FÉDÉRATION INTERNATIONALE D´ÉDUCATION PHYSIQUE

Physical Education in Secondary School

Researches – Best Practices – Situation

Stevo Popović
Branislav Antala
Duško Bjelica
Jovan Gardašević

Editors

Nikšić 2018
Physical Education in Secondary School: Researches – Best Practices – Situation

Editors:
Stevo POPOVIĆ (Montenegro)
Branislav ANTALA (Slovakia)
Duško BJELICA (Montenegro)
Jovan GARDAŠEVIĆ (Montenegro)

Reviewers:
Pavel ŠMELA (Slovakia): pavel.smela@uniba.sk
Jaroslava ARGAJOVÁ (Slovakia): jaroslava.argajova@gmail.com
František SEMAN (Slovakia): frantisek.seman@uniba.sk
Deniz HÜNÜK (Turkey): dehunuk@gmail.com
Bilal BİÇER (Turkey): bbicer@mku.edu.tr
Kubilay ÖCAL (Turkey): ocalkubilay@gmail.com
Bojan MASANOVIC (Montenegro): bojanma@ac.me

Publisher:
Faculty of Sport and Physical Education of University of Montenegro, Montenegrin Sports
Academy and FIEP

Printed by:
KO & KA spol.s.r.o. Tlačiareň K – print, Kadnárova 102, Bratislava, Slovakia

Book – Jacket:
Anton LEDNICKÝ (Slovakia): anton.lednicky@uniba.sk

Circulation:
363 pages, 100 copies, 1st edition

ISBN:
ISBN 978-9940-722-02-9
COBISS.CG-ID 36091664
CIP - Kaталогизација у публикацији, Национална библиотека Црне Горе, Цетиње

Note:
No part of this publication may be reproduced without the prior permission of the authors
 Table of Contents

Introduction
Stevo Popović, Branislav Antala, Duško Bjelica, Jovan Gardašević 7

RESEARCHES

Effect of Targeted Health Exercises within Physical and Sport Education on Postural
System of Pupils
Elena Bendíková - Robert Rozim - Michal Marko - Anetta Muller 11

Impact of Mild Exercise on Motor Skills in Italian Students of Secondary School:

Is a Little Better than Nothing?
Paola Brancaccio - Cinzi De Giorgio - Gabriella Zoccolillo - Roberto Pasquale - Loredana Del
Core - Chiara Isastia - Alessandra Pane - Ernesta Carloni - Stefania Niccoli 23

Motor Performance and Physical Activity Levels in Adolescence - The Regional

Observatory for the Monitoring of Motor Development in Developmental Age
Dario Colella 33

Exploration of the Factors of Self-satisfaction as a Determinant of the

Communications Strategies Drive of Practitioners of Futsal in Situations
Competitive - Teaching of Futsal at the High School in Tunisia
Kacem Nejah - Naffeti Chokri - Gayaza Nizar - Elloumi Ali 47

The Effectiveness of Learning Program Using Computer Technology on Learning of

Triple Jump
Benzidane Hocine - Mokrani Djamel – Hadjar Kharfen Mohamed - Sebbane Mohamed -
Benbernou Othmane 63

System of Physical Education in Secondary Schools and Preventive Medicine

in Ukraine
Sergii Ivashchenko 73

Teacher Training from the Novice Physical Education Teacher’s Point of View
Marcela Janíková 79

School Environment and Posture of Upper Secondary School Children in the Czech
Republic – Case Study
Janošková Hana - Šeráková Hana 89
Do Gender and Sports´ Branch Have an Impact on Choice of Sports´ Idol in
Secondary School?
Jelena Petrović 101

Quantitative and Qualitative Analysis of the Professional Skills of Physical

Education Teachers in secondary education - case of the Mostaganem in Algeria
Laroua Abdelhafid - Sebbane Mohammed - Bekadi Adel - Gleyse Jacques 109

Relational Competence between Movement, Body, Language and

Coordination Skills
Marta Campanella - Amalia Tinto 121

Effects of Self-regulating Exercise Intensity using the OMNI Rate of Perceived

Exertion Scale on Youths and Pedagogical Methods for Youths during Physical
Education in Singapore
Govindasamy Balasekaran - Peggy Boey - Ng Yew Cheo 129

