A critical analysis of the Physical Education curriculum in the Czech Republic

Vlček, Petr

doi:10.30819/4961

Cited by 3 publications

(1 citation statement)

References 84 publications

(144 reference statements)

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“…Promoting PA and motor competence particularly at this developmental stage is highly beneficial for a healthy and active lifestyle ( Goodway et al, 2019 ). One of the key tasks of Physical Education is therefore to provide children with basic motor competencies in order to be physically active and participate in sports, both within Physical Education settings and outside school in extracurricular activities ( European Commission/EACEA/Eurydice, 2013 ; SHAPE America, 2014 ; Vlček, 2019 ). In order to ensure that children can practice and improve their BMC in Physical Education, it is important to be aware of their level of BMC and to provide appropriate and specific support to children and their teachers.…”

Section: Introductionmentioning

confidence: 99%

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

et al. 2022

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Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η2 = 0.048; SM: F = 73.10, p < 0.001, η2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA.

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Section: Introductionmentioning

confidence: 99%

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

et al. 2022

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A quality framework for assessing the designed curriculum – a basis for the Czech PE curriculum revision

Vlček¹

2020

Auc Kinanthropologica

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Contributions of the School Settings to the Promotion of Health-enhancing Physical Activity – dissemination of the HEPAS project results in the context of the Czech curriculum changes

Vlček,

Slaná,

Vašíčková

et al. 2021

Life in Health 2021: Research and Practice

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This text presents one of the steps in the dissemination process of the ‘HEPAS’ project in the Czech Republic. HEPAS (Healthy and Physically Active Schools in Europe) was funded under the Erasmus+ Programme, Key Action 2: Strategic Partnerships led by the University of Luxembourg. HEPAS Associated Partners (according to the service agreement) was to perform the activities specified in the agreement to successfully promote and implement the project results in their respective country. In the Czech Republic, the Czech Society of PE Teachers (CSPET) was the HEPAS associated partner. The objective of this paper is to point out an unpublished report elaborated by the HEPAS project team and use the data to consider the specifics of the Czech curriculum currently being revised. The report brought evidence from the last ten years of the contributions of schoolbased physical activity, physical education, and school sport on the promotion of healthenhancing physical activity. The study used a 'rapid reviewing' method, in which sources were identified and analysed using systematic reviewing techniques, but subsequent stages were adapted to facilitate flexible and practical interpretation. The authors used the results to discuss the plausibility of introducing an 'Active Schools' concept in the Czech curricula, in which physical education lessons designed to equip students with the prerequisite knowledge, skills, attitudes, and values supportive of a physically active lifestyle are augmented by other school-based contexts which provide the opportunity to meet the recommended guidelines for physical activity participation.

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A critical analysis of the Physical Education curriculum in the Czech Republic

Cited by 3 publications

References 84 publications

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity

A quality framework for assessing the designed curriculum – a basis for the Czech PE curriculum revision

Contributions of the School Settings to the Promotion of Health-enhancing Physical Activity – dissemination of the HEPAS project results in the context of the Czech curriculum changes

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