Tertiary educators addressing challenges to primary school physical and health education

Abstract

Primary school Physical and Health Education has been challenged in the recent past. These challenges have eminated from the increasing body of research based evidence indicating that children in the schools of New South Wales are inefficient in their motor skills (Booth et. al., 1997). An additional factor includes the claim of increased levels of obesity in children. Such negativity ultimately has been focused on teachers and schools. Potential reasons for 'less than ideal' Physical Education performances for primary children have concentrated on the adequacy of pre-service education at the tertiary level; the advancing age of the primary school teacher; the crowded curriculum that ostensibly prevents teachers from providing an 'adequate' amount of learning time devoted to PE. All these factors combine to challenge many tertiary educators. The calls for solutions abound. Primary PE Specialists appeared to be the solution suggested by our profession (Blanksby 1995), but the NSW Department of Education was not in agreement. The generalist teacher is the preferred model, regardless of the special interests of physical education (and/or other Key Learning Areas). So how can a small group of motivated teacher educators make a difference? This paper reports on the initiative by three lecturers at the University of New England in improving physical education, health and personal development of primary school-aged children. This was accomplished by increasing the expertise of generalist teachers. The processes included: surveying the principals of primary schools in New South Wales (needs assessment); reviewing and rewriting elective PDHPE units in B.Ed (Primary); negotiating special placement practicums for fourth year students; and, surveying the successful students over four years. We report on the challenges associated with the provision of providing a new way of increasing the skill level of 'specialised-generalist' teachers and ultimately primary school-aged children.