National Curriculum For Physical Education Research Articles

The fundamental motor skill proficiency among Polish primary school-aged children: A nationally representative surveillance study

ObjectivesWith the premise that physical education classes should promote physical activity by teaching and learning fundamental motor skills, this study aimed to evaluate the fundamental motor skill proficiency of primary school students and determine the level of achievement of established learning outcomes for fundamental motor skills, as specified in the Polish National Physical Education Curriculum. Design and methodsA cross-sectional design was used for this study. The sample consisted of 2605 children and adolescents enrolled in grades 1–3 (ages 7–9, n = 1165), 4–6 (ages 10–12, n = 837), and 7–8 (ages 13–14, n = 603), including 1353 boys and 1252 girls. The Fundamental Motor Skills in Sport test, a qualitative and process-oriented assessment tool, was used to evaluate fundamental motor skills. The Fundamental Motor Skills in Sport test evaluates the following movement skills: hurdles, jumping rope, forward roll, ball bouncing, ball throwing and catching, and kicking and stopping a ball. ResultsThe desired level of overall fundamental motor skill proficiency was achieved by only 2 % of students. An elementary level of fundamental motor skill proficiency was demonstrated by an additional 3.5 % of students. Further, the results showed that only 10–30 % of students had achieved mastery or were close to achieving mastery in a given fundamental motor skill. The skill with the lowest level of proficiency was jumping rope, which only 11 % of students had mastered or were near to mastering. ConclusionsThe present study of a large, nationally representative sample of primary school students in Poland indicates that the vast majority (approximately 94 %) of them demonstrated insufficient fundamental motor skill proficiency. This may greatly hinder effective, safe, and healthy participation in lifelong physical activity.

Traditional Aboriginal and Torres Strait Islander games and sports in Australia: new perspectives

Our paper highlights that the proliferation of Indigenous sport research has not been focused on examining Indigenous games and sports. Additionally, no one has to date produced a framework for understanding them on their own merits even though these games now form part of a national physical education curriculum. The overwhelming majority of research focuses on Indigenous engagement with the British imports of cricket, the rugby codes, soccer, and Australian Rules football. We argue that this focus serves to diminish Indigenous cultures and adaptability to colonial forces, that, while disruptive, never eliminated Indigenous games and sports which go back as far as 60,000 years. We lay out such a framework in the hopes that future research will ensure that Indigenous games and sports are understood historically and in the present day.

Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform

ABSTRACT This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, 1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Littlefield) data was generated through a deductive content analysis of the contemporary statutory English National Curriculum for Physical Education (NCPE) and the new Curriculum for Wales (CfW), Health and Well-Being Area of Learning and Experience (HWB-AoLE). Findings illustrate how the current English and Welsh curricula are re-legitimising discourses for (H)PE through a more prominent emphasis placed on competency models whereby the educator and learner are given greater autonomy to control the transmission and acquisition of (H)PE messages. However, the curriculum documents are beset with contradictions that to an extent reproduce discourses of performativity and individualisation. Consequently, the paper emphasises the need for educators and policymakers to be given the opportunity for critical dialogue on the implications of re-legitimising messages through competency models for all educator and learner identities.

A Study on the Sports Injuries in Wushu Teaching at Beichen Children's Art School in Hohhot

Wushu, also known as Chinese martial arts, is a traditional sport and cultural treasure of China that has a history of thousands of years. In China, Wushu is widely practiced and has been integrated into the national physical education curriculum, with Wushu being taught in schools and training centers across the country. This study adopts research methods such as survey, literature review, and statistics to investigate and analyze the injuries that occur in Wushu teaching at Beichen Children's Art School in Hohhot,China, with the aim of exploring the causes and preventive measures of these injuries and reducing their occurrence in Wushu teaching. The integrated approach of combining internal and external training, as well as the unity of form and spirit, is a major feature of Wushu practice. "Internal" refers to the mental and breath-related activities of the heart, mind, intention, and qi. "External" refers to the external physical activities of the hands, eyes, body, and steps. Many martial arts styles and schools emphasize the integrated approach of internal and external training and the unity of form and spirit. Wushu practice not only has a high exercise value but also has rich content and diverse forms. Different boxing and equipment have different action results, technical requirements, styles, and exercise volumes. It can be carried out without limitation by age, gender, time, season, venue, or equipment. People can choose appropriate projects for exercise according to their needs and conditions, which provides convenient conditions for carrying out mass sports activities. Therefore, Wushu practice has a wide range of adaptability.

