Happy 21st birthday sport education: Where are we now?

The article focuses on the pros and cons of the Sport Education Curriculum (SEM) that is used in New Zealand. Comments made by former professional rugby player Chris Laidlaw show how important sport is to New Zealanders. Educator Daryl Siedentop believed that sport education was necessary and his play theory is analyzed

A synopsis of the weather problems facing today's general aviation pilots

Concentration on weather to data has primarily been at the point of observation. There have been efforts to obtain and disseminate en route weather through pilot reports (PIREPS), but the efforts have been meager. What is needed is the cooperative efforts on the application of technology to the acquisition and dissemination of the en route weather data for those pilots in the air as well as those who are flight planning on the ground. A comprehensive three-dimensional computer storage system is proposed that receives weather information from all aircraft on IFR flight plans and stores this information by altitude and geographic coordinates. Also, a report on the Federal Aviation Administration's Research Engineering and Development Aviation Weather Program from the aspect of past, present and future is given

Plato makes the team: the arrival of secondary school sport academies.

Since sport captivates many young people in Aotearoa New Zealand, it is not surprising that it is being situated in a new form of educational setting. This is evidenced through the emergence of secondary school sport academies over the last four years. The first academy was established in 1997 at Aranui High School in Christchurch and now there are over 70. This paper examines the changing role of sport in secondary education, discusses the emergence of sport academies and comments on the development of three of these. The academies provide the context - where sport takes place - which is crucial to the education and sport nexus (Gerdy, 2000). Clearly, if sport can achieve educational purposes through sport academies, then we must explore their operation as an educational tool

Sport and education: Sport in secondary schools for all or for some?

The place of sport in schools has always been controversial and struggled to gain legitimacy and acceptance as a part of the formal curriculum. While some commentators argue sport has no place in the curriculum, others claim it is too important to be left to chance and, like other aspects of education, it can and should be pursued for its own intrinsic value. For example, Siedentop (1982, p. 2) stated, 'if sport is equal to other ludic [movement] forms (art, drama, music and dance) both for the individual and the culture; and if more appropriate participation in sport represents a positive step in cultural evolution then sport in education is justified'. From another but still supportive perspective, Arnold (1997, p. I) claimed, 'sport is a trans-cultural valued practice ... and despite its corruption from time to time it is inherently concerned with concepts, ethical principles and moral values which are universally applicable and justified as a form of education