The Provision of Physical Education in Primary Initial Teacher Training Courses in England and Wales

64

The Provision of Physical Education inPrimary Initial Teacher Training Courses

in England and Wales

Claire Carney and Neil ArmstrongP.E.A. Children’s Health and Exercise Research Centre

University of Exeter

IntroductionThe concerns of primary school teacherson the adequacy of their initial teacher

training (ITT) in physical education are welldocumented (Williams, 1979; Kerr and

Rodgers, 1981; Jess, 1992), but relativelylittle research has been devoted to the

study of physical education within primaryITT. It is generally agreed that there shouldbe a minimum of 60 hours devoted to the

study of physical education within primaryundergraduate (UG) ITT (PhysicalEducation Association (PEA), 1987; BritishCouncil for Physical Education (BCPE),1980; Central Council for PhysicalRecreation (CCPR/National Association ofHead Teachers (NAHT), 1992). However,previous surveys (PEA, 1984; Williams,1985; Standing Conference on PhysicalEducation (SCOPE), 1991) have reporteda wide variation amongst institutions in thetime allocated to physical education, withsome reporting no provision whatsoever.Only two studies appear to have examinedcourse content (PEA, 1984; Williams,19851 and both were highly critical of theITT primary teachers received.

Since the above studies were publishedthe National Curriculum for PhysicalEducation (NCPE) (DES, 1992) has beenintroduced. The orders require all childrenin Key Stage one to be taught games,gymnastic activities and dance. In

addition children at Key Stage two mustalso be taught athletic activities, outdoorand adventurous activities (OAA) and

swimming. The NCPE therefore exerts

pressure on primary ITT courses to ensurethat preservice primary school teachers are

equipped to teach the full range of

designated activities.No data are available on time allocation

and course content of current primary ITTin physical education. This study wastherefore designed to examine current

provision for physical education on

undergraduate and post graduate primaryITT courses in England and Wales.

MethodologyData Collection (Logistics)Details of all ITT primary courses in

England and Wales were retrieved from theHandbook of Initial Teacher Training(NATFHE, 1994). Questionnaires wereaddressed to the person responsible forprimary physical education and sent bypost in September, 1993, to the seventyfour institutions offering primary initial

teacher training, at either post graduate(PGCE) or undergraduate (UG) level in

England and Wales. A covering letter

explaining the nature and importance ofthe study was included. It also stressed theconfidentiality of the data supplied and theintention to preserve the anonymity of theinstitutions in any published report of thefindings. A return stamped addressed

envelope was forwarded with the

questionnaire along with a letter of supportfrom the President of the PEA. In

November 1993 a second letter was sentto those institutions from which no replyhad been received. A third reminder letterwas sent in January 1994 with an

additional copy of the questionnaire.The purpose of the questionnaire was to

at University of Exeter on February 1, 2011epe.sagepub.comDownloaded from

http://epe.sagepub.com/

65

collate the following information for boththe UG and PGCE courses;

~ Demographic information

~ Total PE time allocation

W Course content and time allocation

~ Opinions of respondents on PE timeallocation

~ Identification of institutions offeringmain or subsidiary courses in physicaleducation and time allocation.

ResultsForty nine institutions returned a

completed questionnaire and one repliedby letter indicating that at that point in timea questionnaire would not be returned

because of time constraints. Of theinstitutions that replied 38 had both UGand PGCE programmes in primaryeducation, nine had PGCE programmes inprimary education exclusively and two hadUG programmes in primary education only.Thus providing information on 47 PGCEprogrammes and 40 UG programmes in

primary education. The 49 institutions

represented a 66% response rate.

Quantitative statistical analysis usingSPSS was used to examine the provision,content and structure of PE courses on UGand PGCE ITT primary programmes.Descriptive analyses and frequencydistributions were calculated for each

component.

