Our concept of PE? See report from the Borneo Post Online
|
“Noticed the obvious
declining standards of the national schools - lack of 'out-of-the class'
exposures, lack of proper guidance- including cultivating good habits &
manners, lack of follow-ups (ie. school work/ homework unchecked/unmarked for
several weeks), lack of 'compulsory' workbook usage, lack of teachers, teachers
absence during class periods increasing (especially during moral lessons), lack
emphasis on non-academic subjects (ie. art, PE, Moral, KT, etc.)....just to
name a few.
Very, very disturbing & frustrating...”
Very, very disturbing & frustrating...”
a post by MOYSC in the Subang Jaya e-Community Portal
More physical education in schools leads to better motor
skills and it can also sharpen students’ learning ability.
This is shown by Assistant Professor Ingegerd Ericsson at Malmö University
in a unique study where she followed more than two hundred schoolchildren for
nine years in Malmö in southern Sweden.
The differences are especially clear among boys.
“The differences are significant between children who
underwent expanded teaching in physical education and children who had regular
instruction,” says Ingegerd Ericsson.
Ingegerd Ericsson monitored three cohorts of children in
grades 1-3 (darjah 1-3 in the Malaysian
school system) at Ängslätt School and Sundsbro
School in Bunkeflostrand
in Malmö. She compared the development of children in an intervention group
that received scheduled physical education five days a week, plus extra motor
training, with the development of a control group. For nine years Ingegerd
Ericsson registered motor-skills observations, such as balance and
coordination, in a total of 220 students. She also compared their results on
diagnostic tests in grade 2 and their final grades in grade 9.
Now she has compiled the report, which shows that:
• 96 percent of the intervention group compared to 89
percent in the control group achieved the goals of compulsory school and were
eligible to go on to upper-secondary school.
It is primarily the boys’ achievements—with 96 percent vs. 83
percent—that lies behind this outcome. Moreover, the boys in the intervention
group had significantly higher grades in Swedish, English, Mathematics, and PE
and health than the boys in the control group.
• In grade 9, 93 percent of the students in the intervention
group evinced good motor skills compared to 53 percent in the control group.
The reliability of the findings is further enhanced by the
homogenity in the groups under investigation: the children are the same age, go
to the same school, and have parents with comparable education, income, and
interest in physical activity.
“Physical education has been pared down from three lessons a
week to one or two. We scientifically confirm here that daily timetabled
physical education and adapted motor skills training not only improve motor
skills but also school achievement. With more physical education and health
considerably more students attain passing grades,” says Ingegerd Ericsson.
Professor Magnus Karlsson at the Orthopedic Clinic at the Scania University
Hospital is co-author of
the study. Magnus Karlsson has previously shown that daily physical education
in Bunkeflostrand schools has an excellent effect on the development of the
skeleton and muscles, and that children who were most physically active had the
least tendency to develop overweight and risk factors for cardiovascular
disease.
###
The above story is bsed on the May 23, 2012 newsrelease by Expertanswer. The research is published here: Ericsson I, Karlsson MK. Effects of increased physical activity and motor training on motor
skills and self-esteem. An intervention study in school years 1 through 9. Scand J Med Sci Sports. 2012 Apr 9. doi:
10.1111/j.1600-0838.2012.01458.x.
Click HERE for the
Full Text from the International
Journal of Sports Psychology.
See also related research papers:
Despite its importance, physical education is often among
the first on the list of subjects which are considered to be expendable.
EH Wee.
Physical Education in Malaysia: A
Case Study of Fitness Activity in Secondary
School Physical Education Classes. Chapter
2, Innovative Practices in Physical
Education and Sports in Asia, UNESCO Bangkok,
2008. viii + 100 pp. Click
HERE to read
Given competent providers, physical education can be added
to the school curriculum by taking time from other subjects without risk of
hindering student academic achievement. On the other hand, adding time to
"academic" or "curricular" subjects by taking time from
physical education programmes does not enhance grades in these subjects and may
be detrimental to health.
Trudeau F, Shephard RJ.
Physical education, school physical activity, school sports and academic
performance. Int J Behav Nutr Phys Act. 2008; 5: 10 Click HERE for the Full Text
No comments:
Post a Comment