Experimentations in Physical

Education
 Experimentation in PE
1- Student’s Learning from their
Experiences
2- Feminist Approach
3- Developing Health Enhance Behaviour
4- Develop Life-long Participation
5- Curriculum Continuity from Primary to
Secondary Stage
6- Implementing Pupil Centered Approach
Experimentation in Physical Education
• Experimentation in physical education helps pupil to
develop their learning in physical competence and
confidence, and their ability to use these to perform in a
range of activities.
• It promotes physical skillfulness, physical development and
a knowledge of the body in action.
• Physical education provides opportunities for pupils to be
creative, competitive and to face up to different challenges
as individuals and in groups and teams.
• It promotes positive attitudes towards active and healthy
lifestyles.
Experimentation in Physical Education
• Pupils learn how to think in different ways to suit a
wide variety of creative, competitive and
challenging activities.
• They learn how to plan, perform and evaluate
actions, ideas and performances to improve their
quality and effectiveness.
• Through this process pupils discover their
aptitudes (capacities), abilities and preferences,
and make choices about how to get involved in
lifelong physical activity.
 Experimentation in PE and Sports by
Students to enhance their Learning
• When something is made meaningful we grab
it, take it into ourselves and become involved
with it. Thus, it shows that how we find it
meaningful.
• Meaningful physical education experiences
are influenced by the value the learner
qualities to physical education as well as the
learning goals identified by the learner.
 Experimentation in PE and Sports by
Students to enhance their Learning

• An individual’s life experiences, including their

involvement in sport and physical activity as
children and youth and their specific cultural
and community values, shape how they find
something meaningful from one physical
education situation to the next (Chen, 1998).
 Experimentation in PE and Sports by
Students to enhance their Learning

• For example, a case study of one highly-skilled

student in a sport education (SE) showed that
the meaningfulness credited to the
experience was strongly influenced by that
student’s prior sport experiences outside of
school (Crance, Trohel, & Saury, 2013).
 Experimentation in PE and Sports by
Students to enhance their Learning
• These are some factors that shape the
learning experimentation of students in PE;
• Feelings and emotions
• Gender
• grade level
• socioeconomic status
• family structure
• community, and school location
 Experimentation in PE and Sports by
Students to enhance their Learning

• Preferences for non-sports activities; Numerous

studies support claims that many female students
find non-sports based activities (such as dance or
personal fitness) more meaningful in their physical
education experience.
• Preferences for self-expressive and creative
activities; Canadian sixth-grade girls who were
dissatisfied with a focus on organized sport in
physical education, preferred self-expressive and
creative activities (such as writing, drawing, music
and dance).
 Experimentation in PE and Sports by
Students to enhance their Learning

• Preferences for non competitive activities; Five

Irish female students who co-designed a physical
education curriculum with teachers prioritized
individual, non-competitive activities.
• Prioritizing the specific physical activity; For
participants in one location, soccer was the
primary physical activity of choice, while in
another, surfing was most important.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Kretchmar’s (2006) presented a criteria that
represent qualities of meaningful experiences
in physical education and youth sport settings.
• It is composed of;
1. Social Interaction
2. Fun
3. Challenge
4. Motor Competence
5. Personally Relevant Learning
 Experimentation in PE and Sports by
Students to enhance their Learning
1- Social Interaction;
• Contribution for meaning full experiences; Social
interaction was identified as contributing to
meaningful experiences. Interaction takes place
with friends, peers, teachers, coaches, and even
family members of other participants.
• Contributing towards meaning full experience;
The social support received from both peers and
teachers enhanced meaningful engagement with
physical education content.
 Experimentation in PE and Sports by
Students to enhance their Learning

