The development of the physical education curriculum in primary schools in the United Kingdom

2012 ◽  
pp. 75-85
Keyword(s):  
United Kingdom ◽  
Physical Education ◽  
Primary Schools ◽  
Education Curriculum ◽  
The United Kingdom

scholarly journals Uso de la petanca en las programaciones de Educación Física y como actividad extraescolar en los Centros de Primaria (Use of petanque in the Physical Education curriculum and as an extracurricular activity in Primary Schools)

Retos ◽  
2015 ◽  
pp. 70-74
Author(s):  
Rafael Merino Marban ◽  
Oscar Romero Ramos ◽  
Emilio Francisco Fernández Rodríguez ◽  
Francisco José Rey Pérez
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
The Elderly ◽  
Extracurricular Activity ◽  
Education Curriculum ◽  
School Environments ◽  
Field Equipment ◽  
Playing Field ◽  
School Settings ◽  
Sporting Activities

A pesar de las posibilidades de adaptación (material, terreno, jugadores, etc) y de poder practicarla en casi cualquier contexto, la petanca es el «gran desconocido» dentro de los deportes escolares. Su asociación a la tercera edad unido al desconocimiento de las posibilidades, ventajas y beneficios que nos proporciona su práctica, son los principales factores por los que suponemos no se practica a nivel escolar. Según diversos estudios el uso de la petanca a nivel escolar es insignificante por no decir prácticamente inexistente. A pesar de la interesante aplicación educativa a nivel escolar y la gran versatilidad de sus componentes: terreno, material y reglamento. Se presenta para concluir una propuesta de secuenciación de contenidos según la L.O.E. que justificaría el empleo de la petanca en el contexto escolar.Abstract: Despite the possibilities of adaptation (equipment, playing field, players, etc.) and its capacity of being played in almost any context, the game petanque is surprisingly absent in school sporting activities. Its association with the elderly, in addition to the fact that little is known about the possibilities, advantages and benefits of practicing this sport, are probably the main reasons why it is not practiced in school settings. According to diverse studies, the use of petanque in school settings is insignificant and perhaps almost inexistent, despite its potentially interesting educational application in schools and the great versatility of its ingredients: the playing field, equipment and rules. In conclusion, we would like to present a proposal of sequenced content based on the L.O.E. that would justify the employment of petanque in school environments.

scholarly journals Lifestyle Sports and Physical Education Teachers’ Professional Development in the United Kingdom: A Qualitative Survey Analysis

2021 ◽  
Vol 11 (10) ◽  
pp. 642
Author(s):  
Thomas M. Leeder ◽  
Lee C. Beaumont
Keyword(s):  
Professional Development ◽  
United Kingdom ◽  
Physical Education ◽  
Team Sports ◽  
Continuing Professional Development ◽  
Future Research ◽  
Personal Factors ◽  
Survey Analysis ◽  
The United Kingdom ◽  
Qualitative Survey

Lifestyle sports can contribute to national sport and physical activity agendas. However, schools in the United Kingdom (UK) have generally resisted the implementation of such activities within the physical education (PE) curriculum. This may stem from PE teachers’ limited knowledge and restricted engagement with lifestyle sports continuing professional development (CPD), coupled with the dominance of traditional team sports within the PE curriculum. Consequently, the aim of this research was to explore the opportunities and challenges PE teachers in the UK encounter when delivering lifestyle sports, in addition to understanding their current professional development needs to enhance their practice. Data were collected via an online qualitative survey involving 53 UK-based PE teachers. Following a reflexive thematic analysis process, three themes were developed: (1) PE teachers’ understanding, conceptualisation, and delivery of lifestyle sports; (2) challenges to delivering lifestyle sports within the PE curriculum; and (3) the learning needs and CPD preferences of PE teachers. Findings indicated that the participants possessed diverse conceptualisations of lifestyle sports, while faced with logistical, contextual, and personal factors which impacted their practice. Furthermore, the participants outlined their preferences towards lifestyle sports CPD and the challenges restricting their engagement with learning opportunities. Recommendations for future research are discussed.