BEST PRACTICES

Football Movement Games Used During the Physical Education Lesson as Best
Practices in Romanian Secondary School
Gheorghe Balint - Ioan Turcu 147

The Body as Curricula Organizer in the Upper Secondary School: an Italian

Case Study
Antonio Borgogni 157

Good Practices in the Delivery of Physical Education within Resource-poor South

African Secondary Schools
Cora Burnett 165

Exercises during Ramadan for Secondary Schools in Malaysia: A Practical Guide

Hussein Rizal - Garry Kuan 177

Teaching Low Skilled Secondary School Students

Ulana Lysniak 195

Tolerance Dance - Motor-expressive Activities for Students’ Wellbeing at School

and for the Development of a Tolerant Social Model
Silvia Saccardi 205
Physical Condition Test Standards: Best Missing Health Fitness Control Practices
in Algerian Secondary School
Mohammed Zerf 213

Lab Experience and Education System Exchange in a High School in Taranto, Italy:
Let’s Row to the Future!
Viviana Zito - Sergio Ricci - Salvatore Marzo - Nicola Lovecchio 221

SITUATION

Physical Education in Secondary Schools in Slovakia – Selected Findings and

Results of Recent Research Studies
Branislav Antala – Gabriela Luptáková 229

The Intersection between Attitude, Secondary Student Education, and Competitive

Activities
Eve Bernstein - Sharon Phillips 241

Bulgarian Physical Education Curriculum with its Effects on the Secondary School
Pupils
Ljubomir Borissov 249

“Leadership for All”: Sports Leadership and Content and Language Integrated
Learning Based Education Intervention to Enhance Secondary Education Pupils’
Competencies through Quality Physical Education
Castillo Cañiz Agustí - Campos-Rius Josep - M. Sebastiani Obrador Enric 259

Secondary School Physical Education in New Zealand: Bridging the Theory

Practice Nexus
Ian Culpan - Jackie Cowan - Glenn Fyall - Heather Lindsay – Susannah Stevens 271

Proposal for a Value-oriented Physical Education Curriculum for Secondary

Education
Aspasia Dania - Panagiotis Stasinos - Chrysoula Naki 283

Secondary Physical Education in Turkey: Development and Current Situation

Gıyasettin Demirhan - Emre Bilgin - Özgür Yaşar Akyar - Yılmaz Yüksel - Levent İnce 293

Secondary Physical Education in the United States

Kim C. Graber - Amelia Mays Woods - Christopher Kinder - Susan A. Shelley - Mengyi Wei 303
Preparing for Inclusive Physical Education in Secondary Schools - Development
and ‘Status Quo’ of Teacher Training in Germany
Sandra Heck 315

Physical Education in Finland – after Curriculum Reform 2016

Kasper Salin - Mikko Huhtiniemi 329

Perspectives on Health and Physical Education Curriculum in Samoa

Suzie Schuster – Penelope Schoeffel - Emma Heard 335

Physical Education: a Platform for Health Education

Bradley Wright - Matthew Winslade 345

La pratique de l’éducation physique et sportive par les élèves en situation de

handicap moteur au Sénégal
Tine Cheikh Tidiane 357
Physical Education in Finland – after Curriculum Reform 2016

Kasper Salin - Mikko Huhtiniemi

University of Jyväskylä, Finland

e-mail: kasper.salin@jyu.fi

Abstract

Finland has a long history in school physical education (PE). PE has changed thoroughly from a
military-aiding minority to a leading holistic well-being subject. The newly reformed national
curriculum was formed with a main idea of decreasing the emphasis for sport specific content and
increasing the role of fundamental movement skills. Different sports and activities are used as tools
for achieving learning goals for key content areas for physical, social and psychological functional
capacity. The main objectives in the new core curriculum are to guide pupils’ in adopting a
physically active lifestyle and to educate them through physical activities. Also, as more and more
attention have been given to diminishing fitness levels among children and youth, a special
attention was directed to enhancing pupils’ physical functional capacity. Resulting this, a new
national monitoring and feedback system Move!, was launched as a core component of the new PE
curriculum.

Key words: Physical education, Curriculum reform, Finland, Monitoring system, Fundamental
movement skills.

