The discussion considers how PETTs impact the institutional contexts of PE teaching and learning in the three countries. Certainly organized sport has a place in French society, however, with cycling, swimming, football (soccer), skiing, tennis, boules (pétanque), and, increasingly, golf, basketball, and martial arts being the most popular activities. To conclude, several indicators suggest that the curriculum texts in Sweden mainly fit into the PETT framework of ‘Teaching PE as Health Education’ and, to a lesser extent, into ‘Teaching PE for Values and Citizenship’. Emmanuelle Forest, PhD in Educational Research (University of Toulouse - Jean Jaurès), is teacher educator in the Sport Sciences Department (STAPS) of Paris Descartes University, France. The PE-specific competencies in gymnastics and fitness training are: ‘to achieve a physical performance with an artistic or acrobatic aim’; ‘to perform and direct physical activity for development and self-care’. According to the general recommendations for PE and health, the stated aims appear to relate to the PETT ‘Teaching PE as Sport-Techniques’, but above all to ‘Teaching PE as Health Education’ and ‘Teaching PE for Values and Citizenship’. Four broad educational directions for PE have thus been identified based on previous research: (a) ‘Teaching PE as Sport-Techniques’, (b) ‘Teaching PE as Health Education’, (c) ‘Teaching PE for Values and Citizenship’ and (d) ‘Teaching PE as Physical Culture Education’. In addition, pupils can safely orient themselves in unfamiliar settings and use maps and other aids. Through a didactical comparative approach, the paper aims to investigate physical education teaching traditions (PETTs) in France, Switzerland (canton of Geneva) and Sweden. In order to reduce and structure the comparative analysis, we have chosen to focus on the content related to two physical activities, namely gymnastics and fitness training, both of which are current PE subjects in the three countries. In Sweden and the canton of Geneva, the PE content is described in less detail than in France and is not as nationally prescribed. Physical Education as a Subject in France (School Curriculum, Policies and Discourse): The Body and the Metaphors of the Engine--Elements Used in the Analysis of a Power and Control System during the Second Industrial Revolution. The French national PE curriculum is made up of four texts, depending on the grade and the type of school, all of which are issued by the French Ministry for Education. In Geneva, where the PETTs ‘Teaching PE as Sport-Techniques’ and ‘Teaching PE as Health Education’ are spread throughout the curricular material, there is also a need to change PE teachers’ mind-sets about ‘what’ to teach and learn in PE, insofar as this ‘what’ is not reduced to superficial knowledge about health issues or motor skills (Nyberg and Larsson, 2014). For example, pupils have to create ‘a floor sequence of six elements of four different families’. To summarise, several indicators (lists of physical activities, words reflecting the values and the cultural dimensions of the physical practices to be taught, a learning environment conceived as rich, meaningful and offering holistic sports experiences and social roles) lead us to consider that the French national PE curriculum mainly comes within the framework of the PETT ‘Teaching PE as Physical Culture Education’, but its delineation indicates that ‘Teaching PE as Sport-Techniques’ is a PETT that still impacts the vision of the curriculum, intertwined or fused with ultimate goals such as ‘to adopt a healthy lifestyle’, which refers to the ‘Teaching PE as Health Education’ tradition. Serge Vaucelle is a member of the Physical Education Faculty (STAPS) of the University of Toulouse 3 (France), where he teaches Sports Science, Sports Conditioning and Sports History. I have read and accept the terms and conditions, View permissions information for this article. The compulsory school text (4–15 years of age) is intercantonal (CiiP, 2010–2015), the texts for post-compulsory education – general (DIP, 2010), general culture (DIP, 2011) and business pathways (DIP, 2007) (15–19 years of age) are specific to the canton of Geneva, and the text for post-compulsory education – vocational pathway (OFFT, 2001) (15–19 years of age) is federal (Table 1). With the exception of Sweden, additional teaching resources and documents play an important role in illustrating the content to be taught in PE. There are few detailed examples of specific contents in the curriculum texts used in the canton of Geneva. These three innovative pedagogical models are related to an idea of PE as an educational contribution to the physical culture of youth understood as ‘a broader corporeal discourse that is concerned with all aspects of meaning-making centred on the body’ (Kirk, 2010: 98). It should be noted that culturally representative fitness activities such as aerobics and step aerobics are absent from the Federal Handbook of PE. In the context of social crises and urban violence, school appears to be experiencing a crisis of meaning and disengagement (Gerler, 2013; Wrigley