Physical Education Time AllocationFifty two per cent of UG programmesoffered time allocations of 30 hours andbelow and 27.5% offer between 31-40hours (Table 1). The majority of PGCEcourses offered 16-25 hours for the studyof PE. One PGCE programme, however,offered only four hours while the minimumallocation for UG programmes was 12hours. The maximum time allocated to PE

on the PGCE programme was 44 hourswhile two UG programmes offered timeallocations of 60 hours. Overall meantime attributed to physical education onthe UG programmes was 33 hours, 40minutes and for the PGCE, 21 hours, 26minutes.

Course Content and Time AllocationThe majority of both UG and PGCE

programmes included the teaching of

games, (100% UG, 96% PGCE), dance(87% UG, 89% PGCE), and gymnasticactivites (95% UG and 96% PGCE) (Figure11. It can be seen that fewer programmesprovided courses in swimming, athleticsand OAA on both the UG and PGCE

programmes. ’Other’ activities includedsuch areas as familiarisation with the

NCPE, including planning and assessment,health related exercise, safety issues in

physical education, lesson planning,physical development, special educationalneeds and cross curricular issues.

Figure 2 highlights mean time allocationsfor UG and PGCE programmes and

emphasises the variation in mean timeallocation to different areas of study. It canclearly be seen that the largest mean timeallocations were attributed to games,gymnastics and dance for both the UG andPGCE programmes respectively. Athletics,OAA, other activities and swimmingreceived lower allocations on both

programmes with swimming on the PGCEprogrammes receiving an average of 52minutes throughout the one year course.

Views on Overall Time allocationNinety three per cent (63% - far too littletime, 30% - too little time ) of

respondents noted dissatisfaction with

time allocation on UG programmes. Only7% reported time to be about right. Norespondents reported too much time or fartoo much time given to PE. Similarly 49%of the respondents examined reported fartoo little time is allocated to PE courses onPGCE programmes while 30% reportedtoo little time. Compared to the UG

programmes a larger percentage of PGCErespondents (21 %), believe that time

appropriation on PGCE programmes is’about right’. Many took the opportunityto make further comment on the issue oftime allocation to physical education withintheir individual institutions.

Initial Teacher Training CoursesOffering Main Subsidiary Study inPhysical EducationTwenty two UG and four PGCE

programmes offered physical education as



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Table 1

Total Time Allocated to Physical Education on Undergraduate andPGCE Primary Programmes

Figure 1

Percentage of UG and PGCE Programmes Offering NCPE Activities



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Figure 2

Mean Time Allocation for UG and PGCE Programmes

a main subject study, seven UG

programmes offered it as a subsidiarysubject and of this number, four offeredboth main and subsidiary courses. NoPGCE programme offered PE as a

subsidiary subject. Mean number of hoursallocated to main study and subsidiarycourses in PE on both the UG and PGCE

programmes can be seen in Table 3.

Optional Additional CoursesEighty per cent of UG programmes and56% of PGCE programmes offeredstudents the option of further study in

Table 3

Average Time Allocated to Both Main andSubsidiary Courses on UG and PGCE

Programmes

physical education. Of the-courses offered ’

for further study, games, swimming andfirst aid are the most popular for both thePGCE and UG programmes (Figure 3). Thecourses included a range of National

Governing Body Award sports schemesincorporating the Football Association,Rugby Football Union, English VolleyballAssociation, Hockey Association and theLawn Tennis Association. These included

mini-game options and refereeing/umpiringcourses. Numerous courses were availablein the teaching and coaching of swimmingand life saving primarily offered by theAmateur Swimming Association and theRoyal Life Saving Society. First aid courseswere offered by organisations such as St.Johns Ambulance and gymnastics wasdominated by the British Association ofGymnastics Awards (BAGA) teachercourses. OAA courses were varied andincluded expedition leaders award,mountain leader training, Royal YachtingAssociation dinghy instructor and skiinstructor award.

