Prof Dr Margaret Talbot

Reinforcing the Case for Physical Education

Prof Dr Margaret Talbot,
Vice President (Physical Education, Physical Activity & Sport),ICSSPE;
President, IAPESGW;
Leeds Metropolitan University.

UK PHYSICAL EDUCATION

prepares children to cope with cooperation, competition, winning and losing;
makes distinctive contributions to developing social skills, moral & aesthetic development;
provides skills and knowledge for future life working in sport, physical activity, leisure;
is inclusive - ability, sex, culture;
is the ONLY comprehensive way of providing ALL children with skills & knowledge for lifelong participation in physical activity & sport.

CHILDREN -GLOBAL DIFFERENCES

"DEVELOPED":
Sedentary lifestyles;
Mostly urban; Increased obesity;
Fears for children's safety (traffic, harm);
Established schools structures;
Pressure from academic subjects.

"LESS DEVELOPED"
Hard physical labour;
Urban/rural contrasts;
Food shortages, famine;
Fears for children's safety (war, exploitation) in some countries;
Patchy schools service;
Pressure to achieve academically.

ALL CHILDREN,
whatever their abilities and despite living in a wide range of countries and cultures, material circumstances, all:
Need to develop physically and grow;
Are predisposed to be physically active;
Need to experience being children before they have to be adult;
Learn best through activity;
Respond best to enjoyment and achievement

SUSTAINABLE DEVELOPMENT

SCHOOL PHYSICAL EDUCATION IS:
structurally effective; efficient;
appropriate for children and young people;
supported by teachers who know children and young people;
sustainable.

1998 RESOLUTION, 3RD INTERNATIONAL OLYMPIC FORUM FOR DEVELOPMENT, KUALA LUMPUR
"Reinforces the need to build the case for investment in sport and physical education both nationally and internationally especially by critical analysis of sports' role as a tool for development"
CASE MUST BE MADE FOR SCHOOL PHYSICAL EDUCATION

PHYSICAL EDUCATION AND SPORT ISSUES OF INCLUSION

THOSE MOST LIKELY TO BE EXCLUDED FROM COMMUNITY SPORT ARE:

• girls and women;
  
• people with disabilities, special needs;
  
• immigrants and people from ethnic minorities;
  
• the poor, especially from inner cities and single parent families.

PHYSICAL EDUCATION ESPECIALLY IMPORTANT FOR GIRLS AND WOMEN
School PE most comprehensive system possible;
Girls are more dependent on school PE for learning physical skills than are boys;
Schools seen as safe and protected - parental/cultural approval;
Less provision for girls in other sectors;
PE teachers (especially women) can be powerful role models;
PE a prevocational subject - adult jobs;
Reinforces the need for girls' rights to education.

RESEARCH FINDINGS
Physical Education (and sport) - effects on girls:

• enhances self esteem and reduces tendency to risk behaviours;
  
• reduces likelihood of early sexual activity & teenage pregnancy;
  
• reduces negative attitudes to school and dropout;
  
• prepares for high level sports achievements;
  
• is an important prevocational subject;
  
• improves health, prevents injuries from poor posture, carrying, poor balance;
  
• enhances academic performance.

GIRLS' EXPERIENCES OF PHYSICAL EDUCATION
"It makes me feel as if I could fly away." "I feel strong; I like that." "I like to use the same equipment as the boys, and beat them with it."

WINDHOEK CALL FOR ACTION 1998

Addressed to all governments, educational & research institutions
"Avert the 'world crisis in physical education' by establishing and strengthening quality physical education programmes as key means for positive introduction to young girls of the skills and other benefits they can acquire through sport. Further, create policies and mechanisms that ensure progression from school to community-based activity"

SAME NEEDS FOR OTHER EXCLUDED GROUPS

NEEDS FOR SUSTAINABLE DEVELOPMENT
Systematic introduction to skills and knowledge for participation, for all children - time for Physical Education in schools curricula;
Skilled and well qualified teachers of PE, in elementary & high schools: range of role models;
Equipment & space;
Support for teachers to deliver high quality Physical Education;
More knowledge about children's experiences and curriculum effect - basic data, evaluation and research.

