Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

Evans, JR; Curry, C

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

Evans, JR

Curry, C

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Publisher:: Foro para la EF, la Actividad Física Recreativa y el Deporte de Castilla y León
Publication Type:: Journal Article
Citation:: Ágora para la Educación Física y el Deporte, 2018, 20 (1), pp. 27 - 27
Issue Date:: 2018

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Field	Value	Language
dc.contributor.author	Evans, JR https://orcid.org/0000-0003-1566-4507	en_US
dc.contributor.author	Curry, C	en_US
dc.date.issued	2018	en_US
dc.identifier.citation	Ágora para la Educación Física y el Deporte, 2018, 20 (1), pp. 27 - 27	en_US
dc.identifier.issn	1578-2174	en_US
dc.identifier.uri	http://hdl.handle.net/10453/132548
dc.description.abstract	<jats:p>A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.</jats:p>	en_US
dc.publisher	Foro para la EF, la Actividad Física Recreativa y el Deporte de Castilla y León	en_US
dc.relation.ispartof	Ágora para la Educación Física y el Deporte	en_US
dc.relation.isbasedon	10.24197/aefd.1.2018.27-45	en_US
dc.title	Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	20	en_US
utslib.for	160506 Education Policy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.publication-status	Published online	en_US
pubs.volume	20	en_US

Abstract:

A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.

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http://hdl.handle.net/10453/132548