THE NATURE OF PHYSICAL EDUCATION

The Nature Of Physical Education



Table of Contents

TABLE OF CONTENTS2

CHAPTER 14

INTRODUCTION4

Purpose of the Study4

Problem Statement5

Background of the Problem5

Research Question7

Aims and Objectives of the Study7

Rationale7

Significance of the Study8

CHAPTER 210

LITERATURE REVIEW10

History Of Physical Education10

Role of Physical Education21

CHAPTER 325

METHODOLOGY25

Research Method25

Structured Literature Review26

Selecting search engines27

Identification of the Sources of Information27

Literature Selection Criteria28

Search Technique28

Keywords Used28

Theoretical Framework28

Justification of the number of articles selected28

CHAPTER 430

RESULTS AND DISCUSSION30

Health-related exercise and PE35

Teacher's Role43

CHAPTER 547

CONCLUSION47

REFERENCES54

Chapter 1

Introduction

Purpose of the Study

PE develops pupils' competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. A high-quality PE curriculum enables all pupils to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyze the situation and make decisions. They also reflect on their own and others' performances and find ways to improve them. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles. Discovering what they like to do, what their aptitudes are at school, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity. PE helps pupils develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations. 

Problem Statement

Physical activity has come to be viewed as “a desirable health-related behaviour” (Harris, 1998, p. 3) and physical education as the most suitable vehicle for the promotion of active, healthy lifestyles among young people (McKenzie, 2001). This concern for the promotion of health through PE has manifested itself in the form of one development in particular: that of health-related exercise. 

Background of the Problem

The last five years have witnessed a concerted effort on the part of the British government to utilise schools as a vehicle for health promotion. The 1997 White Paper, Excellence in Schools (DfEE, 1997) alongside the Health Education Authority's Young and Active policy statement (HEA, 1998) and the Chief Medical Officer's call for a re-direction of public health policy towards sport and exercise (Donaldson, 2000), signaled the government's intention to help all schools become healthy schools (DoH, 1999). A plethora of publications and attendant developments related to the healthy schools programme (DfEE, 1999a, b, c) have served to underline the government's intention to establish schools as “a key setting for health promotion work” within their broader strategies for improving the health of the nation (Harris and Penney, 2000, p. 252). The educational process in general and PE in particular have, according to Harris and Penney (2000, p. 252), been described as “critical in educating and providing opportunities for young people to become independently active for life”. Indeed, the alleged association between “healthy” and “active” ...