M. Ann Hall, Bruce Kidd, and Patricia Vertinsky, Educating the Body: A History of Physical Education in Canada

O presente artigo tem o intuito apresentar uma discussão em torno da história da educação física, destacando-a como área do conhecimento e espaço de formação docente. Observamos como essa ciência, em sua prática acadêmica, passou por um processo de fragmentação e especialização, indo além das técnicas pedagógicas esportivas, alcançando os conhecimentos científicos sobre os movimentos do corpo humano. As discussões abordam os significados atribuídos à disciplina como ciência que envolve corpo e movimento. Em paralelo a essa questão, está a educação física escolar, que nem sempre toca em tais aspectos, resumindo-se, muitas vezes, a jogos e brincadeiras que afastam os alunos de tal componente curricular. Nesse cruzamento contraditório, o professor tem dificuldade de se situar como profissional do seu campo de conhecimento e sua função social. Trata-se de um estudo teórico-bibliográfico, de natureza qualitativa. A pesquisa bibliográfica foi utilizada como recurso metodológico com o objetivo de conhecer a história da educação física, a construção genealógica dos saberes acerca do corpo e a prática integrada dos recursos organicistas e humanistas. Os resultados apontam para a necessidade de compreender a prática pedagógica do professor de educação física como resultado de um processo dinâmico e multifacetado, construído no decorrer do seu percurso formativo e de suas interações sociais, o qual vai constituir suas concepções teórico-didático-pedagógicas, o que exige, por conseguinte, uma reflexão crítica.

Capacoteric development of students is a crucial aspect in their education, having a significant impact on their health and quality of life. This analysis aims to explore the importance of developing motor skills of students and the ways in which education, sport and recreational activities can influence this development. Physical education classes are an essential component in the development of students' motor skills. They give students the opportunity to improve their agility, endurance and motor coordination. Through physical education, students learn not only to develop their motor skills, but also to appreciate the importance of physical activity for a healthy life. Tourism is a means of harmonious development of students, through recreational activities and useful social activities aimed at ensuring a multilateral education from the point of view: physical, moral, etc. Thus, the basic principle of physical education lessons that follow the use of tourism. within the lessons is the development of the students' individual capacities, the maintenance of their emotional and health status. As is known, since the beginning of life, the human being grows, develops, matures, evolves under the influence of biological, psychological and social factors that act on him transversally and longitudinally. These factors can be favorable, when they stimulate the entire evolution, and unfavorable or relatively favorable, when they determine limited or even restrictive structures for shaping human characteristics. The evaluation of these conditions, of the motor qualities, is done in relation to the concrete context in which the student is, but also in relation to the methods of reception and structuring of the particularities that define him. In the conditions of today's society, we are witnessing an obvious progress of contemporary civilization, and the informational explosion triggers a series of changes and evolutions in secondary education, which in the 21st century is experiencing a continuous transformation and development in terms of content, methodology and didactic strategies. The purpose of the research is to analyze the development of students' motor capacities, in the discipline of pedestrian tourism, in the context of the implementation of the new physical education curriculum in the Republic of Moldova. Research methods. To achieve the goal and achieve the objectives, the following research methods were proposed and established as: analysis and synthesis, scientific research and documentation. Results and discussion. The development of motor capacities are characteristics of the body that offer the individual the possibility of performing various motor acts, related to both his daily and sports activities. In the education process, finding and using the most effective methods and means to ensure the development of these capacities occupies an important place in the specialist teacher's concerns. Pedestrian tourism is a form of sports tourism that represents a tourist march along a certain route. It involves the free choice of several routes, representing a great advantage for those practicing this test. The essential technical elements of this form of tourism are: the technique of pedestrian tourism, which represents a complex of procedures and means used effectively for the solution of tourist objectives (eg: the technique of crossing obstacles, the technique of organizing the tourist bivouac, the technique of orientation in the terrain, techniques of granting the first aid and transporting the injured) and the tactic of pedestrian tourism - is intended to ensure a necessary balance for the students' body between travel and rest. The development of students' motor capacities, in the discipline of Pedestrian Tourism, in the context of the implementation of the new Physical Education curriculum in the Republic of Moldova, pedagogically capitalizes in the Curriculum, a valuable potential for the formation and development of students' personality in the unit of socio-psycho-motor plans. The formative values of the discipline are varied and valuable: the harmonious and healthy development of the body; enhancing, maintaining or restoring motor qualities and health; dynamization of mental processes, including volitional and affective ones; increasing resilience; stimulation of intellectual activity; the development of moral qualities, such as: team spirit, fair competition, entrepreneurial spirit, courage and selflessness, responsibility, discipline and self-control, patriotic spirit, etc. The development of motor skills in students is an essential process for a healthy childhood and for their preparation for adult life. Through physical education, sports and recreational activities, students not only improve their motor skills, but also acquire values and habits beneficial for life. Promoting these issues in schools and communities is vitally important for the healthy future of young generations. Tourism activities can play a significant role in the development of motor skills in students, providing them with unique opportunities to improve their physical skills, but also to learn essential aspects such as teamwork, problem solving and adaptability. This analysis focuses on how tourism activities contribute to the development of motor skills in students and their formation as well-balanced individuals. Conclusion: Tourism activities provide a fascinating panorama of how students can develop motor skills and reach the maximum potential of their physical abilities. By exploring natural environments, tackling challenges and building resilience, students not only improve their motor skills, but also gain confidence in their own abilities. Promoting these activities in education can contribute to the formation of healthy adults, aware of the environment and able to cope in various situations. Therefore, the development of motor skills through tourism activities represents a valuable investment in the future of our students.

