8) The Future Development of Physical Education

A number of key policy statements regarding the future development of Physical Education and Physical Activity practices have been produced by both international and national organisations. These documents should inform and be enshrined into a national strategic plan for Physical Education and Physical Activity promotion. The Berlin Agenda and the Declaration of Punta del Este are especially strong documents, as they comprise consensus statements from world leaders in the field of Physical Education and Physical Activity. Policy statements produced by the World Health Organisation also describe strategic pathways to the further promotion of Physical Education and Physical Activity on national basis. Additionally, recommendations specific to the Irish context are described in the following sections. These statements and recommendations should form the basis of a strategic plan for the future development of Physical Education in Ireland.

The Berlin Agenda (1999) for Action for Government Ministers

The World Summit on Physical Education (1999) reinforces the importance of Physical Education as a life-long 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.

The Berlin Agenda calls for action by governments and ministries responsible for education and Sport to:

• implement policies for Physical Education as a human right for all children;
  
• recognise that quality Physical Education depends on well-qualified educators and 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 and in-service professional training and development for educators;
  
• support research to improve the effectiveness and quality of Physical Education;
  
• work with international financial institutions to ensure Physical Education is included as part of their of definition of education; · recognise the distinctive role of Physical Education in physical health, overall development and safe, supportive communities; · recognise that failure to provide Physical Education costs more in health care than the investment needed for Physical Education;

Berlin, November 5, 1999

UNITED NATIONS EDUCATIONAL,
SCIENTIFIC AND CULTURAL ORGANIZATION

THIRD INTERNATIONAL CONFERENCE
OF MINISTERS AND SENIOR OFFICIALS RESPONSIBLE
FOR PHYSICAL EDUCATION AND SPORT
(MINEPS III)

Punta del Este, Uruguay, 30 November-3 December 1999

DECLARATION OF PUNTA DEL ESTE

1. On the threshold of a new millennium, the third International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport (MMPS 111) met in Punta del Este (Uruguay) from 30 November to 3 December 1999. In a spirit of true global cooperation and mutual understanding, the participants adopted this Declaration intended to mobilize governments, intergovernmental and non-governmental organizations and individuals throughout the world.

2. 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. These activities can also contribute to social cohesion, mutual tolerance and the integration of different ethnic and cultural minorities at a time when migration concerns all continents They underline the importance of the United Nations Educational, Scientific and Cultural Organization (UNESCO) as a focal point for Sport and Physical Education in the United Nations system.

3. In this era of globalization, the Ministers note the need for renewed effort for North-South dialogue and cooperation, and urge donor countries and international financial bodies to recognize Sport and Physical Education as powerful tools for development with a view to reducing the gap between the developed and the developing countries, and to provide resources for this through official development assistance programmes. They also 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 (UNDP) at the same level as education, health and the environment.

4. They are deeply concerned to note that, in spite of the expansion of elite Sport and Sport for all programmes in recent years, opportunities for children to participate in Physical Education have been significantly curtailed. lt is noted that the time required for Physical Education in schools is not being respected and is even being substantially reduced in many countries because of changing priorities. The reduction of Physical Education programmes, they note, has contributed to the phenomenal rise in juvenile delinquency and violence, and rising medical and social costs. Studies undertaken at international levels indicate that $1 invested in Physical Activity leads to a saving of $3.2 in medical costs. In this context, they endorse the Berlin Agenda for Action adopted by the World Summit on Physical Education in 1999 and encourage Member States to ensure that Sport and Physical Education are incorporated in school programmes or, as a minimum, that their legal requirements with respect to Physical Education programmes in school curricula are being met.

5. The Ministers note that, although substantial progress has been made worldwide, women are still under-represented as participants, coaches, officials and decision-makers in Sport. They urge Member States and Sports bodies to undertake a course of action to raise the involvement of girls and women in Physical Education and Sport in all capacities at regional, national and local levels, using the 1979 United Nations Convention on the Elimination of All Forms of Discrimination Against Women and the 1994 Brighton Declaration on Women and Sport as reference documents.
6. The Ministers underscore the importance of promoting lifelong Sport and ensuring that Sport and Physical Activity programmes are made available to elderly persons and persons with disabilities.

