To what extent does the PE national curriculum and how it is taught affect the motivation of children to continue to be active in the future and what are the implications for my practice as a primary school teacher

Benefits

Motivation

Issues (now and in the future)

Problems with the KS1 curriculum

Problems with the KS2 curriculum

expecting them to participate in team games and develop tactics is very unrealistic

asking too much of them and this will decrease their motivation

Teaching them the basic motor skills is important but they are unlikely to master them all before the end of KS1

Some children will inevitably take longer with some movements but because it is something that is so vital not just in PE it should not be rushed. If it is rushed leads to people not being able to do which decreases motivation

At the end of the day KS1 children are extremely young and need to be introduced to the key motor skills in a fun and creative way

making it fun will allow children to want to carry on due to higher motivation

these movements take time and SHOULD NOT be rushed

taking part in adventurous outdoor activity= very ambiguous

the expectation that they should be able to play competitive games and apply principles of attack and defence may not be possible if the foundations have not been learnt

comparing previous performances theres is not a lot of time allocated to PE anyway so they may not have had the opportunity to do this

the potential of teachers to throw the children in at the deep end because it is what the curriculum says and expect them to get on with it is very de-motivating

Strongly believe that PE should be fun and engaging and provide children with the basic foundations as doing this will mean that if/when they do get to team games they are willing to learn and get involved

the government does not set a target of how much curriculum time schools should dedicate to PE

increased mental health

increase well being- self esteem, lowering anxiety and depression

children who are physically active are happier, more resilient and more trusting of their peers

Many Primary school teachers feel out of depth when it comes to teaching PE

there is no mention of developing skills such as communication, teamwork and organisation

Some children may lack confidence in the classroom but when playing sports come into their own and their communication is completely different - Sport for some children is seen as their safe space

no mention of how to deal with different abilities because higher abilities may get bored and loose interest quickly if they are not accounted for

Believe that motivation plays a key role in pupils enjoyment of PE

if they are not motivated then they will not want to engage in the activity and get better

motivation is linked to how the lesson is taught and how the teacher interacts with the children

So what does this mean for me as a teacher?

participation in PE leads to a healthier active lifestyle which in turn will reduce obesity in the UK

Theories

Scaffolding USE

Intrinsic and extrinsic motivation?

Maslow USE

These skills are vital for children to learn for their future

Social constructivism- vygotsky USE

Link to ZPD

Scaffolding- starting with what the student already knows

if the lesson is not tailored to the needs of the children then they will not be interest and therefore not motivated

Self determination theory

Therefore the amount of time spent on this subject will vary greatly from school to school= not fair

If they are not interested in the subject then how are they meant to be enthusiastic?

make the session fun and engaging on things that the children will be able to do and be interested in

ensure that when i plan lessons that there is minimal talking and the majority of the lesson is active

In teacher training i is drilled into us to use cross curricular links. However do not think this is the case with PE because it is likely that the teacher will get too drawn into the 'topic' and the children will not learn what is needed and will not be engaged

Alderfer USE