. Revista de Educaţie Fizică, Sport şi Ştiinte Conexe
15 noiembrie 2010
Rose-Marie Repond, Richard Fisher, J.M. Fragoso Alves Diniz


If it seems that sport skills instruction is increasingly relativised, having at its core a quest for well-being, maintaining the body, self-esteem, socialization, and integration, what is the situation in day-to-day reality? This study should make it possible to compare these “beliefs” and political arguments to day reality in the institution, and more precisely, to the student’s reality. The objective is to describe the profile of a physically educated student, based on the priorities fixed by the physical education teachers, on the one hand, and the skills learned by the students, as evaluated by the physical education teachers, on the other hand.
As part of a mission it has been pursuing since 1999 (Madrid Declaration), the EUPEA has carried out a study with the goal of comparing the reality in the field to the official texts, study plans, framework curricula and other sets of objectives.
The research presented here responds to recurring questions about the skills and knowledge that students acquire in physical education classes throughout the period of compulsory education. 726 PE teachers from 14 countries did answer the questionnaire concerning the objectives and learning outcomes in PE.
Based on an average of 3 physical education periods per week, the period of compulsory education (about 10-11 years) represents about one thousand hours of physical education – What do children learn during these thousand hours?
This study should make it possible – by comparing the learning outcomes perceived by the physical education teachers with the components of the definition of a well-educated student – to draw up a profile of the student after roughly 1000 hours of physical education and to see how well this profile matches that of a “physically well educated” student.
The classification of the objectives made by the teachers runs – for the most important – from pedagogical and educational considerations – to the realisation of responsible practice. The more the outcomes desired are close to the practices, the more they are achieved, from the teachers’ point of view. The more the outcome projected by the teachers concerns behaviour, the less the outcome perceived corresponds to the wish of the teachers.
This field study aims to share the reflexion with the PE teachers in Europe but also to prepare proposals for the educational and political bodies.