Physical Education, Exercise, Fitness and Sports: Early PM&R Leaders Build a Strong Foundation

This research was intended to grasp the problems in physical education curriculum in order to develop a pre-service/in-service teacher training in physical education curriculum. To accomplish these goals, I researched the 7th physical education curriculum, interviewed 10 specialist of physical education, and reached the following conclusion. First, the teaching contents need to be composed of smaller scaled changed sports and lifelong sports in various levels developing on student interests and motivation, and physical education environment. Especially, the teaching and learning method needs to focus on making students comfortable in and eager to attend coeducation of classes. Second, the evaluation methods should include a standard of evaluation and a credible and proper evaluation scale measure by finding good evaluation examples on the spot. Such methods should be available to test whether the set goals have been accomplished. These evaluation materials must be available to the physical education teachers. Third, the developments in physical education should be advertised continuously via physical education curriculum meeting and training, mass media, and the internet so that interests in and practices of the new curriculum are increased. Forth, flexible management of the curriculum based on students` ability to finish the required course per semester according to the student situation and the physical education teacher needs and preparation of the system of monitoring per school and exchanging programs, teaching materials, teaching tips and evaluation policies, it is required for sharing method of regional citizen after building sports complex through inducing private capital in school and using the utilities around public places and expanding the expected supply and need of sports equipment based on the research for sports utilities. Fifth, it is necessary to prepare a systematic apparatus to support sports education curriculum meetings, through which sport education curriculum and various physical education curriculum training activities are developed and applied. These developments should be clearly outlined in a written form to aid teachers understand the background for the evolution of the curriculum and the difference between past and present curricula.

The physical education curriculum reform has been fruitful since the founding of New China, however, the physical education curriculum reform has long neglected the combination with the latest technology and has not broken through the education approach based on physical education and health curriculum. Since the birth of artificial intelligence education, it has provided a solution to break through the limitation of distance and teachers’ resources, and the combination of artificial intelligence education and the physical education curriculum is an important direction to deepen the physical education curriculum reform. The simplified application of "human-computer learning symbiosis" breaks through the current dilemma of insufficient technological power and AI education theory, and helps the application of AI education in the physical education curriculum. It has the application advantages of human-oriented and personalized teaching; promoting the formation of lifelong sports concepts; cultivating higher-order thinking ability; and promoting the development of the sports industry.

Physical education curriculum policies, like other government policies, are influenced by historical and societal contexts. This study reviews the literature on a range of approaches to physical education from traditional models to critical physical literacy, creates a policy analysis framework and uses it to examine Canadian Physical Education (PE) curriculum policies. The policy analysis framework and discourse analysis are combined to determine the dominant messages in Canadian PE policies and to determine relative areas of emphasis. The findings indicate that most policies include critical approaches in the policy rationale but the learning outcomes reflect primarily traditional models of physical education. This research is intended to encourage a national dialogue about PE policies in order to encourage a broader range of approaches, including more empowering approaches in PE curriculum policies.

An inverse approach to validate the importance of motor ability and sport on purposeful play and lifelong vigorous physical activity

