{"id":72468,"date":"2024-04-12T00:10:49","date_gmt":"2024-04-12T04:10:49","guid":{"rendered":"https:\/\/world.edu\/?p=72468"},"modified":"2024-04-12T00:10:49","modified_gmt":"2024-04-12T04:10:49","slug":"new-uk-government-guidance-for-pe-lets-teachers-and-pupils-down","status":"publish","type":"post","link":"https:\/\/world.edu\/new-uk-government-guidance-for-pe-lets-teachers-and-pupils-down\/","title":{"rendered":"New UK government guidance for PE lets teachers and pupils down"},"content":{"rendered":"

\"\"<\/p>\n

The UK government\u00a0recently published guidance<\/a>\u00a0for physical education (PE) aimed at all schools in England. The guidance is non-statutory, meaning it is not compulsory by law for schools to follow. Instead, it is intended as inspiration to help schools change their PE provision to benefit all pupils.<\/p>\n

Initially, this document seems like a catalyst for positive change. Those, like us, who research and work in school PE have advocated for more high-level support and focus on the subject for years. But on closer inspection, the guidance seems like a missed opportunity. It shows that PE is still undervalued and misunderstood, particularly by the government.<\/p>\n

A key recommendation set out in the guidance is that every pupil should take part in a minimum of two hours of PE a week. This, however, falls\u00a0considerably short<\/a>\u00a0of the target set by the UK\u2019s chief medical officer of 60 minutes per day of moderate-to-vigorous physical activity for children.<\/p>\n

Not only is two hours a week not enough, it\u2019s also nothing new. The Labour government set this as a target for young people\u00a0in 2002<\/a>, and set up a specific strategy to achieve it\u00a0in 2008<\/a>.<\/p>\n

PE could be at the core of a curriculum that promotes embodied learning \u2013 learning through all the body\u2019s senses, rather than sitting still and thinking.<\/p>\n

The latest government guidance offers examples of schools that have prioritised active learning as models. But it also suggests that PE teachers need to use evidence to\u00a0persuade school leadership<\/a>\u00a0and the school community of the need to include two hours of PE in the weekly timetable. Teachers deserve better than the expectation that they should have to fight for their subject.<\/p>\n

Focus on sporting success<\/strong><\/h4>\n

The guidance also emphasises that PE should be more inclusive. This includes equal provision for girls in PE, to ensure that boys and girls have access to the same sports and activities. But a big problem with PE\u2019s inclusivity is how closely it is tied to sport and sporting success.<\/p>\n

PE isn\u2019t the same thing as sport. It\u2019s an opportunity for children to learn about physical movement, health and fitness, and to gain social and emotional skills. But it isn\u2019t appreciated as a standalone subject in this way.<\/p>\n

For many, PE is only worth talking about when it is a way to emulate sporting success or create more successful sportspeople. This can be seen, for instance, in the\u00a0links emphasised by the government<\/a>\u00a0between the success of England\u2019s women\u2019s football team, the Lionesses, and improving PE for girls. It\u2019s also in the education secretary\u00a0Gillian Keegan\u2019s comment<\/a>\u00a0on the new PE guidance: \u201cAs the Women\u2019s Six Nations kicks off, I\u2019m delighted that we\u2019re taking the next step to support schools to help boys and girls follow their sporting role models.\u201d<\/p>\n

A lack of interest or appreciation for the PE curriculum by school leadership can mean that what is on offer is driven by\u00a0individual teachers\u2019 sporting interests<\/a>\u00a0\u2013 with a focus on competitive sport (and often associated gender stereotypes) reinforced along the way.<\/p>\n

Of course, increasing access to organised sport is good for the girls who want to play it. But many girls \u2013\u00a0and boys<\/a>\u00a0\u2013 don\u2019t. They may feel judged by their classmates if they are less skilled, or that\u00a0teachers prefer<\/a>\u00a0the pupils who are better at competitive sport. Children who don\u2019t have an affinity for competitive sport are pushed out.<\/p>\n

Lifetime benefits<\/strong><\/h4>\n

PE should increase children\u2019s physicality in learning by offering them a choice of activities that engage, motivate and inspire them to continue a\u00a0lifetime love of movement<\/a>. This would require a step-change in the planning and delivery of PE, as well as the training required for teachers. This new guidance will not change attitudes, access and pupil motivation.<\/p>\n

Good quality\u00a0PE can enhance<\/a>\u00a0children\u2019s mental, social, emotional and physical development. But this new guidance does little to advance the state and status of PE. It will continue to be pushed aside in favour of the subjects that pupils go on to take compulsory exams in.<\/p>\n

Children are\u00a0still experiencing<\/a>\u00a0the mental and physical fallout from pandemic lockdowns, and\u00a0pupil absence<\/a>\u00a0is at an alarming high. PE could and should be at the forefront of making a real and lasting difference to children\u2019s lives and education.<\/p>\n

PE as a curricular subject must not be viewed just as a platform for sport. To better foster the movement of young people, it should be at the centre of a curriculum that is dedicated to supporting holistic development, health and wellbeing, and improving life chances.<\/p>\n

Author Bios:<\/strong> David Grecic is Professor of Sport and Physical Education, Alan Thomson is a Senior Lecturer in Sport and Physical Education and Andrew Sprake is a Lecturer in Physical Education & Sport \/ Course Leader MA in Physical Education and School Sport all at the University of Central Lancashire<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The UK government\u00a0recently published guidance\u00a0for physical education (PE) aimed at all schools in England. The guidance is non-statutory, meaning it is not compulsory by law for schools to follow. Instead, it is intended as inspiration to help schools change their PE provision to benefit all pupils. Initially, this document seems like a catalyst for positive […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[32516],"coauthors":[11733],"class_list":["post-72468","post","type-post","status-publish","format-standard","hentry","category-education","tag-physical-education"],"acf":[],"yoast_head":"\nNew UK government guidance for PE lets teachers and pupils down - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/new-uk-government-guidance-for-pe-lets-teachers-and-pupils-down\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"New UK government guidance for PE lets teachers and pupils down - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"The UK government\u00a0recently published guidance\u00a0for physical education (PE) aimed at all schools in England. 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