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Physical education and school sport from the European perspective. Comparative study
dział:
autor:
Pośpiech J. >> zobacz inne pozycje autora
wydawca:Państwowa Wyższa Szkoła Zawodowa w Raciborzu
ISBN:83-920312-8-8
data wydania:Racibórz 2006
wymiary:25x17,5 cm; 200 str.
oprawa:
Physical education and school sport from the European perspective. Comparative study
IntroductionHarmonizing of the Polish education with the European Union partners will require broad knowledge of the educational systems functioning in Europę and the will to use them in practice as well. Under no circumstances, however, does harmonizing mean program or organizational unification.
The members of the EU not opposing to the regional variety take the initiative tending to harmonize educational systems and seeking in it a chance of improving the quality of the European education. The process includes also school Physical Education.
The reform of the national education which is being introduced in Poland assumes different understanding of the school functions, the role of ateacher and the tasks of high teacher training schools to the one hitherto existing.
The rich and long history of physical education in the school curricula of the European countries suggests, that it should be a commonly accepted part of each educational system. However, educational activity aiming exclusive-ly at the high physical competence of children and youth is not a sufficient argument to include physical education to school curricula anymore.
Only such physical education which assures all students of reliable health, physical and psychomotor development foundation as well as the joy of regular movement activity can be nowadays accepted as a basie component of modern educational system. With the proper support of soci-ety, school and family, the joy should accompany the whole school education and bear fruit of healthy and active lifestyle in the future.
The role and place of physical education in school curricula is constantly ąuestioned and underestimated in spite of commonly declared recognition and positive influence of regular physical activity on the comprehensive development of children and youth proved by the international research.
In many European countries time, compulsory physical education in-tended for all students is reduced [Laporte W., 1998]. The introduction of new subjects, such as IT for example, makes the education authorities reduce the other ones. Often the actions begin with reducing physical education, whereas the main argument is the claim, that children and youth have enough opportunities to participate in organized recreation and sport activities out of schoot. With the growing budget difficulties of the European Union countries, and consequently the necessity to find retrenchment of expenses for education, the principle that "if something can be done out of school, it does not have to be offered by school curricula" is adopted.
In the nineties there was an essential change of the education policy in many EU countries. For example the Flemish Department of Education establishes the education subsidies on the strength of ąuality and ąuantity criteria, abandoning the only index taken so far into consideration, namely the number of pupils at school. Such a way of managing education, which is becoming morę and morę popular in Europę, imposes involvement in the ąuality of the process of education and upbringing at all its stages, so to guarantee all our pupils and students amongst other things the compa-rability and convertibility of our professional diplomas and certificates in connection with our accession to EU.
The author of the Total Quality Management (TQM) W.E. Deming regards controlling the finał products as extravagance and wastage (Bonst-ingl J., 1995). Defective products should be improved or ejected. Although it is possible in a factory (but uneconomical) it cannot be accepted in education. A student who accomplished his education not obtaining the maxi-mum of his capability cannot be, just as a manufacture, retraced to the beginning of the way. The assessment of the ąuality cannot be postponed till the end of a term or a school year. Assessment has to be a permanent constituent of the process of education and bringing up no matter if it is a ąuestion of one lesson, a yearly course or the whole period of school education from kindergarten to finał exams. Assessment for the diagnostic purposes and the conclusions, resulting from it for the following procedurę should appear on each stage of education pnwiding teachers and students with grounds for constant development and tendency to achieve maximum of success. It cannot be only the evaluation in the form of a mark or any other symbol of acąuired short term knowledge, capabilities and proficien-cy, which if not sustained downgrade very ąuickly.
TQM assumes that each member of a school society is both "a client" and "a supplier". The clients of educational institutions arę mainly students and their families all expecting good school functioning. In case of the early school education these arę pupils' parents who become the most important (prime) clients of a school. Subseąuently, the very pupils in the process of growing up arę changing their status to prime clients, who arę gradually allowed by their parents to take over their education.
Pupils arę not only the most important clients of a school, but also ac-cording to TQM the first linę workers "producing" constant development of their capacity, competence, interests and character.
At school managing the ąuality of education, teachers and students, as first linę workers, arę authorized to take independent action in search of better and better means of didactic and educational influence. Instead of gaining and giving marks or other symbols of short term knowledge acąuisition, permanent, authentic and longterm self-improvement and im-proving the others should become the focus of both clients and suppliers' attention.
The interest in problems of the quality of European physical education and school sport is connected with my long-term activity in the European Physical Education Associacion (EUPEA) and the International School Sport Federation (ISF). Participation in over forty international conferenc-es and studio visits, taking part in five international research projects, my contribution to work of international expert groups as well as the analysis of the literaturę of the subject constitute the main sources I was using while writing the following monography.
The purpose of the paper is elucidating some problems of physical education and school sport in the European countries with stress on pro-grammatic, evaluation and organizational aspects.
I am grateful to many people in my country and abroad for their help in collecting rich materials for the discusion on European physical education and school sport. I am deeply indebted to Bart Crum, Dick Fisher, Paul De Knop, Francisco Carreiro da Costa, Giles Klein, Willy Laporte, Ken Hardman, Manuel Yizuete Carrizosa, Eric De Boever, for sharing their invaluable opinions on the status and identity of modern physical education and school sport in the European countries.
Jerzy Pośpiech
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