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PESTALOZZI TRAINING RESOURCES
The opinions expressed in this work are the responsibility of the authors and do not necessarily reflect the official policy of the Council of Europe.
This training unit has been developed in the trainer training course : « Physical education and sport for democracy and human rights (SPORT) » organised by the Pestalozzi Programme of the Council of Europe in cooperation with EPAS .
Physical Education and Sport for Democracy and
Human Rights (SPORT)
Ethics and Values in Physical Education
by
Authors: Claude Scheuer and Jean-Luc Thill - Luxembourg Editor: Charlot Cassar
Last edition: October, 2015
Ethics and Values in Physical Education
Brief description
This training course addresses the issue of ethics and morality in Physical Education challenging the notion that physical education, sport and competition are somehow set apart from real life, and occupy a realm where ethics and moral codes do not apply. It provides activities that support participants develop a deeper understanding of ethical and moral issues in Physical Education and their role as teachers. Each of the activities presented builds on the previous one, and while some may be used as stand along activities, or the methodology adapted to target other issues/needs, it is advisable to schedule the activities in the order presented.
Expected outcomes
✓ Readiness to take responsibility and to be accountable for my actions and choices (A_COOP_3). ✓ Aptitude to evaluate situations and issues to look for solutions with all partners involved (S_COOP_3). ✓ Understanding of the main concepts related to diversity (K_DIV_1).
Background and context
This training unit was originally developed within the framework of the Bachelor of Educational Sciences of the University in Luxembourg with student teachers in the 3rd and 4th year of their studies. Within this context, the student teacher is expected to develop consciousness concerning ethical aspects and values related to democracy and human rights in physical education. The training course supports students to understand the importance of ethical aspects in physical education, to identify such issues and to take these into consideration when planning lessons.
In its current version, the training unit may be used for pre or in-service training with any educator to highlight the transversal nature of education for democracy and human rights.
Depending on the context, after Activity 7, participants may be asked to develop PE lesson plans that are then piloted and evaluated in terms of the theme of this training course.
This training unit was originally piloted with educators from Luxembourg as part of the Pestalozzi Programme Module series “Physical Education and Sport for Democracy and Human Rights”.
Activity 1: Story of my Life
Duration: 30 min Expected outcomes ✓ An ice-break to help participants get to know each other.
Methods/Techniques used ✓ Ice-breaker ✓ Presentation
Resources ✓ Flipchart Papers ✓ Markers
Practical arrangements ✓ Tables where participants can work individually. ✓ A space where participants can stand in a circle.
Procedure
Step 1 – Your Autobiography (15 min) ✓ Welcome participants. ✓ Inform participants that they have received a contract to write their autobiography. The publishing agent is in a hurry and they must be really quick to complete their task. ✓ Give participants a piece of paper and ask them to fold it in half and then in half again to form a book. ✓ Participants choose the title of a popular song for the name of their book. Ask them to write that title on the front cover. ✓ On the inside of the front cover (page two), participants list a table of contents: o Name & Surname o Name of the place where they were born o Description of their first job o Number of years they have been working in their current job. ✓ On page three, they draw a picture of their family. ✓ On the back cover of the book, they draw a picture of what they plan to do when they retire. Where will they go? Who will you go with? Etc.
Step 2 – Tell your Story (15 min) ✓ When all participants have finished their books, invite them to stand in a circle and to use their book as a visual aid to introduce themselves.
Adapted From: Business Training Works Inc (2002). Creative Icebreakers, Introductions, and Hellos for Teachers, Trainers, and Facilitators
✓ If in our daily interactions with others we value… (use examples from the participants’ answers) why is it that in Sports more importance is given to (use examples from the participants’ answers)
Tips for trainers ✓ Instead of putting the strips of paper in separate bags and reading statements at random, participants could stick the slips of paper on 2 notice boards. Allow time for participants to read all the statements then initiate the discussion.
Activity 3: Expert Groups
Duration: 60 min
Expected outcomes ✓ Participants deepen their understanding of Physical Education, Rights of Children, Democracy and Cultural Diversity. ✓ Participants deepen their understanding of the main concepts related to diversity (culture, identity, equality, empathy, prejudice, stereotype, discrimination, racism, citizenship, global interdependence, sustainability, etc.)
