European perspectives of Quality Physical Education (QPE) · which outlines the case for PE as a fundamental right for all, and an essential element of lifelong education QPE policy

European perspectives of

Quality Physical Education (QPE)

Hungarian International Conference on Physical Education

Budapest, September 16th – 18th 2014

Claude Scheuer, University of Luxembourg

President of EUPEA

1. Historical aspects and definition of QPE

2. EUPEA and QPE

3. QPE on EU policy level

4. Life Long Learning and QPE

5. Future directions in QPE

Structure

European perspectives of Quality Physical Education Claude Scheuer, University of Luxembourg Wednesday September 17th 2014 – Budapest, Hungary

2

Historical aspects

Promotion of PE and sport by UNESCO since 1952

UNESCO’s 1978 International Charter of Physical Education and Sport which outlines the case for PE as a fundamental right for all, and

an essential element of lifelong education

QPE policy development as one of three core priorities for UNESCO’s Intergovernmental

Committee (CIGEPS) and through the endorsement of the International Position Statement on Physical Education of the International Council of Sport Science and Physical Education

(ICSSPE)

Historical aspects and definition of QPE

3 European perspectives of Quality Physical Education Claude Scheuer, University of Luxembourg Wednesday September 17th 2014 – Budapest, Hungary

Historical aspects

UNESCO’s 2013 World Sports Ministers Conference (MINEPS V)

Promoting public investment in QPE featured as a key issue on the agenda

“The Declaration of Berlin”

which recalls “that physical education is an essential entry point for children to learn life skills, develop patterns for lifelong

physical activity participation and health life style behaviours”



Definition of QPE by UNESCO Quality Physical Education is the planned, progressive, inclusive learning experiences that take place as part of the curriculum in early years, primary and secondary education, and acts as the foundation for a lifelong engagement in physical activity and sport. The learning experiences offered to children and young people in physical education lessons should be developmentally appropriate to help them acquire psychomotor skills, cognitive understanding, and social and emotional skills they need to lead a physically active life.

(UNESCO QPE Guidelines for Policy-Makers, 2013, p. 46)



Definition of QPE by AIESEP

AIESEP defines quality physical education, at any level, as that which concerns the physical, affective, social and cognitive development of young people, exposing them to positive individual and collective learning experiences where they develop knowledge, skills and dispositions that allow them to be informed and responsible decision makers relative to engagement in physical activity and sport in their lives.

(2014 AIESEP Position Statement on PETE, p. 3;

http://www.aiesep.ulg.ac.be/pages/statementsPE-TE.php)



Definition of QPE

• QPE is difficult to be exactly defined, but can be developed and experienced

• One main indicator of QPE is, how the concerned and involved persons experience QPE

• QPE needs a holistic approach on different activity levels




2. EUPEA and QPE




Structure


European Physical Education Association (EUPEA) • Founded in 1991 in Brussels

• Declaration of Madrid 1991, amended in Brussels 2011

“No Education without Physical Education”

• The umbrella organisation of the national Physical Education Associations in Europe

• Focus on promotion of and advocacy for Physical Education

• Cooperating with other international agents and associations like ICSSPE, FIEP, AIESEP, ENGSO, ...

• Contacts to the European Union Commission and the Council of Europe – Member as observer in Expert Groups of the EUC

– Member in the Consultative Committee of EPAS (CoE)

EUPEA and QPE


Definition of QPE Categories of quality indicators in Physical Education:

On different levels:

System level – School level – Classroom level

From different perspectives:

Practical perspective – Political perspective – Scientific perspective

EUPEA and QPE

Altrichter & Buhren (1997)

Egger (2004) Serwe (2008) BASPO (2011) EUPEA (2014)

Input Personal resources

Input / Structure Input Structure

Context Context

Process Process Process /

Organization Process Process

Outcomes Objectives Output / Outcome

Outcome/ Output

Product


EUPEA and QPE

System level School level Classroom level

Structure

Process

Product

Structure

System – School

Process

School – Classroom

Product

All levels

11

Definition of QPE


Scheuer, C., & Holzweg, M. (2014). Quality in physical education: an overview from the perspective of physical education teacher associations. In C. Scheuer, B. Antala, & M. Holzweg, Physical Education: Quality in Management and Teaching, pp. 62-71. Berlin: Logos.

