Physical education

Physical education ( physical education, physical education, study area movement, games and sport ) is in most European countries compulsory school subject and reported in special curricula with their own goals, contents and methods.

Physical education develops in recent decades away from a " teaching of sports " towards a on the motor development ( movement, games and sport ) approach to teaching, and tried a fundamental contribution to the physical, mental, social and emotional development of children and to provide young people how to make and for the physical balance for sitting primarily exerted normal lessons.

Physical education is the mandatory part of school sport (for extra-curricular school sport are counted among other things, school competitions, working groups and pause sports).

The high social significance of physical education is also reflected in statements of all parties and sports organizations. 2004 was the European Year of Education through Sport ( European Commission), 2005, proclaimed by the UN International Year of Sport and Physical Education.

  • 3.1 Principle of physical education 3.1.1 Elementary School
  • 3.1.2 Example of physical education at an AHS ( lower level)

Educational Philosophy and Educational Objectives

Development through movement, games and sport and development of the movement, games and sports culture can be used as a central guiding principle of curriculum development are considered.

Given the ever-increasing lack of exercise in children and adolescents sports is especially important for the health of the students. In addition, by scientific studies narrow teeth between muscular activity and movement of a hand and brain and cognitive development, on the other hand move the focus of attention of educational efforts.

The educational standards that are thus brought to the sport and other movement and forms of play is varied: Physical education should be content, method and built in scope so that it always reaches all students and motivated and at the same time takes into account that not all students are equally talented for sport. It should therefore be received in a suitable manner to weaknesses and arouse interest in those who exercise are distant from.

The complexity of modern sport and movement culture is provided by the requirement for mehrperspektivischem lessons and multidimensional learning in an educational environment. The parent teaching a high value is attributed to the sports curricula in Germany now.

Central pedagogical perspectives are:

  • Learn, understand and appreciate the strips
  • Promote health, develop health awareness
  • Cooperate competitions, and to communicate
  • Expressing oneself physically, make movement
  • Improve sensory perception, movement experience and enhance body experience
  • Something daring and responsible

Controversial is the performance evaluation and the hierarchy of the above objectives, contents and methods. The question of whether the physical education should in principle take place coeducational, is the subject of discussion in sports pedagogy. Critically evaluated will also:

  • Non-athletes can have disadvantages in school physical education, if it is solely or too heavily performance-oriented. In team games performance weaker students learn some of exclusion by high achievers ( eg, they are less likely to the ball ) when the classes are not differentiated enough. The stronger students turn bored, because the lessons are often below their level.
  • An approximate objective grading is impossible in physical education because a teacher can not possibly take into account all factors such as size, weight, and level of development of an individual student in each note.
  • In the short time it has available to the school, can not compensate for a general lack of sportsmanship still promote a talent. Students, which is a bit of sport, operate it outside of school.

Germany

In Germany, curriculums are issued by the ministries of education for the individual types of schools. Sports is not in all provinces one Vorrückungsfach, because of which the transfer could not take place. This, too, is often discussed.

Teaching projects

In some curricula of the countries can be found as a central concept, the lesson plans. To set the example in the new curriculum sec II of NRW no longer the sports represents the starting point for the content structuring the curricula Rather, they are classified in the range of motion fields. The ten content areas that are mentioned in the new frameworks and curricula, while Sport Cross- ends at the three levels of a) motion fields, b ) motion fields and sports areas, and the area c) acquire knowledge and understand sports arranged. The teaching project now summarizes the technical knowledge, the methods and forms independent working, the pedagogical perspectives and the motion fields / sports areas or the basic motion fields and are so the content and theme of the series of lessons again.

Newer curricula of most states so now believe that physical education should be aligned with the education as to the role models of institutionalized sport more. This also means that physical education is no longer based only on sports, but increasingly at cross- motion fields and topics:

  • Running, jumping, throwing
  • Moving in the water
  • Move on and with equipment
  • Movement gymnastic, rhythmically and dance
  • Driving, rolling, sliding
  • Fight with or against partners
  • Play
  • The body workout, improve fitness

School sports misery

The public interest and the generally expressed appreciation of sports and physical education were in contrast to conflicting realities. The school sports misery is lamented for a long time. The term for this was coined by Konrad Paschen, who presided at the time of the PRO Sports Commission. Not only of gym teacher associations, or PRO Sports Commission, but also by top organizations of German sport and many other groups and parties. The quality of physical education not only reminds reason, conveying and secondary school to be desired, although characteristics or criteria have been discussed extensively the insufficient teaching cover too small a share of time in the subjects covered by the school and teaching is criticized by non-qualified teachers.

The ever-growing fitness shortcomings of today's children and adolescents have been clearly demonstrated by several scientific comparative studies ( WIAD study). In school sports study, " physical education in Germany " ( " SPRINT " study - the first results published in December 2004 ) confirmed the bad conditions for physical education.

Historical

Physical Education ( exercitia ) belonged since ancient times to the formation of a free man, later they were mainly part of the knightly training. It was not until the French Revolution, they were also part of the civil education.