Background: In the physical education (PE) domain, teachers are given the freedom to make important educational decisions. Because of the common assumption that the decisions teachers make are based on a set of educational perspectives, a considerable number of studies have addressed the importance of studying the thinking and beliefs of PE teachers on teaching. However, it is revealed that only a limited amount of works on the perspective or teaching beliefs of pre-service PE teachers has been conducted.Chinese context: In 2002, comprehensive PE curriculum reform was conducted in China. The reform focused on the evolution of PE from sport skill-related objectives to fitness, health, cognitive, and affective outcomes. Many local Chinese studies suggest that the teaching perspectives of PE teachers should be aligned with these new objectives to implement the new PE curriculum effectively. However, evidence-based studies on the teaching perspectives of Chinese PE teachers are lacking.Purpose: This study focuses on PE teacher education (PETE) students in Shanghai, China and has the following aims: (i) to examine the teaching perspectives of PETE students, (ii) to explore the differences in teaching perspectives based on demographic differences (i.e. gender, year in school, participation in a teaching practicum), and (iii) to examine the correlations among five teaching perspectives of PETE students.Method: A survey-based study design was employed. The participants were 349 PETE students (185 males, 164 females) from two universities in Shanghai China. The Teaching Perspective Inventory was adopted to assess five teaching perspectives of PETE students. Surveys were distributed by PE faculty in each of their classes in the two universities. Descriptive statistics were used to describe five teaching perspectives and teaching beliefs of PETE students (what they believe about instructing or teaching), intentions (what they try to accomplish), and their action (what they do within their classrooms). Multivariate analysis of variance (MANOVA) was performed to examine the main effects of PETE student demographics on their teaching perspectives. A bivariate correlational procedure was used to test the relationships among five teaching perspectives.Findings: PETE students clearly exhibited a common pattern of a single dominant teaching perspective. They highlighted the importance of the subject matter, but focused less on changes in society and learner's thinking. These findings are incongruent with recent trends and innovation in the Chinese PE curriculum. Furthermore, the findings indicate significant differences in some perspectives by gender and years in school. However, no significant effects on field-based practicum experience were observed. Finally, significant positive correlations were observed among most of the five teaching perspectives, which indicate that a comprehensive consideration of the five perspectives in the teacher education program is necessary.

ABSTRACTBackground: For years researchers have been engaged in revealing the impact of the hidden curriculum in physical education (PE) on students’ participation and non-participation. The hidden PE curriculum encompasses the knowledge, the relations, the assumptions, the norms and the beliefs that students unconsciously and unintentionally learn through the process of education. As the hidden curriculum reinforces particular values and attitudes among students in a very subtle and often unnoticed fashion, it limits students’ possibilities for becoming aware of, and thus reporting, how the tacit messages communicated through the hidden curriculum impact on their position of participation and non-participation. Thus, in this article, we argue that examining students’ silences, that is the things students do not voice, is significant for the understanding of the impact of the hidden curriculum on students’ participation and non-participation in PE.Purposes: In this article, we aim to develop insight into students’ silences in order to elucidate how aspects of the hidden curriculum serve to reinforce some students’ non-participation in PE. Much attention has been devoted to particular values and attitudes unintentionally transmitted by teachers in PE. However, in this article, we examine how the everyday exchanges between the students themselves may also convey a hidden set of meanings, that impact on students’ actual experiences of the PE curriculum, and thus mitigate the intended effects of students’ participation.Research design: The backdrop for this article is a single-case study carried out in a multi-ethnic and co-educational secondary school in Denmark from January to December 2014. The article draws on material collected through focus group interviews with 7th grade students (including participant-diagrams filled out by students) along with observations of their PE classes. The observations took place once a week throughout the whole calendar year.Findings: In the article, we point to students’ intentional silences that are highly reflective of the normative expectations negotiated within the peer group. In addition, we show that the pressures toward social conformity have a direct impact on the positions of non-participation intentionally taken up by some of the less socially respected students in PE. These students were highly aware that how they behaved in PE and what they voiced in the interviews might have consequences for their peer group connections within PE and for their social reputation among peers outside of PE. In addition, we add to the current literature on student silence by pointing to a category of non-privileged silences. These silences revealed that a minor group of students were not aware of or had not recognized their position as non-participants in PE. Moreover, they appeared unable to imagine that things could be different and to voice a desire for change.Conclusions: We argue that our findings reveal critical aspects of students’ non-participation that would be difficult to access if we did not listen to, hear and attempt to understand students’ silences. In order to extend the knowledge base on students’ participation and non-participation in PE, we hope that this article may also encourage other researchers to let students’ silences breathe and speak.

The purpose of this paper is to explain the trend of school physical education reform in U.S.A. in the relation with the educational reform. After 1990 years, NASPE established a goal for the physical education of “A Physically educated Person” to do a school physical education reform. Then, NASPE showed the figure of the new physical education by the National Standard with making a goal for this physical educateon develop concretely.When future Japanese school physical education was built, the next two points of suggestion could get it as a result of the examination by this paper.1) A future physical education curriculum is intellectual, and it must contain recognition-like contents of learning. Then, a physical education curriculum must be composed of the thing which balance often contains intrinsic value and extrinsic value of the movement and sport.2) Before the physical education curriculum preparation, extensive argument in the various levels about the curriculum is indispensable. The academic society about the physical education and the sport education should shoulder responsibility for the preparation of the physical education curriculum at the same time.

