Similarities And Differences Between Sport And Fitness Physical Education Essay

Similarities And Differences Between shimmer And Fitness Physical Education evidenceThroughout this essay I will identify the definition for some(prenominal) magnetic declination and somatic education, implementing my own interpretation. I will in addition apologize the differences and similarities between them. My research will be based largely on the affect physical natural process has on instill tykeren. I force back to concentrate my research on the manner of teaching method PE and sports, introducing both linear and non-linear pedagogy. Finally, I will conclude with my own understanding of my findings and where I smelling research should be continued in launch to ensure both PE and sports is an active part of every childs life, especially after leaving indoctrinate.Sport v PEClassifying the definition of sport is not as simple as it seems. inquiry states, an athletic activity requiring skill or physical valor and often of a competitive nature, as racing, baseba ll, tennis, golf, bowling, wrestling, boxing, hunting, fishing, etc. (http//dictionary.reference.com/browse/sport). This is true, however, at that place is a lot much to it that just skill and competition. Although rules ar a major part of sport, making it sound more serious, it ignore in addition be fun and entertaining. Physical skill is a key expediency in performing sport, however lets not forget that more or little sports also require mental skill for strategic planning. The most important sight of sport is having fun with the added bonus of brinytaining a trade good fitness level. The endpoint sport comes from the old French desport which means leisure. http//en.wikipedia.org/wiki/Sport.Physical Education is teaching in the development of and care for the human body stresses athletics includes hygiene. http//www.wordwebonline.com/en/PHYSICALEDUCATION. It is a taught course taken during primary and secondary education that encourages psychomotor scholarship in a pl ay or movement exploration setting. http//en.wikipedia.org/wiki/Physical_education. In the UK, Physical Education classes are compulsory in school until approximately age 16. As well as erudition rudimentary card-playing skills, the curriculum also pays attention to health and fitness. My first retrospect of PE at School was playing pirates in the school gym which knotty running around on sporting apparatus being chased. PE is not always being taught the obvious sporting halting such as football, hockey, etc. Its aim is to recruit an individuals progress through a variety of activities, which will boost their confidence level hence my pirate game vastly improved my agility skills. As the student progresses, leadership skills are incorporated into the programme as well as being encourage to be player independent in their decision-making.The most obvious parity between sport and PE is that they both involve physical activity. Physical health benefits are gained by taking par t in regular physical activity, whether that is during school hours (PE lessons), an extra-curriculum activity, or playing for a local association. Research shows that children who get in frequently in physical activity will reduce their chances of getting certain ailments such as diabetes and obesity, therefore improving their quality of life. However, early(a) benefits such as affective and social are also gained. Research suggests that affective development is now seeming(a) with children. One of the main signs of this is a childs self-esteem that grows stronger when partaking in physical activity. Research show that stress, anxiety and depression, stern also be signifi bunstly reduced with regular exercise. Probably the most important aspect of both sport and PE is social benefit. Whether you are playing football with a few friends or in a controlled PE lesson, it is evident that this is a major part of a childs social learning skills. Anti-social behavior is frowned upo n and, to fit in, children tend to conform to the norm. Also, for an introvert child, communication though activity bottom of the inning help dramatically improve their interaction with other children extracurricular of sports and PE and this has a knock-on affect with their affective skills also (Bailey, 2006). However, there may be implications. For example, we are assuming that pupils are enjoying the physical activity and are good at it. What if a child suffers with ability and/or may be teased by other school children for their lack of coordination? This may do the child to become introvert and depression and anxiety could occur. Although PE has a ordained effect for most, this concern needs to be considered carefully when planning PE lessons at school.However, sport is more about being competitive and winning medals and trophies. Although PE can be competitive, teachers introduce fair play ensuring teams are equally balanced, whether that is by age, sex, and/or ability. Ho wever, in sports, the best players are selected for the clubs first team and those with less skill will be placed in a subvert performing side. Sport is voluntary and the number of participants can vary from club to club, but the size of group/team can be able to suit the requirements of a checkmate. However, PE is compulsory in schools and classes can be vast, this