scholarly journals Characteristics and practices of school-based cluster randomised controlled trials for improving health outcomes in pupils in the United Kingdom: a methodological systematic review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kitty Parker ◽  
Michael Nunns ◽  
ZhiMin Xiao ◽  
Tamsin Ford ◽  
Obioha C. Ukoumunne
Keyword(s):  
United Kingdom ◽  
Health Outcomes ◽  
Primary Schools ◽  
School Setting ◽  
Sample Size Calculation ◽  
School Level ◽  
The United Kingdom ◽  
School Based ◽  
Cluster Randomised ◽  
Study Characteristics

Abstract Background Cluster randomised trials (CRTs) are increasingly used to evaluate non-pharmacological interventions for improving child health. Although methodological challenges of CRTs are well documented, the characteristics of school-based CRTs with pupil health outcomes have not been systematically described. Our objective was to describe methodological characteristics of these studies in the United Kingdom (UK). Methods MEDLINE was systematically searched from inception to 30th June 2020. Included studies used the CRT design in schools and measured primary outcomes on pupils. Study characteristics were described using descriptive statistics. Results Of 3138 articles identified, 64 were included. CRTs with pupil health outcomes have been increasingly used in the UK school setting since the earliest included paper was published in 1993; 37 (58%) studies were published after 2010. Of the 44 studies that reported information, 93% included state-funded schools. Thirty six (56%) were exclusively in primary schools and 24 (38%) exclusively in secondary schools. Schools were randomised in 56 studies, classrooms in 6 studies, and year groups in 2 studies. Eighty percent of studies used restricted randomisation to balance cluster-level characteristics between trial arms, but few provided justification for their choice of balancing factors. Interventions covered 11 different health areas; 53 (83%) included components that were necessarily administered to entire clusters. The median (interquartile range) number of clusters and pupils recruited was 31.5 (21 to 50) and 1308 (604 to 3201), respectively. In half the studies, at least one cluster dropped out. Only 26 (41%) studies reported the intra-cluster correlation coefficient (ICC) of the primary outcome from the analysis; this was often markedly different to the assumed ICC in the sample size calculation. The median (range) ICC for school clusters was 0.028 (0.0005 to 0.21). Conclusions The increasing pool of school-based CRTs examining pupil health outcomes provides methodological knowledge and highlights design challenges. Data from these studies should be used to identify the best school-level characteristics for balancing the randomisation. Better information on the ICC of pupil health outcomes is required to aid the planning of future CRTs. Improved reporting of the recruitment process will help to identify barriers to obtaining representative samples of schools.

scholarly journals The Influence of Relative Age Effect in the Assessment of High School Students in Physical Education in the United Kingdom

2012 ◽  
Vol 31 (1) ◽  
pp. 56-70 ◽  
Author(s):  
Simon J. Roberts ◽  
Stuart J. Fairclough
Keyword(s):  
High School ◽  
United Kingdom ◽  
High School Students ◽  
Physical Education ◽  
Junior High School ◽  
Older Children ◽  
School Students ◽  
Formal Curriculum ◽  
Relative Age ◽  
The United Kingdom

The common practice of annually age grouping children in education, likely done under the assumption of similarly aged children sharing similar abilities and learner characteristics, may actually undermine equity and fairness in student assessments. This strategy has received criticism for (dis) advantaging those older children born closer to the “cut off” date for entry into an academic year and for promoting the existence of relative age effects (RAEs). This paper explores the possibility that RAEs may be prevalent in the end-of-year attainment levels of junior high school physical education (PE) students. The PE end-of-year attainment scores were collected from 582 students in grades 7, 8 and 9 (aged 11–14 years) in the United Kingdom (UK). The results from a one-way analysis of variance (ANOVA) indicated a significant main effect for month of birth (p = .001) and gender (p = .001). Follow up interviews with heads of PE (HoPE) revealed a lack of awareness of RAEs and inconsiderate assessment strategies, which deviated from the requirements of the formal curriculum. The implications of RAEs in school PE assessment and possible recommendations are discussed.

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