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Outline and reflect upon your own experiences of Physical Education and School Sport, highlighting key issues of equity and inclusion. ...
Intro:
The development of basic physical competence, such as is developed through a quality physical education programme, has a powerful effect upon self-esteem, confidence and peer acceptance (Bailey, 2000), which may be necessary conditions for social inclusion.
Through examining the social construction of PE, I intend to evaluate my personal experiences of primary and secondary school Physical Education (PE) and sport, primary/infant from age 4 to 11, and mixed secondary from 11 to 18yrs, and determine the level of equity, equality and inclusion of these experiences, in relation to cultural and social identities and structures in PE. ... Does PE set an atmosphere where all can feel as though they can give and receive something from it, without having to worry about how good they are or what other people are thinking?
Despite good intentions, how much of equity and inclusion do teachers understand, how aware are they of the inequality that may exist in the learning environment and deeper areas of his/her lesson, or the inequality that is being caused by others. Do these lessons etc provide a chance for inclusion of all including disabled, special needs and behavioural needs and is this positive for everyone in an inclusive environment. ... The National Curriculum for PE in England should set out a clear framework for the development of the subject in the education system. ... Although the NC is there to provide continuity and help teachers to know their objectives, does it help to provide inclusion and equity, especially within the PE environment? ... Where we outline what sports in specific groupings pupils need to be involved in, these other countries outlines are more general allowing the school and its teachers to provide a learning that is specific and applied to the pupils at the time, maybe allowing more chance for inclusion particular to these children.
The national curriculum for PE in both my primary and secondary schools offered a wide and varied range of activities. ...
Kirk (1992) argues that despite innovations in PE in the UK such as the development of educational gymnastics and outdoor education, it is games with its male traditions that have retained dominance. ... Although I still enjoyed PE and always liked to be active, some girls who were really good in a particular activity did not enjoy the other sports and this resulted in them taking a dislike to PE, on occasions this followed into the sport/s that they previously enjoyed and ‘performed’ at. ...
The NC provides more freedom in teaching than it used to which makes it easier in PE to make the lessons more applicable to the children themselves. ... The NCPE does not show any knowledge in that perhaps participation doesn’t equal inclusion. ...
My secondary school attempted to put us into ability groups in year 2 and onwards however due to the year having games at different times there were still only 2 groups, therefore implementing a top and bottom ability group, this did not help some peoples esteem in a PE environment. ... (British Heart Foundation, 2000) Some of this insufficiency can be explained through the increasing dropout of PE lessons. Body image can have a huge influence on this lack of participation in PE. ... 1) The view of your own body and other people’s bodies fills an integral part in how you feel in PE and other situations. PE kit can have a very negative effect, especially on girls having to wear gym knickers and short skirts. They may have a high ability in PE but be too afraid to run or put in effort in case they sweat or their skirt rides up. ... As declared by Tinning (1990) the mesomorphic body image is given higher status than ectomorph and endomorph in PE and Sport.
There were of course many different body shapes in my school, and a good few of the pupils who were seen or saw themselves as overweight would nearly always find excuses to miss a PE lesson. ... I have always been a slim girl but being a hockey player I was often teased by my male PE teacher for a having a ‘big bum’, and although after studying GCSE PE and biology I understood the concepts of weight control, I lost a lot of weight through extensive training over one summer holiday. ... uk)
In response to the increasingly low levels of fitness and health in this country, we should be doing more to get the overweight, body conscious pupils into doing more exercise, reducing the feelings of embarrassment associated with participation in PE lessons. ... Time for PE was not included when I reached sixth form due to the introduction of A-level PE, the PE teachers did not have the time or space to allow for post GSCE PE time, therefore unless you participated in extra curricular practices no activity was offered. ... ca)
In the first few years at my secondary school PE was very much gendered towards single sex classes and stereotypical feminine/masculine sports. ... Above those, girls PE consisted of hockey, netball, rounders and dance. ... In the third year a lot of change occurred in my school in relation to the typical gender sports; we were fortunate enough to get a PE teacher who took a huge interest in girl’s rugby which has now been introduced to girls in the first and second year too. ... A significant factor too is that the previous and the current head of PE is a female.
Approximate Word count = 4597
Approximate Pages = 18.4
(250 words per page double spaced)
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