Methods/techniques used ✓ Expert Groups ✓ Debriefing
Resources ✓ 1 Copy of Appendix 1 ✓ Copies of Appendix 2 to 5 (The number of copies will depend on the number of participants per micro-group. See below)
Practical arrangements ✓ Space for group work.
Procedure
Step 1 – Grouping (5 min) ✓ Give participants a card from Appendix 1. ✓ Ask them to form micro-groups according to their card.
Step 2 – Expert Groups (20 min)
✓ Inform participants that they are going to be working in micro-groups. Each micro- group is going to receive a text which they must read, discuss and summarise. ✓ Give the first micro-group copies of Appendix 2, the second micro-group copies of Appendix 3, and so, on so that each micro-group is working with a different text.
Step 3 – Group Sharing (20 min) ✓ Ask participants to regroup, using the same cards as in Step 1. This time, participants must form micro-groups of 4 and there needs to be a different card in every new micro-group. ✓ Participants take it in turns to discuss the reading from their expert group in Step 2 with the other participants in the micro-group.
Step 4 - Debriefing (15 min) ✓ How did you feel when you where the “expert” in the field? ✓ What are the advantages of this working method? ✓ What struck you in the articles you read? ✓ What are the implications for Physical Education?
Tips for trainers ✓ This co-operative technique relies on expert groups made up of 4 participants, or as per number of appendices. The original micro-groups may have more or less participants but the number should be kept to a minimum. Micro-groups of 5 participants would work - 20 participants divided into 4 micro-groups and then 5 expert groups. Divide 24 participants into micro-groups of 3 and have 2 micro- groups working on the same text – 24 participants divided into 8 micro-groups and then 6 expert groups. ✓ If the number of participants is not a multiple of 4, then have participants shadow each other. ✓ You may consider summarising the Appendices.
Activity 4: Implications for PE
Duration: 60 min Expected outcome ✓ Participants explore the implications of issues related to Democracy, Children’s Right and Cultural Diversity for Physical Education.
Methods/techniques used ✓ Placemat ✓ Presentation ✓ Debriefing
Tips for trainers ✓ You may need to give a practical demonstration of how the placemat activity works. ✓ In order to ensure equal participation, you may insist that all colours are represented in the centre part of the placemat.
Activity 5: Moral Dilemmas
Duration: 60 minutes Expected outcome ✓ Participants reflect on moral issues and dilemmas in a Physical Education setting. ✓ Participants develop readiness to take responsibility and to be accountable for their actions and choices. ✓ Participants develop their aptitude to evaluate situations and issues and to look for solutions with all parties involved.
Methods/techniques used ✓ Personal Reflection ✓ Discussion ✓ Presentation ✓ Debriefing
Resources ✓ Copy of Appendix 6 ✓ Copy of Appendix 7
Practical arrangements ✓ Arrange the space so that participants are sitting in a circle with a noticeboard that is clearly visible by all.
Procedure
Step 1 – Personal Reflection (10 min) ✓ Invite participants to reflect on their own experience in sport or physical education. o Have you ever found yourself in a moral dilemma? o What happened? o What did you do? o What determined your choice? o Looking back, are you happy/proud/ashamed of your choice? ✓ Invite anyone to share but do not insist if participants do not feel comfortable.
Step 2 – Discussing Scenarios ( 20 min) ✓ Distribute the cards from Appendix 6 and ask the participants to form micro-groups in which there is a parent, a teacher, a student and an impartial observer. ✓ Give out one scenario from Appendix 7 per micro-group. ✓ Invite micro-groups to discuss the scenario and to identify the issues at stake. What moral issues, if any, are at stake in these scenarios? ✓ Next invite the participants to consider the same scenario from the points of view of the roles (parent, teacher, student, impartial observer. What changes?
Step 3 – Presenting the Scenarios (20 min) ✓ Taking turns, each micro-group presents the scenario in plenary. ✓ Allow comments after each presentation.
Step 4 – Debriefing (10 min) ✓ Can you identify with any of the situations discussed? ✓ Whose responsibility is it to address such situations? ✓ What can you effectively do about it?
Tips for trainers ✓ Add scenarios as necessary. You may also change the scenarios to examples with which the participants are familiar.
Activity 6: Moral Issues in PE
Duration: 60 minutes
Expected outcome ✓ Participants
Methods/techniques used ✓ Agree/Disagree Debate ✓ Debriefing
Resources ✓ Agree/Disagree signs ✓ A copy of the questions from Appendix 9.