Discussion

Physical Education Time AllocationThe results of this study indicate a

reduction in total mean time allocation to

physical educatiqn on both UG and PGCEprimary ITT since previous studies wereundertaken in this area (PEA, 1984;



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Figure 3

Identification of Optional Additional Courses Offered onUG and PGCE Programmes

Williams, 1985; SCOPE, 1991 ). Only twocourses satisfied the recommendednumber of 60 hours on UG programmes(PEA, 1987; BCPE, 1980; CCPR/NAHT,1992). This reduction in total PE timeallocation is further highlighted when bothPEA (1984) and Williams’ (1985) data areconsulted. The present study demon-strates that 52% of UG programmesoffered 30 hours and below to the studyof PE. This compares to 36% of all primaryprogrammes in 1985 (Williams, 1985) and30% in 1982/83 (PEA 1984). The

percentage of programmes offering inexcess of 60 hours in 1977 was 9% of

junior middle programmes rising to 28% in1982/83. Williams (1985) noted a

reduction to 24% and in the present studyno programmes were found to offer PEcourses in excess of 60 hours.

Course contentThe majority of UG and PGCE programmessurveyed included the teaching of games,gymnastics and dance and they received

the largest time allocations on both

programmes. However, since 1977 andthe first PEA study a reduction in hoursattributed to these curricular areas hasoccurred. Although most time is attributedto these areas on the PGCE programmetimings are relative to the intensiveness ofthe PGCE. The PGCE programme, becauseof its very nature, suffers from whatMawer and Head-Rapson (1984) term as’putting the proverbial quart into the pintpot’. Games, gymnastics and dance doreceive most time but it amounts to a meantime allocation of 5 hours and 31 minutesfor both games and gymnastics and 4hours 32 minutes for dance.HMI (DES, 1991) found that the

teaching of games often took a

disproportionate amount of PE time in allthe primary schools surveyed at the

expense of other areas of the curriculum,namely gymnastics and dance. This maybe due to the emphasis of time placed ongames teaching in primary ITT. This

appears antithetical when set against



69

recent political moves to increase the roleof team games in the curriculum. Spencer(1994) in a report of the ConservativeParty Annual Conference ( 1994) quotedJohn Major’s statement that the NCPEwould,

’put competitive team games at theheart of school life. Sport will be playedby children in every school from five tosixteen, and more time must be devotedto team games.’ (cited in the TES,October 21st, 1994.)

The government’s ’back to basics’

policy has hinged itself upon the physicaleducation domain. Increasing youth crimehas re-introduced the ’muscular

christianity’ argument and the ability of theplaying field to solve disagreements anddevelop moral thinking. Ian Sproat(Minister for Sport) who initiated thedebate on team games in schools is quiteopen with his claims:

’team spirit, discipline, good sports-manship, and fair play are all extremelyimportant and are only teachable byexperience on the sports field. If we hadmore organised team games in schoolswe could have fewer little thugs likethose who murdered James Bulger outin the street. There is a lot of benefitfrom controlling aggression and

channelling natural aggression.’(Spencer, TES February 4th, 1994.)

It would seem from these results thatthe government is ill-informed about thephysical education curriculum. What is

actually being called for is already inexistence perhaps to the detriment of othercurricular areas (DES, 19911. Whether theoutcomes predicted by the minister arehappening or are possible is a questionwhich is beyond the scope of this paper.

In conjunction with these data Kerr andRodgers 119811 noted that 91 % of theprimary teachers surveyed at that time hadexperienced the teaching of gymnastics aspart of their ITT, however, it was alsonoted that teachers showed lessconfidence in this area than in all others.