7. The Ministers emphasize the ethical values of Sport and urge all countries, both developed and developing, to work together to combat unethical behaviour, including doping in Sport. They appreciate the initiative of the International Olympic Committee (IOC) in establishing the World Anti-doping Agency (WADA) and emphasize the important role of all governments in WADA and in eliminating doping in Sport in general. May further encourage this Agency to assist developing countries in their efforts to fight against doping in Sport. UNESCO's role in this field should concentrate on information and education in particular.

8. The Ministers support a policy of preserving and enhancing traditional and indigenous Sports based on the cultural heritage of regions and nations, including a "worldwide list of traditional games and Sports", and of encouraging the holding of regional and world festivals.

9. The Ministers note that in the coming millennium UNESCO should play a leading role as a catalyst organization to reinforce global cooperation based on the fact that Physical Education and Sport can play a significant role in the socio-economic development of all countries. They urge UNESCO, in conjunction with other United Nations specialized agencies and the IOC, to prepare a comprehensive programme for financial and technical assistance to the developing countries.

10. The Ministers urge the Director-General of UNESCO to allocate sufficient financial and human resources and to reinforce the structure within the UNESCO Secretariat in the field of Physical Education and Sport.

11. The Ministers encourage the Director-General of UNESCO to promote periodic regional meetings of senior officials and experts from Member States under the auspices of the Intergovernmental Committee for Physical Education and Sport (CIGEPS).

12. In order to ensure progress, the Ministers recommend to the Director-General of UNESCO the holding of a Round Table of Ministers of Sport and Physical Education at the 31st session of the General Conference of UNESCO with a view to undertaking an interim review of follow-up action to MINEPS IIl.

13. The Ministers recognize the important role that non-governmental organizations play in promoting Physical Education and Sport as an instrument for achieving social cohesion and democracy, and encourage Member States to strengthen their partnership with NG0s in the development of programmes and policies relating to Sport and Physical Education.

14. They underscore the important role the media can play, especially in creating public awareness of the crucial social and economic contribution of Sport and Physical Education to the well-being of a nation and its people.

15. The Ministers reaffirm their commitment to work in unison and with devotion to promote a Culture of Peace with the help of Sport and to seek support for their efforts from the highest political level. They welcome the unanimous adoption of a resolution on the Olympic Truce by the United Nations General Assembly at its fifty-fourth session and reaffirm their resolve to promote peace, dialogue and reconciliation beyond the Olympic Games period.

16. The Ministers request the Director-General of UNESCO to transmit the Declaration of Punta del Este to the Secretary-General of the United Nations so that it can be taken into account in the framework of the International Year for the Culture of Peace (2000) and in the programme of the International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001-2010).

Strategic Development Plan for Physical Education

In addition to the implementation of the Berlin Agenda and the Declaration of Punta del Este the PESS Department at the University of Limerick (UL) and the PEAI propose that the following strategic steps are taken:

1. A comprehensive and action driven government policy on Physical Education, this should be completed through a consultative process with interested parties. This process must be lead by experts in the field of Physical Education

2. A comprehensive and action driven government policy on the role of Physical Education and Physical Activity in the Primary/preventative health care system should be prepared.

3. A comprehensive and action driven government policy on the provision of adequate Physical Education, leisure and recreation and Sporting facilities should be prepared.

4. The PESS Department at UL and the PEAI recognise Primary school Physical Education as the corner stone of any national Physical Education programme. It is essential that within the early years of learning and development that effective and comprehensive Physical Education provision is in place. If such provision exists the positive effect of Physical Education on the individual and the Nation can be optimised. Provision at Primary level must be closely examined by a special action group: the following recommendation are currently made:

• The Physical Education departments in Colleges of Education (Primary) are offered the resources to provide a much higher exposure to Physical Education for trainee teachers than is presently the case.
• A postgraduate qualification in Physical Education for Primary school teachers is established.
• In consultation with professionals linked with Primary school Physical Education provision that specialist Physical Education teacher may be shared by a number of smaller Primary schools or employed full time by schools with over 500 pupils.
• Significant in-service provision is offered to all Primary school teachers as part of a national strategy to promote Physical Education and Physical Activity. Curriculum leaders could be trained and these individuals could offer the in-service on a regional basis. Clearly the Department of Education and Science would need to support this in-service regarding provision of replacement teachers/supervision on in-service days.

5. Physical Education in Primary and Post-Primary becomes an integral part of every child's education. As such Physical Education should become a core part of both junior and senior cycles in Post-Primary schools.

