Locating quality physical education in early years pedagogy

Abstract

Government Ministers, health care professionals and sporting organisations throughout the UK are presently engaged in the promotion of extending the length of time each school child spends participating in quality physical education. Agendas may differ from a crackdown on obesity and sedentary lifestyles to basking in reflected glory of British champions on the podium at the 2012 Olympic Games in London. However, a definition of what in fact constitutes good quality physical education is hard to find as it appears to be a much disputed territory. The growing tendency to equate 'sport' with 'physical education' has been prevalent in secondary schools for some time but it is beginning to cascade into primary schools where many young children may find themselves trailing in the wake of only a few who have the ability, talent and drive to be successful; competition is not an inclusive concept. Early-years pedagogy, on the other hand, is inclusive. This paper examines the apparent mis-match between the needs of children in their early years of compulsory schooling and the present philosophy of sports based physical education. The search for good quality physical education for our youngest school children leads to consideration of physical literacy, developmental movement and movement play with the emphasis on enjoyment, participation and building self esteem. In order for children in their early years to receive good quality physical education, there is a need to develop a new model which is inclusive, holistic and aligned with early-years pedagogy. Presently, the basis for physical education policy in the UK is largely uniformed rhetoric. Whilst this is the case and other conceptualisations of physical education remain on the sidelines, then ''the possibilities of realising quality physical education remain slim'' (Kirk, 2004, Physical Education and Sport Pedagogy, 9(2), p. 194).

Definitions, Foundations and Associations of Physical Literacy: A Systematic Review

“…As such, movement capacities were evidenced within 44 % of papers in the analysis. Additionally, the importance of developing fine and gross motor skills competence to contribute to one’s physical capacity was evidenced in 18 papers from the analysis [3, 10, 14, 21, 57, 58, 61, 66, 70–79]. FMS were described as a concept that comprises three physical skills, including locomotor, stability and manipulative skills [72].…”

‘Intensive mothering’ in the early years: the cultivation and consolidation of (physical) capital

“…Concerns around the lack of appropriate movement opportunities for young children (Goddard-Blythe, 2005) and the impact of poor early years' learning experiences on future education (Sammons, et al, 2004), combined with increasing health concerns focused on obesity and sedentary lifestyles (Marsden and Weston, 2007) have contributed to a growing awareness of the importance of physical activity/development in the early years and a number of programmes (e.g. BUPA 'Start to Move' and 1 ') have been implemented in an attempt to combat this.…”

Grand designs! analysing the conceptual tensions associated with new physical education and health and well-being curriculum

“…For example, Collins et al (2010) have advocated the merits of identifying and developing talented pupils so that competitive sport can flourish. By contrast, Marsden and Weston (2007) emphasise the connections possible between good quality early school years' programmes and the development of physical literacy and self-esteem. We instead write as critical theorists who are interested in physical education futures when configured as a component part or contributor to health and well-being agendas (Horrell et al, 2011).…”