Physical Education in the Primary School - Case Study Example

Introduction.

Physical education is one of the lessons that have brought upon public debate on its relevance as far as the growth of a child is concerned. While others have strongly supported the inclusion of a well-structured physical education lesson for children, some have little or considerations terming it as a time-wasting activity. While the debate on the relevance of physical education continues in and outside the primary education system, teachers are still giving lessons to the primary school children on physical education. According to UNICEF, sport and play are among the key requirements for achieving quality education and development for children (Knijnik and Curry, 2014). The studies have been seconded by education experts and activists who continuously advocate for more time in physical education lessons. Despite the importance and the impact that physical education has had on the growth and development of children, the current education systems are continuously creating barriers to the execution of the same. The following is an insightful discussion on the current state of physical education in primary schools based on the case study of Nick, a pre-service education primary school teacher.

Challenges Faced in Delivering Physical Education in Primary Schools.

Time Allocated for Physical Education.

The time allocated for physical education in primary school has been one of the issues that surround the quality of physical education that children get as they are growing up (Knijnik and Curry, 2014). In the case of nick, during his primary school days, he used to attend a physical education class on the morning of Wednesday each week. This means that physical education was only allocated one lesson a week, which is seen as limited. On the other hand, the classes happen in the morning hours; hence they are expected to join another class after the lesson. The question is, how much time should be allocated to the PE lessons. Once a week sounds too little, and maybe the lessons should be added more time with advice and guidance from the experts to ensure that our children get enough time in the field.

The number of Trained Staff.

Like any other lesson in primary education, PE requires trained teachers to ensure that they guide the children throughout a well-structured, documented, and approved physical education curriculum. Many primary schools lack enough trained staff on PE, so the few available have to create time for all the children (Tinning, 2020). Thus, the children do not get enough physical education lessons, and the quality of the lessons is low as the trainer is exhausted from taking many lessons. On the other hand, some untrained teachers take PE lessons and end up delivering the wrong objectives. When Nick was attending his physical education sessions, he developed esteem issues. The physical education teacher did not take the lesson with the utmost professionalism, probably because of a lack of proper training.

Training and Resources of Physical Education.

Physical education, in its real sense, involves numerous sporting and physical education exercises that are carried out either indoor or outdoor, depending on the technicalities of the physical exercises. In this regard, the lessons require well-equipped facilities that ensure the teacher's safety and the children during the whole process. Qualified trainers are also essential to ensure proper guidelines and training are offered to the respective children. The majority of the primary schools, especially the public ones, lack the trained staff and PE resources (Wrench and Garrett, 2015). This has created a barrier to how physical education is being delivered in these schools. The teachers face challenges in training while the children face learning challenges, thus creating an environment where physical education is not appreciated.

How Pre-Service Teachers Can Overcome the Limitations Imposed by their Personal Experiences of PE on their Future Delivery of PE Lessons.

Provide teachers with appropriate training and supervision.

To improve the quality of the physical education classes, teachers need to be given appropriate high-quality training and supervision. Training and supervision will help teachers appreciate the importance of physical education and provide PE as required by the education curriculum (Pangrazi and Beighle, 2019). To begin with, teachers should be trained on how to implement the PE curriculum they will be using. Teachers need to understand the importance of training and how best PE exercises can be performed to meet the intended task effectively. Hence, proper training on the curriculum equips teachers with the necessary tools to ensure that the lessons' objectives are achieved. An annual professional training can also be important in ensuring they advance their professional skills and training methods (Silverman and Ennis, 2003). The current world is dynamic, and children have been brought up from different backgrounds. The diversity of the children's background has been manifested in their ideas, intelligence, body size, and character.

For this reason, an annual review of the training methods is essential in ensuring the teachers are offering training in the best way possible without affecting the social life of any child (Siedentop et al., 2014). The challenges that Nick had serves as an excellent example of a lack of proper training. A good trainer could have identified a possible body shaming and offer the boy a position that could build his self-esteem by making him of importance to his team.

