Vol. 565 No. 2
12 Mr. Hayes asked the Minister for Education and Science his plans to develop sport in schools and to incorporate sport in the school curriculum at primary and secondary level; and if he will make a statement on the matter. [10222/03]
13 Mr. English asked the Minister for Education and Science his plans to encourage more students in schools to actively partake in sport of all kinds; and if he will make a statement on the matter. [10231/03]
15 Mr. Stanton asked the Minister for Education and Science his plans to educate students at primary and secondary level on the importance of physical fitness through sport in the school curriculum; and if he will make a statement on the matter. [10232/03]
20 Mr. Stanton asked the Minister for Education and Science if he will outline the Government's policy and proposed actions and timetables regarding sport in schools and on the curriculum. [10220/03]
30 Mr. Hayes asked the Minister for Education and Science his views on the importance of sport in second and primary level schools; and if he will make a statement on the matter. [10221/03]
I propose to take Questions Nos. 12, 13, 15, 20 and 30 together.
Physical education and sport, although closely linked, are not synonymous. Sport begins in play and develops through games, competition and challenges, with an emphasis on winning. The focus in the physical education curriculum is on the child's holistic development, stressing personal and social development, physical growth and motor development. Goal-setting, within the curriculum, focuses on individual improvement and not on winning or being the best.
Competition in sport is not incompatible with the holistic development of the child, however, particularly if the opportunities presented are such that the child is progressing towards the achievement of his or her potential. It is Government policy to encourage and promote sport for all in schools. The policy of my Department is to facilitate this by means of a broad and balanced physical education curriculum for schools at primary and post-primary levels.
The primary school curriculum was revised in 1999. Physical education was included in this process of revision and forms part of the prescribed curriculum for primary schools. At primary level, the curriculum in physical education encompasses elements of sport in the games strand of the curriculum. Sport is, therefore, presented and promoted as part of the prescribed physical education curriculum for primary schools. In addition to implementing the prescribed curriculum, many schools avail of the services of coaching personnel offered to schools by sporting organisations such as Cumann Lúthchleas Gael, the Football Association of Ireland and the Irish Rugby Football Union. Schools are also encouraged to devote one day every year to "Sport for All" where the entire day is given over to sporting activities that emphasise participation, rather than winning or losing.
In addition to the formal curriculum, many schools provide further opportunities in extra-curricular programmes for sport, including organising and preparing inter-school competitions. Teachers and parents make an extremely valuable contribution to children's social and physical development through their contribution of time and expertise to these extracurricular sporting activities.
Schools at second level must offer a physical education programme. Revised syllabuses for physical education for junior cycle, senior cycle and leaving certificate have been completed and these are to be introduced into schools on a phased basis. Initially, the junior cycle, non-examination, syllabus will be introduced in 200 schools from September 2003 and the remaining schools will participate on a phased basis over the following two years.
It is planned to introduce the senior cycle, non-examination, programme into schools from Sep tember 2004, while the syllabus for leaving certificate, for examination, is expected to be introduced on a pilot basis from September 2005.
To support the successful implementation of the syllabuses in all schools, a comprehensive in-service support programme is planned. A support team is to be set up shortly and this will be responsible for delivering the necessary in-service to physical education teachers nationally.
As sports are an integral part of physical education they are dealt with comprehensively in these syllabuses. In implementing these programmes, students will participate in a wide range of sports and in so doing will gain an understanding of, and will develop technical skills in, these sports. The majority of schools have strong extra-curricular programmes for sport. The skills, understandings and attitudes developed within the formal programmes in physical education provide a foundation for these sports and include the development of positive attitudes regarding health and fitness.
I thank the Minister for his comprehensive reply. Would he agree that participation in sport encourages team work and fitness, thus improving health and fighting the problem of obesity about which many people are concerned? Would he also agree that the practice is very different to the theory he has just outlined? Many schools do not have the facilities or trained staff to encourage all their students to become involved in sport. In many schools only the elite have an opportunity to take part in competitive sporting activities.
Does the Minister have any plans to ensure that all students will gain exposure to as many sports as possible while attending school? Would he agree that is just about the only time when students can learn sports, such as tennis, basketball and volleyball? If they learn those sports, they might pursue them for life.
I agree with the Deputy that sport can have a hugely beneficial effect on pupils that goes beyond the fact of their participating. He mentioned some of the benefits himself but apart from the health and fitness ones, sport can teach life skills in which I am a great believer. Unfortunately, the Deputy is correct in saying that in many second level schools, in particular, the practice is different from the theory I outlined. However, I do not think that is true of primary schools.
It is, particularly of girls' schools.
Written Answers follow Adjournment Debate.
