Physical Education in Schools in European Context: Charter Principles, Promises and Implementation Realities

Hardman, Ken; Marshall, Judi

doi:10.4135/9781446215876.n3

Cited by 35 publications

(37 citation statements)

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“…Thanks to the work of scholars such as Ken Hardman there is a wealth of evidence about the 'macro' picture of the 'promises and realities' of physical education provision in Europe and world-wide (Hardman and Marshall 2005). There is less cross-national research into 'micro' perspectives, lived experiences and realities of students in physical education and sport, which strengthens the need for the current study (Papaioanou 2000, De Knop 1996.…”

Section: ) Diaspora Communities Of Muslims Are Growing In Many Wmentioning

confidence: 99%

Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study

Dagkas

Benn

2006

Sport, Education and Society

104

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Previous research suggests that Muslim women can experience particular problems when taking physical education (PE) lessons, for example with dress codes, mixed-teaching and exercise during Ramadan; and they can face restrictions in extra-curricular activities for cultural and religious reasons.The area is under-researched and there is little evidence of comparative studies that explore similarities and differences in cross-national experiences, which is the aim of this paper. Two studies conducted in Greece and Britain

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Section: ) Diaspora Communities Of Muslims Are Growing In Many Wmentioning

confidence: 99%

Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study

Dagkas

Benn

2006

Sport, Education and Society

104

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“…Although schools are encouraged to implement health promotion actions, few countries provide legislative incentives for schools to embark on such work [3]. Consequently, the development of healthy policies and practices seems to depend primarily on the principals' and teachers' motivation and the perceived need for such practices in schools.…”

mentioning

confidence: 99%

A Fourteen Year Follow-Up Study of Health Promoting Schools in Norway: Principals` Perceptions of Conditions Influencing Sustainability

Tjomsland¹,

Larsen²,

Viig³

et al. 2009

TOEDUJ

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Abstract:In this study, we examined the sustainability of health-promoting practices in Norwegian schools that were enrolled in the European Network of Health-Promoting Schools from 1993 to 2003. The research questions were: How do the principals perceive that health-promoting practices have been sustained in the schools following the schools' membership of the health-promoting schools network? In what way is school leadership related to the sustainability of health promotion? The study draws on qualitative data consisting of interviews with seven principals in 2008 and school documents. The schools determined their own priorities for action based on assessment of needs in 1994. After 14 years, health promotion practices were sustained in six of the seven schools. Two factors emerged as vital for sustained health promotion practices: the health-promoting school experience and the maintenance and development of practice. The health-promoting school experience relates to staff who internalized the potential link between health promotion practices, school satisfaction, and learning. This also emphasizes the importance of the transfer of experience in sustaining health promotion practices as the staff turned over. The maintenance of vision and practice relates to the principals' commitment to school health promotion, leadership practices that encourage health promotion practices, and external collaboration with the surrounding community in health promotion.

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“…There is, for example, a discrepancy between what the policy documents says the programmes should offer and what is actually offered (Sandahl 2005). There is still orientation towards sports-dominated programmes, but not as significant as Hardman and Marshall (2005) reported from other countries. Green (2008) talks about the "sportization" of PE, by which sport becomes increasingly prominent, but this process does not apply to recent developments in Scandinavian PE.…”

Section: Discussionmentioning

confidence: 84%

Physical education in Scandinavia with a focus on Sweden: a comparative perspective

Annerstedt

2008

Physical Education & Sport Pedagogy

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Physical Education in Schools in European Context: Charter Principles, Promises and Implementation Realities

Cited by 35 publications

References 0 publications

Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study

Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study

A Fourteen Year Follow-Up Study of Health Promoting Schools in Norway: Principals` Perceptions of Conditions Influencing Sustainability

Physical education in Scandinavia with a focus on Sweden: a comparative perspective

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