Like any other profession, feedback and training from superior teachers can ensure that personal experiences do not affect the quality of PE training that children are offered. A superior teacher acting as a supervisor will guide the teacher through the best possible and acceptable ways they can offer training while monitoring their strengths and weaknesses (Richards et al., 2014). With this kind of supportive training and execution, a supervisor will ensure teachers do not bring their past experiences as to the training in progress. On the other hand, on-site consultation on the progress of teaching and the instructional strategies will also enhance an excellent teaching and learning environment between the teachers and the students (Richards et al., 2014). Teachers will always seek guidance when presented with a difficult task and challenging situations; thus will always give their best to children.

A well-structured curriculum is what most of the primary schools, particularly the pubic one's lack. A curriculum acts as a guide book that informs the instructor on the right methods of delivering a topic of discussion (Pangrazi and Beighle, 2019). In the case of PE, a curriculum should include all the physical activities relevant to the physical and psychological health of a child. A well-designed curriculum helps to maximize the time that PE is given. On the other hand, the curriculum guides the institution on the time allocation formulas, thereby giving PE the correct hours of study. With a clear framework combined with proper training, a teacher will appreciate the relevance of the lessons despite the kind of background he or she had as far as PE is concerned (Silverman and Ennis, 2003). Nick is a teacher who has had a terrible experience with PE education during his childhood, and it is, therefore, important he undergoes proper training on the curriculum. With this, he will get rid of the notions and believes he has on PE and embrace it with a positive attitude meant to help the children. Lastly, a student assessment protocol should be done often to determine whether the students are getting something positive from the lessons or are suffering in silence (Richards et al., 2014). This strategy will help teachers affect their past relationships with the children and be creative enough to create programs and environments that help them enjoy their physical activities. This, in turn, reduces stress and depression among young children.

Similarities and differences between Nick’s personal experiences of PE and the rationale aims, and objectives outlined in the HPE syllabus (K-6)

Similarities.

From Nicks's personal experience, there exist some similarities with the HPE syllabus. According to k-6 guidelines on children and physical education, there should be enough allocated time for physical activity among the young learning children (NESA,2016). Every Wednesday morning, Nick engaged himself in PE with his class under the supervision of their teacher. The issue of safety has been addressed in Nicks school and the k-6guidlines. It is required that children should be exposed to the appropriate developmental, physical activity (Graham et al., 2016). The children should also be given adequate instruction and guidance. This is precisely what Nick and his classmates used to undergo during the PE classes.

Children are required to learn interaction, negotiating, decision-making, interrogation, problem-solving, and moving. The exact happened during Nicks classes, where they went to play soccer with their teacher during the PE lessons. They were required to dribble the ball and while their classmates watched, and the teacher encouraged and guided them. Finally, movement skills have been advocated by the K-6 guidelines (Lund and Veal, 2013). Nicks school implemented the movement skills as they managed to go out on their own and play games. This is demonstrated by the fact that the children had a soccer team and had a football match between them.

Differences.

Though Nicks school presented a lot of similarities with the K-9 regulations, there were differences between them. The safety of the leaners during the physical education exercise is a critical issue that has been mentioned in the K6 regulations that the school has little or no considerations about (NESA, 2016). In Nicks's story, there is no place he mentioned about any safety measures they were implemented during their PE exercise. Sensitive issues, such as adopting appropriate teaching strategies, have been highlighted in the K-6 guideline on PE (Birch and Videto 2015). There seem to be no clear outlines and strategies which Nick and his classmates followed, and it seems they were overdoing one activity over the others. They play football with their teacher during the morning PE lessons and still do so alone.

Finally, on the differences, the issue of discrimination came out boldly among in the process. While playing football with his classmates, he was unable to reach the ball, and one of the students claims it was because Nick was fat. This was the turning point for Nick because they lacked proper training and guidance on how they should play. The act was totally against the K-6 guidelines on discrimination and equality for all.