329
Physical education (PE) has a long history in Finland. I was decided in 1843 that PE is part of the
education system and it started as a compulsory subject as early as 1844 in the form of gymnastics
(Wuolio & Jääskeläinen, 1993). In 1882, physical education teacher education started in the
University of Helsinki. Since the early years, PE in Finland has travelled a long way from a narrow
view of few selected sports (e.g. fencing and gymnastics) to a wide concept of well-being with a
vast variety of different sports and activities. During the nearly 175 years of Finnish PE, the subject
has been seen in many different ways. For example, in the first decades of 20th century, PE was
seen merely as a tool for preparing children for military service (Ilmanen & Voutilainen, 1982).

Throughout its history, PE has been an important part of the school, but the appreciation towards
the subject has changed during the years. Naturally, also the time allocation for PE has gone up
and down along the way. It should be noted, that for many decades Finnish PE consisted out of
two different subjects, gymnastics and sports. These were combined into single subject of physical
education during the major school reform in the 1970. Despite the reform successfully created the
world-famous Finnish basic school system, for PE it was detrimental as the time allocation
diminished (Ilmanen & Vuotilainen, 1982). Following this, there has been only 90 minutes of PE
in a week from 1970’s to 2016.

The Finnish National Board of Education (FNAE) is responsible for drawing up the National Core
Curriculum, although the amount of lessons in different subjects is a political decision made by the
parliament. In the recent reform, the amount of PE was slightly increased with two additional
weekly lessons during the nine-year basic education (table 1). Schools can decide when to offer
these extra lessons, but most commonly, it is placed for 5th and 8th grade (FNAE 2004; 2016).
Alongside PE, school health education (HE) became a separate subject in 2004, offering more
room for teaching importance of physical activity (PA) and health. Since 2004, HE has been
compulsory for grades 7-9 with 45 minutes of teaching every week. As the new curriculum was
formed in 2016, the status and amount of HE in lower secondary school has remained constant.

Table 1 Time allocation (minutes/week) for PE & HE in curriculums 2004 and 2016 in grades 1-9
1 2 3 4 5 6 7 8 9
PE 2004 90 90 90 90 90 90 90 90 90
PE 2016 90 90 90 90 135 90 90 135 90
HE 2004&2016 - - - - - - 45 45 45

Finnish PE curriculum in 2016 and onwards

In the core curriculum the fundamental value is that every pupil is unique and has the right to high-
quality education. Pupils are heard, valued and encouraged. Hence, pupils feel that their learning
and well-being matter. Pupils are seen as active actors independently and together with other pupils.
The target is joy of learning and motivation for learning. In the new core curriculum generally and
in PE, the use of information and communication technology has been emphasized.

330
In the curriculum reform of 2016, one of the main goals is to move away from teaching certain
sports (e.g. volleyball, football, gymnastics, track & field and cross-country skiing) as a main content
of the PE. Instead, the idea is to bring fundamental movement skills to the center, and to use
different sports as a tool to teach these valuable skills. In addition, another important goal was to
reinforce the pupils’ perceived autonomy, competence and social relatedness as well as their
intrinsic motivation towards PE and PA. Hence, the main objective of PE is to influence the pupils’
well-being by supporting their physical (PFC), social (SFC) and psychological functional capacity
(PsFC) and positive body image. To fit it into one sentence, “two main goals are to guide the pupils
in adopting a physically active lifestyle and to educate them through physical activities”. The key
content areas of PE curriculum are categorized in table 2.

Physical functional
capacity (PFC)
- Balance and
locomotor skills
- Manipulative skills
- Body awareness,
expression skills
- Indoor and outdoor
activities during
different seasons
Table 2
Social functional capacity Psychological functional
(SFC) capacity PsFC)
- Rule play activities, - Activities that bring
exercises and games joy and enable the
in which pupils co- pupils to experience
operate with others success.
and gain experience
of helping others

In the new curriculum, there is also a new emphasis on perception and decision-making. Pupils’
learn to how to improve their perceptual and motor skills (perception of own body, surroundings,
elements, other pupils) and to make appropriate decisions in movement situations. General
objectives and goals in PE for different grades are presented in table 3.

Table 3 Different emphasis for different grades.

