Values-Based education through sport and physical education: myths and reality
Chair: Attilio Carraro (ITA) - University of Padua. He is co-head of the Health, Sport and Exercise Sciences Group at the Department of Biomedical Sciences of the University of Padua, Italy. His research focuses on sport pedagogy and healthy behaviours. He is currently the principal investigator of an international project founded by WADA, UNESCO, IOC, IPC, ICSSPE and IFPC aimed to develop a one-resource kit tailored to provide teachers with tools to deliver values-based education.
The assertion that sport and Physical Education (PE) develop desirable, positive values is a long-held view. This may be linked to the three unique characteristics of PE and sport: teaching-learning environments, subject matter and caring teacher/coach-student relationships. More recently, there has been a renewed focus on values-based education (VbE) as youth are perceived as being at risk in terms of their behaviours, their health, their affiliations, or their readiness to contribute to the future society. Charging schools and sport clubs/associations with the task of explicitly teaching values raises questions about which values are chosen and how are they taught, learned and assessed.
The aim of this symposium is to critically discuss the role and potentialities of sport and PE in educating to values and to showcase a model of VbE which is grounded in a holistic, individual-centred framework. Speakers will discuss the lessons learned from literature and the alternative futures for VbE in sport and PE, the role of sport and PE in valuing diversity and a recent international experience aimed to develop one resource kit designed to help educators deliver VbE.
Throughout their role in schooling, sport and PE have always been considered a site of values education as they sit at the interface of the body, health, morality and citizenship. In many counties, VbE has recently become more explicit in schooling discourses driven, in part, by societal responses to disruptions in social structures and the perceived risks to young people. The opening paper shall provide some background to the place and expectations of VbE in schooling, sport and PE.
Nationally and globally, authorities have looked to school sport and PE programs to provide young citizens with the values and attitudes that underpin a peaceful, productive, healthy and cohesive population for the 21st century. The future of effective VBE lies in a more contemporary view of sport and physical education as a digital ecosystem which will have a highly immersive environment … the emphasis would be on the connectedness of the environment. ‘In class’ is being connected to ‘out of class,’ the physical to the virtual, the student who is in school to someone who is out of school. Literally anything and everything is connected” (D. Oblinger, Harvard Gazette, 2015, n.p).
One of the key-word of VbE is diversity and the focus of sport and PE, when looking to the differences among individuals, should be exploring differentiated possibilities to promote inclusive participation. The contact with the diversity should be seen as a unique opportunity to educate young citizens, since it supports critical thinking and provides inimitable inclusion experiences. Sport and PE can represent favourable settings to accept diversity by valuing it, to develop innovative solutions to cope with the limitations of each individual, by transforming them into new possibilities, and to promote positive relationships among all participants.
The closing paper will present the strategy adopted to develop a new resource for VbE. Despite different tools to provide VbE through sport and PE have been published in the last years by various international and national organizations, testing the usability and effectiveness of VbE tools remains a complicated issue. In recognizing positive sport potential in social and moral education, the WADA-UNESCO-IOC-IPC-ICSPPE-IFPC-AIESEP project, started in 2014, aimed to develop a toolkit for teachers to promote the overall value of Fairness, articulated in the core values of Inclusion, Respect and Equity. The toolkit has been developed and tested according to a cross-cultural and cross-curricular perspective.
1.Attilio Carraro (ITA) - University of Padua. He is co-head of the Health, Sport and Exercise Sciences Group at the Department of Biomedical Sciences of the University of Padua, Italy. His research focuses on sport pedagogy and healthy behaviours. He is currently the principal investigator of an international project founded by WADA, UNESCO, IOC, IPC, ICSSPE and IFPC aimed to develop a one-resource kit tailored to provide teachers with tools to deliver values-based education.
Title Presentation: Tools for values-based education: pros and cons. The experience of the WADA-UNESCO-IOC-IPC-ICSPPE-IFPC-AIESEP project
2.Fiona Chambers (IRL) - University College Cork. She is the Director for Sports Studies and Physical Education in the School of Education at University College Cork. She is a Senior Lecturer in Education (Sports Studies and Physical Education). Fiona's main research interest is in initial and career-long professional learning for PE teachers and its impact on young people's learning in PE and sport. Fiona has a particular interest in the role of mentor education in developing the pedagogies that PE teachers need to use sport effectively to promote the health and wellbeing of pupils.
Title Presentation: Alternative futures for values-based education in sport and physical education
3.Marcia Greguol (BRA) - Londrina State University. She obtained her PhD in Sports Science from the University of São Paulo. Since 2006 she is working as professor for Adapted Physical Activity at the Center of Physical Education and Sport - State University of Londrina (Paraná, Brazil). Since 2014 she is the coordinator of the Sports Science course at State University of Londrina and coordinator of the Group of Studies and Research in Physical Activity and Disability (GEPAFID).
Title Presentation: Adapting citizens to live with diversity by valuing diversity
4.Doune Macdonald (AUS) - University of Queensland. She is Pro-Vice-Chancellor (Teaching and Learning) at The University of Queensland, Australia. Prior to this she was Head of the School of Human Movement and Nutrition Sciences and undertook research in Health and Physical Education curriculum design, policy and inclusion.
Title Presentation: The lesson learned from literature on values-based-education through sport and PE: a critical perspective