A self‐study of a national curriculum maker in physical education: challenges to curriculum change

2011 ◽  
Vol 43 (1) ◽  
pp. 87-108 ◽  
Author(s):  
Jeongae You
Keyword(s):  
Physical Education ◽  
Curriculum Change ◽  
National Curriculum ◽  
Self Study

The purpose of this study was to examine the changes and trends of physical education curriculum and suggest educational implications for elementary fitness education. Data which were collected from PENC(Physical Education National Curriculum) and research reports were analyzed according to 1) objectives, 2) contents, 3) teaching methods and evaluations. The findings suggest that 1) objectives of PENC was changed from second order and ultimate objectives to instrumental objectives, 2) contents of PENC was changed from play and exercise-oriented to activity-oriented. 3) teaching methods of PENC was changed from passive assessment and prescriptions to self-oriented practice and check. Evaluations was changed from objective fitness testing to process-based comprehensive evaluation. Building on these key findings, the implications for elementary fitness education are as follows: First, elementary fitness education should be strengthened to enhance lifelong healthy life style for learners. Second, elementary fitness education should takes into account more learner’s interest and growth level. Third, elementary fitness education should be taught and evaluate students to continue to participate in activities of their own willingness.

2020 ◽  
Vol 59 (5) ◽  
pp. 57-69
Author(s):  
Mirim Park ◽  
Kyunghwan Jang
Keyword(s):  
Physical Education ◽  
Teaching Methods ◽  
Comprehensive Evaluation ◽  
National Curriculum ◽  
Fitness Testing ◽  
Healthy Life ◽  
Fitness Education ◽  
Education Data ◽  
Educational Implications ◽  
Healthy Life Style

scholarly journals National Curriculum for Physical Education in the United States

Quest ◽  
2016 ◽  
Vol 69 (2) ◽  
pp. 220-235 ◽  
Author(s):  
Junghwan Oh ◽  
Kim C. Graber
Keyword(s):  
United States ◽  
Physical Education ◽  
National Curriculum ◽  
The United States

scholarly journals The reality of inclusion in physical education in the Brazilian school system

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 11-28
Author(s):  
Eliane Mauerberg de Castro ◽  
Gabriella Andreetta Figueiredo ◽  
Debra Frances Campbell
Keyword(s):  
Physical Education ◽  
Systems Theory ◽  
Dynamic Systems ◽  
School System ◽  
National Curriculum ◽  
Holistic Approach ◽  
Dynamic Systems Theory ◽  
Education Practice ◽  
Brazilian Government ◽  
Movement Culture

Our purpose in this article was threefold. First, we attempted to analyze evidences of inclusion in the Brazilian school, and we argued that inclusion still is a long road ahead, particularly, in the field of physical education. In relation to inclusion, we used data provided by the Brazilian government itself to demonstrate several issues of concern, including some with educational governing bodies. Second, we examined how the Brazilian physical education national curriculum parameters have been tailored in their pedagogical recommendations to accommodate the “movement culture” approach. Although physical educators endorsed the new curricular directives, their practice in school with inclusion revealed troublesome situations. Overall, they admitted that they did not feel prepared to work with students with disability in their classes, and they feel that they need continuing education, as well as actual administrative/government investments. Third, we introduced concepts from dynamic systems theory to our adapted physical education practice while working with people with disabilities in inclusive settings. We illustrated the theory in its application to the physical education practices by reporting a lifetime of work in outreach programs in the field of adapted physical activity (APA), at São Paulo State University at Rio Claro. The complexities in the practice of inclusive school physical education require a holistic approach, which we feel can be accomplished through the employment of dynamic systems concepts. Whether epistemological directions include the movement culture approach or dynamic systems theory, or a hybrid, these efforts must be sustained by committed teachers, the school system, government leaders, families, and the entire community.

scholarly journals Teacher’ reflections on physical education in pre-school education including the national curriculum reference

2001 ◽  
Vol 15 (1) ◽  
pp. 83
Author(s):  
Osvaldo Luiz Ferraz ◽  
Lino De Macedo
Keyword(s):  
Physical Education ◽  
National Curriculum ◽  
Sao Paulo ◽  
School Education ◽  
São Paulo ◽  
Teacher Reflections

O objetivo desta pesquisa foi investigar o papel da Educação Física na Educação Infantil, considerando-se os objetivos gerais, objetivos específicos, os conteúdos da aprendizagem, elementos de gestão da aula e avaliação, explicitados por professores da Rede Pública Municipal de Ensino de São Paulo que desenvolvem Educação Física de forma regular e sistematizada, visando verificar as relações existentes entre os objetivos gerais e os específicos e o quanto estão presentes, na atuação profissional, os aspectos teóricos e práticos da proposta do Referencial Curricular Nacional para a Educação Infantil. Entrevistou-se quatro professores, considerados modelos de proposta pedagógica adequada, indicados pela Diretoria de Orientação Técnica da SME-SP. Tendo em vista os resultados obtidos, pode-se observar que: a) os objetivos gerais possuem intencionalidade educativa e não somente assistencial, demonstrando preocupação em auxiliar a inserção da criança em um meio social diferente da família; b) os objetivos específicos definem a Educação Física tomando-se por base uma “qualidade do movimento” expressa na ampliação e aprimoramento das formas básicas de movimento; c) em relação aos conteúdos, pode-se observar a presença das dimensões conceituais, atitudinais e procedimentais; d) considerando-se a gestão da aula, quanto ao aspecto tempo, o trabalho não está restrito ao tempo livre no parque, mas implementado em atividades com intervenção do professor; quanto ao espaço e objetos, as questões relacionadas à possibilidade de variações em sua utilização pelas crianças foi enfatizada e quanto aos relacionamentos, verificou-se a valorização das trocas propiciadas pela interação entre as crianças; e) em relação à avaliação, não foi observada preocupação com as técnicas de movimento, entretanto a qualidade do movimento foi enfatizada, referindo-se à superação dos problemas mais comuns encontrados nas habilidades básicas. Em termos gerais, os elementos contidos no Referencial Curricular Nacional para Educação Infantil estão presentes na prática pedagógica dos professores. Sugere-se cursos de formação continuada para que os professores possam discutir e aprimorar esta área do conhecimento