Grades
1-2 “exercising by playing together”
3-6 “Exercising together and
improving skills by practice”
7-9 “Exercising together while
reinforcing self-image and participation and improving physical capabilities through different
and applying skills”
PE Emphasizes
Learning perceptual skills and fundamental
movement skills, working together, developing social
skills and reinforcing positive experiences of physical
activity
Establishing and diversifying fundamental movement
skills and enhancing social skills.
Versatile application of fundamental movement skills
sports and other forms of physical activities.

Pupil evaluation in PE is based on the objectives set in the curriculum, which have been divided
into two main categories; learning motor skills and PE knowledge and working in PE lessons.
Therefore, 50% of the evaluation or the grade is formed by how well the student is performing in

331
light of the learning goals, and 50% on how well the pupil is working (with different goals) during
the lessons. It should be noted, that the level of pupils’ physical performance might not influence
the PE grade. In PE, ten is evaluated of thirteen objectives. These objectives are aligned with
previously described key content areas; PFC, SFC and PsFC (table 4). In the new curriculum, the
role of formative assessment (AFL; Assessment for Learning) has been increased and the role of
summative assessment (AOL, Assessment of Learning) decreased. Throughout the year, teachers
mainly focus on giving feedback on pupils’ development with respect to their way of learning and
individually set goals. Summative assessment is performed at the end of the semester through
written or verbal statements, but grades are usually not given until grade 6 or 7. In order to help
teachers summative evaluation, the new curriculum includes guidelines for grade 8 (“good
knowledge”) for the end of year 1-2, 3-6 and 7-9. In the end it should be noted, that Finnish
teachers have a great autonomy for choosing the PE contents as long as they follow the learning
objectives set in the core curriculum.

Table 4 Evaluation of PE. Goals 11-13 are evaluated and given feedback on but not used as a
basis for a grade.
Key content area Objective APAL* EtPA**
Physical functional capacity
Objective 1 Practicing while giving one’s best effort X
Objective 2 Skills in making observations and finding solutions X
Objective 3 Fundamental movement skills (balance and X
locomotor skills)
Objective 4 Fundamental movement skills (manipulative skills) X
Objective 5 Knowledge and evaluation of physical fitness X
(strength, speed, endurance, and flexibility)
Objective 6 Swimming and water rescue skills X
Objective 7 Safe and appropriate action in physical education X
lessons
Social and psychological functional capacity
Objective 8 Working together with everyone and taking others X
into account
Objective 9 Following the principle of fair play and taking X
responsibility for shared learning situations
Objective 10 Taking responsibility for one’s actions and working X
independently
Objective 11 Positive experiences of one’s own body, self-efficacy, X
and togetherness
Objective 12 Understanding the significance of a physically active X
lifestyle
Objective 13 Information on possibilities for recreational physical X
activities
Notes: * = The pupils are guided in adopting a physically active lifestyle. **=Educated through
physical activities.

332
Move! – A national monitoring and feedback system for enhancing physical functioning
capacity

In the light of declining overall PA, physical fitness and motor skills among children (Huotari et
al., 2009; Kwan et al., 2012), the Finnish Ministry of Education and Culture decided to react to
these challenges and ordered the Move! - Monitoring and Feedback System of Students’ Physical
Functioning Capacity (www.edu.fi/move) from the University of Jyväskylä. The Move! system was
developed in co-operation with the Finnish Ministry of Education and Culture, the Finnish
National Board of Education, the Ministry of Social Affairs and Health, the National Institute for
Health and Welfare. The Move! is included in the national PE curriculum, starting gradually in all
Finnish schools from August 2016, and it is therefore compulsory for all students during their basic
education (grades 5 and 8).

The purpose of the Move! Monitoring and feedback system is twofold: 1) to give systematic
feedback to students and their parents on how to develop physical functioning capacity (PFC), and
2) to systematically collect national data on PFC from the age cohorts of finish fifth and eighth
grade students. The PFC in the Move! project has been defined according to the public health
perspective as” the body’s operational capacity to survive tasks requiring physical effort and to
manage the goals set for it” (Rissanen, 1999). More specifically, PFC in the Move! project has been
operationalized to include elements of physical performance, i.e. physical fitness (endurance,
strength, speed, flexibility) and fundamental movement skills (stability, locomotor, and
manipulative skills) ideally required during adolescence and later in adulthood.