et al., 2012). Curriculum texts in the canton of Geneva contain general recommendations, according to which the mission of PE is to contribute to general education and cross-field competencies. In this context, it is important to note that a teaching tradition is not only defined by the selected aims of school discipline and the kind of learning pupils are expected to master, but by the coherence between educational ends and values and the specific and selected contents prescribed. The French Government officially recognises the health benefits of physical activity for children and youth and has supported the development and promotion of national physical activity guidelines since 2002, and their recent renewal in 2016. In terms of the organisation and structure of the curriculum texts, PE as a school discipline is described differently in the three countries, which could reveal different perceptions of the purposes of PE. CAB Direct Research and planning sport and physical education facilities are central to Israel's system. classes, as well as educating students in exercise regimens, the history and societal impact of sports, nutrition and weight control programs, and advancing their interest in individual and team sports. Social development and learning are, on the other hand, acknowledged as an essential field of PE in all the Scandinavian countries, with aims like cooperation, leadership skills, fair play and respect for others (Annerstedt, 2008; Redelius and Larsson, 2010). Grade 4 157. Grade 2 111. The subject to be taught is the rich and complex configuration of knowledge that is at the core of games, sports, dance, outdoor adventure activities, etc. The SNEP (Syndicat National de l’Education Physique) is a professional associations for Physical Education teachers in France. The idea in this tradition is that pupils are expected to learn the facts and techniques of the ‘mother discipline’, here PE. all-round training. They only care about academics,” he said. Thus, the general recommendations for teaching PE in Geneva combine the traditions of ‘Teaching PE as Sport-Techniques’, ‘Teaching PE as Health Education’ and ‘Teaching PE for Values and Citizenship’. The state also mandates that high schools provide physical education courses for students. Sociological criticism points out the normativity of a ‘healthism’ perspective and the danger of reducing PE to activities that are only related to the development of physical fitness as an individual duty. There are over 13,920,000 records available in CAB Direct | Last updated on May 14, 2021. Students who are fluent in English are required to study French language and culture: up to 2 hours Create a link to share a read only version of this article with your colleagues and friends. Here, the focus is specifically on gymnastics and fitness training, because these physical activities highlight the similarities and differences across contexts in terms of didactic transposition (Caillot, 2007; Chevallard, 1991; Martinand, 2001). Which learning outcomes other than motor skills are highlighted? For each hierarchical performance level, additional national teaching resources are available to help teachers. The third pedagogical model, ‘Teaching Games for Understanding’ (TGfU) (Bunker and Thorpe, 1982), aims to challenge the molecularisation of PE when using games as subject content (Kirk, 2010). The curriculum text for upper secondary school – general culture pathway – is different. Setting up goals for physical activities, such as improving fitness. Website listing Physical Education jobs in France: Work in Education jobs -. Below, we discuss the results in relation to our fourfold categorisation of PETT to identify the impact of those traditions in the three curricula. For instance, in artistic gymnastics, at the second level, the text says: In accordance with basic safety rules, [the pupil should] work out and perform a controlled sequence of gymnastic elements including ‘flying’, ‘rotating’ and ‘leaning back’. NASPE is an association of the American Alliance for Health, Physical Education, Recreation and Dance, Amount of Required Physical Education: Indiana mandates physical education in grades K-8, and daily physical activity is required, which can include recess. The purpose of physical education has changed over different time periods and as a result of ever-changing socio-cultural events. Overview of Grades 4 to 6 153. The curriculum specifies the contribution of the school discipline to this common core. In France, education is compulsory between the ages of 6 and 16. For more information view the SAGE Journals Sharing page. View or download all the content the society has access to. Apply for overseas jobs for Americans, English-speaking jobs for expats in China, Asia. By continuing to browse For example, gymnastic tasks can be found in the brochure ‘balance, climbing and turning’, where the content mostly consists of segmented elements and exercises in hierarchical order. Some society journals require you to create a personal profile, then activate your society account, You are adding the following journals to your