국가교육과정 개혁에 관한 미 체육교육자들의 인식고찰

This study was to explore physical education (PE) teachers’ and PE teacher educators’ perceptions on a standardized national PE curriculum in the United States (U.S.). 11 PE teachers (female=6, male=5) and 12 teacher educators (female=6, male=6) were purposefully selected to participate in in-depth interviews that were coded and analyzed. Themes indicated most teacher educators were strongly opposed because of the rigidity of such a standardized approach while PE teachers showed relatively positive sentiment. In addition, the majority of participants believe that a nationwide PE curriculum would not be successfully implemented in the U.S. due, in part, to the geographical differences and sociocultural diversity. The field of P-12 PE must offer clearer and more aligned guidelines for standards-based curriculum, assessment, and instruction. Also, PE curricula would need to allow for local flexibility and teacher autonomy in order to maintain educational adaptability and coherence.

A small-scale evaluation of instructional approaches and perspectives on the benefits of adventurous education for young people

ABSTRACT The addition of Outdoor and Adventurous Activities (OAA) throughout the national curriculum for physical education in England and Wales has added a new dimension to the often-questioned traditional teaching curricula associated with competitive sport. Yet, the research base linked to the field of OAA has limited insight into the views of the instructors who integrally facilitate such experiences. This study analysed the perspective of instructors regarding their perceptions of the benefits associated with OAA participation for young people, but also some of the pivotal teaching approaches used to optimise such developments. Six OAA instructors from the United Kingdom participated in a cross-sectional qualitative case study and were interviewed to gauge their perspectives on the benefits and teaching approaches utilised in adventurous education. The emerging dominant theme demonstrates a link between the specific and intentional pedagogic strategies of the instructors and the intended developmental outcomes for young people.

Feasibility on the Integrated Teaching Method of Machine Learning Algorithm inside and outside Physical Education Class

School education, especially physical education, directly undertakes the tasks of “student physical fitness” and “student health promotion.” In the context of the policy to further strengthen quality training and promote education in all aspects, it is explicitly pointed out that “a sound physical fitness is a primary demand for serving the motherland and the country as a result of youth, and it reflects the vitality of the Chinese nation.” Therefore, the implementation of the National Physical Education Curriculum Guidelines and curriculum criteria for sports for Chinese College Students is the primary task of physical education. This study proposes machine learning-based teaching methods as an integrated teaching method inside and outside physical education. After conducting research and experiments on it, the experimental data show that after machine learning improves the integrated teaching of sports inside and outside, 50.51% of students are satisfied with the teaching, 40.4% are relatively satisfied, 6.06% feel average, and only 6.06% are dissatisfied. Compared with the previous part, the satisfaction rate has increased by 16.51%, the more satisfaction rate has increased by 4.4%, and the dissatisfaction rate has decreased by 16.97%. The practice has proved that the implementation of comprehensive teaching based on machine learning in physical education, integration of a student-led approach with a teacher-led role, promotes students’ interest in sports and improves students’ health concepts, which is in line with the current development trend of physical education.

Computer Wushu Sanda Teaching Mode of “Teaching by Competition and Training”

According to the teaching innovation goal of “cultivating comprehensive talents” in international education, various topics that need to be answered in the development of Wushu teaching are selected. Using the methods of literature review and theoretical logic analysis, this paper clearly puts forward the latest idea of establishing the core quality framework system of Chinese traditional national physical education curriculum. The main research results point out: First, the core quality system of Chinese traditional national sports curriculum is mainly composed of three levels of martial ethics quality, martial arts quality, and health quality, including six basic elements. Secondly, the cultivation of martial arts morality attaches great importance to stimulating students' interest in martial arts, and advocates that students internalize martial arts morality in martial arts practice and comprehensive teaching of historical and humanistic education. The training strategy of martial arts quality is to cultivate students' panoramic and in-depth martial arts sports ability; the training strategy of quality is not only to pay attention to the design and dissemination of “characteristic” localized health professional knowledge. In addition, it is necessary to realize the comprehensive shaping of health care behavior of school teachers in the process of integrating skills and life. Therefore, in view of the teaching concept and teaching quality, this paper proposes a Wushu Sanda teaching mode based on computer data analysis, which can guide students from different aspects and greatly promote the development of Wushu Sanda education.

체육 계열 전문교과 운영 양상 탐색

The purpose of this study was to explore aspects of how specialized subjects in physical education (SSPE) that is presented in the 2015 revised national physical education curriculum is taught in high schools. A high school and two physical education high schools participated in this project. A focus group interview with three teachers and document analysis were undertaken. Data collected were analyzed through categorial themes analysis. The results of the study were as follows. First, the SSPE was opened for performance enhance of athlete-student and sport-related career education. Second, collaborative teaching (a teacher and a coach), SSPE for athletic club’ drill, difference between the development propose of SSPS and aspects of taught in schools emerged. Third, lack of text books and educational resources, higher level of difficulty, and content that is focused too much on the improvement of performance were barriers to delivering effective SSPE education. A need of expanding the meaning of SSPE and directions for reconstructing subjects in SSPE were discussed.