THE CASE FOR PHYSICAL EDUCATION - BERLIN SUMMIT NOVEMBER 1999

Supported by IOC & Berlin Government, under patronage of IOC, UNESCO, endorsed by WHO.
The case for PE made on the grounds of evidence from the following areas of research:
Educational, children's development, contributions to social & cognitive development, school life;
Economic - prevention of risk behaviours, health problems, long term benefits;
Health;
Sports development, foundation for/of sport;
Social development & inclusion.

STATE & STATUS OF PHYSICAL EDUCATION WORLD-WIDE
World-wide audit funded by IOC through ICSSPE;
Undertaken by Dr Ken Hardman (University of Manchester):
Despite being legal requirement in most countries, PE often not delivered or supported properly;
Time in curriculum & funding reducing world-wide;
Insufficient teachers trained to deliver, especially elementary schools;
Teachers report decrease in morale of PE profession;
Poor awareness/support for PE from Education Ministries.

BERLIN AGENDA FOR ACTION I; for Government Ministers
The World Summit on Physical Education reinforces the importance of Physical Education as a lifelong process. It is particularly important for every child as articulated in the International Convention on the Rights of the Child. All children have a right to:
1. The highest level of health;
2. Free and compulsory primary education for both cognitive and physical development;
3. Rest and leisure; play and recreation.

BERLIN AGENDA FOR ACTION I - action from Government Ministers to:
Implement PE as human right for all children;
recognise that quality PE depends on well-qualified educators & scheduled time within the curriculum, both of which are possible to provide even when other resources like equipment are in short supply;
invest in initial & Inservice professional training & development for educators;
research to improve effectiveness & quality of PE;
work with international financial institutions to ensure PE is included as part of their definition of education; recognise the distinctive role of PE in physical health, overall development & safe, supportive communities; recognise that failure to provide PE costs more in health care than the investment needed for PE.

BERLIN AGENDA SENT TO MINEPS III (Third International Conference of Ministers & Senior Officials for PE & Sport) Dec 1999
Declaration… "intended to mobilise governments, intergovernmental & non-governmental organisation& individuals throughout the world".
"The Ministers reiterate the importance of physical education and sport as an essential element and an integral part in the process of continuing education and human and social development."
"…urge donor countries and international financial bodies to recognise sport and physical education as powerful tools for development…"

MINEPS III
…note the need, and request UNESCO's support, for the inclusion of physical education and sport as Human Development indicators by the United Nations Development Programme at the same level as education, health and the environment.
They are deeply concerned to note that … opportunities for children to participate in physical education have been significantly curtailed. It is noted that the time required for physical education in schools is being substantially reduced…. In this context, they endorse the Berlin Call for Action … and encourage Member States to ensure that sport and physical education are incorporated in school programmes…

MINEPS III
Recognise the importance of NGOs play in promoting physical education and sport .. And encourage Member States to strengthen their partnership with NGOs in the development of programmes and policies relating to sport & physical education;
Also noted the under-representation of women as participants, coaches, officials & decision-makers in sport - urge action (including education).

STATEMENTS AND COMMUNIQUES ARE POWERFUL LEVERS, BUT: ACTION REQUIRED TO ENSURE APPROPRIATE & TIMELY INTERVENTION.
ICSSPE WILL:
Provide leadership and hub for sharing information, dissemination;
Monitor and review progress;
Make proposals for future work;
Berlin Agenda II (for Physical Educators);
Publish books - "Building the Case for Physical Education", "Good Practices in Physical Education";
Produce an advocacy toolkit - "Making the Case for Physical Education.

STATEMENTS ARE POWERFUL LEVERS, BUT:
INTERVENTION AT NATIONAL LEVEL NEEDED:
Gos & NGOs WORK TOGETHER TO SECURE COMMITMENT, eg:
Endorsement OF Berlin Agenda & MINEPS III;
national audit, situation for Physical Education;
trained teachers, curriculum time, equipment;
dissemination. Conferences, publications;
reviewing systems, quality of training for PE;
customising materials for national context;
lobbying government, school boards, governors;
research.

GOVERNMENTS

Recognise the case for Physical Education, both immediate benefits for children and young people, and longer term benefits for society and the economy;
Commit to invest in PE through providing a secure place in the school curriculum for all children and adolescents: recognise the special benefits for girls;
Allocate resources for teacher education - initial and post-experience;
Invest in research on PE's contributions to educational, social and economic development;
Integrate education and sports policies;
Work with the PE profession.