• Can lead to gender inequity; Teachers’ actions

can lead to gender inequity through (sometimes
unintentionally) supporting ideas about male
superiority and female inferiority.
• Preferences for self-selected groups; Self-
selected groups as well as groups selected by
teachers.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Koekoek and Knoppers (2015) found students
preferred to select their own groups in
physical education, yet they also preferred (at
times) groups that did not include friends.
• Application of previous experiences;
Activities should build on previous
experiences, extend skills and challenge pupils
to refine and apply them in new situations.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Analysis of self performance; Pupils should be taught
how to analyze their own and others’ performance in
order to improve effectiveness and quality.
• Engaging in problem solving activities; They should be
placed in problem solving situations and taught how
to plan, make appropriate decisions and evaluate
outcomes.
• Learn the rules and regulations; They should be
taught the rules of activities and how to apply them.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Students role modeling for their peers; When
groups received little instruction from the teacher,
high-school students were observed taking on roles
of novice or expert based on their perceived level of
knowledge in the given physical education situation.
This approach facilitated a deeper learning
experience than if students simply followed the
teacher’s instructions.
• Use of other’s strengths; Their growing awareness
of others’ strengths and limitations of performance
should be used constructively when working
 Experimentation in PE and Sports by
Students to enhance their Learning
• Giving importance to regular exercise; Pupils
should be taught to exercise safely and
appreciate the value of regular exercise
• 2- Fun;
• Main element; Many participants in physical
education and youth sport have described fun
as central to meaningful activity experiences.
• Motivating; Fun in physical education was
more motivating than participating for health’s
sake.
 Experimentation in PE and Sports by
Students to enhance their Learning
• The use of game-centered approaches (GCAs)
and Sport Education instructional models have
been found to contribute to students having fun
and finding value in physical education.
• Educational models proved to be effective;
Pedagogical models, such as Teaching Games for
Understanding or Game Sense and Sport
Education seem to effectively facilitate
meaningful experiences that are fun for children
in physical education.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Balance in activities; Fun should not be ignored,
nor should it be prioritized at the expense of
other criteria for meaningful experiences.
• 3- Challenges;
• Ownership of learning; Students could take
ownership of what they were trying to achieve
(that is, choose their level of challenge), they
found physical education more meaningful.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Challenge as a motivating force; It was sometimes
cited as a motivating factor that led to continued
participation.
• Challenges leads towards self improvement;
Challenges that were identified as personally
meaningful were associated with a sense of
achievement, noticing outcomes and reasons to
try, the option to set one’s own goals, and self-
improvement in skills or fitness challenges,
excitement, and the struggle of the moment.
 Experimentation in PE and Sports by
Students to enhance their Learning
• 4- Competition;
• Positive and negative consequences of
competition; The role of competition
contributed in both positive and negative ways
to participants’ meaningful engagement in
physical education and youth sport.
• Competition presentation is important; We
suggest that physical education teachers
carefully consider how competition is presented.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Objective of game must be competing; Students
from research reviewed preferred emphasis to be
placed on the challenge(s) inherent in the process
of competing rather than on the outcome (that is,
winning and losing).
• 5- Motor Experience;
• Perceptions of motor experiences; Experiences in
physical education were more positive when
students’ perceptions of their own motor
competence were high, which had implications for
the meaningfulness made from their experiences
 Experimentation in PE and Sports by
Students to enhance their Learning
• Meaningful engagement; Motor competence
contributed to students’ meaningful
engagement through executing game skills,
understanding their performance relative to
others in the class, receiving praise from the
instructor and/or peers, and negative
responses made by classmates.
 Experimentation in PE and Sports by
Students to enhance their Learning
• 6- Personally Relevant Learning;
• Meaningfulness learning; Physical education
and youth sport was identified as more
meaningful when participants were able to
recognize the importance of what they were
learning and could make explicit connections
between their current physical education and
sport experiences and future aspects of daily
living outside of the school or community
setting.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Lack of learning awareness; In their
qualitative research of eight suburban middle-
school students in the United States, Garn et
al. showed that students rarely felt they
learned anything new (including skills, rules,
and strategies), particularly when their
physical education experience was so heavily
oriented toward short units of sport that were
taught through direct instruction and as part
of a multi-activity curricular model.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Use of extra games; The use of extra games
represents one contemporary way to help
students make connections between physical
education in schools and physical activity
interests outside school and thus enhance
meaningful participation for students
 Experimentation in PE and Sports by
Students to enhance their Learning
• Assistance by teachers and coaches; Teachers
and coaches assist students in clearly
identifying the purposes of what they are
doing by making connections between what
they are learning, why it is of value, and how it
applies to their lives beyond the classroom or
youth sport setting.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Ownership of learning; Providing students
with opportunities to take ownership of their
learning through being involved in making
choices (with teachers and coaches) and
reflecting on their experiences may strengthen
the personal significance and therefore the
meaningfulness derived from their
experiences.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Considering the ways for social interaction to
learn; Teachers and coaches should carefully
consider the ways in which opportunities for
social interaction are organized and structure
based on the needs and desires of learners.
• Such considerations require taking into account
all relationships in the learning environment.
• Including managing interactions between peers
and moderating one’s own potential biases,
such as gender roles.
 Experimentation in PE and Sports by
Students to enhance their Learning
• Providing opportunities for both individual
and group work, carefully considering
dynamics of group composition while
providing choice when possible
• Understanding the ways pedagogical decisions
hold the potential for both meaningful and
meaningless experiences for learners.
 Experimentation in Curriculum
• Curriculum theorist need to seek new
paradigms for pursuit of excellence in
education to movement and active lifestyle.
• It is the result of experimentation that equity
has been a dominant theme. Much effort is
directed towards to eliminate economic and
social barriers to participation in sports.
Special problems of racial discrimination in
sports are well publicized.
 Experimentation in Curriculum

