Academic journal article Journal of Physical Education and Sport

Comparatively Analyzing the Physical Education Curriculum in Elementary Education According to Teacher Opinions in Turkey and England*

Academic journal article Journal of Physical Education and Sport

Comparatively Analyzing the Physical Education Curriculum in Elementary Education According to Teacher Opinions in Turkey and England*

Article excerpt

Introduction

Although differences can be observed according to countries, geographical conditions, culture and values, education serves the same common aims in all societies. Education which is an important and also comprehensive process aims to develop individuals not only from cognitive aspect but also as a whole by contributing from psychological, social and physical aspects too. In terms of education achieving all these purposes, the physical education classes which has a significant share in the general education is taught as a complement of general education in schools. In a research which was carried out in 126 countries by Hardman and Marshall; it was demonstrated that the physical education classes took place in the teaching plan as a compulsory subject in more than 92% of the countries. Achieving the aim of the physical education classes can be possible only with a teaching program which is responsive to the needs of the society and students. The experience of rapid changes and developments in all areas of the world forces the teaching programs to change within no time. As Güleryüz (2001) stated it is very important for the developed programs to be in a nature to fulfil the requirements of the age, to get free from error by making pre-treatments and to make it reliable and valid.

Because the education program is the axis or the focal point of the educational system by being in a sense the "road map and guide" in the realization of all courses in the educational system and by demonstrating the aspects of courses approach, content, purpose, application and measurement -evaluation in details.(Yavuz, 2005; Kavak, 2005).

No matter how sufficiently or carefully it was prepared a teaching program with its first prepared form cannot be expected to be in the desired quality. Program development in the contemporary education is not an activity which is limited by a single pass of the program's "preparation, trial, evaluation correction"stage.The developed program after putting it to application or into effect needs to be brought to a more advanced level by passing it through the continuously repeated "application-evaluation-correction" stages (Büyükkaragöz 1997). The teachers who are the practitioners of the program may not be able to practice as it was designed for various reasons or some factors which were not considered during the design may block the implementation of the design as envisaged. For this reason it is required to collect information related to the implementation process of the program in order to be able to make judgements about the effectiveness of the program (Erden, 1995).

For this reason in this study it was aimed to examine the teaching program of the physical education in Turkey and in England comparatively by taking the opinions of the teachers who are in the practitioner's position according to the variables of gender, class size and seniority. The comparative examination of the teachers' opinion related to teaching program of the lesson along with a different country has a great importance in terms of the effectiveness of the physical education lessons and their practice. It is also important that the area of this comparison was made especially in the primary school level which is the first step of the education and which starts to shape the children towards becoming better individuals.

Turkish and English Teaching Programs in Physical Education

In England the first National Curriculum for Physical Education (NCPE) was published in 1992. After its publishing it got several criticism and deficiencies were found so it was corrected by being revised and was published as a draft in November of 1994, the program whose final version was made in January, 1995, was implemented with the starting date of August, 1995. NCPA by being revised again after 5 years finally entered into force in 2000 and has been made legally mandatory (Richter, 2007; Ashcroft and Palacio, 1995; Oliver, 2004; Donovan vd. …

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