Current Situation and Prospects for Physical Education in the European Union

12-02-2007

The study reviews the present state of school physical education by addressing curriculum time allocation, status of the subject, curriculum thematic aims and content, resources (material and human) and gender, disability and ethnic minority issues. Particular attention is paid to physical education, sport and health partnership pathways through references to national case studies. The author provides templates of principles for quality physical education and physical education teacher education programmes of study. His recommendations for EU policy makers focus on identification of ‘Basic Needs’ models, physical education curriculum re-appraisal, recognition of quality physical education features, occupational designation of physical education teachers, continuing professional development of teachers, quality assurance measures, partnership pathway links, inclusion (disability and ethnic groups), and finally establishment of national physical education monitoring centres.

The study reviews the present state of school physical education by addressing curriculum time allocation, status of the subject, curriculum thematic aims and content, resources (material and human) and gender, disability and ethnic minority issues. Particular attention is paid to physical education, sport and health partnership pathways through references to national case studies. The author provides templates of principles for quality physical education and physical education teacher education programmes of study. His recommendations for EU policy makers focus on identification of ‘Basic Needs’ models, physical education curriculum re-appraisal, recognition of quality physical education features, occupational designation of physical education teachers, continuing professional development of teachers, quality assurance measures, partnership pathway links, inclusion (disability and ethnic groups), and finally establishment of national physical education monitoring centres.

Ulkopuolinen laatija

Professor Ken Hardman, University of Worcester, UK.