Jimmy Deenihan
Ceist:405 Mr. Deenihan asked the Minister for Education and Science the plans for the international year of sport and physical education in 2005; and if she will make a statement on the matter. [32359/04]
Amharc ar fhreagraTuesday, 7 December 2004
Ceisteanna (378)
Freagraí scríofa
Physical education and sport, although closely linked, are not synonymous. Sport begins in play and develops through games, competition and challenges. 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, 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 extra-curricular sporting activities.
Schools at second level should offer a physical education programme based on an approved syllabus with teaching hours registered on the school timetable. The phasing in of a revised syllabus at junior cycle level for physical education — non-examination — commenced in September 2003. The revised junior cycle physical education syllabus, with its practical focus, provides young people with an opportunity to explore a range of intelligences and represents a balance in what has long been acknowledged as an academically dominated curriculum.
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 develop technical skill 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.