SPORTS ORGANISATIONS

Acknowledge the distinctive role which Physical Education plays in sports development - what would YOUR sport need to put in place without it?
Help to lobby government to provide the basic needs required for effective Physical Education;
Support teachers with technical knowledge and expertise, avoid displacing school Physical Education;
Learn from teachers about the needs of children and young people;
Support schools with links with community and competitive sport.

DEVELOPMENT/AID AGENCIES

Meet MINEPS III's call for donors to recognise the role of PE as tool for development, especially for girls; Co-ordinate aid for health and education, youth development to include physical education, especially:
setting up national professional networks & organisations for development of PE;
twinning, bilateral schemes to develop PE;
programmes of in-service & initial training, especially for teachers in elementary schools;
advocating curriculum time for PE.

BERLIN AGENDA II - for Physical Education
The overwhelming message is to improve quality of Physical Education -
nature of the PE curriculum/experience;
contributions of PE to wider school agendas;
progression and standards, expectations;
review of teacher education/preparation - fundamental PE or sports education?
definitions of physical literacy - common, accessible terminology;
equity, inclusion.

STEPHEN KUUSISTO (1998)
"The craving to appear like your peers is an enslavement at any age, but it is particularly bad in childhood, and it only gets worse in adolescence. Add to this the excitement of passing as a sighted person, the exhilaration of walking the top of a steep fence without falling."

STEPHEN KUUSISTO (1998)
"My daylight world is too often a rude awakening. On the school playground, loitering on the sidelines, I rub my eyes in the terrible light. There are fast-moving pastels - a softball game is in progress. The gym teacher doesn't even want me in the game, but I am expected to stand there as if the fresh air alone were a substitute for physical education."

" EXAMPLES OF ACTIONS FROM ENGLAND
"SPEEDNET" - Sport & Physical Education Network - coherent voice, quick response, intervention;
Data collection to show effects of Government policy on PE - extensive media coverage;
Briefing meetings for Sport Minister (PE trained);
"Insider work" within Ministry of Education;
Persuaded Head of Schools Inspection Service to raise profile of PE in school inspections;
Continuing advocacy ref initial teacher education, in-service education;
Support for improvement of quality.

PE POSITION/POLICY
Does PE have a clear position statement?
Which partners already share PE's delivery, intentions?
Which partners accept that PE has its own role to play; and which want to impose or displace with their own? Which need to be "helped" to understand how PE's unique role affects their roles?
PE SHOULD NOT BE DEFERENTIAL!

CORE VALUES - INFORM PRACTICE
DEWAR & INGHAM (1987)
"We in physical education have spent decades questing after authority. The quest is professionalist and the quest stifles critical evaluation, creative problem formation and crap detecting."

"PROFESSIONALIST" v/s "PROFESSIONALISM"
"Professionalist" - self-serving, protective, leads to gatekeeping; quest after "totems" of professional respectability, careerism, status;
"Professionalism" - altruistic, serving needs of clients, service; integrity based on shared core values.

PE NEEDS EFFECTIVE ORGANISATIONS
Argyris (1964): effective organisations accomplish and sustain 3 activities:
* achieve their goals
* maintain themselves internally
* adapt to their environments

ORGANISATIONAL HEALTH: MILES 1964
members agree & accept goal focus;
effective and easy communication;
capacity to collaborate & coerce;
use people effectively - development; are cohesive;
maintain good morale;
innovate, develop & differentiate as needed;
can decide future action, rather than respond;
can adapt to changing circumstances;
can solve problems without disruption.

ORGANISATIONAL SELF-RENEWAL
Organisational life cycle: where are we now?

• birth
  
• maturity
  
• atrophy
  
• death

Need capacity for continuous problem-solving; capacity to recognise relevant problems; and people with necessary knowledge and skills

LEADERS (all of us) NEED POLITICAL SKILLS
Baddeley & James (1987):
"Political skill is the elusive and increasingly demanded ingredient of success and survival in organisational life. Being politically skilled means being able to manage the requisite variety of your organisation. It means you can make the most of the multiplicity of experiences, abilities and perceptions of the people you work with."

" UNITED NATIONS 1994
ENTITLEMENT AND EMPOWERMENT
Entitlement is "a right to resources" (United Nations 1994)
Empowerment consists of the "skills, access and other resources that make it possible to exercise an entitlement" (United Nations 1994)
Crucial role of P.E. and Education - create "enabling environments"

PHYSICAL EDUCATION: INVESTMENT IN CHILDREN'S & SPORT'S FUTURE