EUPEA and QPE

12

Country / Region Document Document type

United States NASPE

• Physical Education Is Critical to Educating the Whole Child • What Constitutes a Quality Physical Education Program?

Position statement

United Kingdom afPE

• Quality of Teaching • Health Position Paper

Recommendations Position paper

Germany DSLV

Memorandum on Physical Education and School Sports adopted by DOSB, DSLV and dvs in September 2009

Memorandum

Ireland IPPEA

Quality Physical Education in the Irish Primary School Context Policy Document

Switzerland SVSS

Implementation of a national instrument for observation of QPE

Implementation document

Europe EUPEA

• Code of Ethics & Good Practice Guide for PE • Physical Education Guidelines • EUPEA principles • Declaration of Madrid

Guidelines Principles Declaration

Overview from the perspective of PE teacher associations


The perspective of EUPEA

System/school level • There should be teachers well qualified in PE at all levels of the education

system and there should be compulsory Continuing Professional

Development for those teachers

• All teachers of physical education should have an applied knowledge of First

Aid

• Physical education is an integral part of education from kindergarten and

throughout the education system.

• Promote a broad and balanced physical education curriculum that

encompasses the skills, knowledge and understanding to ensure that

children and young people are physically educated.

• Secure the appropriate time, resources and learning environments in order

to deliver high quality physical education in schools

EUPEA and QPE


The perspective of EUPEA Classroom level • Teachers must understand the emotional, social, physical and personal

needs of young people • The stages of development of children should guide the types of activity

provided and teachers should have the ability to respond positively to the individual needs of each child

• Teachers should have a sound understanding of the importance of enhancing self-esteem for young people and should seek to develop positive and healthy relationships with and between the children in their care.

• Children’s physical education and physical activity should be conducted in a safe, positive and encouraging atmosphere

• All children should be treated in an equable and fair manner regardless of age, ability, sex, religion, social and ethnic background or political persuasion

EUPEA and QPE


Overview from the perspective of PE teacher associations

• Pragmatic approach

• Practical perspective from the point of view of the PE teacher

• Political perspective: advocating for PE

• Absence of a scientific perspective

EUPEA and QPE


EUPEA/UNESCO Seminar in Paris

• PE advocacy

• PE assessment

• PE concept

• PE context

• PE curricula

• PE lessons

• PE teachers

• School

Structure



2. EUPEA and QPE




Structure


EU Physical Activity Guidelines 2008 “The increased amount of physical activity can be attained by increased curricular or extra-curricular time in school and need not be to the detriment of other subjects in the school curriculum.”

“Effort should be made to encourage schools to provide physical activities on a daily basis in all grades, inside or outside the curriculum and in cooperation with partners from the local community.”

“Time in the school schedule, a reasonable class size, adequate facilities and equipment, a well-planned curriculum, appropriate assessment procedures, qualified teachers, and positive administrative support for networks linking stakeholders in the areas of physical activity and health care in the local community.”

“High-quality physical education should be age-appropriate for all children and young people regarding both instructions and content. Instructionally appropriate physical education incorporates the best known practices derived from research into teaching experiences and education programmes that maximise opportunities for learning and success for all.”

QPE on EU policy level


European Parliament Resolution on the European Dimension of Sports 2012



COUNCIL RECOMMENDATION on promoting health-enhancing physical activity across sectors 2013


20

• Development of a national strategy to promote HEPA • Establishment of a HEPA Monitoring framework


COUNCIL RECOMMENDATION on promoting health-enhancing physical activity across sectors 2013



Resolution of the Council on the EU Work Plan for Sport 2014



UNESCO, Declaration of Berlin, 30 May 2013

www.unesdoc.unesco.org/images/0022/002211/221114e

Follow-up MINEPS V

UNESCO Guidelines for Quality Physical Education for Governments

to be published during 2014 with reference to the international benchmarks for physical education systems published by ICSSPE in 2012 and which QPE’s

benefits for health promotion is an integral part of.