Resources ✓ Red, green, blue and black markers totalling the number of participants. ✓ A copy of Appendix 8 per micro-group.
Practical arrangements ✓ A space where participants can work in groups. ✓ Space where to stick posters.
Procedure
Step 1 – A Moral Manifesto for PE (45 min) ✓ Divide the participants in micro-groups of 4. Give each participant a marker and ask them to form groups so that in each group there are 4 participants with 4 different coloured markers. ✓ Give each micro-group a copy of Appendix 8 and explain the roles of each participant depending on the colour of their marker. ✓ Ask participants to draw up a “Moral Manifesto for PE” identifying not more than 10 guiding principles for PE. ✓ Ask participants to create a poster with these guiding principles. ✓ Participants stick their posters. ✓ Participants are invited to look at all the posters and react in plenary.
Step 2 - Debriefing (15 min) ✓ Reflect on the process. How did you feel in your role as tracer/encourager, timer/writer? Would you have preferred a different role? Why? How effective is this strategy to keep a group focused and on task? How could you use this in the classroom? ✓ Ask the participants to reflect on the activity. How easy/difficult was it to agree on a manifesto? How did you word your manifesto and why (refer to Step 1)? How effective do you think such a manifesto could be? ✓ Could you use this activity itself during PE?
Tips for trainers ✓ You may give participants the task to create a “final” manifesto bringing together all the different ideas. One way of doing this is to have the participants cut out each statement from the different manifestos separately, grouping them together according to the issue that they address and then reformulating the statements to create a manifesto for the whole group.
Activity 8 : Evaluation
Duration: 60 minutes Expected outcome ✓ Participants evaluate the training course.
Methods/techniques used ✓ Reflection ✓ Discussion ✓ Questionnaire
Resources ✓ A4 paper ✓ A copy of Appendix 10 per participant ✓ Writing material
Practical arrangements ✓ Provide space where participants can work individually, in small groups and finally in plenary.
Procedure
Step 1 – Personal Reflection (15 min) ✓ Ask participants to reflect on what they have learnt and how they will apply it. ✓ Provide each participant with a sheet of A4 paper. Ask them to fold it into quarters, number the quadrants from 1 to 4 and to answer the questions:
- What really struck you as interesting, new, provocative, or meaningful during this workshop?
- What is one change that you can make in your practice or one idea that you will put into practice as a result of this workshop?
- What part of the workshop was most useful to your work?
- What part of the workshop should be changed to improve learning?
Adapted from http://www.bethkanter.org/training-after/#sthash.PbM7eZSG.dpuf
Step 2 – Group Discussion (20 min) ✓ Quickly group participants in micro-groups of 4 using any of the techniques used throughout the training workshop or by randomly assigning participants to a micro- group. ✓ Invite them to share answers from Step 1 and to identify common issues and challenges.
References
Bailey, R. (2005) Evaluating the relationship between physical education, sport
and social inclusion. Educational Review, 57, 1.
Bruckmann, K., & Recktenwald, H.-D. (2003). Schulbuch Sport. Asachen: Meyer & Meyer.
Coalter, F. (2001) Realising the potential: the case for cultural services: sport (London, Local Government Association).
DfEE (Department for Education and Employment) (2000) Physical education: the National Curriculum for England and Wales (London, DfEE/Qualifications and Curriculum Authority [QCA]).
Fisher, R., Diniz, J. & Repond, R.M (2011). A physically well-educated children.
In Hardman, K., & Green, G. (Eds.) (2011). Contemporary issues in Physical
Education. Oxford: Meyer & Meyer.
Knoepfle, N. (2010). Angewandte Ethik: Ein systematischer Leitfaden. Stuttgart: UTB.
Krieger, C. (2011). Sportunterricht als Erziehungsgeschehen. Zur Rekonstruktion sportunterrichtlicher Situationen aus Schüler- und Lehrersicht. Köln: Sportverlag Strauß.
Kuhn, P. (2009). Kindgemäße Bewegungserziehung. Bad Heilbrunn: Klinkhardt.
Luther, D., & Hotz, A. (1998). Erziehung zu mehr Fairplay. Anregungen zum sozialen Lernen – im Sport, aber nicht nur dort! Bern, Stuttgart, Wien: Haupt.
