Page 371 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
P. 371
Do We Need a New Concept of School Physical Education?
pend on weather and climate conditions. When the weather conditions are
bad, the PE classes are held in halls or free classrooms. In situations where
there are no conditions for the realization of the PE class, the indolence of
school administrations in teaching quality control is understandable.
The Choice of Teaching Contents and their Structure is One of the Fundamen-
tal Problems in Teaching. At a time when the scope of knowledge in most sci-
ences changes significantly every 4 to 5 years, the necessity of a careful anal-
ysis of the teaching contents is imposed in order to keep these contents con-
stantly relevant in society (Matić and Bokan 2005). There is clearly a need for
the programme contents of modern education to be flexible and current for
both genders equally in order to avoid gender problems of teaching. Physical
and health education must be based on scientific principles, but it is neces-
sary for students to actively participate in determining the work content in
class (Zdanski and Galić 2002), because lack of interest in the teaching con-
tent can greatly contribute to the student’s failure and alienation (Matić and
Bokan 2005). Such ideas find their foundation in paedocentric pedagogy in
the didactics of Rousseau and Dewey, based on the thesis that the centre
and central support of education is sought and found in the child. Human-
istic pedagogic theories also consider that each individual should develop
their inner potential, and this is only possible if students can consciously and
freely choose and study teaching content in accordance with their interests.
Internal motivation for learning is far more expedient than reward and pun-
ishment as a form of external motivation (Bruner 1976). The current curric-
ula are too extensive. This has worse consequences for teaching since the
curriculum is too broad, making intensive learning of all individual curricu-
lum contents almost impossible (Matić and Bokan 2005). The commitment to
physical activity depends on numerous factors such as value attitudes, social
environment, structural and cultural barriers contributing to the existence of
different interests, and attitudes and motives in relation to Physical Educa-
tion (Flintoff and Scraton 2001; Višnjić et al. 2011). Boys choose physical activi-
ties more, while girls prefer to avoid PE classes, more often forget equipment
and more often ask the teacher not to burden them with some kind of ac-
tivity, and this phenomenon is especially expressed during high school and
later (Fursuth et al. 2009; National Center for Health Statistics 2001). Boys like
to compete, they are attracted to more intense exercise, the activities domi-
nated by strength; they like cycling and traditional sports, while the girls see
their physical engagement primarily as a function of regulating body mass
(Garcia et al. 1995). They are more suited to non-competitive, cooperative and
individual sports activities and they are more focused on socializing and ac-
371
pend on weather and climate conditions. When the weather conditions are
bad, the PE classes are held in halls or free classrooms. In situations where
there are no conditions for the realization of the PE class, the indolence of
school administrations in teaching quality control is understandable.
The Choice of Teaching Contents and their Structure is One of the Fundamen-
tal Problems in Teaching. At a time when the scope of knowledge in most sci-
ences changes significantly every 4 to 5 years, the necessity of a careful anal-
ysis of the teaching contents is imposed in order to keep these contents con-
stantly relevant in society (Matić and Bokan 2005). There is clearly a need for
the programme contents of modern education to be flexible and current for
both genders equally in order to avoid gender problems of teaching. Physical
and health education must be based on scientific principles, but it is neces-
sary for students to actively participate in determining the work content in
class (Zdanski and Galić 2002), because lack of interest in the teaching con-
tent can greatly contribute to the student’s failure and alienation (Matić and
Bokan 2005). Such ideas find their foundation in paedocentric pedagogy in
the didactics of Rousseau and Dewey, based on the thesis that the centre
and central support of education is sought and found in the child. Human-
istic pedagogic theories also consider that each individual should develop
their inner potential, and this is only possible if students can consciously and
freely choose and study teaching content in accordance with their interests.
Internal motivation for learning is far more expedient than reward and pun-
ishment as a form of external motivation (Bruner 1976). The current curric-
ula are too extensive. This has worse consequences for teaching since the
curriculum is too broad, making intensive learning of all individual curricu-
lum contents almost impossible (Matić and Bokan 2005). The commitment to
physical activity depends on numerous factors such as value attitudes, social
environment, structural and cultural barriers contributing to the existence of
different interests, and attitudes and motives in relation to Physical Educa-
tion (Flintoff and Scraton 2001; Višnjić et al. 2011). Boys choose physical activi-
ties more, while girls prefer to avoid PE classes, more often forget equipment
and more often ask the teacher not to burden them with some kind of ac-
tivity, and this phenomenon is especially expressed during high school and
later (Fursuth et al. 2009; National Center for Health Statistics 2001). Boys like
to compete, they are attracted to more intense exercise, the activities domi-
nated by strength; they like cycling and traditional sports, while the girls see
their physical engagement primarily as a function of regulating body mass
(Garcia et al. 1995). They are more suited to non-competitive, cooperative and
individual sports activities and they are more focused on socializing and ac-
371