UNESCO Guidelines for QPE Checklist for policy development 1. Carry out a national needs analysis on QPE provision, with a focus on inclusive practice;

2. Review funding models relating to QPE and QPETE, taking into consideration the evidence-based return on investment that can accrue both socially and economically;

3. Adapt legislative frameworks to support the provision of QPE in line with international conventions, declarations, recommendations, and good practice;

4. Develop a national strategy for the provision of QPE, supported by tools and mechanisms to measure impact;

5. Mobilize opinion on the right of access to physical education for everyone;

6. Build consensus around the concepts of inclusive QPE;

7. Reinforce local capacity to promote the development of and innovation within QPE provision;

8. Ensure physical education teacher education (PETE) underlines the important role of physical education to an individuals’ rounded development, particularly in terms of inclusive practices, current societal changes related to health, and the importance of promoting participation in a healthy, active lifestyle.



UNESCO Guidelines for QPE Core aspects of inclusive QPE provision • Ensuring Inclusive QPE Provision • Child protection and safeguarding • Inclusion • Advocacy • Teacher education, supply and development • Facilities, equipment and resources • National Strategy for QPE • Physical literacy • Curriculum flexibility • Community Partnerships • Monitoring and quality assurance



UNESCO Guidelines for QPE

Benchmarks for QPE with basic needs in place

• CURRICULUM

• CROSS CURRICULAR/EXTERNAL LINKS

• LEARNERS

• ASSESSMENT

• RESEARCH




2. EUPEA and QPE




Structure


AIESEP and LLL AIESEP believes that quality physical education teacher education programmes are those where graduate teachers are lifelong learners who possess a deep knowledge of the subject area and a set of reflective, pedagogical and didactic skills and professional dispositions that allow them to design and deliver quality physical education programmes for all students. Graduates should be ethical, caring, critical, innovative, reflective, collaborative and communicative professionals who advocate for students and quality physical education.

(2014 AIESEP Position Statement on Physical Education Teacher Education, p. 3; http://www.aiesep.ulg.ac.be/pages/statementsPE-TE.php)

Life Long Learning and QPE


UNESCO Guidelines for QPE

• High-quality pre- and in-service training for teachers, based on respect for human rights and the principles of inclusive education, is an essential element for supporting teacher effectiveness and thus for QPE

• The continuing professional development (CPD) of teaching personnel through compulsory, structured, regular CPD or In-Service Training (INSET) programmes should be a policy priority and constitute a core part of any public QPE strategy.



Perspectives in LLL

• Importance of LLL in our society

• Example: we do not know, how the future is going to be (see changes in ICT between 1990 and now)

• So we need flexible and adaptive models, that can be updated at any moment




2. EUPEA and QPE




Structure


Future directions in QPE

32

What do we need to improve QPE?

• Scientific perspective: Research-based and empirical evidence

• Instruments for quality and change development for PE departments – Process management

– Strategy development

– SWAT-Analysis

– Evaluation (internal/external)



33

School

Context

General conditions

Staff requirements

Structural resources

School governance

Planning

Administration Class

Implementation

Climate / Atmosphere

Feedback

Organization

Cooperation

Motor competence

Self + social competence

attitude

(customer) satisfaction

QIMS (BASPO, Switzerland)



34

What do we need to improve QPE?

• Systems and mechanisms for monitoring and quality assurance should be developed to promote good practice and accountability within QPE policy-making and implementation

• European benchmarks – Evaluation of PE with regard to aspects of quality

– Observatory for QPE

• Common efforts on a European level in the field of PE

• Holistic and multi-perspective approach


Thank you for your attention!

Welcome to the 25th EUPEA Forum in Milan (Italy)

October 16th-18th 2014

For more information:

www.eupea.com

@EUPEA_tweet

[email protected]


Documents

European perspectives of Quality Physical Education (QPE) · which outlines the case for PE as a fundamental right for all, and an essential element of lifelong education QPE policy