Educational worth of physical education and sport participation: a review

Abstract

The views of three academics on the educational value of Physical Education (PE) and School Sport (PESS) were assessed. Green explores the supposed effect of PE on current and future participation in sport and concludes that PE teachers cannot attach themselves so deeply to such a weak claim that might be impossible to show. Bailey alleged that the benefits of PESS has been made in such assertive tones that a bystander might think that nothing more can be said. Bailey and Hardman believe that it has not been proven scientifically that PESS contributes to the holistic development of the child. The present article attested the educational worth of PESS. A literature study of mainly primary sources in the field of PE was conducted. The methodology can be typified as qualitative research within the interpretative science paradigm. An educational rationale for the inclusion of PE in curricula is provided by the validation of the Arnoldian dimensions. The arguments offered by Bailey, Hardman and Green are to a great extent rejected. Most of the viewpoints in this paper are in line with Arnold’s rationale for the inclusion of PE in curricula. The inclusion of a subject in curricula relates to the envisaged values concerning the unique content and aims, learning programmes and the actuality and value of the outcomes.

Key words: Physical education; School sport; Educational value of physical education and school sport; Holistic development.