Maidan Summit 2011 - Carol Lukins, Youth Sport Trust

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Ms Carol Lukins focused her presentation at Maidan Summit 2011 on inspiring and engaging all young people to take part in sport and physical education. She said that access to regular and appropriate competitive sport is crucial to the development of every young person and determined to extend the breadth and depth of competition in every school.

She also talked about setting up a programme (TOPS) to provide equipment to schools and resources for teachers to use with the children, and also generic and sport specific training for teachers.

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Maidan Summit 2011 - Carol Lukins, Youth Sport Trust

  1. 1. EVOLUTION, PRESENT STATUS & OPPORTUNITIES
  2. 2. ► Physical Education in Schools: Evolution as a Curricular Area ► Positioning in NCF 2005 ► Current Status ► Sports Promotion Vs Education ► Opportunities - PEC
  3. 3.  Report on Post-War Educational Development in India issued by Central Advisory Board in1944–Focus on Health of Children  The Bhore Committee on health services development in independent India (1946) > school health education > sanitation in schools > nutritional programmes > medical services
  4. 4.  Physical fitness and health education are important  The emphasis so far on the academic type of health education  Proper consideration to physical welfare and the maintenance of proper standards of health for the pupils.  Students should not only appreciate the value of health education but also learn the ways in which they can effectively maintain and improve their health
  5. 5.  Physical education not only aims at physical fitness but also has educational outcomes  It contributes to physical efficiency, mental alertness and the development of certain qualities like perseverance, team spirit, leadership and obedience to rules  Should include developmental exercises, rhythmic activities, sports and games, and group handling activities
  6. 6.  At the pre-primary and early primary stages: developing mastery over basic skills, such as walking properly, running, throwing, etc.  After the primary stage to be planned separately for boys and girls - Rhythmic activities for girls and less strenuous games, such as badminton, throw-ball, etc.  At the secondary stage: sports, games and athletics in their standard form
  7. 7. A well planned programme of physical education for the inculcation of basic qualities like endurance, courage, decision making, resourcefulness, respect for others, truthfulness, faithfulness, loyalty to duty and the common good  Emphasis on mere physical training or formal activities to be replaced by a broad- based programme of physical education  P E Syllabus to ensure participation of all students from primary to lower secondary stages
  8. 8. • H & PE to be concerned with total health of learners and the community • Important place to mental and emotional health besides the physical health • Development of understanding, attitudes and practices with regard to nutrition, health and sanitation • Emphasis on health, strength and fitness of the body, also on neuromuscular coordination • For integral development of body and mind, yoga receives special attention
  9. 9. o Main aim of health and physical education to develop understanding, attitude and practices with regard to nutrition, health and sanitation to improve health status of the self, family and the community o Emphasis on acquisition of adequate neuromuscular coordination commensurate with the development stage of learner o Yoga and meditation to help children acquire concentration and relaxation. o Health and Physical Education to be an integral part of the learning and to be included in the evaluation of performance
  10. 10. Paradigm Shift  The curriculum to have a holistic approach to learning and development that is able to see the interconnections and transcend divisions between physical and mental development, and between individual development and interaction with others  The precondition for all development is healthy physical growth of all children. Physical development supports mental and cognitive development
  11. 11. Holistic Curricular Approach  This curricular area adopts a holistic definition of health within which physical education and yoga contribute to the physical, social, emotional and mental development of a child  The entire group to be taken together as a comprehensive health and physical education curriculum, replacing the fragmentary approach