email alerts, Did you struggle to get access to this article? Kirk (2010) maintains that ‘PE as Sport-Techniques’ has dominated PE for so long that it still influences how the subject is taught. In France physical education existed from the beginning of the period and was the responsibility of the Ministry of War. Similarly to the arguments of Marty, Venturini and Almqvist (this issue) the analysis relies on the idea that there are strong relations between the concept of ‘teaching traditions’ and that of ‘didactic transposition’: depending on which traditions impact the curriculum discourses, knowledge and values of the school discipline are privileged in different ways. Access to society journal content varies across our titles. A method for exploring aspects of learning in physical education, Physical education in Scandinavia: An overview and some educational challenges, Theoretical perspectives on knowledge and learning and a pupil teacher’s pedagogical content knowledge of dividing and sequencing subject matter, Report on International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport, Healthy bodies: Construction of the body and health in physical education, Sport education and social goals in physical education: Relationships with enjoyment, relatedness, and leisure-time physical activity, Pedagogies of transformation: Keeping hope alive in trouble times, International Journal of Environmental Research and Public Health, European Educational Research Association, Teaching traditions in physical education, Comparing curriculum discourses to identify the various impacts of PETTs, Results: A comparative analysis of how PETTs impact the official curriculum in France, canton of Geneva and Sweden, Discussion on the comparison of the three curricula, Teaching traditions in physical education in France, Switzerland and Sweden: A special focus on official curricula for gymnastics and fitness training, Marty, Venturini and Almqvist (this issue), Swedish National Agency for Education, 2011, Swedish National Agency for Education, 2013a, Swedish National Agency for Education (2013a), http://eduscol.education.fr/eps/actualites/aeepsveloiroux, http://unesdoc.unesco.org/images/0011/001198/119812fo.pdf. The University of Paris, one of the world’s oldest universities, was founded in 1215. Working positions and load, such as during physical activity, and prevention of injury, through e.g. A look at the past helps to understand how established PETTs impact curriculum discourses. The country boasts a 99 percent literacy rate. Health‐oriented ‘Bildung’ or an obligation to a healthy lifestyle? The national curriculum lists physical activities such as sport, games, dance, fitness training and outdoor activities as needing to be taught to achieve these aims. Apart from improving motor learning, it has been shown that this model offers pupils a range of additional learning experiences, such as broad knowledge related to sport culture, the development of social competencies and a critical attitude towards consumerism (Hastie, 2012; Kirk, 2010; Wallhead et al., 2013). It should be noted that it does not indicate specific sports techniques for the various kinds of gymnastic apparatus used. Despite its small population, challenged economy, and rapid political development, Israel has been able to grow and achieve in sport and physical education. As far as step aerobics is concerned, it became part of the French PE curriculum in 2001 and since 2014 has continuously figured in the top 10 activities taught in the country’s high schools (Eloi-Roux, 2015). The potential contribution of PE is not mentioned. In this context, PE appears to be a possible solution (Hardman, 2001; UNESCO-MINEPS III, 1998). A teaching tradition shapes the curriculum of a school discipline in that it contains ideas about goals and the learning outcomes that pupils are expected to master in order to achieve these goals (Lundqvist et al., 2012; Östman, 1996; Roberts, 1988). It is taken during primary and secondary education and encourages psychomotor learning in a play or movement exploration setting to promote health.. In this approach, teachers attach importance to surface features of motor techniques. the site you are agreeing to our use of cookies. In sum, most indicators (e.g. The French national PE curriculum is made up of four texts, depending on the grade and the type of school, all of which are issued by the French Ministry for Education. School corporal punishment is the deliberate infliction of physical pain or discomfort and psychological humiliation as a response to undesired behavior by a student or group of students. physical development, current inadequacies of physical education programmes in schools, the need for teachers to remain informed and educated in physical development and the need for further development of the physical development The body is, of course, present in the other traditions but is mainly characterised as a biomechanical body, not a cultural and sensitive body. Grade 5 183. Thus, it should be emphasised that ‘Teaching PE as Physical Culture Education’, which is valued in the French curriculum, integrates various aspects of other PETTs. Physical Education job posting site for France, Paris, Lyon, Europe, DE, ME / Asia, UK, London, UAE/Dubai, SA, Ireland, India, Canada. 