PE teachers implement the Move! test package by analyzing students’ PFC during normal PE class
at school. Tests of PFC include 20m shuttle run (endurance), standing 5 jumps (strength of the
lower body, locomotor skills, stability skills), throwing-catching combination (manipulative skills),
flexibility of main joints of the body, curl-up (endurance of abdominal muscles), and push-ups
(endurance of upper body muscles). Besides the PE teacher, students’ personal test reports are
communicated to the parents and to the school nurse. Additionally, the results are saved into the
national database through internet.

Data on students’ PFC can be used at schools, homes, and in political decision-making. At schools,
PE teachers give students immediate feedback on their PFC after implementation of the test
sessions. PE teachers can also utilize Move! data when planning instruction and pedagogical tools
for different groups and students. The results of the Move! measurements are also utilized in
extensive health check-ups at grades 5 and 8, where students, their parents, school nurses, and
doctors discuss students’ Move! test results along with other health data. Students and their parents
are also advised to go to the Move! web pages (www.edu.fi/move) and reflect on their children’s’
results of PFC with normative national statistics and to get feedback on how to develop responses
to their children’s particular challenges in PFC.

333
The Move! system is an extensive and important innovation within the entire Finnish school
system. It ties together school PE and health care and contributes to interaction regarding students’
PFC, physical activity, and well-being between school and homes.

PE teacher education

In Finland, PE teacher education is a master degree program. Program is divided to three years for
bachelor’s degree and two years more for master’s degree. Students start to get to know PE
teachers’ profession in the first year of their studies with the orientation period in the school and
teaching PE runs all the way of the studies. Teacher’s pedagogical studies are important part of the
studies alongside with the training of the individual skills in different sports and instructing PE.
Last year of the studies, PE teacher education students spend in different schools, where they are
observed by experienced PE teachers. Nowadays, PE teacher education students study also health
education as a part of their studies. (Mäkelä & Huhtiniemi, 2011).

In Finland PE has a good status and it can be seen from the high number of applicants to PE
teacher education. Every year there are 50 available places for PE teacher education and there are
over 1,000 applicants every year. Students are strongly committed to their studies and it is reflected
by the extremely high graduation rate (>90%). (Mäkelä & Huhtiniemi, 2011).

References

Finnish National Agency for Education (2012). Move! Retrieved from: http://edu.fi/move
Finnish National Agency for Education (2014). National core curriculum for basic education 2014.
Helsinki: Finnish National Agency for Education (2014).
Huotari P, Nupponen H, Laakso L, Kujala UM. (2009). Secular trends in aerobic fitness
performance in 13 -18-year-old adolescents from 1976 to 2001. British Journal in Sports
Medicine, 44;968-972.
Ilmanen, K., & Vuotilainen, T. (1982). Jumpasta tiedekunnaksi – suomalainen
voimistelunopettajakoulutus 100 vuotta, 1882-1992. Helsinki: Valtion painatuskeskus.
Kwan MY, Cairney J, Faulkner GE, Pullenayegum EE. (2012). Physical activity and other health-
risk behaviors during the transition into early adulthood: A longitudinal cohort study.
American Journal of Preventive Medicine, 42;14-20.
Mäkelä, K., & Huhtiniemi, M. (2011). Teaching practice in physical education teacher training
school. In: M. Kontoniemi & O-P. Salo (eds.) Educating teachers in Pisa paradise.
Perspectives on teacher education at a Finnish university. Jyväskylä: Jyväskylä training school.
Rissanen, L. (1999). Vanhenevien ihmisten kotona selviytyminen. Yli 65-vuotiaiden terveys,
toimintakyky ja sosiaali- ja terveyspalvelujen koettu tarve. [Ability of elderly people to cope
at home. Health, functional capacity and subjective need for social and health care services
among people aged over 65.] Oulu: Oulun yliopisto.
http://herkules.oulu.fi/isbn9514254414/isbn9514254414.pdf.
Wuolio, E-J., & Jääskeläinen, L. (1993). Kyykkyyn ylös! 150 vuotta koululiikuntaa. [Squat down –
squat up! 150 years of physical education]. Helsinki: Finnish Society of Sport Sciences.

334