Conclusion and Reflection.

Nicks's case is a story of body discrimination leading to stress and disorder among the small children that extends into the older stages of life. Besides creating an excellent physical and mental health for efficient learning, PE is a lesson that is meant to bring the children together by taking part in team-building activities. Activities like soccer help children explore their strengths and weaknesses and develop negotiating, teamwork, and life skills. With an established and outlined framework, a good PE curriculum may be established. This can be an effective way of guiding the teachers on the proper forms of PE exercise to involve their students regarding their age and time allocated for the activity. A class is ordinarily dynamic and contains students who have different backgrounds and social values.

As a PE teacher, the solemn purpose is to create an environment that allows each child to demonstrate their relevance. On the other hand, it is the teacher's responsibility to come up with a schedule of activities that will be carried out during the PE classes. For the case of Nick, there is a lack of professionalism and guidance on the students. The school should have stipulated at least two or three sessions of PE to help the teacher and the learners to explore different physical activities. If a student is deficient in one activity, there is s possibility the student will be useful in another activity. This could have avoided situations such as that one experienced during the football match. Each student will view his colleague with respect and importance since they now he or she is a key team player in a meaningful activity.

Training and Resources of Physical Education.

Physical education, in its real sense, involves numerous sporting and physical education exercises that are carried out either indoor or outdoor, depending on the technicalities of the physical exercises. In this regard, the lessons require well-equipped facilities that ensure the teacher's safety and the children during the whole process. Qualified trainers are also essential to ensure proper guidelines and training are offered to the respective children. The majority of the primary schools, especially the public ones, lack the trained staff and PE resources (Wrench and Garrett, 2015). This has created a barrier to how physical education is being delivered in these schools. The teachers face challenges in training while the children face learning challenges, thus creating an environment where physical education is not appreciated.

How Pre-Service Teachers Can Overcome the Limitations Imposed by their Personal Experiences of PE on their Future Delivery of PE Lessons.

Provide teachers with appropriate training and supervision.

To improve the quality of the physical education classes, teachers need to be given appropriate high-quality training and supervision. Training and supervision will help teachers appreciate the importance of physical education and provide PE as required by the education curriculum (Pangrazi and Beighle, 2019). To begin with, teachers should be trained on how to implement the PE curriculum they will be using. Teachers need to understand the importance of training and how best PE exercises can be performed to meet the intended task effectively. Hence, proper training on the curriculum equips teachers with the necessary tools to ensure that the lessons' objectives are achieved. An annual professional training can also be important in ensuring they advance their professional skills and training methods (Silverman and Ennis, 2003). The current world is dynamic, and children have been brought up from different backgrounds. The diversity of the children's background has been manifested in their ideas, intelligence, body size, and character.

For this reason, an annual review of the training methods is essential in ensuring the teachers are offering training in the best way possible without affecting the social life of any child (Siedentop et al., 2014). The challenges that Nick had serves as an excellent example of a lack of proper training. A good trainer could have identified a possible body shaming and offer the boy a position that could build his self-esteem by making him of importance to his team.

Like any other profession, feedback and training from superior teachers can ensure that personal experiences do not affect the quality of PE training that children are offered. A superior teacher acting as a supervisor will guide the teacher through the best possible and acceptable ways they can offer training while monitoring their strengths and weaknesses (Richards et al., 2014). With this kind of supportive training and execution, a supervisor will ensure teachers do not bring their past experiences as to the training in progress. On the other hand, on-site consultation on the progress of teaching and the instructional strategies will also enhance an excellent teaching and learning environment between the teachers and the students (Richards et al., 2014). Teachers will always seek guidance when presented with a difficult task and challenging situations; thus will always give their best to children.

A well-structured curriculum is what most of the primary schools, particularly the pubic one's lack. Read More