Locating Quality Physical Education in Early Years Pedagogy

Autor/inn/en	Marsden, Elizabeth; Weston, Carrie
Titel	Locating Quality Physical Education in Early Years Pedagogy
Quelle	In: Sport, Education and Society, 12 (2007) 4, S.383-398 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
Schlagwörter	Physical Education; Self Esteem; Educational Quality; Foreign Countries; Physical Activity Level; Athletics; Teaching Methods; Educational Philosophy; Early Childhood Education; Play; Models; Educational Policy; National Curriculum; Skill Development; Psychomotor Skills; United Kingdom + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Self-esteem; Selbstaufmerksamkeit; Quality of education; Bildungsqualität; Ausland; Leichtathletik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Analogiemodell; Politics of education; Bildungspolitik; Kompetenzentwicklung; Qualifikationsentwicklung; Psychomotorische Aktivität; Großbritannien
Abstract	Government Ministers, health care professionals and sporting organisations throughout the UK are presently engaged in the promotion of extending the length of time each school child spends participating in quality physical education. Agendas may differ from a crackdown on obesity and sedentary lifestyles to basking in reflected glory of British champions on the podium at the 2012 Olympic Games in London. However, a definition of what in fact constitutes good quality physical education is hard to find as it appears to be a much disputed territory. The growing tendency to equate "sport" with "physical education" has been prevalent in secondary schools for some time but it is beginning to cascade into primary schools where many young children may find themselves trailing in the wake of only a few who have the ability, talent and drive to be successful; competition is not an inclusive concept. Early-years pedagogy, on the other hand, is inclusive. This paper examines the apparent mis-match between the needs of children in their early years of compulsory schooling and the present philosophy of sports based physical education. The search for good quality physical education for our youngest school children leads to consideration of physical literacy, developmental movement and movement play with the emphasis on enjoyment, participation and building self esteem. In order for children in their early years to receive good quality physical education, there is a need to develop a new model which is inclusive, holistic and aligned with early-years pedagogy. Presently, the basis for physical education policy in the UK is largely uniformed rhetoric. Whilst this is the case and other conceptualisations of physical education remain on the sidelines, then "the possibilities of realising quality physical education remain slim" (Kirk, 2004, "Physical Education and Sport Pedagogy," 9(2), p. 194). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10