Professional Documents
Culture Documents
The transfer of skills and knowledge, in particular, the skills of teamwork, leadership and collaborative
behavior to achieve set goals are sought after skills in all curriculum areas and in particular, are skills that
support lifelong learning opportunities. Through fostering these skills you are likely to have students that
display a higher sense of resilience and willingness to take risks and communicate their thoughts about
these processes, as is encouraged within the Physical Education curriculum (Department of Education and
Child Development). Similarly through the skills and abilities developed within Physical Education allow
for increased cognitive function and this transfers into other curriculum and life skill areas for the
students. The capacity to apply and demonstrate knowledge, skills, and understanding in new contexts is
considered a vital expectation within curricula, as this is how the progress of students educational abilities
are assessed in reference with the Australian National Curriculum (Department of Education and Child
Development, 2016). To knowingly have the ability to gain new knowledge, skills and understandings
provide a positive base for students to engage with other curriculum areas and to build confidence to assist
in those areas of study that they may find more difficult. The social and emotional wellbeing of a student is
also highly relevant to the skills taught and learnt within the Physical Education curriculum and provides a
multitude of opportunities to address social skills, such as turn taking, effective communication, and
positive peer relationships. Therefore, it is vital for Physical Education to remain at the foreground of
education and underpin the curriculum approaches used in classrooms throughout Australia.
SOCIAL, PERSONAL AND INTERPERSONAL SKILL DEVELOPMENT
The Teaching Personal and Social Responsibility through Physical Education Alliance (2016) believes that
Physical Education can be used as a vehicle for teaching students particular life skills that can be
implemented through physical activity and then transferred to other settings, including school, community
and family life. The Alliance's practical models aim to help students build social, personal and interpersonal
skills, which in turn fosters heightened resilience, awareness and responsibility for the way they conduct
themselves and treat other people (TPSR Alliance, 2016). Primary goals centre on creating levels of
responsibility among individuals helping to increase maturity and life skills, including respecting the rights
and feelings of others, self-motivation, self-direction and caring, which can be transferred beyond the
spectrum of Sport and Physical Education (Lee and Martinek, 2013). The theoretical framework of
Teaching Games for Understanding can be facilitated through this process of transferable learning, with
sport offering a unique contribution to creating greater self-perception, motivation, character
development, social relationships, moral development, and observational learning when placing significant
emphasis on learning through all contexts of skill development (Maureen, 2007; Baldock, 2016).
Structuring Physical Education programs around value-based learning in game situations provides
empowering opportunities for students to make choices, take responsibility and practice leadership skills,
which thereby enhances commitment, enjoyment and learning outcomes (Maureen, 2007). Lee and
Martinek’s (2013) examination into the transferability of Teaching Personal and Social responsibility
within Physical Education drawing conclusions on goals, attitudes, respect, effort, and self-direction of
individuals who participated in regular physical activity based learning. Determining that individual's
regular involvement is increased by an emphasis on participation and allows greater initiative in applying
responsibility values within curriculum and outer curriculum settings (Baldock, 2016). Participation can be
further reflected upon through the creation of agendas within programs, emphasis should be placed on
providing a fun, safe and inclusive environment, along with building positive relationships with staff and
participants (Maureen, 2007). Studies demonstrate perception of capabilities that are strongly related to
decreased involvement in Physical Education, made evident when considering achievement related
cognitions, emotions and behaviors of adolescents (Maureen, 2007). Thus, It is vital that teachers
understand perceived capabilities of individuals when constructing developmentally appropriate Physical
Education and Sports programs, ensuring that each student social, personal and interpersonal skills will be
enhanced as a result of actively engaging in physical activities.
CONCLUSION
It is vitally important that Educational practices develop engaging and challenging curriculum and
pedagogy within Physical Education and Sport through the application of teaching for transfer, assisting in
the development of social, personal, interpersonal, educational and physical skills (Department of
Education and Child Development, 2016). This, in turn, will allow adolescents to develop as powerful
learning throughout all contexts and lye's at the heart of learner resilience needed for academic and future
life success. Possible implementations of this concept could consider seeking ways to incorporate lessons
learned through cooperative game based activities within physical education to other aspects of the
curriculum content and personal life, ultimately assisting in transferable life skills (McBride, 2004). Thus, it
is necessary that programs develop a set of clear key ideas and process steps of physical skills and
transferable life skills that are integrated rather than taught separately, helping to meet the challenge of
students application of life lessons obtained in physical activity to other domains (Lee & Martinek, 2013).
Future theoretical applications and directions should focus on encouraging participants to reflect on what
and how they learn and examine the anticipated challenges, in an attempt to apply skills learnt in Physical
Education and Sport to other contexts.
BIBLIOGRAPHY
o Baldock, Richard 2016, ‘Teaching Games for Understanding’, lecture notes distributed in the topic HLPE
2531 Sport and Education, Flinders University, Bedford Park, July 28th
o Baldock, Richard 2016, ‘Skill Acquisition’, lecture notes distributed in the topic HLPE 2531 Sport and
Education, Flinders University, Bedford Park, August 4th
o Baldock, Richard 2016, ‘guided discovery’, lecture notes distributed in the topic HLPE 2531 Sport and
Education, Flinders University, Bedford Park, August 16th
o Bunker, D. J., and Thorpe, R. (1982) ‘A Model for the Teaching of Games in Secondary Schools', Bulletin of
Physical Education 19(1): 5–9.
o Hilgard, E. R., and Bower, G. H. (1976) Teorías del aprendizaje. Mexico: Trillas.
o Lee, O., & Martinek, T. (2013). Understanding the transfer of values-based youth sport program goals
from a bio-ecological perspective. Quest, 65(3), 300-312.
o López, L. M. G., Jordán, O. R. C., Penney, D., & Chandler, T. (2009). The role of transfer in games teaching:
Implications for the development of the sports curriculum. European Physical Education Review, 15(1),
47-63.
o Maureen R. Weiss, (2007), ‘Field of Dreams’ Sport as a context for Youth Development: Research
Quarterly of Exercise and Sport pp.434-449
o McBride, R. E., & Xiang, P. (2004). Thoughtful Decision Making in Physical Education: A Modest Proposal.
Quest, 56(3), 337-354.
o Reporting on Australian Curriculum, Department of Education and Child Development, Government of
South Australia Report, 2016
o Parker, M., & Stiehl, J. (2010). Personal and social responsibility. In J. Lund, & D. Tannehill.
(Eds.), Standards-based physical education curriculum development (2nd ed., pp. 163–191).
Sudbury, MA: Jones & Bartlett.
o Teaching Personal and Social Responsibility through Physcial EducationAllience. (2016, September ).
Teaching Personal and Social Responsibility Model. Retrieved September 20, 2016, from TPSR Alliance:
www.Tpsr-alliance.org
o Werner, P. and Almond, L. (1990) ‘Models of Games Education’, Journal of Physical Education,
Recreation and Dance (April): 23–7.