Physical Literacy in Physical Education Curriculum

This study discusses how Pyisical Education Teachers Educator (PETE) adopt Physical Literacy (PL). Knowledge is the foundation of PL to know what to do and when is the right time to do it. The research has a goal, so that PETE understands the definition of PL. This research study contains 3 stages, the first is determining the objectives of the PL, the second is curriculum planning and the third is the learning approach. The method used is a literature review of several opinions about PL in Physical Education (PE). The national PE curriculum is structured and developed to achieve national education goals that are adapted to current conditions and future needs in order to live regularly and actively, through Physical Activity (PA). For this reason, efforts should be made to create a healthy lifestyle and maintain physical fitness (PF). PL is a potential that can be optimally developed for children from an early age. The role of PE is very important in the formation of PL in children, where cognitive, affective and psychomotor aspects are in the goal of PE which can provide motivation, confidence and enthusiasm to continue doing PA.

Posture betterment using fuzzy systematic evaluation system in gymnastics for better performance

The future scope of Physical Education (PE) depends on the quality and capacity of the emerging committed professionals to teach across the various fields of activity within the National Curriculum Physical Education (NCPE). The goal of this study is to determine the influence on the selected motor variables of gymnastics integrated into physical training courses. This study utilizes the Fuzzy Systematic Evaluation System (FSES) for identifying the students’ fitness tests and gymnastics skills and for finding significant correlations between fitness test results and gymnastic abilities performance. There was a substantial correlation between flexibility, muscle strength, and stamina in gymnastics and performance. In addition, several fitness tests might serve for several gymnastic skills to indicate as the significant performance predictors. The results of this research show that abdominal strength and flexibility is an essential indicator of the successful gymnastic program contents of the students of the Faculty of Sports and Physical Education. Detecting these cases in the initial stages is the responsibility of every teacher who can participate effectively in collaboration with the therapist to avoid deficits and deficiencies in attitudes by using complex exercises most effectively to influence students’ balance in their bodies.

‘Same, same, but different?!’ Investigating diversity issues in the current Austrian National Curriculum for Physical Education

Discussions on educational policy are shaped by current societal transformations associated with diversity. At the same time, the most recent reform of the Austrian National Curriculum for Physical Education (NCPE) was driven by the desire to stipulate standardised learning outcomes. Building upon Bernstein's framework, this paper explores to what extent issues of diversity are addressed in curricular documents, which inform and structure teaching and learning processes. Based on a qualitative content analysis, the General National Curriculum (GNC) and the latest NCPE were investigated. In a two-stage process, combining predetermined and emerging coding, significant themes were developed throughout the data analysis process. The findings demonstrate differing understandings of what diversity means and how it should be taken into consideration, indicating a less comprehensive way in the NCPE compared to the GNC. Since a uniform understanding of diversity is missing, this ambiguity fails to comply with a NC’s function to act as a systematic framework for teachers. There is friction at the level of education policy, as the NCPE should both reflect generally acknowledged societal transformations associated with diversity and be standardised at the same time. The paper concludes that future curriculum reforms should specifically address diversity-sensitive teaching and learning within the subject in a more comprehensive way, interlink the GNC and NCPE precisely and rethink the tension between diversity and standardisation in the NCPE.

Exploring the concept of physical education curriculum redesign

Purpose The purpose of this study was to explore the concept of physical education redesign. Methods Studies on curriculum redesign, physical education curriculum redesign and the revised 2015 physical education curriculum were collected and analysed. Results First, three different types of curriculum redesign were discussed. Second, there was no clear concept of physical education redesign. Third, both ‘learning content area’ and ‘standard achievement’ were related to the physical education curriculum redesign. Conclusions Two different aspects of physical education curriculum redesign emerged. Establishing the clear concept of physical education curriculum redesign and presenting the concept in the next national physical education curriculum were suggested.

Innovative dimensions of the national curriculum for physical education

Innovative dimensions of the national curriculum for physical education

‘There is new wording, but there is no real change in what we deliver’: Implementing the new National Curriculum for Physical Education in England

This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have much impact on the current teaching of PE in England, with curricular stasis and divergence of practice being the most likely medium-term consequences.

Issues needed for the development of the next national physical education curriculum

Purpose The purpose of this study is to suggest issues needed in the process of developing the next national physical education curriculum. Methods Data were collected from three different physical education curricula including the 2007 revised physical education curriculum, the 2011 physical education curriculum based on the 2009 revised curriculum and the 2015 revised physical education curriculum. Results Three findings emerged. Firstly, there was no clear conceptual relationships between physical activity value and subject competency. Secondly, the way in which physical activity value works as learning content area cannot offer helps to set the level of subject competency and to design physical education lessons that based on the subject competency. Lastly, the 2015 revised physical education curriculum has low level of clarity, usability and readability. Conclusions This study suggests the three different findings as issues that should be discussed in the development of the next physical education curriculum.

Issues needed for the development of the next national physical education curriculum

Issues needed for the development of the next national physical education curriculum

국가수준 체육과 교육과정에서의 OECD 역량 반영 분석 : 교육과정 내용 맵핑을 중심으로

이 연구의 목적은 국가수준 체육과 교육과정 문서에 반영되어 있는 OECD 역량을 분석하는 데 있다. 이를 위해 OECD에서 제시한 교육과정 내용 맵핑(curriculum content mapping) 틀을 활용하여 2015 개정 체육과 교육과정 문서를 분석하였다. 연구 결과는 다음과 같다. 첫째, OECD 역량은 주로 ‘성격’, ‘내용 체계’ 또는 ‘성취기준’에서 발견되었다. 둘째, 일부 OECD 역량은 지나치게 추상적이었으며 역량 간의 배타성이 확보되지 않았다. 셋째, 2015 개정 체육과 교육과정에서는 체육/건강 리터러시와 대인적 인성 관련 역량이 높은 비율로 제시된 반면, 글로벌 역량 및 테크놀로지 활용과 관련된 역량의 비율은 낮게 나타났다. 넷째, 체육과 교육과정의 역량 제시 방안을 개선하기 위해서는 신체활동 가치 – 교과 역량 – 역량(내용 요소)의 차별적 개념과 위계 설정이 필요하다. 다양한 역량 함양 교수·학습 방법 개발과 체육과 교육과정의 체계적 정비를 후속 연구로 제안하였다.

Evaluation of a School-Based Intervention to Promote Physical Activity and Sport among Young People Aged 11-13 in East London, UK

Due to the alarming increase in overweight/obesity among adolescents in the UK and in response to low levels of PAS (physical activity and sport), initiatives have been developed to promote PAS in vulnerable groups. The purpose of this study is: (1) to evaluate the effect of one such PAS initiative on 11-13 (n = 913) years old young people’s PAS patterns and participation; (2) to assess young peoples’ expectations and perceived benefits of the program; and (3) to make evidenced based recommendations for future interventions. Socio-demographic data, PAS data and perceptions of the program were assessed via questionnaire. Anthropometric data (height, weight, waist circumference) were also measured. Wilcoxon signed-rank tests were used to test for significant differences between baseline and follow-up PAS data. McNemar chi-square tests were used to test for significance between baseline and follow-up expectations data. Wilcoxon signed-rank tests showed a reduction in total PAS (from 39% to 7%) from baseline to follow-up but five sports not currently offered through the national PE (physical education) curriculum (badminton, basketball, volleyball, cricket and rowing) saw an increase in participation. Young people’s perception of the program was positive, with a significant increase in those reporting the program helped them “be more sporty” and “be more healthy” (both significant at P < 0.05). While overall PAS did not increase, sports offered outside of those available as part of the national curriculum for PE were more popular; strengthening the case for further research and supporting the current trend of extending the sports available through PE in schools and school sports to positively contribute to increase in PAS. Future interventions should consider the target population more carefully in the design and implementation of such programs by offering culturally responsive PAS programs.

An Analysis of National Physical Education Curriculum Initiatives in Brazil

This study examines how curriculum in physical education (PE) in Brazil has evolved in the last 20 years. Since the beginning of the 20th century, PE in the Brazilian schools has been influenced by different conceptual, political, philosophical, scientific, and pedagogical trends. The most influential trends were originated from medical field, military, sports, and pedagogical philosophies. This analysis process consists of (a) a review of the Brazilian PE historical perspective, (b) an overview of the scope of national curriculum guidelines established between 1997 and 2017, and (c) a description and reflection of the transition from national guidelines to a recently established compulsory national curriculum. The findings suggest that the evolution of PE in Brazil resulted in significant positive changes in terms of inclusiveness, cultural diversity, and the expansion of the content using the concept of culture of the body. Multiculturalism, although still a challenge, was indeed considered in the former recommended guidelines and the current compulsory curriculum document.Subscribe to TPE