Teoria si Metodica Educatiei Fizice si Sportului 1 [604919]

Facultatea de Geografie, Turi sm și Sport

Teoria si Metodica Educatiei Fizice si Sportului 1

Facultatea de Geografie, Turi sm și Sport

Teoria si Metodica Educatiei Fizice si Sportului 2

Index

Introductio n………………………….. ………………………….. ………………………….. ……… 3
Historical roots ………………………….. ………………………….. ………………………….. …. 4
Modern trends ………………………….. ………………………….. ………………………….. …. 6
National targets ………………………….. ………………………….. ………………………….. .. 7
Learning outcomes ………………………….. ………………………….. ……………………….. 8
Physical and sporting activities extra -curricular ………………………….. ……………. 10
Conclusion ………………………….. ………………………….. ………………………….. …….. 11

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Introduction

The Physical Education (PE), a bit all over the world, has evolved to the extent
that the influences of the socio -cultural, economic, and ideological -policies
have contributed to shape national education systems, through a process of
assimilation and adap tation. On the other hand, in spite of the impacts of
globalization, it seems there is a general consensus as to the meaning of the
term “Physical Education”, as well as their functions.

All European countries recognize the importance of physical education in the
school. This discipline is an integral part of all curriculum frameworks core and
is compulsory in primary education and in lower secondary education
throughout Europe. The countries also stressed the importance of physical
activity and sport as a beneficial way to occupy the free time.

Virtually all countries assess the development and personal achievements in
the field of physical Education, although, in the first five years, this assessment
may not be formal ly classified. Want the formative assessment as the
summative are used in primary education and in lower secondary, being that
summative assessment is slightly more common. The classification system is
usually identical to that of other required courses. C ountries such as Malta,
Romania, Slovenia, Sweden, United Kingdom (England and Wales) and Iceland
have created scales of progress for the national assessment of performance in
physical education. In France it is being tested for the first time in the acade mic
year 2012/13 a new evaluation grid national. This type of instrument, the
standard has a purpose that is dual in the sense that not only follows the
assessment carried out by teachers but also establishes a national framework
for comparison of the lear ning outcomes. Slovenia was the only country where
they held a national examination in physical education in 2009.
Approximately one -third of the surveyed countries are planning reforms relevant
to physical Education. Portugal and Finland are trying to rai se directly the profile
of the activities of physical education through an increase in teaching workload –
teaching allocated to this discipline; in turn, Greece and Hungary intend to
diversify the offer of physical activities organized at school. The nation al reforms
also aim to improve the conditions in which this discipline is taught and to
promote the training of those who teach.

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Histori cal roots : the origin of the
designs

The primitive forms of EF, considering these as a systematic process, and
possessing a intention, back to the XVIII. Of fact, it is at this time that there were
the two great founders of the pedagogy of physical activities – Guths Muths and
Pestallozi. How ever, in spite of the ideas of both are divergent as to their way of
classification, both depart of the foundations of the rationalism of Rousseau. For
Dufour (1992), while Guths Muths uses a generic classification of physical
activities, based on the natu re, assuming subsequently outlines the nationalists;
Pestallozzi is based on a classification anatomical, abstract and scientific.
Nevertheless, both have made a great contribution to the development of EF,
particularly influencing the future design. Later , in the XIX century, are three
conceptions in Europe: the Turnen German; the gym medical the Swedish and
the Games, of English origin (Dufour, 1992; Naul, 2003). The Turnen German,
designed by Jahn, was based on an idea of strengthening the body and
perfe cting of the discipline, drawing on the traditional concepts of nationalism.
On the other hand, in Sweden, gym medicinal Ling stays true to scientific
principles, pure, and goals (Dufour, 1992), and is based on a method consisting
of movements artificial, analytical, rational, simple, and located (Marques,
2004). In the United Kingdom, the English wheel Games, based on educational
methods supported in the sport have been introduced by Arnold. This
conception, in spite of a greater initial resistance in its acceptance, has
assumed great importance in the transition to the XX century.
Curiously, it was under the fascist force in Germany, Spain and Italy, that this
design stood out, basing themselves in the cult of virility and the building of the
political cha racter (Hardman, 2008; Naul, 2003). For Marques (2004), in
Europe, and in different regions, they began to assume different conceptions of
EF, especially in the period of transition of centuries, which should, essentially,
in the name of two great supreme values: the concept of nationalism and the
health.

In this way, by this time it was felt a greater influence of the conceptions of the
british and Swedish (Marques, 2004). On the other hand, the process of
assimilation international of the three concepti ons of Europe was the precursor
to the development of new conceptions of “natural” of gymnastics and Turnen,
as are the cases of the emergence of the Austrian School of Gymnastic Natural ,
introduced by Gaulhofer or the method “natural”, proposed by Hébert (Dufour,

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1992; Naul, 2003). According to Naul (2003), until the beginning of 1960, the
conceptions of EF appear to show some similarities cross -culturally in Western
Europe, above all in the great purpose of d iscipline, as well as in their goals and
structures.
In this sense, the benefits of the discipline were perceived as part of the
physical development, learning, psychosocial and character -building,
associated with the five major areas (gymnastics, sports, games, swimming and
outdoor activities). Essentially, the importance assigned to each of these areas
varied from country to country according to their national heritage.

To Naul (2003), at the end of the 1960s, started in the German Democratic
Republic a process of promotion of the sport and form the elements required for
an EF that supports the spirit of sport. On the other hand, the division of political
and ideological between Eastern Europe and Western Europe in the post -war
world, has exacerbated the complexities of adaptation, exchange and
assimilation (Hardman, 2008). It was not only a period of political conflict, but
also two conceptions of EF contrasting, being that in Eastern Europe, had
begun to develop a conception of socialization critical to the sport while in
Western Europe comes a design most the teacher of the movement (Crum,
1994).