Similarly, the DES (19911 reported thatboth dance and gymnastic lessons when

analysed were less successful than any ofthe other NCPE areas because of the

inability of the teacher to plan for

progression and the apprehensiveness ofteachers towards teaching these areas. Ittherefore comes as a surprise, initially, thatswimming (which is only taught on 49%of UG programmes and 35% of PGCE

programmes and receives a mean timeallocation of 5 hours on UG programmesand a mere average of 52 minutes on thePGCE programme) is documented as

producing the most achievement amongstchildren (DES, 1991). The DES (1991)attribute the success of swimming coursesin schools, however, not to the ability ofprimary teachers but to the provision ofqualified instructors at swimming poolsand the help of parents in the supervisionof children. Williams (1985) questioned thevalue of the inclusion of swimming courseson primary ITT programmes which had lessthan 10 hours allocation because of the

prevalence of peripatetic teachers and theavailability of swimming INSET provision.However, since that time the Education

Reform Act ( 1988) has made schools morefinancially independent through theintroduction of Local Management of

Schools, making schools more

accountable for their financial operationsand in turn encouraging more efficient useof resources. This ultimately dictates theprovision of available capital to thedifferent areas of provision within schools.In addition, the changing nature of LocalEducation Authorities and the influence of

privatisation of resources means a reducedprovision from advisory services. Althoughprovision varies from one area to the nextschools now have to pay for the servicesof physical education advisors. Many headteachers therefore have very difficultdecisions regarding prioritising funds

amongst many different needs. In addition,it is quite possible for a new teacher tobegin teaching in the 50% of schools whodo not rely on staff employed by localswimming pools to which they haveaccess (CCPR/NAHT, 1992). ThereforeITT colleges cannot rely on externalsources to extend the limited training in

swimming or indeed any curricular area.Of those institutions offering courses in

athletic activities and OAA on the UG and



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PGCE programmes the average timeallocation appears inadequate to cover therequired material. Williams (1985) wasunconvinced of the capacity of ITT

programmes to provide an adequatecourse in athletics for preservice teachers.These results support her views and in

addition question the capacity of currentITT courses to provide an adequatetraining in OAA. Forty six per cent of UGprogrammes with an average mean timeallocation of 2 hours and 37% of PGCE

programmes offered an average of 1 hour

study on ’other’ activities. In their

evaluation of the first year of introductionof Key Stages one and two physicaleducation, OFSTED ( 1993) commented onthe increased need for better guidance onassessment, progression and recording forteachers.

In the light of the present findings thePGCE appears particularly problematic interms of preparation for the delivery of thewhole NCPE. A recent report by BAALPE(1990) transports this worry into a

different domain. It suggests that’teachers with little or no initial training inPE run risks if they undertake to teachmore than simple skills’ (p. 12). It stressesthat Head teachers must be satisfied thatall teachers who are required to teach PEare able to:

~ teach the full range of activities

. ensure pupils are given work that is

appropriately matched to their ability~ provide activities which will enable

pupils to progress~ teach PE safely

Could the institution that provides only 4hours for the study of PE, or indeed any ofthe UG and PGCE courses, be confidentthat their student teachers are receivingadequate training in order to fulfil theabove? Although it is recognised that timewill not necessarily lead to quality it is

important that students are given an

appropriate grounding in each of the NCPEactivities in order to fulfil each of the abovecriteria.

Views on PE Time AllocationFrom the results it would appear that some

respondents representing PGCE courses

are unconcerned by the low number ofhours attributed to PE; 21 % thought thattime was about right compared to 7% ofUG respondents. Many respondents tookthe opportunity to make further commenton the issue of time allocation to physicaleducation within their individualinstitutions. Comments extracted from the

questionnaire illustrate the apparent satis-faction of some with PE time allocation:

’About right given the number of areaswhich must be covered for a primaryPGCE student.’

’It seems impossible to gain additionaltime when all tutors in foundations feelthat they need much more contacttime.’

’Total time is woefully inadequate butin one year about all one could fit in.’

’Far too little time for the six areas theyneed to teach, but given the amount oftotal time they have, is it realistic to

expect another subject area to losesome of their time to give more time toPE?’

’About right although it is a fairallocation in a one year course which isso intensive.’

’Far too little time, however we are

given the same time allocation as otherfoundation areas, it is a fair system inthis institution.’

Most respondents felt that because oftime pressures on the courses PE receiveda fair allocation of time in relation to other

foundation subjects. However, some

respondents were concerned about theirPGCE PE programmes:

’Total time is woefully inadequate forstudents to come to a level ofconfidence needed to teach PE.’

