Physical Education in England: The Comparison with the Czech Curriculum
Vol.29,No.3(2019)
The paper focuses on the analysis of the designed PE curriculum in England and its comparison with the Czech curriculum in terms of PE conception, aims, educational content and chosen qualitative factors – instructional quality and internal coherence. To address the issue in a wider context, the text offers a brief excursion into the educational system in England. Selection of the states was based on the Naul’s PE concepts definition (2011, p. 9), according to which the PE conception in England tends to the sport conception. Naul, however, uses the data from the 1990s, so it is one of the goals of the study to verify whether this conceptual direction remains valid. The study was designed according to the problem approach and the comparative method. For the data collection we used the content text analysis. The results indicate that the English designed PE content tends towards the sport conception. This is, however, in a modest contradiction with the aims, which are also partly aimed towards the sport conception. The life-long physical activity as the goal of English PE is also strongly pronounced. This inconsistency partly affects the internal coherence of the document. The aims are also designed very broadly but some of them are not supported by adequate educational content. From the instructional quality point of view, we can state that the English PE document is not as instructive as the Czech Framework educational programs. The Czech designed PE content is wider and deeper.
England; curriculum; physical education; instructional quality; internal coherence; comparison
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