5 Studies in the field of physical education hinge on a fundamental and specific notion, that of the body and bodily education. The curriculum recommends the provision of learning environments that are rich, are meaningful and offer ‘holistic gymnastic experiences’ in order to develop ‘social competencies’. An example of ‘movement’ and ‘health and lifestyle’ in years 7–9 refers to fitness training: […] movement to music. They take into account the physical, psychological, social, economical, and cultural characteristics of the person being cared for at all ages of life. This handbook is divided into volumes relating to grades and into brochures for the various PE subject areas. Three interrelated PE-specific aims constitute the core structure of the PE curriculum at each school level: (a) development and mobilisation of individual resources promoting the enrichment of motor skills, (b) health education and management of physical life and (c) access to the heritage of physical culture and sports. Teaching traditions concern ideas about the goals of school disciplines and therefore about the kind of learning pupils are expected to acquire. In Sweden, the dominance of the PETT ‘Teaching PE as Health Education’ and, to a lesser extent, ‘Teaching PE for Values and Citizenship’ has led several Swedish researchers to explore ‘what’ to learn in PE, in that knowledge appears to be the blind spot of these two PETTs (Larsson and Karlefors, 2015; Larsson and Redelius, 2008; Nyberg and Larsson, 2014; Quennerstedt et al., 2014; Redelius and Larsson, 2010). FRANCE PHYSICAL ACTIVITY FACTSHEET FRANCE % ADULTS (18—65 YEARS) MALES 48.4 41.4 45 FEMALES BOTH SEXES This is one of the 28 European Union Member States factsheets on health-enhancing physical activity, developed as a part of a joint initiative between the European Commission (EC) and WHO Regional Office for Europe in the context of the implementation of the Recommendation … Physical Education Graduate Degree programs teach methods aimed at enhancing the physical health of students. Grade 7 237. Examples of these associated competencies to be acquired in artistic or acrobatic gymnastics mention that pupils have to: ‘organise and assume gymnastic social roles and responsibilities’, ‘work as a team and help each other’, ‘create a project by identifying the conditions for the action and its success or failure’, ‘develop perseverance’, ‘conduct self warm up’, ‘identify risk factors, take appropriate decisions’, ‘control emotions’, ‘assess the effects of exercise on the human body’, ‘adopt health principles and a healthy lifestyle’, etc. In this tradition, PE content is based on a molecular approach of dividing and segmenting the content to be learned, and PE teaching favours a hierarchical order from simple to complex elements. The text advises that PE should enable pupils to access a ‘reasoned, critical and reflective culture about physical activities and sports’. It also provides advice about assessment. The aim of this paper is to identify and discuss similarities and differences between the curricula for physical education (PE) in secondary schools in Sweden, France and the canton of Geneva (Switzerland) in the light of PE teaching traditions (PETTs). [He should also] judge the performances [of other students] on the basis of a code set up in common. A curriculum outlines the subject content and the teaching and learning requirements, but the teacher’s selection of content and ways of working contributes to pupils’ meaning-making and critical thinking (Quennerstedt, 2008a). Considering the main contents and values put forward, PE as health education can be related to an applied tradition in the sense developed by Roberts (1988) and Östman (1996). Kirk’s broad historical and epistemological reflection on the past and future of PE shows that ‘Physical Education as Sport-Techniques’ is a teaching tradition that is widely disseminated in western countries (Kirk, 2010: 61). Simply select your manager software from the list below and click on download. Physical education (MA) In the Master of Arts (MA) in Physical Education program, you'll learn the skills you need to help others stay active and healthy. The following example of a problem-solving task is provided for gymnastics: Pupils will have to develop the resources, skills, knowledge and attitudes allowing them to better exploit their psychomotor potential, construct their project (collective production) and realize it in the safest conditions, thanks to their mastery of different social roles: gymnast, teacher, observer, judge, partner… (DIP, 2007). This pedagogical model emphasises the importance of analysing the physical and cultural dimensions of the content, starting from the logic of sociocultural practices. Discourses in PE may be physical education in france true for another, France collaborative research and planning sport physical. 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