’I feel we are hardly able to cover thecontent of the NCPE and pack so muchinto each lecture that I am concerned

that we are bombarding students in ourdesperation to cover everything.’



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’Students on this course feel inadequatein terms of planning, organising anddiscussing many aspects of the

subject.’

’Too dismal to discuss, I feel sorry forthe students!’

and finally,

’PGCE students are a liability teachingPE unless within a tightly structuredprogramme co-ordinated by a specialistteacher of PE in the school.’

Optional Additional CoursesIn order to overcome some of the shortfallsof PE in primary ITT the PEA (1987)recommended that all ITT institutionsshould provide optional additional coursesin PE. Of the programmes that providedsuch opportunities, the majority includedcourses on games, swimming and first aid(Figure 3), followed by gymnastics,athletics, dance and OAA. Manyrespondents commented on this aspect oftheir course noting in particular the

presence of a secondary course in physicaleducation, sport science or sport studiesthat enabled them to offer such courses tothe primary groups; a factor which wasearlier identified by the PEA (1984). Thefinancial outlay for courses was, however,proving to be a deterrent for some

students. One respondent believed thatthis situation would increase over the

coming years reflecting on the ever

decreasing governmental maintenance

grant for students. The PGCE course

offered its own unique problems primarilyrevolving around the issue of time. Mostparticipants in the study commented thatalthough courses were available to PGCEstudents few participated because of theintensive nature of their courses. Therelevance of such courses to the primaryteacher and the teaching of physicaleducation in the primary school has beenquestioned in the past (Williams, 1985;Fox and Biddle, 1988; Harris, 1988). Sincethat time, however, national governingbodies of sport have recognised the

problems that are facing non-specialistprimary teachers and have attempted todesign courses more applicable to the

primary school e.g. ’tag’ rugby, ’new

image’ rugby, BAGA teachers award, ASAteachers award, and mini-football.

Although such courses are not a

replacement for the time deficiencies ofITT they may provide for some studentteachers the only opportunities to

experience different physical activities andthus add to their repertoire of skills.

Specialist Study of PhysicalEducationIn relation to the increased demands on ITTit may be necessary to revisit recom-mended time allocations propos.ed by thePE professional organisations (PEA, 1987;CCPR/NAHT, 1992). Is 60 hours adequateto develop subject expertise and

knowledge in the six areas of the NCPEand to develop a range of teachingmethods for each of these areas as

requested by Circular 14/93 (DFE, 1993)?Many primary PE departments in ITT

institutions have to fight hard to maintaina meagre time allocation, such an

argument may seem therefore, in light ofthe new government proposals, as

preposterous and improbable. Thus theissue of specialisation discussed byAlexander, Rose and Woodhead (1992),Circular 14/93 (DFE, 1993) and OFSTED(1993) seems to present an avenue ofredirection for PE. The intervention ofoutside influences in primary physicaleducation has always been prominent andindeed welcomed (DES, 1991). A recentGallup poll ( 1993) on physical educationin primary schools reported that half of theprimary schools surveyed used coaches inthe delivery of their physical educationprogramme.. Sportswear companies arealso taking advantage of the identified

problem in primary physical education andare offering intervention in the form of, forexample, Step Reebok for primary schoolage children. Thus the argument for theintroduction of the specialist teacher intoprimary schools grows as they apparentlydepend increasingly on the commercialsector and national governing bodies ofsport to provide adequate physicaleducation in schools.

