39
observational data do not allow for objective evaluations. These qualitative methods are
expensive and time-consuming and require detailed training and accurate assessment
tools. Establishing reliable research methods which can produce valid results from
young children ensuring the entire primary school voice is heard and acknowledged,
giving a more complete picture of the primary physical education landscape are
warranted.
‘Historically, elementary physical education programs have largely been left
untouched by efforts to evaluate their effectiveness or to hold schools or teachers
accountable for providing students with effective instruction’ (Rink & Hall, 2008, p.
217). In the United States, it is only South Carolina (as of 2008), that has a
comprehensive assessment program in primary physical education with ‘legislated
provisions for accountability at the school level’ (Rink & Hall, 2008, p. 217). There is a
dearth of independent evaluation of primary physical education practice in Ireland.
Further research should be longitudinal, to establish how content and quality of physical
education provision changes over time. This would provide a more comprehensive
view of the status of physical education practice in primary schools. The issue of what
is quality physical education also needs to be addressed. A recent study in the UK
(Keay, 2011), evidenced best practice in physical education in 198 primary schools.
When asked to qualify what they meant by best practice, the respondents (partnership
development officers, teachers, coaches and local authority representatives from eight of
the English regions) identified competition and extra-curricular activities as indicators
of best practice. Whether these indicators can be considered best practice for 4-12 year
olds is questionable and there is a danger that it just caters for the sporting or motor
elite. Another indicator highlighted in the study, was having a broad curriculum, but the
identified schools often focussed on specific activities. Child learning or achievements
were not mentioned as quality indicators. There is a gap between perceptions of
quality/best practice and what occurs in practice, and problems exist even where there
are clear structures and performance indicators. Research is needed that will examine
what is meant by quality physical education or best practice in primary physical
education, and to what extent it is being achieved.
Dostları ilə paylaş: