School- and community-based PE & HEPA networks for daily physical activities

A selected collection of international and European based reviews and reviews of reviews on PE and on school based PA intervention studies (focused on Cochrane Systematic Reviews between 2007 and 2015) will be analyzed according their design of intervention components (single PE /PA component vs. multiple-components) and sector interventions (single school-based vs. cross-sectoral setting approach). Reviews and meta-analysis show effectiveness of different factors, however with ambiguity, if minutes of PE at school and/or for extra-curricular time of PA are extended.The linkage of PE with other components of an active lifestyle and the extension of the school setting with other stakeholder moves on the Public Health Agenda and can achieve an evidence-based outcome of health-related benefits of PE at school

Dansk gymnastiks europæiske dimension

Artiklen skaber et overblik over dels europæisk påvirkning af dansk gymnastik, dels dansk påvirkning af udviklingen inden for den europæiske gymnastikundervisning

Dansk gymnastiks europæiske dimension

Artiklen skaber et overblik over dels europæisk påvirkning af dansk gymnastik, dels dansk påvirkning af udviklingen inden for den europæiske gymnastikundervisning

LINKING PHYSICAL EDUCATION WITH LOCAL SPORT ORGANIZATIONS: IMPLEMENTATION OF AN “ACTIVE SCHOOL COMMUNITY”

The main purpose of the active school communities project was to act as a starting point for more active school communities throughout seven countries across Europe by strengthening the links between community sport organizations and local schools and provide a low-cost solution to improve physical education and physical activity in schools. Further, opportunities for cooperation were fostered by creating new partnerships between stakeholders that already separately work at the community level to encourage children to move more. Therefore, toolkits were created by the active school communities ERASMUS+ project to promote collaborations between the field of education together with grassroots sport sectors and sport clubs. The aim of this study was a pilot evaluation of these toolkits. A total of 38 members of local sport organizations, 34 members of local schools and 5 national coordinators participated in three parts of the evaluation study. In sum, there are ambivalent results regarding the three toolkits, but the majority of participants supported the aim of the project to create and improve more active school communities. Finally, future recommendations are discussed.  Article visualizations

Physical activity recommendations for early childhood: an international analysis of ten different countries’ current national physical activity policies and practices for those under the age of 5

During the last two decades there have been growing interests on recommendations for children’s physical activity. The World Health Organization (WHO) launched the first global international recommendations for children in 2010, focusing on children and youth aged 5-17 year olds. The recommendations were based on the dose-response relationship between the frequency, duration, intensity, type and amount of physical activity needed for prevention of non-communicable diseases. There remains however, at time of writing, (2019) a gap in the recommendations, as the WHO did not offer global recommendations for those children under the age of 5 (early years). An international policy and practice analysis, (not previously undertaken), of ten sample countries, was completed of current national physical activity practices. Also an international comparison of early years’ education settings were examined, specifically for those under the age of 5, to investigate current curricula, as well as the qualifications, knowledge and understanding of those supporting children’s learning in different cultural contexts. The sample of ten countries (Belgium, China, Denmark, Finland, Germany, Ireland, Italy, Norway, United Kingdom and United States of America) questioned whether the global daily physical activity recommendations (WHO, 2010) are costumed and used for to the early years’ age group on a national level or if they need to be adjusted. The analysis revealed that eight countries have developed their own national recommendations for children below the age of 5, while only two countries do not have any early years’ specific physical activity recommendations. National authorities seem to be the most common executive sources behind the recommendations. The content of physical activity for children under the age of 5, mostly included the total amount and intensity of physical activity. The total daily amount of physical activity in these ten countries varies between 60 minutes moderate to vigorous intensity physical activity up to 180 min total light to moderate intensity physical activity and for some countries the daily recommendations are only from age 1 year, not between birth and 1 year, this age range remains unsupported. The conclusions from the analysis of national recommendations, underlined the need to see the global recommendations be developed for the younger age group, to support all countries. It is proposed a need for universally new recommendations to go beyond just physical activity intensity levels and to consider how young children’s development can be supported in a versatile way by physically active play. Also age specific recommendations are offered for appropriate and purposeful physical activity to support early years and school aged children’s overall development. The findings also suggest educational recommendations for staff members of early childhood education and care settings to know appropriate and age specific recommendations to ensure they are able to support young children to reach the national and global recommendations. Research recommendations are also proposed

Olimpinė pedagogika kaip švietimo teorija etinėms ir humanistinėms vertybėms plėtoti