Lutrell, S., & Chambers, F. C. (2013). Senior Cycle Physical Education Curriculum & Instruction Models. Pathways for teacher Implementation. Dublin: eprint.ie.
Onofre, M., Marques, A., Moreira, R., Holzweg, M., Repond, R.-M., & Scheuer, C. (2012). Physical education and sport in Europe: From individual reality to
collective desirability. International Journal of Physical Education, 49(3).
Pühse, U. (2004). Kindliche Entwicklung und soziales Handeln im Sport. Schorndorf: Hofmann.
Talbot, M. (2001) The case for physical education, in: G. Doll-Tepper & D. Scoretz (Eds) World Summit on Physical Education (Berlin, ICSSPE).
Appendix 2 – Physical Education
Physical education or PE is an educational course related to the physique of the human body. It is taken during primary and secondary education and encourages psychomotor learning in a play or movement exploration setting to promote health.
Physical education develops physical competence so that all children can move efficiently, effectively and safely and understand what they are doing. The outcome, physical literacy, is an essential basis for their full development and achievement.
Physical education in school is the most effective and inclusive means of providing all children, whatever their ability/disability, sex, age, cultural, race/ethnicity, religious or social background, with the skills, attitudes, values, knowledge and understanding for lifelong participation in physical activity and sport.
It is the only school subject whose primary focus is on the body, physical activity, physical development and health; and helps children to develop the patterns of and interest in physical activity, which are essential for healthy development and which lay the foundations for adult healthy lifestyles.
It contributes to children’s confidence and self-esteem; enhances social development by preparing children to cope with competition, winning and losing; and cooperation and collaboration. It is increasingly being used as a tool in development, including recovery from trauma and conflict; and encouragement for school attendance and retention.
But educational reforms in several countries and responses to concepts of healthy well-being related to active life styles and a perceived obesity epidemic have prompted, or are leading to, changes in physical education curricula and a broadening of its scope. Links between physical education and health education and with personal and social development are occurring in some countries, testimony to which are EUPEA Physical Education Survey (2010-2011) findings, which indicate that exercise and health, physical activity learning and social and personal development are the most frequently cited aims of physical education programmes in the 22 countries/education autonomous regions of Europe sample. Currently, the “profile of a well physically educated young person” (Fisher, Diniz and
Repond, 2011) may serve as a valuable reference in the various European projects: This young person is a responsible, competent and independent citizen; he/she is well trained and educated in the field of physical activity and sport, responsible for his/her physical activity and his/her health, respectful of partners and opponents. Through exposure to physical activity and sport, he/she will enrich and expand his/her knowledge, skills and abilities.
In the words of a position paper for the World Summit on Physical Education, the subject ‘involves both “learning to move” and “moving to learn” ’ (Talbot, 2001, p. 39). Essentially, physical education is a dynamic process, involving simultaneous, interactive and interdependent engagement:
- “Learning to move” includes learning the skills, techniques and understanding required for participation in physical activities, knowledge and control of one’s body and its range or/ and capacity for movement.
- “Moving to learn” allows physical education to offer a context for and means of learning, for example, how to participate in physical activities; social skills; managing competition and cooperation; deploying strategies and tactics; problem-solving; applying moral and aesthetic judgments; and knowing when and why different actions and behaviors are appropriate and effective, including the relationship of exercise to health and well-being.” (Hardman, 2013, QPE).
“Sport” on the other hand, is a collective noun and usually refers to a range of activities, processes, social relationships and presumed physical, psychological and sociological outcomes (Bailey, 2005). These activities include individual, partner and team sports; contact and non-contact sports; motor-driven or perceptually dominated sports; different emphases on strategy, chance and physical skills; and competitive, self-development and purely recreational activities (Coalter, 2001). Reflecting this diversity of processes and possible outcomes, it is helpful to follow the accepted practice of many central governments and sports groups in adopting the definition in the Council of Europe’s European Sports Charter (2001): “Sport means all forms of physical activity which, through casual or organized participation, aim at expressing or improving physical fitness and mental well- being, forming relationships or obtaining results in competitions at all levels”. (Article 2). For a more precise articulation of the respective foci and nature of physical education and sport, however, it is worthwhile to recall a statement of the Working Party for the National Curriculum for Physical
