In order to accomplish EuPEO´s mission, the project aims to implement a monitoring system by developing the EuPEO webpage, a manual for external monitoring (MEA) at Europe-wide and country level, and a toolkit to prepare and provide Internal self-monitoring (TIM) of quality Physical Education and School Sport at the school level.read more...
What if every child could #BeActive in school with sport and play? What if every school took one day to celebrate sport in Europe? Could it help students to ‘kick-off’ a lifetime of health? We say YES !join us
EUPEA has been involved in a project to advocate for Physical Literacy as a Key Competence in the Council of Europe’s recommendations.read more...
What is the situation of physical education in Europe? At a previous Board Meeting in Vilnius, EUPEA organized a Seminar to present examples of the PE curriculum in several European countries. Compare your curriculum with these examples.read more...
Results from the monitoring system for functional capacity (https://edu.fi/move/english) for 5th and 8th graders from year 2018 were revealed in January 2019. In 2018, it was the third time for 5th graders and the first for 8th graders to perform these tests. Totally, more than 93,000 children participated in the functional capacity tests. Recent results show that there are not many changes in the functional capacity of 5th graders. Among 8th graders there is a concern with their mobility results, especially among boys. These results highlight the importance of reducing the time spent with their mobiles and playing videogames.
Finland’s first sport policy report was released in autumn 2018. In this report the main action was to increase physical activity in primary and lower secondary schools by increasing physical education (PE) step by step. In Finland, the time allocation for PE is less than the average in Europe.
Curriculum reform for upper secondary schools is still in progress and it is expected that the first drafts of the new curriculum will be seen in March 2019. In the new curriculum, the time allocation for PE is staying at the same level as before.
The Professor Marco Bussetti is an Italian Physical Education (PE) Teacher, a politician, a public manager and from 1 June 2018, the Minister of Education, University and Research in the Conte Government.
He graduated in Sciences and Techniques of Preventive and Adapted Motor Activity at the Catholic University of the Sacred Heart in Milan, with a 110/110 cum laude.
After being a PE teacher for many years, he became Head Master, Coordinator of PE in his City, Varese and then his Region Lombardy but, his soul has always been linked to PE and the world of sport. His leading thought is: “The school is the most important tool to change the world in a better way”.
The first reform he is trying to lead during his mandate is the launch of the compulsory Physical Education Class in Primary School for at least 3 hours a week (instead of the actual 2 hours a week) taught by qualified personnel, graduates in PE. The reform should start from the higher classes of primary schools. This proposal would not only be good for pupils but, would lead to the recruitment of thousands of unemployed PE teachers in the Italian schools.The second reform he is leading is the construction of a new "PE National Curriculum" and, incentives for inclusive good practices in the Italian school regarding PE and sport. Last but not least, there will be more investment to renovate the sport facilities in Italian schools. Obviously, the expectations of the PE Teachers in Italy are very high so let’s hope for the best!
A reader of the French press and statements by the Minister of Education and Sports, might think that positive measures are being taken for sport. Journalists use the word sport to refer to including physical education and sports. We had alerted the Minister of Education who had told us that he made a real difference and that it was more understandable for parents.
The SNEP is committed to a definition of physical education that is a practical study of physical, sport and artistic activities. The word sport does not necessarily refer to high performance sport but to the more global aspect of the cultural phenomenon. There are continuities and a gap in these forms of activities but there is a common dimension which constitutes the heart of the study in our definition of compulsory school time. These young sports people have different requirements depending upon whether they are at recreation or performance level.
The fact remains that the Minister of Education’s play on the words, speak about sports development, without ever giving any hope for development. They actually hide a very poor definition of sport by considering that it is justified to move without any content and value. Having no requirement on cultural ambition, they consider that eventually any movement or activity, will be good for the youth.
By having this type of injunction, he gives the possibility to all marketing products to move the body without having any ambition for human development. Yet sport and culture have been created by men and women to be able to experience emancipation. As psychologist Bruner Jerome says, “The human brain creates culture and culture in turn transforms it.” The culture of education, 1996
An expert group had, however, proposed a programme full of hope for physical education. The SNEP-FSU did not agree with all the propositions but some points were positive for our discipline. Finally, after a consultation without any shared views, the Director of Education decided during a weekend, to change the programmes to produce a text without any ambition for school students. The curriculum divides the physical, sports and artistic activities in 5 large domains without any real coherence. For them table tennis and rugby are in the same group on the pretext that practitioners would have the same emotion in dealing with an emotion of confrontation. The text gives no more expectations or competencies but, asks the PE teacher to determine them. The knowledge is no longer National but will depend upon each school team. This conception could increase inequalities and no longer offers a common framework, no a common culture.
The National Council of the SNEP considered that there were no more curricula and decided to write a PE curriculum to disseminate to all the PE teachers in all Institutions. We will collect their opinions and feedback and then ask the specialist groups of each activity to make a new proposal. A test for the Baccalaureate and for the National Diploma will join this curriculum. A lot of work to do!