scholarly journals A TRAJETÓRIA DAS DIRETRIZES CURRICULARES NACIONAIS DO CURSO DE EDUCAÇÃO FÍSICA

2020 ◽  
Vol 3 ◽  
pp. 134
Author(s):  
Carla Chagas Ramalho ◽  
Fernanda De Souza Cardoso
Keyword(s):  
Physical Education ◽  
National Curriculum ◽  
National Guidelines ◽  
Critical Knowledge ◽  
Social Interests ◽  
Curriculum Guidelines ◽  
Training Area

RESUMOEste trabalho buscou trazer a trajetória das Diretrizes Curriculares Nacionais de Educação Física, com o propósito de apontar as transformações da Educação Física enquanto área de formação. Para alcançarmos este objetivo, utilizamos como metodologia a pesquisa bibliográfica, analisando documentos e bibliografias relacionadas ao período da implementação da Educação Física (inicialmente conhecida como Ginástica) no cenário escolar aos dias atuais, com a nova Diretriz no ano de 2018. Após esta análise, observamos que o curso de Educação Física sempre serviu a interesses sociais adversos e constatamos que este curso se encontra num momento de total incompatibilidade curricular com as diretrizes nacionais que o baseiam, ou seja, discrepância entre documentos gerados pelo mesmo órgão (Conselho Nacional de Educação). Por este motivo, torna-se o momento propício para debates onde a classe de trabalhadores(as) de Educação Física consigam caminhar em prol do conhecimento amplo e crítico para todos(as), fomentando uma base fortificada e unida num propósito de uma Educação Física ampliada em seus conhecimentos e atribuições, sem interesses exclusivos do mercado de trabalho.Palavras-chave: Diretrizes. Currículo. Educação Física. ABSTRACTThis work sought to bring the trajectory of the National Curriculum Guidelines for Physical Education, with the purpose of pointing out the transformations of Physical Education, as a training area. To achieve this goal, we used bibliographic research as a methodology, analyzing documents and bibliographies related to the period of implementation of Physical Education (initially known as Gymnastics) in the school scenario to the present day, with the new Guideline in 2018. After this analysis, we note that the Physical Education course has always served adverse social interests and we note that this course is at a time of total curricular incompatibility with the national guidelines on which it is based, that is, discrepancy between documents generated by the same body (Conselho Nacional de Educação) . For this reason, it becomes a propitious moment for debates where the class of Physical Education workers is able to walk in favor of broad and critical knowledge for all, fostering a fortified and united base in a purpose of Physical Education expanded in their knowledge and duties, without exclusive interests in the labor market.Keywords: Guidelines. Curriculum. Physical Education.

Classroom teachers’ and administrators’ views of teaching health and physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 448-464
Author(s):  
Dominique Banville ◽  
Ben Dyson ◽  
Pamela H Kulinna ◽  
Michalis Stylianou
Keyword(s):  
Physical Activity ◽  
New Zealand ◽  
Physical Education ◽  
Professional Learning ◽  
School Environment ◽  
Primary Schools ◽  
National Curriculum ◽  
Classroom Teachers ◽  
Health And Physical Education ◽  
Aotearoa New Zealand

Teacher efficacy influences what and how they teach. This may be particularly important to consider in Aotearoa New Zealand contexts where primary classroom teachers teach health and physical education and use physical activity breaks with little training. It remains unclear how classroom teachers perceive this role and how to better support them. The purpose of this study was to investigate classroom teachers’ and administrators’ views of teaching health and physical education, including physical activity behaviours, in primary schools in Aotearoa New Zealand. Participants were 10 teachers and three administrators from two schools selected as a purposive sample. Data were collected through formal interviews, field notes, and photographs, and were analysed using inductive analysis and constant comparison. The findings are shared using four themes: (a) support for physical activity breaks; (b) support for curriculum content in health and physical education and ‘Kiwi’ sport culture; (c) teachers’ influence level; and (d) school environment. Overall, teachers and administrators felt very efficacious in their roles of creating healthy and active schools. These teachers also appeared to be confused regarding the difference between physical education, sport, and physical activity. They did feel, however, that instructional self-efficacy could be improved through enhanced content and pedagogy taught in teacher education programmes, and increased opportunities for professional learning and development. Potentially, this could lead to more time spent teaching the health and physical education content as well as a greater focus on the national curriculum for health and physical education being taught in Aotearoa New Zealand.

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