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Modern Trends

The social trends observed in the last decades, at the level of the lifestyles of
the young have revealed that the states of your health, as well as the level of
physical activity practiced, have decreased . In the Face of this problematic,
which has been felt in the modern lifestyles, there have been several changes
at the level of policies and education reforms, movin g the focus of education for
health, in which the concepts of “well -being” and “healthy lifestyles” have gained
greater ascendancy.

On the other hand, it is important to take into account that the life styles are a
social construction, varying according to the social values and material
circumstances. It is important to recognize that education is a process that
occurs throughout life, and the learning beyond the school, are significant for
the adoption of active lifestyles for the future life of every ci tizen. Indeed, much
is expected on the part of the EF, in terms of its potential impact on the choices
and habits of life in the future. This way, if the EF should have as a role in the
promotion of active lifestyles that endures throughout the life, you n eed to
change its interpretations based on performance criteria. Thus, their curriculum
and their dissemination need to be conceptualized in relation to what happens
outside of the school, making necessary a change in the professional routines,
as well as the modernization of its content. Also, the educational reforms that
have been implemented, based on a perspective of health education, have
been reflected in school curriculum, passing on to emphasize the promotion of
active lifestyles, as well as the dev elopment of “well -being”.
On the other hand, there is a need to recognize the importance of a
contemporary culture to the young; to take the differences between sports
culture and sports; as well as the prerequisites necessary to foster the
development of educated people physically, for the design of relevant
curriculum. Still for the same author, for the adoption of active lifestyles and are
perpetuated, it becomes necessary that curriculum contents are relevant and
meaningful to the students. In fact, th e contents present in the curriculum
become a very important factor, to the extent that they assume as vital to the
development of positive attitudes and negative face to the EF.

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National targets

All countries define the main objectives of the discipline of physical education in
the school, in some cases supplemented by a national definition. Physical
education cannot be limited to a simple improvement of the physical skills, but
was associated with a very wide range of skills (some emotional, a nd social), as
well as the cognitive processes, motivation and the moral concepts.

Therefore, almost all of the countries identify the physical development,
personal social and youth as the primary objective.

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Learning outcomes

There are a number of ways in which the countries define learning outcomes in
the discipline of physical education in the school. The majority focuses mainly
on general goals and qualitative.

The difference between national objectives and learning outcomes in phys ical
education is unclear, and distinguishing them can be difficult. The similarity of
the national objectives, the outcomes of learning generally cover skills
associated with the development of the physical, personal and social
responsibility, and highlig hts the importance of a healthy lifestyle . This applies
especially to the countries in which the schools are autonomous to choose and
implement physical education activities that best correspond to the goals of
qualitative. Some countries define goals qual itative also refer to physical
activities to sports such as gymnastics or athletics, as learning outcomes.

With the exception of the competencies and skills identified in the national goals
for physical education, which are set out as learning outcomes o r are more
detailed than the general objectives, or have broadened the scope . For
example, the issues of health and positive attitudes throughout life in relation to
physical activities are detailed in the national goals in almost all countries and
are also learning outcomes.

However, in the concrete, this also means overcoming the obesity and learns
about issues of nutrition and diet. In addition, the physical education seeks to
develop personal hygiene, prevent injury, increase awareness and knowledge
of the risks and security measures, as well as teaches young people how to
react in emergency situations.

Among the countries that have defined learning outcomes qualitative specific, a
distinct group reports that it has also defined learning outcomes th at are
measurable. In these countries, it is expected that the students have to run for a
certain period of time, swim a certain distance or perform certain exercises in a
given sport.

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Physical and sporting activities extra –
curricular

In addition to implementing physical education as a compulsory subject in the
school curriculum, European countries are trying various ways to encourage
young people to be more physically active outside of teaching hours on a
regular basis. Are given oppor tunities to see the physical activity and sport as
something attractive and accessible, and thus feel more motivated to join in

In this context, extracurricular activities are those that are designed for school –
age youth and that take place outside the ti me normally devoted to the school's
curriculum. The extracurricular activities are aimed at the same objectives
mentioned in the national targets for physical education in the school. In
comparison with the mandatory offer of course, your main goal is to broaden or
complement the activities proposed in the curriculum central.

These activities reinforce typically the teamwork, the communication, the
cooperation and the links between the school and the wider community. On the
other hand, are seen as approp riate to resolve problems of school violence and
intimidation (bullying) and, more generally, contribute to underpin the universal
values of equality and peace.

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Conclusion

The choice of a design of the EF is a process that is not based only on the
educational policies, and it is important to be aware of what is happening at the
micro level, especially the influence that the beliefs and values teachers hold in
the education of the EF . So, over time, the teaching of pe has been
characterized by the e mergence of several designs, reflecting in part the
cultural heritage of the own country, as well as social trends. In the XIX century
three major conceptualizations that have influenced decisively the way of
seeing the EF . In the transition period of cent uries there has been a
predominance of design medicinal and Swedish design, british -based sports.

Later, the differences -ideological policies between Western Europe and Eastern
Europe exacerbated the sport, reducing human action to a mere technology.
The predominance of this conception became the target of numerous criticisms,
particularly in his character to be selective. In order to respond to the situation,
the EF should be understood as a project of innovation and cultural
transformation which has th e purpose to give opportunity to all children and
young people acquire the knowledge and develop the attitudes and skills
necessary for participation emancipated, satisfactory and long in the culture of
all the life on the other hand, given the problems of obesity and sedentary
checked, begin to arise various policies that have led the discipline to rethink its
role, and it assumed itself as a promoter of active lifestyles that endures for the
whole life.