This paper is the first study that exclusively explores the structure and discourses evident within the physical education (PE) curriculum in Northern Ireland (NI). In doing so, it highlights the opportunities and challenges of the PE curriculum within this unique segregated school system, addressing a gap in the literature. For decades, research has recognised that many PE curricula are organised and delivered around units of games with a focus on the skill/sport performance. This study utilised a discourse analysis to identify the key discourses within curriculum documents whilst also drawing on the work of Penney and Chandler to explore the structure of the curriculum and how it, along with contextual factors, shapes the opportunities and challenges of the NI PE curriculum. Our findings illustrate the possibilities offered by the holistic, interdisciplinary ‘Big Picture’ approach in policy while acknowledging the potential challenges of this in practice, given the complex political and religious context of NI. Further work in schools, with teachers, is needed in this novel area moving forward, to build a richer body of knowledge and better inform future policy and practice.

Background and Aim: In 2017 and 2022, the Ministry of Education promoted all-round youth development, demonstrating the country's strong emphasis on physical education in schools. The aim was to enhance students' physical and mental health as well as their overall development. In response to the national initiative, the Ministry of Education has supported the integration of moral education across various academic disciplines. Therefore, the objectives of this research were 1) to develop a teaching and learning model by integrating political education and physical education for university students; 2) to implement the university teaching design; and 3) to evaluate the effects of integrating political education and physical education in the teaching design for university students. Materials and Methods: In this research, the researcher followed these steps: First, relevant research documents related to the curriculum of political education and physical education were studied. Then, feedback on teaching and learning models integrating political education and physical education for university students was collected. After obtaining the research structure, the opinions of 17 experts were gathered using the Delphi method in two rounds. The model obtained was then confirmed by 9 experts using the Connoisseurship method. In this research, mean, standard deviation, percentage, median, and interquartile range were used to analyze the data. Results: The research found that the teaching and learning model by integrating political education and physical education for university students was divided into 8 components, 16 factors, and 43 indicators. 8 key components were as follows: (1) class objective and goals; (2) teaching design; (3) teaching method; (4) assessment and evaluation; (5) resource and materials; (6) teachers support; (7) implementation strategy; (8) students learning attitude. Conclusion: The teaching and learning model by integrating political education and physical education for university students covered all aspects of education, combining knowledge of political concepts with knowledge of physical education. This model was innovative and highly effective.

ABSTRACTPrevious research shows that students have a widespread understanding about the purpose of physical education (PE), including learning about movement, health and also PE as a break from other school subjects. The present study aims at examining more closely the break perspective in light of interview data from 26 students, whose statements in interviews that focused on PE in upper secondary school in Norway, reveal that the view of PE as a break from other school lessons is also a valid understanding among students when they are approaching the end of PE in their schooling. We have asked what kind of learning the students’ views on PE as a break from other school subject are, or may be, in light of the Norwegian curriculum in PE in upper secondary school and to changes in the 2012 curriculum, which aimed to reduce performance stress and too much hunt for good grades. We present two interpretations of the interview texts – PE as ‘the movement moment’ in everyday school life, and participating in fun activities together with good friends, and a third interpretation, which we describe as a relatively invisible view of knowledge goals among the students about training and lifestyle and critical awareness about sport cultures in the society. We argue that a view of PE as ‘a movement moment’ in everyday school life contributes to modifying the view on PE as a break from other school subjects and to seeing it as a relevant learning perspective. On the other hand, a modified break perspective should be merged with knowledge and critical lenses on training, health, lifestyle and sport cultures in society, so that the students’ views on the purpose of PE all in all contain important knowledge and reflections they should have, according to the Norwegian curriculum in PE.

Mouvement of the League of Physical Education : Analysis of Articles by Philippe Tissié The League of Physical Education is an important organization in the History of Physical Education (PE). Since 1888 (it was then known as the Gironde league of PE), it offers an original interpretation of the contents the goals and the problematics of PE. Mainly it had a strong presence in the South-Est of France, it never the less influenced the whole PE through its leader Philippe Tissié. Our study will concentrate on the writings of this author published in the League’s journal (The journal of school games since 1890). We will : a) generally evaluate the mouvement of the League by analysing articles taken from its journal, and their classification by way of themes and sub-themes, b) analyse texts by P. Tissié, our starting point being the identification of very themes and the authors quoted, c) to understand some of its choices through a historical and sociological study.

In 1989, the International Society of the History of Physical Education (ISHPES) was founded as a merger of the International Committee for the History of Physical Education and Sport (ICOSH) and the International Association for the History of Physical Education (HISPA). In 2014, ISHPES will celebrate its 25th birthday. While at the beginning it was a very Eurocentric organisation, it is nowadays very international as seen in the countries from which the members come from. This paper will give an insight into the present state and work of this international sport history organisation. The conclusion will focus on the challenges that ISHPES faces in the twenty-first century.