Health Programmes

Performance to Health Shift In the primary years, the focus is on developing performance, reflecting a belief that primary teachers need more support in PE content (Griggs, 2012). In KS3, the focus shifts to developing social values and citizenship, and by KS4, public health becomes the primary concern (CCEA, 2008). Public Health focus The curriculum in KS4 highlights the benefits of physical activity for good health, encouraging students to plan, undertake, monitor, and evaluate personal exercise programs (CCEA, 2008)

Early Years of focus - There is a greater emphasis on performance in the primary years due to a perceived need for more content knowledge among primary teachers (Griggs, 2012). Shifting Emphasis - As students progress, the focus shifts to public health and pedagogy, moving away from performance (European Physical Education Review, 2024).

Limited Explicit Reference - Similar to Scotland, the curriculum in KS1 and KS2 offers limited explicit guidance on pedagogy (Griggs, 2012). - allows for freedom Promoting Personiliation - in KS3 and KS4, there is a focus on promoting personalisation and cross-curricular planning, encouraging teachers to critically analyze their practices (European Physical Education Review, 2024).

• Holistic Health • The Welsh curriculum emphasizes a holistic understanding of health, encompassing social, emotional, mental, and physical well-being. This approach aligns with the broader educational framework which integrates health with citizenship and well-being (Welsh Government, 2020)

Citizenship integration - PE’s purpose is implicitly recognized within the five Statements of What Matters (SWM), reflecting a broad conceptualization of health and citizenship. This indicates a shift from a narrow focus on physical activity to a broader health and well-being agenda (European Physical Education Review, 2024)

• Teacher support needed • For this holistic approach to be effective, PE teachers in Wales need support to recognize the interconnections between all five SWM and to avoid interpreting them as discrete, separate discourses

• less dominant role • Performance plays a less significant role in the Welsh curriculum compared to other contexts. There is some reference to developing motor skills, but the overall focus is more on pedagogy (European Physical Education Review, 2024). • Holistic approach • The emphasis is on using motor skills confidently and creatively in different contexts, supporting a broader health and well-being agenda

• Explicit Guidance • The Welsh curriculum provides explicit guidance on pedagogical approaches, emphasizing leadership, cooperation, and engaging with pedagogical principles (Welsh Government, 2020). • Vision of learning • Schools are encouraged to develop a strong vision of learning and teaching, considering the ‘why’, ‘how’, and ‘what’ of education, recognizing the integral role of the learning environment (Welsh Government, 2020).

• Public Health • The English curriculum consistently emphasizes public health from KS1 to KS4, with aims such as being physically active for sustained periods and leading a healthy lifestyle (DfE, 2014 • Performance Dominance • Despite the public health discourse, performance remains a dominant theme, with an assumption that developing motor skills will naturally lead to a healthy lifestyle (Harris and Leggett, 2015). • Marginal Health Role • Research indicates that ‘health’ plays a marginal role in PE policy in England, primarily associated with increasing physical activity to improve physical health (Lindsey et al., 2020).

• Consistent Performance Focus • The English curriculum consistently emphasizes physical competency and competitive sport from KS1 through KS4 (DfE, 2014). • Dominant Discourse • he dominant discourse is on performance, with a focus on developing motor skills and sports competencies (Harris and Leggett, 2015).

• Broad Helath View • Similar to Wales, the Scottish curriculum views health in broad terms, including social, emotional, mental, and physical aspects. This is evident in the Principles and Practice document, which emphasizes holistic health (Scottish Government, 2017). • Explicit Reference • Unlike Wales, PE is explicitly mentioned in the curriculum texts, reinforcing its role in promoting health (European Physical Education Review, 2024). • Emphasis Variability • The holistic health discourse is more prominent in the early years and becomes less so as pupils progress through school, shifting focus towards performance and competencies (European Physical Education Review, 2024)

Pedagogy and teacher agency. - Individualism - The English curriculum provides little guidance on pedagogical practices, reflecting a wider discourse of individualism (Evans, 2014). • External; Knowledge rel;iance • PE teachers are heavily reliant on external sources for knowledge and understanding of pedagogy, contrasting with the more supportive approach in Wales (European Physical Education Review, 2024).

Performance - Secondary focus - Performance becomes significant in secondary school, focusing on efficient performance and sport-related fitness. Emotional aspects of performance are also considered, recognizing the impact of emotions on performance (Scottish Government, 2017) - Performance & Emotion - For example, students are encouraged to recognize their own and others’ emotions during performance and understand their impact (Scottish Government, 2017).

• Limited Explicit Refernce • The curriculum documents (Experiences and Outcomes and Benchmarks) offer limited explicit reference to pedagogy, instead emphasizing teacher professional judgment (Scottish Government, 2017) • Learner centred approach • : There is a focus on promoting personalisation, cross-curricular planning, and supporting pupil learning, with teachers encouraged to critically analyze current practices (European Physical Education Review, 2024).

Situational - the countries current demographic of learner Material - the equipment available Proffesional - the qualifications a teacher has

Command​ Practitioner makes decisions. Participant copies and complies with​decisions and instructions.​ Practice​ Practitioner sets up opportunities giving feedback to participant​ who is working at own pace on tasks set.​ Reciprocal​ Participants work together, receiving feedback from each other.​ Practitioner provides reference points for feedback.​ Self-Check​ Practitioner sets criteria for success. Participants check own​ performance against these.​ Inclusion​ Practitioner sets out a variety of tasks/opportunities. Participants​ select which task is most appropriate for their abilities and/or motivations.​

Guided​ Discovery​ Practitioner uses questions and tasks to gradually direct participants​ towards a pre-determined learning target.​ Convergent​ Discovery​ Practitioner sets or frames problems. Participant attempts to find most​appropriate solutions​ Divergent​ Discovery​ Practitioner sets or frames problems. Participant attempts to create​ possible solutions.​ Individual​ Practitioner decides on area of focus. Participants develop within this​ area, drawing on practitioners’ expertise.​ Learner Initiated​ Participant decides on how and what they are aiming for.​ Practitioner drawn on for support as needed.​ Self-Teaching​ Participant engages in development on their own.​

Lay-up Overhead clear is a defensive play aiming to allow for a recovery Dropshot one serve the racket and the other lightly tap it over the net

Evidence that teachers use both reactive and explicit approaches to teaching about social and emotional learning (Wright et al., 2020)

Focuses on what is taught, how it is taught and how it is sequenced

“Focus on teaching sport techniques in isolation over short periods of time”​

“ensuring that teachers… have a comprehensive and coherent plan for teaching and learning” (O’Donovan, 2011, p.326)​ MbP represents a move away from the privileging of subject matter (i.e. curriculum) or the teacher

Developing physical health and wellbeing has lifelong benefits

How we process and respond to our experiences affects our mental and emotional wellbeing.