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From Past till Presence – The Quality of German Physical Activity Kindergarten (PAK)

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Schwarz R.
Central European Journal of Sport Sciences and Medicine
|
2015
|
vol. 11
|
issue 3
103-113
EN
Physical Activity Education (PAE) has always been playing an important role in the history of Early Childhood Education (ECE) in Germany and its institutionalized form called “Kindergarten”. As a key feature of Kindergarten quality Physical Activity (PA) was originally considered to be either a compensation for children’s health dangers along with the neglect by their hard working mothers or a mere medium for other developmental fields such as cognition or social behavior. The subjectively observed outcome for the pedagogues was far from empirically objective evidence. Till the 1970s neither the technical term “quality” nor any empirical quality standards existed in German ECE to assess the effect of PA in Kindergarten. This fairly hasn’t changed yet although some general findings of high quality effects can be reported as well as PA specific results from a recent review on systematic PAE programmes. Despite this fact, Germany’s organized sports associations (OSA) installed 1759 Physical Activity Kindergarten (PAK) with great expectations in their overall positive developmental effect. For quality assurance some criteria were developed to achieve a minimum standard level. Subsequently a very popular license originated without having evidence for its positive outcome. A randomized, controlled longitudinal study is still to come.
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The Importance of Physical Education Teachers in Germany: Theoretical and Educational System Considerations of the Concept of Profession

100%
Schwarz R.
Baltic Journal of Health and Physical Activity
|
2011
|
vol. 3
|
issue 3
208-217
EN
The article examines different aspects of the importance of physical education teachers in Germany. The so called "sociology of professions" that has become the predominant theoretical perspective in sport pedagogy on this matter will be contrasted and completed with empirical data from the German educational policy as well as ideas from education theory.It is highlighted that different values of the participating protagonists in this discussion lead to different types of understanding the importance of physical education teachers, depending on their specific system logic.As a result, the acceptance of an occupational group cannot automatically be equated with its importance. Finally, the pessimistic theoretical system view on physical education teachers as a profession at stake will be relativized by redefining the socially highly relevant value of health. Using the example of health as a central value for society that is not only processed by the medical system, the author pleads for an offensive communication about the preventive potential of physical education teachers concerning health education to prove their status as a profession.
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