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