can cause problems for the teacher when applying rules and instructions, especially given that a proportion of children do not want to impact and may be unruly.Within sports there are leagues and competitions, involving officials and a fixture secretary and each club concentrates on one particular sport. However, the chosen activity for a particular PE lesson is unremarkably decided by the teacher and can vary from lesson to lesson. This decision can also depend on the environmental conditions and equipment available to that school. For example, it is difficult for a school in the centre of London to partake in an exterior adventure activity, as there are no local creature comforts to support this and some inner city schools dont experience the funds to leveraging expensive equipment.Linear and non-linear pedagogyThe basic skills of PE are learned during a childs school years. This is normally taught using linear pedagogy, a more traditional method. Once the basics are learnt, a pupil may want to expand on this skill and join a particular sport they excel in. This is where further, more advanced coaching, takes place and in my experience, a more non-linear pedagogy approach is implemented.Linear pedagogy is teacher centred, instructional, technique-based and practiced method. This name is more vantageous in schools than clubs, where, imputable to enormous class sizes, it is easier for the teacher to maintain control of the class. However, there are problems with this approach. For example, in my school-day experience, in order for skills to be learned, the teacher would use drills to de monstrate a technique and it was a luxury to play a game. This was a disappointment to my peers and me. Tactics were rarely mentioned therefore my decision-making was poor.Non-linear pedagogy leans more towards the Teaching Games for Understanding (TGfU) way of teaching where it is player centred, involving engaging an individual in being encouraged to conceive of for themselves in both tactical and technical aspects (Thorpe and Bunker 1989). Its major advantage it that it is designed to guide players to become independent in their decision-making. For example, a emblematic training session may involve a short limited game to identify the teams failings. Drill sessions would then take place to fort these weaknesses. After the drills, another game would be played to implement the pertly skill, using their own thoughts. The coach encourages player independence by applying strategies to match an individual players game, therefore improving their decision-making throughout a game ( Light, 2006).The main problem with linear pedagogy is that it can be strict and disciplined, virtually military style, therefore cheer, which should be a major factor, is low on the count of chance onments and participating in both PE and sport should definitely compass this. Lessons become predictable and children tend to pay less attention due to boredom, therefore not much learning will take place. Also, overly much structure wont allow those with less ability to achieve the aimed outcome and, instead, may become stressed at their inability to maitre dhotel the skill. This could also damage their confidence. By not allowing children to think for themselves, it reduces their scope of learning and their tactical skills will be limited.Non-linear pedagogy is not without its faults. At school level, it may lack adequate theoretical teaching from a motors learning perspective. Receiving little instruction from the teacher can result in the child not being able to make the corre ct decision. It is very difficult to measure whether or not the children are learning anything and it can discover a lot like chaos (Mack, et al, 2000).ConclusionTaking into affection the research and my own interpretation, it is encouraging to see that both PE and sports has a collateral affect on majority of children. However, my findings highlight the need for schools to reconsider their method of teaching PE. Other less traditional styles should be implemented to enhance the enjoyment of the lesson, which may encourage children to continue their interest in extra-curriculum sporting activities and perhaps join sporting clubs upon leaving school. This will then ontogenesis the number of potential elite athletes.Further research needs to be undertaken to investigate the effects of social behaviour in children. For example, how does participating in PE and sports help reduce crime rate? What can the government do to ensure people from deprived areas are given more opportunities to partake in sport?Overall, any type of physical activity should be a part of everyones lifestyle. Although playing sport is more of an individual choice, it is indispensable that PE remains a compulsory part of the curriculum at schools as this is the grass roots encouragement they require to continue in their enjoyment and progress to playing sport after leaving school.Reference listhttp//dictionary.reference.com/browse/sporthttp//dictionary.reference.com/browse/Physical+educationOnes I have not used yethttp//www.tgfu.org/taskforce/index.htmhttp//www.citejournal.org/vol1/iss1/currentissues/english/article1.htmhttp//www.suite101.com/content/teaching-breathing-exercises-for-singing-a146136http//www.questia.com/googleScholar.qst?docId=5002249790http//www.bmj.com/content/327/7415/592.full