• The feminist perspective is strong in current

attempts to achieve equity in sports and
physical education. Most educators now
accept the principle of gender equity.
1- Developing Health-Enhancing Behaviour

• At the beginning of the twentieth century, the

role of physical education is to maintain, and if
possible, improve the health and physique of the
children was identified.
• The role of physical education in developing
health-enhancing behavior.
• Content relating to fitness and health form an
integral part of the Programme of Study
• The relevance of a health focus within the
physical education curriculum is now widely
1- Developing Health-Enhancing Behaviour

• A set of attributes that people have or achieve

that relates to their ability to perform physical
activity. These attributes include the
components of physical fitness identified by
Bird (1992) as muscular strength and
endurance, the condition of the cardiovascular
system, the mobility of the joints and flexibility,
and co-ordination.
• The relevance of a health focus within the
physical education curriculum is now widely
 2- Engagement of Individuals in life long
Participation
• However, research evidence indicates that in
order to participate in physical activity to have
long term as well as short term health
benefits, it is necessary for individuals to
engage in life-long participation in physical
activity.
• A major challenge for teachers of physical
education concerns how to make a positive
contribution to the goal of life-long
participation.
3- Curriculum continuity approach from primary to secondary stage

• It is the transitions pupils experience from one stage of

schooling to another. It can refer to the curricular
experiences which teachers try to provide for the pupils
through a school.
• Many associated ideas can be experiment to implement
this approach. For example
• A joint professional development day is held between the
secondary physical education department and primary
feeder schools which enables teachers to exchange ideas
about the teaching of the subject. This may include
sharing schemes and units of work and lesson plans,
which enable teachers to develop knowledge and
• Physical education curriculum coordinators and
secondary physical education teachers meet
regularly to share knowledge and expertise and
ideas to jointly plan and develop a curriculum to
provide continuity from primary to secondary.
• Secondary physical education teacher is selected
to act as a coordinator or liaison officer between
the secondary school and primary school. This
teacher visits primary school physical education
lessons, attends staff meetings, arranges joint
meetings and organizes paperwork to support
continuity between primary and secondary
stages.
 4- Implementation of Pupil Centered
Approach
• This approach gives priority to exploring and
explaining the purpose and structure of
learning in a new setting. It recognizes pupils’
needs (and capacity) to develop a language for
thinking about learning and about themselves
as learners. Thus experimenting the child
centered approach.
• Many associated ideas can be experiment to
implement this approach. For example
• In order for the pupil-centered approach to be
effective, pupils have to learn how to manage
their own learning. Problem-solving and
decision-making skills need to be taught and
pupils given the opportunity to practice such
skills in order to become effective in using them.
• This requires shared understanding of an
approach to teaching physical education through
a process model, coordination through meetings
between primary and secondary teachers, joint
continuing professional development, joint
curriculum planning and development, and joint
teaching in both the primary and secondary
schools.
 References
• Guidelines for curriculum Developments by
Clayton E. Buel.l
• Curriculum Instruction and assessment by
Stephen A. Mitchell.
• Physical Education for lifelong fitness by
National association for sports and physical
education.
• Introduction to teaching physical education by
Jane [Link]
• The challange of change in physical education
by Ida M Webb.
 References
• Professional Preparation and Curriculum
design in Physical Education and Sports by Dr.
Dubey Pardeep Bhagwan Prasad.
• Foundation of Physical Education, exercise
science and sport by Jennifer L. Walton-
Fisette.
• Understanding Physical Education by Ken
Green.
• Encyclopedia of Physical Education by Dr.
Rajnikant P. Patel
 References
• Physical education curriculum
• Physical education key learning area curriculum
guide (primary1-secondary 6)by The curriculum
development council Hong Kong.
• Physical education key learning area
(Curriculum and assessment guide secondary 4-
6).
• Measurement and evaluation in Physical activity
application by PHIllip A. Bhishop.
• Learning and teaching in physical education by
Colin A. Hardy
 Outcomes of this Lecture
• Students will summarise the opinions of
personnel involved in curriculum planning
process.
• At the end of the lecture students will
differentiate between the roles of the personnel
involved in curriculum planning process.
• Conclude the factors regarding experimentation
of Physical education curriculum.