and coaching, its complex terminology limits its adoption.
> This paper clarifies the underlying concepts of CLA, offering guidelines for practical
implementation. It emphasizes that CLA should not be seen as a universal solution and should still
follow core pedagogical principles, similar to traditional methods, when designing learning activities.
Introduction || Lecture 1
Link 1:
The report examines physical education (PE) and sport in schools across Europe, covering national
strategies, curriculum requirements, teaching resources, and extracurricular activities. It highlights
the diversity in how PE is implemented, the time allocated, teacher qualifications, and assessment
methods. The study identifies challenges such as resource disparities and varying levels of emphasis
on PE, while offering insights into improving its role in education. It aims to support policy
development and promote the benefits of PE in fostering health and social skills.
Link 2: research on effective teaching in elementary school PE
The purpose of elementary PE is to develop a physically active lifestyle by equipping children with
the necessary skills, knowledge, and attitudes for moderate to vigorous physical activity. Effective
teaching is crucial for skill acquisition and lifelong engagement. PE teachers must manage resources
(people, equipment, space, and time) efficiently. Teaching in gymnasiums and classrooms shares
instructional goals but differs in its emphasis on physical skills and active participation for all children.
PE is uniquely responsible for fostering these abilities in every student.
> US national content standards for physical education target six areas critical to the development of
a physically active lifestyle:
1. motor skills → factors are competence at performing and confidence in using motor skills,
both of which are established through early experiences in physical activity and sport
2. the role of fitness → viewed by the public as ‘the’ singular product of PE programs
a. emphasis ub school orgrams is on fitness factors related to health rather than on
those highly related to sport participation
3. participation in physical activity → recommended daily activity for kids is 60 min MVPA a day
4. affective goals → (1) responsible personal and social behavior in PA settings: (2) goal of
helping students value PA
> effective instruction
1. high engagement in content
2. managing people, equipment, space and time
a. ineffective learning when students wait for their turn to practice
3. maintaining a learning environment → prevention is key to discipline both in the classroom
and in the gymnasium: expectations and close teacher monitoring
4. quality of practice, success rate, and student interest and motivation
5. effective communication → in PE verbal instruction must be brief and clear, children learn by
moving
6. developing content → goal driven and plans well beyond daily lessons
7. teacher feedback
8. classroom teacher vs specialist
, Link 3: the educational benefits claimed for PE and school sport
The benefits of Physical Education and School Sport (PESS) are influenced by environmental and
contextual factors, including strong leadership, active involvement of young people in
decision-making, the promotion of positive social relationships, and an explicit focus on structured
learning processes. Physical activity enhances children’s concentration, alertness, and academic
performance. However, these benefits are not guaranteed; they depend on the context and
pedagogical methods, highlighting the need for thoughtful planning and implementation to maximize
PESS outcomes.
Sport Education & Participation____________________________________
Movement Sciences Perspective || Lecture 2
Link 1: understanding skill acquisition and game play
This paper advocates for a constraints-led approach to motor learning in physical education,
emphasizing the interplay of task, performer, and environmental constraints in shaping skill
acquisition and game play knowledge. It introduces nonlinear pedagogy, a student-centered
framework that uses real-world performance conditions to enhance learning. Movement variability is
viewed positively, helping students develop functional movement patterns. Teachers are encouraged
to adopt a hands-off approach, fostering active learning. This framework combines the art of
teaching with the science of motor learning to design effective, context-sensitive PE programs,
exemplified through Rugby Union and Cricket.
> constraints-based perspective → potential to provide physical educators with a framework for
understanding how performer, task and environmental constraints shape each individuals PE
Link 2: constraint-led approach to sport and physical education pedagogy
The Constraints-Led Approach (CLA) focuses on how task, environment, and performer constraints
interact to help learners self-organize and find effective movement solutions. While CLA is gaining
traction in teaching and coaching, its complex terminology limits its adoption.
> This paper clarifies the underlying concepts of CLA, offering guidelines for practical
implementation. It emphasizes that CLA should not be seen as a universal solution and should still
follow core pedagogical principles, similar to traditional methods, when designing learning activities.