Beginning of physical education in Germany

The importance of exercise and gymnastics for the development of personality were known to the ancient Greeks. In the German-speaking area in the 18th/19th. Century philanthropists ( " humanitarians " ) by Johann Christoph Friedrich GutsMuths ( 1759-1839 ) paved the way for a movement education in the schools. Physical education should be an integral part of a rational, holistic education (education, physical perfection, happiness ). On Philanthropinum in Dessau there was therefore physical exercises such as running, jumping, throwing, climbing, wrestling, balancing, swimming, hiking, ice skating, vaulting and games, but also gardening and crafts.

Friedrich Ludwig Jahn (1778-1852), founder of the German gymnastics movement wants to make with his " German gymnastic art" body and character of the ( male ) youth and the people, to strengthen his physical and moral strength.

Adolf spit (1810-1852) published in Switzerland 1840-1846 " The teaching of the art of gymnastics " in four volumes, from 1847 to 1851 he wrote a "Turn book for the schools." He saw gymnastics as a means of education to obedience and discipline and to form good subjects as well as for physical and military education.

In Prussia, was issued in 1842, " the highest Cabinet Order ", according to which the physical education classes, such as physical education was then called, should be issued to all public schools as a necessary and indispensable part of the male education.

Physical education in the Weimar Republic

Gymnastics and sports experience in the first German republic a strong upswing. Formalist Trim, leisure and entertainment exercises are replaced in school gymnastics through a holistic, natural " physical education " as part of the total education.

Play dates, days of hiking, outdoor education ( eg rowing and skiing ) and body school, gymnastics and ( Expression ) Dance (especially in girls gymnastics) were also part of physical education as a competitive nature in various sports. However, the training of physical education teacher was to be desired because it is mostly trained as a teacher acted ( as typewriter and craft lessons).

Physical Education in National Socialism

The Nazis make the school physical education an integral part of the Nazi total Education " national community ", " valor ", "race consciousness " and " Führertum " were reference points of a politically abused Physical Education. Comprehensive physical education and martial arts for the boys as well as gymnastics and dance with the girls dominated the classroom. This instruction was based on Hitler's " Mein Kampf" ( cf, p 451F. U, p 611 ) and Alfred Baeumler's concept of "political education". According Baeumler the body was a politicum and therefore not private property. The individual body was seen as part of the whole abdomen, which the Physical Education for the State was. The pedagogy was so adapted to the ideological guidelines.

Physical education in the socialist body culture in the GDR

In the GDR, the physical education taught from the Soviet model and social objectives: gymnastics, sports and physical culture served the education of the socialist personality in the "workers 'and peasants' state." In this case, however, also a sports science-based compartment methodology and theory of motion began to emerge, teaching and learning processes has scientifically studied and prepared and to this day is significant. In children's and youth sports schools of performance athletic junior was educated. The discrepancy between the performance sporting opportunities and those of the rest of the school sport were towards the end of the GDR bigger and bigger, leaving as the objective resources to be desired.

Physical education and physical education in the Federal Republic of Germany

The curricula in West Germany and West Germany are based on the first harmonic, holistic human image of the Weimar period. Performance, game emulation are central concepts in educational theory / anthropologically oriented physical education in the 50s and 60s. In the approaches of learning goal orientation and curriculum theory of social relation of school sport is taken up in the 70s. The concept of " physical education " is replaced by the term " physical education ". In subsequent years, is increasingly asked what experiences children and young people are to win in sport and through sport. Concepts such as capacity, body and movement experience, social learning are increasingly in the didactic discussion and in the curricula at the center. In addition to the traditional sports, there are further forms of exercise, relaxation techniques or fun sports. Also, the term " physical education " is called into question. Partially spoken by a learning area " movement, games and sport ".

Austria

In Austria the number of physical education hours is different, generally there are in the lower grades and in secondary schools three to four hours of physical exercise per week, in the upper three to two.

Principle of physical education

The curriculum of physical education in schools in Austria has the following priorities:

  • Promote motor skills by " games and sports "
  • Installation of playful content in gym class ( dodgeball, handball ... )
  • Movement in the water
  • Promotion of team spirit ( team games, relay races ... )

Elementary school

In elementary school physical education hours from the usual " total education " ( German, English, mathematics and social studies ) are separated. Objectives in elementary school are:

  • Structure of gross motor skills
  • From and assessment of distance and height
  • Introduction to athletics with endurance runs and long jump
  • Fun and games for the degradation of frustration that builds up in the school

Example of physical education at an AHS ( lower level)

First class (4 hours sport )

  • Swimming lessons
  • Games and sports ( dodgeball, sports equipment ... )
  • Athletics: 60 -meter run, 1000 -meter run, throwing, long jump

2nd class (4 hours sport )

  • Swimming lessons
  • Selective focus Handball
  • Athletics: 60 -meter run, 2000 meter run, throwing, long jump

3rd class (3 hours sport )

  • Selective focus Basketball
  • Athletics

4th class (3 hours sport ) In the 4th grade, since the preparation for a possible teaching without physical education is less on games and sports, but primarily on the spread of motor skills in the foreground.

  • Selective focus Volleyball
  • Promote motor skills ( running, jumping )
Intramural sports 60 metres Middle-distance running#1000 m
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