  12. 12. Holistic Curricular Approach  Participation of all children in free play, informal and formal games, yoga and sports activities is essential for their physical, cognitive and mental development Given his subject lends itself to applied learning and innovative approaches for transaction of the curriculum
  13. 13. Policy and Systemic Support Health and Physical Education must continue to be a compulsory subject from primary to secondary stages, and optional subject at higher secondary stage  To be given equal status with other subjects, a status that is not being given at present  Minimum essential physical space and equipment to be made available in every school  Elements of health education, physical education and yoga to be integrated into the pre-service teacher education courses
  14. 14. Compulsory at Primary Stage: (31 States/Uts) A&N Islands, Andhra Pradesh, Arunachal Pradesh, Assam, Bihar, Chandigarh, Dadra & Nagar Haveli, Daman & Diu, Gujarat, Haryana, Himachal Pradesh, Jammu & Kashmir, Jharkhand, Karnataka, Kerala, Lakshadweep, Maharashtra, Manipur, Meghalaya, Mizoram, Nagaland, Orissa, Pondicherry, Punjab, Rajasthan, Sikkim, Tamilnadu, Tripura, Uttarakhand, Uttar Pradesh, West Bengal Optional at Primary Stage:(04 States/UT) Chhattisgarh, Delhi, Goa, Madhya Pradesh
  15. 15. Compulsory at Upp. Pry Stage:(30States/Uts) A&N Islands, Andhra Pradesh, Arunachal Pradesh, Assam, Bihar, Chandigarh, Chhattisgarh, Dadra & Nagar Haveli, Daman & Diu, Gujarat, Haryana, Jammu & Kashmir, Jharkhand, Karnataka, Kerala,Lakshadweep, Maharashtra, Manipur, Mizoram, Nagaland, Orissa, Pondicherry, Punjab, Rajasthan, Sikkim, Tamilnadu, Tripura, Uttarakhand, Uttar Pradesh, West Bengal Optional at Primary Stage:(03 States/UT) Delhi, Goa, Madhya Pradesh
  16. 16. Compulsory at Sec. Stage:( 23 States/Uts) A&N Islands, Andhra Pradesh, Arunachal Pradesh, Assam, Bihar, Chhattisgarh, Jammu & Kashmir, Jharkhand, Kerala, Lakshadweep, Maharashtra, Manipur, Mizoram, Nagaland, Orissa, Pondicherry, Punjab, Rajasthan, Sikkim, Tamilnadu, Tripura, Uttarakhand, Uttar Pradesh Optional at Primary Stage:(07 States/UT) Dadra & Nagar Haveli, Delhi, Goa, Gujarat, Haryana, Madhya Pradesh, West Bengal
  17. 17.  Sports in School Education for What? > Producing Sportspersons who get Gold Medals > Sports for Development > Sports for holistic Development  Physical Education for What? > a holistic approach to physical, cognitive, mental development > Focused on basic/fundamental skills > Development of not only skills but also ability to select and apply skills, tactics and compositional ideas in their lives > Curriculum focused on sports/games
  18. 18. Holistic Development: Physical, Mental, Cognitive Knowledge Attitude Skills
  19. 19.  Health and Physical Education lacks the status that is enjoyed by other core subjects in school curriculum  Right from 1950s until 2005, this area has been conceptalised as an extra-curricular activity. Although the NCFs 1975-2000 tried to promote this area as a school subject, a fragmentary approach was adopted
  20. 20.  Ineffective transaction owing to: (a) Confused perceptions – Whether participation in activities or studying it like other subjects; (b) Unsystematic use of PE periods allotted in school time table - Taking children out of classrooms and letting them run or play (c) Participation of only a few students in competitive games & sports (d) Absence of Resource Materials (study/textual and instructional) based on well-thought transaction method
  21. 21. NCF 2005 recommends adoption of innovative approaches for transacting the PE Curriculum, but any such strategy is not available  It has to based on a two-pronged approach: to ensure that (a)whereas all students must be equally involved in activities/games and sports, (b) those who choose to excel in games and sports to be provided adequate opportunities to develop needed skills and abilities
  22. 22. Physical Education Cards (PEC): Not simply a set of CARDS, but an innovative transaction strategy based on: (a) applied and experiential learning (b) associating learning with fun, enjoyment and satisfaction rather than fear, discipline, rigour and stress  Developed through experimental mode with tryout at every draft stage
  23. 23. (i) Suitable for all kinds of schools (ii) Based on “EVERY CHILD MATTERS” (iii) Aimed at holistic development - physical, mental and cognitive, facilitating knowledge, attitude and skills (iv) Focused on Basic/Fundamental Skills: Generic as well as Sport/Game Specific (v) the ability to select and apply skills, tactics and compositional ideas in their lives (vi) Promotes inclusive education, performance of differently-abled
  24. 24. PEC Strategy: A Step Forward
  25. 25. MOV00868.mpeg MOV00868.mpeg

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