Olympic pedagogy is Olympic learning in four subject areas, embracing integral development of sporting, social, moral and intellectual education, which promotes individual sporting ability as accomplishment, as competition and as fair play, as a means of developing various positive social experiences and moral value orientations for the individual pupils. Experience of the ethico-moral principles of the Olympic idea in sporting activity, plus knowledge of moral behaviour and knowledge of the values and ideals of the Olympic movement, should enable pupils to experience and learn moral conduct in sport and should also convey knowledge about such conduct and shape their conscience for their daily life. These task complexes address standards and values in sport and in children’s and young people’s daily life. As an individual development task, children and young people should come to link subjective sporting ability, social conduct, moral behaviour and Olympic knowledge with the objectively desirable fundamental and historico-pedagogic behavioural standards of the Olympic principles. Sporting effort, social conduct, moral behaviour and Olympic knowledge can be considered as four subject areas of an ascending spiral curriculum, i.e. each subject area is equally important, they are mutually dependent and thus complement each other. In this way they together define the integrated approach to Olympic education. Pierre de Coubertin’s vision and concept of Olympism and education he briefly described in his Olympic letter No, III in October 1918. According to Pierre de Coubertin, Olympism is a state of mind, not a system. Nevertheless he also described four major tasks of education in the context of the harmonious development of body and mind. Coubertin wrote: “...to distinguish ... only the body and the mind, ... is too simplistic, but rather the muscles, the understanding, the character, and the conscience. This corresponds to the four-fold duty of the educator” (Coubertin, 2000, 547). If the educator is to have a four-fold task as his duty to educate in the spirit of Olympism, then the pupils will have a four-fold subject area of Olympic learning, to learn about the physical, social, moral, and mental domains of modern Olympism in physical activities and sports competitions, at their school lessons and in the other settings of their daily life.Pagrindinis edukacinis olimpinio švietimo uždavinys gali būti kildinamas iš šio teiginio: integruotas sportinis, socialinis, moralinis ir intelektualinis švietimas skatina gebėjimą sportuoti individualiai. Šis gebėjimas traktuojamas kaip laimėjimas, konkuravimas, kilnus elgesys (fair play), kaip įvairių teigiamų socialinių patirčių plėtojimo priemonė ir kaip mokinio moralinė vertybė. Olimpinių etinių ir moralinių principų, moralinio elgesio, olimpinio sąjūdžio vertybių ir idealų žinojimas ir šių žinių taikymas sporto veikloje turėtų padėti mokiniams išmokti taip pat elgtis ir būti sąžiningiems ir kasdieniame gyvenime. Šie užduočių kompleksai perteikia vaikų ir jaunuolių tiek sportinės veiklos, tiek kasdienio gyvenimo standartus ir vertybes. Kad būtų išbaigtas individualaus vystymosi procesas, vaikai ir jaunuoliai turėtų sugebėti sujungti subjektyvias savybes (gebėjimą sportuoti, socialinį, moralinį elgesį, olimpines žinias) su objektyviosiomis – esminiais olimpiniais istoriškai susiklosčiusiais pedagoginiais elgesio standartų principais. Sportas, socialinis, moralinis elgesys ir olimpinės žinios gali būti laikomi keturiomis kylančios spiralės pavidalo formos mokymo plano dalykinėmis sritimis. T. y. kiekviena dalykinė sritis yra vienodai svarbi, viena nuo kitos priklausoma ir viena kitą papildanti. Taip apibrėžiama integruoto olimpinio ugdymo samprata (Naul, 2004). Pierre de Coubertinas savą olimpizmo bei švietimo viziją ir koncepciją trumpai išsakė olimpiniame laiške (Nr. III) 1918 m. spalio mėnesį. Pasak jo, olimpizmas yra ne sistema, o proto būsena. Kalbėdamas apie darnaus kūno bei proto vystymosi principus, jis taip pat įvardijo ir keturias pagrindines švietimo užduotis. Coubertinas rašė: „[...]išskirti...tik kūną ir protą[...]yra pernelyg paprastas kelias, verčiau išskirti raumenis, protą, charakterį ir sąžinę. Tai atitinka visas keturias auklėtojo pareigas“ (Coubertin, 2000, p. 547). Jei auklėtojas perteiks savo mokiniams šiuos keturis suvokimo principus su olimpine dvasia, tada mokiniai sportuodami ir varžybose, per pamokas ir kasdienybėje bus tinkamai įvaldę šiuolaikinio olimpizmo fizinę, socialinę, moralinę ir psichinę sritis

