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Physical Activities: In a paper, presumably ironically titled 'Maintaining Breadth and Balance at Key Stages 1 and 2', the QCA (1998) advocales an increased narrowing down of the Physical Education curriculum, towards competitive games and away from outdoor and adventurous activities and athletics. This consequent marginalisation of Physical Education raises great cause for concern regarding children's current activity levels and future lifestyles, especially those children who already receive limited opportunities for physical activities. Children in the United Kingdom already receive fewer hours of Physical Education than any other comparable country in Europe (Armstrong and Welsman 1997), and these reforms seem destined to place our children still further behind.
Sadly, political events seem to be working against such approaches. Early statements sounded supportive of an increased profile for sport and physical activities:
Labour's approach to sport recognises the need to focus on a foundation where young children are introduced to a broad and balanced programme of activities (Labour Party 1996, p. 6) and Primary school teachers are to be given the key role of ensuring that all children experience physical activities. This is not only beneficial to children's health, it can also help equip them with social skills and the enthusiasm for lifelong sports participation.
There are numerous ways in which this aim can be achieved, and it presents a real and worthwhile challenge for teachers to generate ideas. For a start, though, it is useful to identify four broad areas that offer immediate opportunities for physical activity development and encouragement: out-of-school physical activity; informal play; organised extra-curricular activities; Physical Education lessons. |
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