The importance of learning ‘physical literacy’
Print Edition
Dulwich Pudong Head of Primary PE Rachel Crossland talks about the importance of sports, and how to raise the interest of students on sports.
Q: When we talk about physical health in schools, apart from the PE program, is there any other aspect that will fall into this area?
A: Health has many broad definitions. All too often people associate the traditional health services within schools as the school nurse, school counsellor or the external services who support through difficult situations. At Dulwich Pudong, we are increasingly finding opportunities to change this approach to integrate a variety of health-focused initiatives and services. Health is seen as an integral element of wellbeing and the PE program reinforces the experiences, attitudes and dispositions that enable students to flourish. Our approach to physical health is to create a PE program that emphasizes physical literacy. Our goal is to enable students to find fulfilment through physical literacy. In order to promote a lifelong engagement in physical activity, it is necessary to not only develop individual competence, but also enable students to develop confidence and social/emotional skills through performance.
Q: There are always some students who are not physically active and would like to focus more on academic study, what can their parents and the school do to encourage them to be more active?
A: The key to engaging all students in physical activity is to provide a broad, holistic learning program. The PE and sports program provides a rich and varied pathway for all students to develop their passions and interests. For example, students are exposed to a variety of different individual physical activities and team sports.
Q: What should a well-balanced school physical health program consist of?
A: Successful programs should be inclusive, differentiated and adaptive and have opportunities for students to succeed at all levels. There should be an adequate level of challenge within a supportive environment where students are knowingly pushed to break out of their comfort zones, and where failure is embraced sensitively. Activities should be designed to harness students’ creativity and inspire them.
Q: Should the recommended period of time and content of physical exercise, activities and recess be adjusted for different age groups?
A: As children grow and develop, their physical activity often becomes less organic and more organized. In the Early Years, children should be encouraged to find physical challenge through play and these opportunities should be frequent and built into their daily program. Early Years PE lessons develop the skills practiced habitually during play and include activities that cross the midline; bilateral integration skills, core stability, planning and sequencing are examples.
Q: Considering the multi-cultural student backgrounds in an international school, how do you deal with gender, nationality and sporting preferences?
A: Dulwich Pudong actively promotes broad and balanced programs to consider all 43 nationalities represented at the college.
We also seek to deconstruct myths and stereotypes in sports and physical activity. The number of girls regularly participating in competitive and recreational football is one example.
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