Twenty-two UG and four PGCE

programmes .surveyed offered physicaleducation as a main subject study andeight UG programmes offered it as a



72

subsidiary study. In conjunction with theearlier SCOPE study (1991), the presentresults revealed much variation amongstinstitutions in distribution of timeallocation. In many cases number of hourson subsidiary courses equalled or even

surpassed the number of hours on mainstudy courses: It is surprising that timedevoted to main courses can range from150 to 1,770 hours on a 4 yearprogramme. Equally it is questionable ifsuch subject expertise and knowledge asproposed by Circular 14/93 (DFE, 1993)can be achieved on the PGCE main PEcourse with an average time allocation of25 hours.No information was sought on the

distribution of time allocation on main or

subsidiary courses in terms of course

content. Further research is needed in thisarea to investigate the structure of mainand subsidiary courses.

ConclusionsOver the last decade there has been areduction of overall time allocated to the

study of PE despite the introduction of theNational Curriculum (DES, 1992). It seemsironic that the necessary skills demandedof the primary teacher have increasedwhereas the time attributed to trainingnew teachers of physical education hasdecreased.One can only speculate how future

primary teachers who are receiving lesstime allocation to physical education thantheir predecessors will evaluate the role oftheir ITT in preparing them to teach theNCPE. Students on the PGCE course in

particular suffer from huge work loads inall areas of the curriculum. With morestudents gradually opting to follow thepost graduate route into ITT (Laws, 1996)can we be sure that they are receiving andwill receive in the future adequate trainingto develop the subject knowledge andexpertise necessary to teach, progress andassess the physical education NationalCurriculum? In addition the new proposalsset out in Circular 14/93 (DFE, 1993) forprimary ITT propose increased time to beattributed to the study of the core

subjects. Increased school based training(from 20-32 weeks in 4 year courses and15-18 weeks in PGCE primary courses)

will also result in a reduction in hours of

college based work and possibly PE timeallocation. With increased time in schools,student teachers will be relying on thoseteachers whose dissatisfaction with theirown ITT is well documented (Williams,1979; Kerr and Rodgers, 1981; Jess,1992) to aid them in ’increasing subjectknowledge and expertise’ in physicaleducation (DFE, 1993).

Overall the results provide a prettydiscouraging view of the time available forphysical education in primary ITT coursesthroughout England and Wales. However,if the current movement of reforms

proceed without any appraisal or

assessment, the preparation studentsreceive to teach the whole NCPE coulddeteriorate further in the future as a

consequence of decreasing time allocationand increased school based training. Whatlong term effect this will have on the

provision of physical education in the

primary school is unknown.

ReferencesAlexander, R., Rose, J. and Woodhead, C. (1992)

Curriculum Organisation and ClassroomPractice in Primary Schools. A DiscussionPaper. Department of Education and Science,London.

Almond, L. and Harris, J. (1991) Beyond theBadge: Award Schemes in Physical Education.Strategies September, pp.2-15.

BAALPE (1990) Safe Practice in PhysicalEducation. The British Association of Advisorsand Lecturers in Physical Education, London.

BCPE (1980), Policy Statement.CCPR/NAHT (1992). National Survey of Physical

Education in Primary Schools, A SportingChance? CCPR/NAHT, London.

Department of Education and Science (1978).Primary Education in England: A Survey by HerMajesty’s Inspectors of Schools. HMSO,London.

Department of Education and Science (1991). TheTeaching and Learning of Physical Education,Aspects of Primary Education. HMSO, London.

Department of Education and Science (1992).Physical Education in the National Curriculum.HMSO, London.

Department for Education (1993). The InitialTraining of Primary School Teachers. DFECircular 14/93 HMSO, London.

Fox, K. and Biddle, S. (1988). The Child’sPerspective in Physical Education Part 2:Children’s Participation Motives. British Journalof Physical Education. Vol.19, No.2, pp.79-82.

Jess, M. (1992). The Provision and Perception ofPhysical Education by Primary Class Teachers.Unpublished Report of a Survey Carried out in



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the Fife Region during February 1991.Manchester Metropolitan University.

Kerr, J.H., and Roagers, M.M. (1981). PrimarySchool Physical Education: Non-SpecialistTeacher Preparation and Attitudes. Bulletin ofPhysical Education. Vol. 17, No.2, pp.13-20.