Vertybinis švietimas mokykloje iš tarpdalykinės perspektyvos

Today, fair play is one value with an important extension outside the sport sector into many areas of public life, business affairs, and the environment at large. Fair play is no more only an attitude for personal human interactions; it has become a value which leads to many personal-environmental relationships including the protection of exploitation of material resources and of our nature on a global level. Fair play has also been focused as a part of value education in the context of school curricula and particularly as value education in physical education and school sports. There exist also examples of fair play as a cross-curriculum subject how the spirit and the notion of fair play fit in different school subjects as one Olympic ideal and as a part of Olympic education programmes (cf. Naul & Holze, 2011). Thus, the following four strands of modern value education at school may be highlighted: 1. Mutual respect is demanded as an inter-personal behavioral pattern, as a matter of non-discrimination of gender, ethnic, religious and political differences among participants and their peoples with the benchmark of fair play for any personal interactions inside and outside the sports ground, as well as in any school education context and in any other life-setting of children and youth (in particular – general education and religious education). 2. Harmonious education of body, will and mind should grow as eurhythmics character building through physical activities and sports in accordance with their rules and in cross-curricular combination of PESS with the subjects of fine arts, poetry and music (Olympic education). 3. Sustainability of natural resources and protection of the environment at large has become a new topic in the range of value education, particularly in different school subjects of science education (e.g. biology, chemistry, geography) and in some new teaching subjects, such as policy studies, economy and ecology. 4. Health enhanced PESS with the promotion of a healthy lifestyle has become a major item in many new European PE curricula, as well as demanded and promoted by the IOC on the occasion of the implementation of the OVEP programme. However, a sound value education outside Olympic education efforts, but inside the general school curriculum, is insufficient in many EU countries and overdue. We have to make sure that fair play is not in the shadow of new Olympic ideals and is taken more seriously for the purposed of new physical education, including sports.Šiandien kilnus elgesys (Fair play) yra viena iš vertybių, reikšmingai peržengusi sporto sektoriaus ribas ir išplitusi į daugelį visuomeninio gyvenimo, verslo reikalų ir aplinkos, plačiąja prasme, sričių. Kilnus elgesys daugiau nebėra vien tik asmeninio žmonių bendravimo nuostata; jis tapo vertybe, apimančia daugelį asmens ir aplinkos santykio ypatumų, įskaitant materialinių išteklių eksploataciją ir mūsų gamtos apsaugą globaliniu lygiu. Kilnus elgesys taip pat laikomas vertybinio švietimo dalimi mokymo planuose ir ypač vertybinio švietimo per fizinį ugdymą ir mokyklinį sportą dalimi. Yra kilnaus elgesio kaip tarpdalykinio objekto pavyzdžių, kai dvasia ir kilnaus elgesio supratimas dera su skirtingais mokykliniais dalykais tiek kaip bendras olimpinis idealas, tiek kaip Olimpinio švietimo programų dalis (palyginimui Naul&Holze, 2011). Straipsnyje apžvelgiamos keturios pagrindinės sritys, reprezentuojančios šiuolaikinį vertybinį švietimą mokykloje: 1) abipusės pagarbos reikia kaip tarpasmeninio elgesio modelio, kaip dalyvių ir jų šalių gyventojų, siekiančių kilnaus elgesio bet kokiame asmeniniame bendravime tiek vidaus, tiek išorės sporto varžybose, tiek ir bet kurios mokyklos švietimo kontekste ir vaikų bei jaunimo gyvenamojoje aplinkoje (ypač bendrajame lavinime ir religiniame švietime), nediskriminavimo dėl lyties, religijos ar politinių įsitikinimų; 2) darnus kūno, valios ir proto lavinimas turėtų didėti kaip euritminė savybė, ugdoma per fizinę veiklą ir sportą pagal jų taisykles, ir tarpdalykinio fizinio ugdymo ir sporto mokslo (Physical Education and Sports Science – PESS) derinimą su dailiųjų menų, poezijos ir muzikos dalykais (olimpinis švietimas); 3) gamtinių išteklių tausojimas ir aplinkos apsauga plačiąja prasme tapo nauja tema vertybinio švietimo srityje, ypač tarp skirtingų mokyklinių mokslinio švietimo srities dalykų (pavyzdžiui, biologijos, chemijos, geografijos) ir tarp kai kurių naujų mokomųjų dalykų, tokių kaip politicos studijos, ekonomika, ekologija; 4) sveikatos svarba paremtas fizinis ugdymas ir sporto mokslas (PESS) propaguojant sveiką gyvenseną tapo pagrindiniu klausimu daugelyje naujų europinių fizinio ugdymo (PE) dalykų, kaip ir Tarptautinio olimpinio komiteto siūloma ir remiama Olimpinių vertybių ir švietimo programa (OVEP – Olympic values and education program). Tačiau daugelio Europos Sąjungos šalių bendrosiose mokyklų programose esantis vertybinis švietimas be olimpinio švietimo būtų neišsamus ir pavėluotas. Turime užtikrinti, kad kilnus elgesys neliktų naujųjų olimpinių idealų šešėlyje ir būtų priimamas rimčiau, tikslingai įgyvendinant naująjį fizinį ugdymą, įskaitant ir sportą

Die integrierte olympische erziehung : ein konzept für schule und sportverein

A partir de bases pédagogiques inspirées de la pensée et des idéaux olympiques, et de principes olympiques choisis issus de la charte olympique du CIO, plaidoyer pour une éducation sportive privilégiant les aspects moraux et tentative de reformulation des missions d'éducation par le sport à l'école et dans les clubs sportifs