DEVELOPMENTS IN CONCEPTS OF PHYSICAL EDUCATION

From: Professor Dr. E. Van Assche

source: A. Jewett, L. Bain, C. Ennis 1995 "The curriculum Process in Physical Education " - Brown & Benchmark, Madison Wisconsin, Dubuque Iowa

1. knowledge of subject matter.

2. current demands of society.

3. educational level of the students.

The theoretical make-up of a professional concept is characterized by the previous points. Usually, in this order: #2, #3, & #1. If we take a look at the dailiy practice we see that the curriculum is defined through the subject matter and is aimed toward goals which evolve from specific social trends.

Throughout the United States and Europe the following models of physical education have existed:

- Sport Model (sometimes a movement analysis model) designed for better sports participation and involving competition and / or recreation.

- Fitness-Education Model (sometimes designed to improve health-related fitness) Also, to improve or facilitate higher sports achievements. When we look at Special Needs students or groups, the two previous models will not be followed exclusively. Modifications or adaptations must be developed or presented.

- Self-Actualization Model (individual is asked to pursue challenging activities for their Inherent effect upon the personality and self-esteem). Personality development takes precedence over the psychomotor development.

- Social Reconstruction Model (emphasis is upon cooperation, respect for each other, individual differences, cultural diversity, etc.) Leadership and responsibility must be taught and the individual must be given opportunities to develop these traits.

Throughout the world basic motorlearning,or instruction,is still the goal of most physical educators. The movement culture of each country dictates how this is carried out. Obviously, differences still exist between the countries.

The goals of physical education are unanimously the same. However, physical education now seeks third millennium goals which include:

A. Development of motor competence.

B. Development of individual fitness, health and activity.

C. Development of self-esteem and social relations.

Modern physical education may have A, B or C as dominant goals. Mostly,it is A or B. The individual well-being and the social relations in a class group (C) are,however, the conditions necessary to the development of A and B. A well-balanced curriculum from K-12 attaches similar interest to all categories; however, not at the same point in time for all students.

SOME QUESTIONS TO PROVOKE A DISCUSSION:

1.To what extent does the physical education teacher's personal sports preference influence his/her professional concept of physical education?

2. Are the goals of physical education, (characterized by A, B, & C), equally important for all ages?

3. When teaching physical education classes, is the "well-being" or "self-appreciation" of each student, more important than his/her progress in the achievement of sports skills?

Your feedback is much appreciated, it's in the advantage of the p.e. community.

Submit your thoughts, reactions to: guy.vandamme@skynet.be

I forward the reactions to Professor Dr. Erik Van Assche and he'll moderate the discussion.