Why_Is_Pe_in_the_Nc

Why is Physical Education included within the National Curriculum' Physical Education (PE) is an integral part of the core curriculum, and is a foundation subject in all primary and secondary schools (Stidder and Hayes, 2011). “Physical education’’ is used to refer to that area of the school curriculum concerned with developing students’ physical competence and confidence, and their ability to use these to perform in a range of activities (Department of Education and Employment, 2000). I believe PE should be in the National Curriculum (NC) as it benefits people physically, mentally, emotionally and socially.” (Wuest, D.A., & Bucher, C.A., 1999). Young people can also get a great deal of enjoyment from PE lesson this is supported by Birtwistle, and Brodie (1991), who suggest that both teachers and pupils regularly rate PE lessons among the most important in the curriculum, along with the most enjoyable. Arguably, the debate about National Curriculum Physical Education (NCPE) and its role in promoting lifelong participation is a subject that has raised much discussion from physical educators, governments, health organisations and a large array of academic authors (Green et al, 2005: Fairclough et al, 2002: Kirk, 2005, Penney, 2008). The introduction of a new NCPE within the NC in September 2008 helped generated such contrasting arguments as to what the new NCPE should consist of and how lifelong learning and participation could be incorporated into NCPE (Green, 2005). Within this essay I endeavor to uncover and highlight the importance and relevance that PE has within the NC specifically looking at the importance and significance for promoting lifelong participation and the benefits to health. I will explain and evidence why I believe PE should be in the NC at all Key Stages. A number of authors questioned the effectiveness of NCPE, arguing that PE was too rigid in its approach and was failing to promote participation and learning following education (Harris and Penney, 1997; Green, 2000; Fairclough et al, 2002, Kirk, 2002; Kirk, 2004; Houlihan and Green, 2006, Penney, 2008). Fairclough et al, (2002 p.74) shares the collective belief that PE programmes can potentially influence the next generation of adults to fulfil healthier lifestyles through regular physical activity. I agree very strongly with the academic researchers. PE educates and informs about healthier lifestyles if taught in accordance to the NC. PE has always been inextricably linked to the health of young people and is recognised as providing the foundation of experiences that are the basis of participation in health enhancing physical activity throughout life, (Penney & Jess, 2004). This research is supported by Godin and Shephard (1986), who state that PA during childhood is vital to developing the positive attitudes that make such activities enjoyable, and to sustaining active lifestyles during adulthood. Green, (2004) support McKenzie, (2001), who believes that the exposure of pupils to a wide range of activities is fundamental in promoting lifelong participation. Through delivering such aims identified within the new NCPE should appeal to all pupils allowing them to make informed choices about the activities that are best suited to them. This notion is strongly supported and summerised by QCA, (2007 p14), who state that ‘schools create future generations’. I strongly agree with the QCA, PE is essential in the NC as without pupils experiencing a diverse range of physical activities such as dance, games, gymnastics and OAA the likihood of participation in later life would vastly reduce as opportunities for people to find an activity that suits their needs would be harder and more costly which would put financial strain on families as participation at foundation level would be within private clubs whereas PE within schools allows pupils to experience a variety of activities and learn the basic skills in lessons and extra – curricular clubs thus developing fundamental skills. Research has indicated a dramatic drop in fitness levels and an increase in health problems during the adolescent years and later life (Bailey, 2006). Many chronic illnesses in later life are a result of inactivity during childhood and adolescence (DoH, 2004). The Department for Education and Employment state that through sport and physical activity the government aims to tackle serious health issues such as heart disease and diabetes (Department of Education, 1999). The government aimed to tackle such problems through education, in the shape of the NCPE as the vehicle (Penney, 2008). I believe that if PE was not in the NC than young people would go into adulthood unaware of the benefits associated with regularly participation in sport and physical activity, this view is supported by PE Academics such as Fairclough et al, (2002), Kirk, (2004) and Houlihan and Green, (2006) who believe that NCPE can be utilised to educate people and instill physical activity and exercise within them that will in turn will lead to continued participation following education. Research from Kirk (2004), found that at the time of the study, one in five children in Britain were obese. Research such as this, has raised concerns about low levels of fitness among adolescent years and pupils attitudes towards physical activity (DoH, 2004; Kirk, 2004). I think that PE within the NC allows teachers to educate the health benefits and reduce the amount of inactive obese children within Britain but in order to do this teachers must ensure that as part of their delivery they must explain the benefits of physical activity and sport as a trend of opinion over the last fifty years is that the ‘key goal’ of PE is to prepare young people for lifelong participation in PA (Kirk, 2002) but if they do not know the benefits and do not enjoy the lesson they are less likely to have continued participation as adolescents and adults. A number of authors have argued that the effectiveness of the new NCPE in promoting lifelong participation is dependent on how teachers interpret the curriculum (Houlihan and Green, 2006: Penney, 2008). This is an issue that Penney, (2008) views as a potential grey area within the new NCPE. Due to the diversity and flexibility of the new NCPE there are no clear definitions of what activities ought to be taught by teachers within the new NCPE (Houlihan and Green ,2006: Evans and Penney, 2008). In relation to this, The Department for Education and Employment (1999) believe that NCPE should help pupils ‘discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong PA (DfEE, 1999). The above statement seems to support the general notion that the emphasis is on the PE practitioners to encourage PA to potentially increase lifelong participation. Penney (2008), identifies that is it up to the PE practitioners to deliver lessons that will inspire and encourage pupils participation to potentially maximise lifelong participation in PA. Overall the benefits of PE in the NC in relation to promoting lifelong learning and the benefits to health outweigh the negative. PE according to The Rose Report allows learners to become physically literate through a diverse and varied curriculum (Rose, 2010). Though regular participation in PA throughout childhood, it not only provides immediate health benefits, by positively effecting body composition and musculoskeletal development, (Malina et al, 2001) but also reduces risk of coronary heart disease, hypertension, diabetes and overall mortality, (US Department of Health and Human Services, 1996). Therefore, I believe PE should be seen as a core subject at all Key Stages of the National Curriculum. References Department for Education and Employment and Qualifications and Curriculum Agency (1999) Physical Education: The National Curriculum for England. London: DFEE and QCA. Department for Education and Employment. (2000) Physical Education: The National Curriculum for England and Wales for Education and Employment. London, UK: Department. Department of Health (DoH) (2004), Physical Activity, Health Improvement and Prevention. At Least Five a Week: Evidence on the Impact of Physical Activity and its Relationship to Health. A Report from the Chief Medical Officer, Department of Health: London. Fairclough, S., Stratton G. and Baldwin, G. (2002) The contribution of secondary school physical education to lifetime physical activity. European Phys Ed Review,Vol 8 (1):69-84. Fairclough, S. (2003) Physical activity, perceived competence and enjoyment during high school physical education. European Journal of Phys Ed. (8) 5-18. grades 7-9. Research Quart for exercise and sport 57(1):41-52. Godin, G. and Shephard, R.J. (1986) Psychological factors influencing intentions to exercise of young students grades 7-9. Research Quart for exercise and sport 57(1):41-52. Green, K. (2000), ‘Exploring the everyday 'philosophies' of physical education teachers from a sociological perspective’, Sport, Education and Society, 5(2):p. 109-129. Green, K., Smith, A., and Roberts, K., (2005), ‘Young people and lifelong participation in sport and physical activity: a sociological perspective on contemporary physical education programes in England and Wales’, Leisure Studies, 24(1):p.27-43. Green, K. (2004), ‘Physical education, lifelong participation and ‘the couch potato society’, Physical Education and Sport Pedagogy, 9(1):p. 73-86. Houlihan, B., and Green, M., (2006), ‘The changing status of school sport and physical education: explaining policy change’, Sport, Education and Society, 11(1):p.73-92. Harris , J. and Penney, D. (1997), ‘Extra-curricular physical education: more of the same for the more able’, Sport, Education and Society, 2, (1): p.41-54. Kirk, D. (2002), Quality of PE, Partnerships and Multiple Agendas: A Response to Karel J. Van Deventer, Presentation to the Commonwealth International Sports Conference, Manchester. Kirk, D. (2004), ‘Framing quality physical education : the elite sport model or Sport Education'’, Physical Education and Sport Pedagogy, 9(2):p.185-195. Kirk, D. (2005), ‘Physical Education, Youth Sport and Lifelong Participation: The Importance of Early Learning Experiences’, European Physical Education Review, 11, (3), pp. 239-255. Kirk, D. (2005), ‘Physical Culture, Lifelong Participation and Empowerment: Towards an Educational Rationale for Physical Education’, Keynote Address to the Leisure Studies Association Annual Conference Active Leisure and Young People, Leeds Metropolitan University, July. McKenzie, T.L. (2001) Promoting physical activity in youth: Focus on middle school environments, Quest, 53(3), 326-334. Malina R.M. (2006), ‘Tracking of physical activity and physical fitness across the lifespan’. Res Q Exerc Sport. 67(8) pp. 42-57. Penney, D., (2008), ‘Playing a political game and playing for position: Policy and Curriculum development in health and physical education’, European Physical Education Review, 14(33):p. 33-49. Penney, D. and Jess, M. (2004), ‘Physical Education and Physically Active Lives: A Lifelong Approach to Curriculum Development’, Sport, Education and Society 9(2): 269–88. Stiddr, G. and Hayes, S. (2011), The Really Useful Physical Education Book, Routledge: London. The Qualifications and Curriculum Authority (2007) Physical Education. Available from (www.qca.org.uk/qca_7893.aspx) [Accessed 23rd September 2011] US Department of Health and Human Services, 1996 Wuest, D.A., & Bucher, C. A. (1999), Foundations of physical education and sport (13th ed.). St. Louis: WCB McGraw-Hill.