Physical education and physically active lives: a lifelong approach to curriculum development

Abstract

This paper focuses upon the relationship between physical education and interests in enabling more people to establish and maintain ‘active and healthy lives’ from a curriculum development perspective. Twin and inter‐linked concepts of ‘lifelong learning’ and ‘lifelong physical activity’ are presented as a conceptual basis for curriculum development in physical education. A multidimensional conceptualisation of physical activity is introduced as a key reference point for rethinking the scope and focus of curricula claiming or aiming to facilitate people's interest and ability to maintain active and healthy lives. It is argued that there is a need for a broadening of the skills, knowledge and understanding encompassed within curricula and for a lifelong curriculum to be acknowledged as the collective responsibility of organisations and individuals within and beyond existing formal education structures.

Notes

Correspondence: Dr Dawn Penney, School of Education, Edith Cowan University, 2 Bradford Street, Mount Lawley 6050, Western Australia; e‐mail: ([email protected]).

England provides a vivid example of diversity of political interests in physical education and school sport. The ‘faith’ currently being shown is reflected in government policy statements such as this: PE and sport in schools, both within and beyond the curriculum, can improve: 1. Pupil concentration, commitment and self‐esteem; leading to higher attendance and better behaviour and attainment; 2. fitness levels; active children are less likely to be obese and more likely to pursue sporting activities as adults; thereby reducing their likelihood of heart disease, diabetes and some forms of cancer; and 3. success in international competition by ensuring talented young sports people have a clear pathway to elite sport and competition whatever their circumstances. (DfES/DCMS, 2003, p. 1; see also Conway, 2003)

For details of the Ministerial portfolio in Scotland, see ⟨www.scotland.gov.uk/Topics/?pageID=61⟩.

The Networked Learning Community (NLC) program is an initiative being developed by the National College for School Leadership (NCSL) in partnership with the DfES, the Teacher Training Agency and the General Teaching Council. A networked learning community is a cluster of schools working with others, such as Higher Education Institutions, Local Education Authorities, FE colleges or community groups to: raise standards by improving the learning of pupils and staff, and school—school learning; develop leadership for learning by developing and harnessing the leadership potential of a wide range of people; build capacity for growth and continuous improvement by schools developing evidence‐informed practice and resources (NCSL, 2002, p. 1). It is a pilot program in which the NCSL and DfES provide funding to support the development of the community (up to £50,000 p.a. for three years), facilitate learning between networks and initiate wider dissemination. Each NLC identifies a ‘Learning Focus’ as its ‘unifying theme and objective’ and agreed upon by all member organisations. The objective ‘must be shown to add significant value to what the schools (individually or as an existing network) are already doing’ (NCSL, 2002, p. 6).

For commentary on past developments focusing on health‐related exercise/fitness, see, for example, Armstrong (1996), Armstrong and Sparkes (1991), Colquon (1990), and Kirk (1986).

Additional information

Notes on contributors

Dawn Penney

Correspondence: Dr Dawn Penney, School of Education, Edith Cowan University, 2 Bradford Street, Mount Lawley 6050, Western Australia; e‐mail: ([email protected]).