Laws, C. (1996). New Directions for PhysicalEducation. Teacher Education in England andWales, in Armstrong, N. (1996) (ed.). NewDirections in Physical Education, Vol.3 CassellsLondon, pp.179-188.

NATFHE (1994) Handbook of Initial TeacherTraining. NATFHE, London.

Mawer, M. and Head-Rapson, B. (1987)Professional Courses in Physical Education forNon-Specialist Primary and Middle SchoolTeachers: A Report of the 1977 and 1982/3PEA Surveys, in Mawer, M. and Sleap, M.(1987) (eds.). Physical Education WithinPrimary Education: A Volume of Essays.Compiled by the Primary School Study Groupof the Physical Education Association. PEA,London.

OFSTED (1993). Physical Education. Key Stages1, 2 and 3, First Year, 1992-1993. TheImplementation of the Curricular Requirementsof the Education Reform Act. Her Majesty’sChief Inspector of Schools, HMSO, London.

PEA (1984). Professional Courses in PhysicalEducation for Non-Specialist Primary and MiddleSchool Teachers, 1977-1983. PEA, London.

PEA (1987). Report of a Commission of Enquiry.Physical Education in Schools. PEA, London.

SCOPE (1991). Survey of Initial Teacher Training- 1990/1991 (Unpublished). SCOPE, London.

Spencer, D. (1994). Minister Out of Step withAerobics. Times Educational Supplement. 4thFebruary, pp.16.

Spencer, D. (1994) Staff Say ’No More’ To SportHours. Times Educational Supplement. 25thFebruary, pp.16.

Williams, E.A. (1979). Physical Education in theJunior School: a Study of the TeachersInvolved. Bulletin of Physical Education. Vol.15,No.3, pp.5-13.

Williams, E.A. (1985). Perspectives on InitialTraining in Physical Education for PrimarySchool Teachers. The 28th ICHPER WorldCongress Proceedings. West London Instituteof Higher Education, pp.726-734.

ResumeLa place de 1’6ducation physique dans lescours de pr6paration initiale des

professeurs d’6ducation physique AI’ élémentaire en Angleterre et au Pays deGalles.

L’objectif de I’dtude fut d’analyser la

place actuelle de I’education physiquedans la preparation initiale (PI) et

postgradu6e (PG) en Angleterre et au Paysde Galles. Le temps moyen allou6 6

1’6ducation physique est de 33 heures, 40minutes (de 12 a 60h) au premier niveauet de 21h 26 minutes dans les

programmes de postgraduat. La majoritd

des programmes analys6s 6 ces niveauxcomportent 1’enseignement des jeux(temps: 9h 43 Min. (PI) - 5h 53 Min..(PG), la gymnastique (9h 25 Min.. (PI) -5h 53 Min.. (PG) et la danse (7h 32 Min..(PI) - 4h 54 Min.. (PG). Le temps moyenallou6 6 la natation était de 2h 3 Min.. (PI),52 Min.. (PG), a I’athletisme, 1 h 36 Min..

(PI) et 1 h 39 Min.. (PG), aux activitesd’extérieur et d’aventure (1 h 27 Min.. (PI),49 Min.. (PG). La (couverture) de ces cours6 travers les deux programmes n’etait pascoordonn6e ni coh6rente. Des cours

suppl6mentaires, a option, étaient assur6sdans 80% des programmes (PI) et 58%des programmes (PG). 11 existe de fortesvariations dans le temps consacr6 6 I’etudefondamentale de 1’6ducation physiquedans les programmes initiaux et post-graduds. L’6tude met en doute I’habilet6des programmes en vigueur 6 pr6parer les6tudiants 6 appliquer le curriculum nationald’education physique.

