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The Situation of Physical Education in Schools: A European Perspective

100%

Hardman K.

Human Movement

2008

vol. 9

issue 1

5-18

Physical Education (PE) in Europe has evolved from influences and initiatives, which have variously shaped national systems either through assimilation or adaptation. As a geopolitical entity Europe is characterised by diversity, testimony to which are different and various forms of structures and practices but there are some elements of congruence in concepts and delivery. Survey and other research evidence indicates a perceived decline or marginalisation of PE in schools, particularly marked in the 1990s, which has attracted attention of the Council of Europe and the European Parliament. In presenting the situational trends and tendencies of PE in schools in the European region, this article draws from three European-wide surveys, a World-wide survey and an extensive literature review including global and regional qualitative studies and national reports. In some countries, there are instances of well implemented programmes and good practices. Equally, there is evidence to generate concern about the situation. The review of PE in Europe is marked by "mixed messages" with indicators of stabilization in some countries juxtaposed between positive, effective policy initiatives in other countries and reticence or little political will to act and continuing concerns in others. There are apparent deficiencies in provision, specifically in curriculum time allocation, subject status, financial, material (inadequacies in facility and equipment supply) and human resources, the quality of the physical education curriculum and its delivery as well as the extent of efficacy of beyond school networks. The crux of the situation is that there is a gap between promise and the reality. The article concludes with suggested strategies, underpinned by development of a "basic needs model", to assist in converting "promises" into "reality" and so secure a safer future for PE in schools.

Psychological features of meaning-making in adulthood and the formation of meanings in the crisis and transitional period in human development

72%

Koshel N.

Pomiędzy. Polonistyczno-Ukrainoznawcze Studia Naukowe

2022

issue 5(2)

55-64

The article discusses the concept of “meaning-making” and age crises as one of the main categories of psychology, and their relationship with the humanities. Existing scientific developments do not pay enough attention to the study of conscious motives and meaning in adults. The practical relevance of this problem is determined, on the one hand, by dynamic processes in the education system, on the other hand - the need to increase life experience, improve the quality of life in general. The article presents a semantic model of the process of meaning-making. The system of meaning-making is connected with the educational system, which includes the semantic sphere. The structure of the system of meaningmaking is the interaction of objects of social development of ways of thinking, views, and cultural activities. The article also describes the concept of age crisis and how it depends on meaning-making. Age development to a new qualitatively specific stage of meaning-making is characterized by abrupt psychological changes in a person’s life. The processes and psychological features of meaningmaking of adults is studied in the current uncertainty of the social, economic, and political situation which forces a person to constantly determine their position and view of the world. The solution of this important question is primarily associated with the activity of a person’s consciousness, which is aimed at identifying the meanings of ongoing events, the constant search for new meanings on the basis of which it would be possible to determine one’s place and vital role in the changing reality. It is found that meaning-making of a personality, its clear awareness, and its reliability are determined by viability, professional, family, and age self-determination in life, which depends on an individual, their life position, sociopsychological, and social maturity and activity. Based on the empirical study, it is concluded that age largely determines the importance of life values and spheres for a person, the level of realization of value orientations, the level of motivation and the level of self-actualization of the adult personality.

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1 Human Movement

1 Pomiędzy. Polonistyczno-Ukrainoznawcze Studia Naukowe

1 2022

1 2008

1 Hardman K.

1 Koshel N.

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The Situation of Physical Education in Schools: A European Perspective

Psychological features of meaning-making in adulthood and the formation of meanings in the crisis and transitional period in human development