6. Adequate resources are made available to all schools, for the implementation of quality Physical Education programmes. A predication of cost is difficult until current standards and future needs of Physical Education provision are established. Physical Education facilities in schools should be use by the community for health enhancement and Sport participation purposes. The building of new community facilities should be located near schools.

7. Curriculum Time allocation is assigned the minimum at both Primary and post-Primary - currently the minimum recommended time for Physical Education provision in Irish post-Primary schools is 120 minutes/week for each year group (Rules and Programmes for Secondary Schools, An Roinn Oideachais agus Eolaiochta). The lack of time allocation is primarily due to subject status and the focus on subjects, which are allocated CAO points. This is not a complete Education. The Council of Europe recommend a minimum of three Physical Education periods a week for children at post-Primary and a period each day for children at Primary level. The current Department of Education recommendation is 1 hour per week for Primary schools.

8. Physical Education must be taught by suitably qualified personnel The practice of time-tabling non-specialists for Physical Education or games periods is seen as both counter productive and potentially dangerous to pupils. Games periods and extra curricular Sport should be considered in the context of a national policy on the role of extra curricular Sport in society.

9. The Physical Education Association of Ireland should receive an annual grant from the private sector and/or the Government (£70,000) as part of a national strategy, so that it can achieve its goals. In the past the organisation was supported by funding from Cospoir now the Sports Council and from the Kellogg Company. Unfortunately this income no longer exists. The association now depends on the dedication of volunteers. This is an untenable situation when considering the current status of Physical Education both nationally and internationally. Physical Education is in a defensive position, immediate promotion and investment is required to optimise the impact that the field of Physical Education may have on Irish society.

10. Alliances are formed between agencies involved in the promotion of Physical Activity with the aim of enhancing the subject status of Physical Education. In particular, develop policies and programmes to support the goals of the Departments of Education and Science, Health and Children, Tourism, Sport and Recreation, Justice, Equality and Law Reform and other agencies.

11. Support for a National campaign is sought to promote Physical Education and the role it has within the education system and society

12. The government take the appropriate action to ensure that the recommendations of the Berlin Agenda and the Declaration of Punta del Este are implemented. Statements from UNESCO, UNICEF, Council of Europe and the World Health Organisation exist to support these policies.

13. A chair of Physical Education is created at the University of Limerick. Additional academic leadership is required for a number of reasons:

• To further drive policy regarding the status and provision levels of Physical Education so that the impact of the field of Physical Education can be maximised.
• To lead the provision of Physical Education Teacher Education programme of the highest international standards. · To support the implementation of the new and revised Physical Education syllabi.
• To attract additional funding for research and to administer research of the highest quality.
• To ensure that the intake of students on the Physical Education degree programme meets the current and future demands for teachers. To increase the status of Physical Education additional teachers will be required.

14. The Physical Education and Sport Sciences building at the University of Limerick undergoes significant redevelopment. The preparation of Physical Education teachers has changed dramatically in recent years and this facility requires significant retrofitting so that current high standards can be maintained.

15. The principles and knowledge relating to the field of Adapted Physical Activity (APA) become an integral component of undergraduate and in-service teacher education programmes.

16. The issue of Physical Education/Activity provision for people with disabilities requires immediate attention. A National Centre for Adapted Physical Activity (APA) should be established at the University of Limerick. National co-ordinators with responsibility for APA policy and provision for people with disabilities should be located at this centre. In projecting the long-term goals of the centre it is anticipated that future developments would lead to:

• The development of the Centre for Adapted Physical Activity (CAPA) as a centre of excellence for research into the impact of Physical Activity on the quality of life and autonomy of people with disabilities.
• National recognition of CAPA as an advisory body in the drafting of policy and in the dissemination of knowledge regarding the beneficial impact of APA for people with disability. This will involve the production of written material for the implementation of effective APA programmes in schools, the community and specialist centres.
• The development of a fully equipped educational and APA training facility that will offer specialist training courses on the impact of APA programmes for specific disabilities. It is expected that research emanating from this centre will involve the implementation and evaluation of structured APA programmes for individuals or groups with specific disabilities.

17. Constitutional reform of Article 42.3.2 is sought. Article 42.3.2 states; "The State shall, however, as guardian of the common good, require in view of actual conditions that the children receive a certain minimum education, moral, intellectual and social". The term physical is absent from this clause and may be contrary to international convention on the rights of the child.