M. Pieron

ZusammenfassungDas Lehrangebot im Fach Sport im Rahmender Lehrerausbildung in England undWales.Das Ziel dieser Studie war die

Untersuchung des gegenw5rtigenLehrangebots im FAch Sport auf dem

’undergraduate’ - Niveau (UG) und aufdem ’post-graduate’ - Niveau (PGCE) derLehrerausbildung in England und Wales.Der Mittelwert an Zeitumfang Fur dasFAch Sport bei UG-Programmen betrug 33Stunden, 40. Minuten (Streubreite =12-60 Stunden) und 21 Stunden, 26Minuten (Streubreite: 4-44 Stunden) beiden PGCE-Programmen. Die Mehrzahl deruntersuchten UG- und PGCE-Programmebeinhaltete die Vermittlung von Spielen(Zeitumfang: UG: 9 Stunden, 43 Minuten;PGCE: 5 Studen, 53 Minuten) Gymnastik/Turnen (UG: 9 Stunden, 25 Minuten;PGCE: 5 Stunden, 53 Minuten) und Tanz(UG: 7 Stunden, 32 Minuten; PGCE: 4Stunden, 54 Minuten). Die Durchschnit-tszeit fur Schwimmen betrug UG: 2

Stunden, 3 Minuten, PGCE: 52 Minuten,Fur Leichtathletik UG: 1 Stunde, 36

Minuten; PGCE: 1 Stunden, 39 Minuten;



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fur Freizeitund Abenteueraktivi5tten UG: 1

Stunde, 27 Minuten, PGCE: 49 Minuten.Sowohl der zeitliche Umfang als auch dieBelegung dieser Kurse war in beiden

Programmen unbest5ndig. FreiwilligeZusatzkurse wurdenn zu 80% in UG-

Programmen und zu 58% in PGCE-

Programmen angeboten. Es gab grof3eUnterschiede im zeitlichen Umfang desHauptfachstudiums Sport bei UG- und

PGCE-Programmen sowie bei UG-

Programmen im Nebenfachstudium. Dievorliegende Studie stellt die F5higkeit derLehrerausbildung in Frage, die Absolventenauf die Emsetzung des Nationalen

Curriculums im Sportuntericht auf dem’post graduate’ - Niveau vorzubereiten.

G. Doll-Tepper

ResumenLa oferta de educacion fisica en los curso

correspondientes a la formacion inicial delProfesorado en Inglaterra Y Gales.

El prop6sito de este estudio se centr6 eninvestigar la oferta de E.F. en los curso

correspondientes a la formacion inicial delprofesorado en Inglaterra y Gales, en do6mbitos distintos: aqu6l que representa lasituaci6n de los alumnos, y el querepresenta la situaci6n de los post-

graduados. En relaci6n a los programasdirigidos a alumnos, el tiempo medio

asignado para E.F. fue de 33 horas, 40minutos (rango = 12-60 horas), y para elcaso de los postgraduados, supuso unamedia de 21 horas, 26 minutos (rango =4-44 horas. La mayoria de los programasdirigidos a UG y PGCE, incluian laensenanza de juegos (UG = 9 horas, 43minutos; PGCE = 5 horas, 53 minutos),gimn6stica (UG, 9 horas, 25 minutos;PGCE = 5 horas, 53 minutos) y Danza(UG = 7 horas, 32 min.). El tiempo mediodedicado a la Nataci6n fue (UG = 2 horas,3 min.; PGCE = 52 min.), Atletissmo, (UG- 1 h 36 min.; PGCE = 1 h 39 min.),Actividades en la Naturaleza y de Aventura

(UG = 1 hr 27 min.; PGCE = 49 min.). Un80% de los programes de UG, y un 58%de los programas PGCE recibieron cursosadicionales optativos. Eubo unas grandesvariaciones en la distribuci6n del tiempoasignado al estudio de la Educacion Fisicatanto en los programas UG como en losPGCE. Por todo ello, este estudio viene acuestionar la capacidad de la formacionincicial del profesorado para preparar a losestudiantes a enfrentar y desarrollarconvenientemente el curriculum NacionaJ

para la Educacion Fisica.

J. Campos- Granell



The Provision of Physical Education in Primary Initial Teacher Training Courses in England and Wales

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